Submissions from 2024
Using an Online Assessment Tool to Teach Authentic Assessment to Early Childhood Teacher Candidates, Naomi L. Rahn, Leslie La Croix, Doohyun L. Shin, Meg Gravil, Ching-I Chen I, Hollie R. Hix-Small, Samita Arora, Jennifer Grisham, Julie Harp Rutland, Zhen Chai, Ann M. Mickelson, and Huichao Xie
Educators' Perceptions on the Involvement of Students with Complex Support Needs in PBIS: the Role of Educational Placement, Alison L. Zagona, Motoaki Hara, Sheldon Loman, Jennifer A. Kurth, and Virginia L. Walker
Submissions from 2023
Teachers' Perspectives and Knowledge of Students with Complex Support Needs and Practices Associated with SWPBIS, Jennifer A. Kurth, Alison L. Zagona, Virginia L. Walker, and Sheldon L. Loman
Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice, Valerie L. Mazzotti, Mary E. Morningstar, Allison Lombardi, Sheida K. Raley, Dawn A. Rowe, Marcus Poppen, Kyle Reardon, Sarah R. Carlson, Deanne Unruh, Jessica Monahan, Jessica G. Rousey, Janie N. Vicchio, and David W. Test
Exploratory Study of a Team-Based Model of Transition Professional Development, Mary E. Morningstar, Sarah R. Carlson, Dana Lattin, and Rebecca Romine Swinburne
Perspectives of College and Career Readiness Among Educational Stakeholders, Mary E. Morningstar, Allison R. Lombardi, Valerie L. Mazzotti, Kathryn Buddeke, Shannon N. Langdon, Ashley Taconet, Graham Rifenbark, and Stephen M. Kwiatek
Perceptions on the Use of Distance Learning by Families of Children With Visual Impairment and Deafblindness, Amy T. Parker, Angelica Inman, Faith Yeung, Kelsey Ostrander, and Matt Bullen
Using Data to Support College and Career Readiness for Students with Disabilities, Ashley Taconet, Shannon Langdon, Christopher Esposito, Valerie L. Mazzotti, Mary E. Morningstar, and Allison Lombardi
Interventions Focused on Independent Living Skills for Youth with Intellectual Disability or Autism Spectrum Disorder, Ashley V. Taconet, Allison R. Lombardi, Joseph W. Madaus, Tracy E. Sinclair, Graham G. Rifenbark, Mary Morningstar, and Shannon Langdon
Submissions from 2022
Meeting the Language Needs of Emergent Multilingual Students at Risk for Learning Disabilities Through Multitiered Systems of Support, Lauren Artzi, Lisa B. Hsin, Amanda K. Sanford, Julie Esparza Brown, and Swati Guin
Establishing Construct Validity of a Measure of Adolescent Perceptions of College and Career Readiness, Allison R. Lombardi, Graham G. Rifenbark, H. Jane Rogers, Hariharan Swaminathan, Ashley Taconet, Valerie L. Mazzotti, Mary E. Morningstar, Rongxiu Wu, and Shannon Langdon
Policy and Practice Considerations to Support College and Career Readiness for Youth with Disabilities: A Systematic Mixed Studies Review, Valerie L. Mazzotti, Mary Morningstar, Allison Lombardi, Stephen Kwiatek, Ashley Taconet, Kathryn Buddeke, Jessica Monahan, and Ryan Harris
The Adolescent Behavioral Index: Identifying Students at Risk for Disengagement in High School, Graham G. Rifenbark, Allison Lombardi, Jennifer Freeman, and Mary Morningstar
Participation of Students with Extensive Support Needs in SWPBIS: Administrator and Educator Perspectives, Virginia L. Walker, Sheldon Loman, Ann A. Mickelson, and Kristin J. Lyon
Submissions from 2021
Incorporating the Expanded Core Curriculum into Science, Ying-Ting Chiu and Tiffany Wild
Development and Validation of the Secondary Transition Fidelity Assessment, Allison R. Lombardi, Graham G. Rifenbark, Marcus Poppen, Kyle Reardon, Valerie L. Mazzotti, Mary Morningstar, Dawn Rowe, and Sheida K. Raley
The Cogswell-Macy Act: Orientation and Mobility Specialist Association, Amy T. Parker
Wayfinding Tools for People With Visual Impairments in Real-World Settings: A Literature Review of Recent Studies, Amy T. Parker, Martin Swobodzinski, Julie D. Wright, Kyrsten Hansen, Becky Morton, and Elizabeth Schaller
