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

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

Considering a Practical Orientation and Mobility Framework to Design Communication Interventions for People With Visual Impairments, Deafblindness, and Multiple Disabilities, 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