Tactile Materials in Practice: Understanding the Experiences of Teachers of the Visually Impaired, Mahika Phutane, Julie Wright, Brenda Veronica Castro, Lei Shi, Simone R. Stern, Holly Lawson, and Shiri Azenkot
Seamless Wayfinding by a Deafblind Adult on an Urban College Campus: A Case Study on Wayfinding Performance, Information Preferences, and Technology Requirements, Martin Swobodzinski, Amy T. Parker, Julie D. Wright, Kyrsten Hansen, and Becky Morton
Submissions from 2020
Effects of Video Modeling for Young Adults with Autism in Community Employment Settings, Leslie Ann Bross, Jason C. Travers, Howard P. Wills, Jonathan M. Huffman, Emma K. Watson, Mary E. Morningstar, and Brian A. Boyd
Conceptual Paper for Re-Validating the Teacher of Deafblind and Intervener Competencies, Susan Bruce, Cathy Nelson, Amy T. Parker, Debbie Sanders, Adam Graves, and Carol Rimka
Exploring the Use of an Occupational Interests Card Sort with Young Adults with Intellectual Disability: A Preliminary Stud, Sarah R. Carlson, Mary E. Morningstar, Arpita Ghosh, and Vidya D. Munandar
Postschool Outcomes for Korean American Young Adults with Intellectual/developmental Disabilities, and Parental Perceptions of Transition Planning, Kyeong-Hwa Kim and Mary E. Morningstar
The Visually Impaired Learner (VIL) and Orientation and Mobility (O&M) Programs at Portland State University, Holly Lawson and Amy T. Parker
Teacher Agency for Inclusive Education: an International Scoping Review, Amanda L. Miller, Courtney Lane Wilt, Heather C. Allcock, Jennifer A. Kurth, Mary E. Morningstar, and Andrea L. Ruppar
Video-Based Intervention to Improve Storytelling Ability in Job Interviews for College Students with Autism, Vidya D. Munandar, Lesley Crandell Bross, Kathleen N. Zimmerman, and Mary E. Morningstar
A Systematic Literature Review of Video-Based Interventions to Improve Integrated Competitive Employment Skills among Youth and Adults with Autism Spectrum Disorder, Vidya D. Munandar, Mary E. Morningstar, and Sarah R. Carlson
Introduction to CEC’s Process for Re-Validating Knowledge and Skills Competency Sets, Amy T. Parker
Mobility Matters: Interdisciplinary Partnerships to Create More Accessible Cities, Amy T. Parker
President’s Message, Division of Visual Impairments and Deafblindness’, Amy T. Parker
The Use of Wayfinding Apps by Deafblind Travelers in an Urban Environment: Insights From Focus Groups, Amy T. Parker, Martin Swobodzinski, Tara Brown-Ogilvie, and Jenna Beresheim-Kools
Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements, Amanda K. Sanford, Christopher J. Pinkney, Julie Esparza Brown, Cameron E. Elliott, Emily M. Rotert, and Samuel Sennott
Diverse Perspectives on Transition to Adulthood Among Families: A Qualitative Exploration, Courtney Lane Wilt, Kara Hirano, and Mary E. Morningstar
Student Perspectives on Peer Supports in an Inclusive Postsecondary Education Context, Courtney Lane Wilt and Mary E. Morningstar
Submissions from 2019
Video Modeling to Improve Customer Service Skills of an Employed Young Adult With Autism, Leslie Ann Bross, Jason C. Travers, Vidya D. Munandar, and Mary E. Morningstar
Exploring Predictors of Community Participation Among Young Adults with Severe Disabilities, Hyunjoo Lee and Mary E. Morningstar
Maximizing O&M Services in Rural and Remote Areas through Distance Consultation, Amy T. Parker and Mary J. Tellefson
Orientation and Mobility Career, College, and Community Readiness Standards: A Delphi Study, Mary J. Tellefson, William S. Koehler, Kathryn D. Botsford, and Leanne Cook
A Framework for Research in Transition: Identifying Important Areas and Intersections for Future Study, Audrey A. Trainor, Erik W. Carter, Arun Karpur, James E. Martin, Valerie L. Mazzotti, Mary E. Morningstar, Lynn Newman, and Jay W. Rojewski
Submissions from 2018
Physician Awareness of Developmental Screening and Referral in the State of Kuwait, Hollie Hix-Small and Khaled Alkherainej
Promoting the Accessibility of SWPBIS for Students With Severe Disabilities, Sheldon L. Loman, M. Kathleen L. Strickland-Cohen, and Virginia L. Walker
Hawaii Pacific Deaf-Blind Project Workshop: Conversations, Connections, and the Communication Matrix, Amy T. Parker
Fostering Collaborations and Partnerships Through OSEP Grants, Amy T. Parker, Katina Lambros, Carol Robinson Zanartu, and Robert Wall Emerson
DeafBlind Pocket Communicator: No-Tech Innovation Using 3-D Printing, Amy T. Parker and Susan Sullivan
You Live Where? Maximizing O&M Services in Rural and Remote Areas Through Distance Consultation, Amy T. Parker and Mary J. Tellefson
Comparative Use of the Ages and Stages Questionnaires in Low‐ and Middle‐Income Countries, Jason W. Small, Hollie Hix-Small, Emily Vargas-Baron, and Kevin P. Marks
Sustaining Effective Individualized Behavior Support: Barriers and Enablers, Monica Kathleen Strickland-Cohen, Sarah E. Pinkelman, Jo Beth Jimerson, Tricia A. Berg, Christopher Pinkney, and Kent McIntosh
Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports, Virginia L. Walker, Sheldon Loman, Motoaki Hara, Kristy Lee Park, and M. Kathleen L. Strickland-Cohen
A Systematic Review of Functional Communication Training (FCT) Interventions Involving Augmentative and Alternative Communication in School Settings, Virginia L. Walker, Kristin J. Lyon, Sheldon L. Loman, and Samuel Sennott
Cultural Adaptation and Psychometric Validation of the Ages and Stages Questionnaires for use in Georgia, Medea Zirakashvili, Maia Gabunia, Nana Tatishvili, Tamar Ediberidze, Giorgio Lomidze, Tamar Chachava, and Hollie Hix-Small
Submissions from 2017
Comprehensive Personnel Development in Deafblind Education: Exploration of a Model, Catherine Nelson and Amy T. Parker
Participatory Curriculum Development to Meet Community Needs: Open Hands, Open Access: Deaf-Blind Intervener Learning Modules, Amy T. Parker, Mark Schalock, Nancy Steele, Ritu Chopra, Leanne Cook, Donna Sobel, Beth Kennedy, Carolyn Monaco, and Gregory Zobel
Submissions from 2016
Perceptions of Social Networks by Adults Who Are Deafblind, Katrina Arndt and Amy T. Parker
Child-Centered Play Therapy as a Comprehensive School Counseling Approach: Directions for Research and Practice, Kimberly M. Jayne and Dee C. Ray
Toward a Comprehensive System of Personnel Development in Deafblind Education, Amy T. Parker and Catherine Nelson
Research on Communication Intervention for Children Who Are Deafblind, Charity Mary Rowland and Amy T. Parker
Submissions from 2015
AAC Modeling With the iPad During Shared Storybook Reading Pilot Study, Samuel C. Sennott and Linda H. Mason
Submissions from 2014
Multi-tiered Support Systems and Special Education Models for English Learners, Julie Esparza Brown
Looking to the Future of Deaf-Blind Services and the Role of Interveners: A National Webinar Co-Sponsored by NCDB and NFADB, Amy T. Parker and Peggy Malloy
Submissions from 2013
Response to Intervention for English Learners: Big Ideas and Myth Busters, Julie Esparza Brown
Basic FBA to BSP Trainer’s Manual, Sheldon Loman, M. Kathleen Strickland-Cohen, Christopher Borgmeier, and Robert Horner
Submissions from 2011
Educational Programming for Students Who are Deafblind: Position Statement, Amy T. Parker, Betsy L. McGinnity, and Susan M. Bruce
Submissions from 2010
Practical Functional Behavioral Assessment Training Manual for School-Based Personnel, Sheldon Loman and Christopher Borgmeier
Deaf-Blind Young Adults in Action: Legislative Advocacy and Leadership, Amy T. Parker, Susan M. Bruce, Elizabeth Spiers, Suzanne V. Ressa, and Roseanna C. Davidson
Decision-making in Secondary and Tertiary Interventions of School-Wide Systems of Positive Behavior Support, Terrance M. Scott, Peter J. Alter, Michael Rosenberg, and Christopher Borgmeier
Submissions from 2004
Teaching Transitions: Techniques for Promoting Success Between Lessons, Kent McIntosh, Keith Herman, Amanda K. Sanford, Kelly McGraw, and Kira Florence