Scholar Publications

Scholars publish their work in a variety of peer-reviewed professional journals. Click on a reference below to view the publication.

  • Bailey, K. M., Frost, K. M., Casagrande, K., & Ingersoll, B. (2020). The relationship between social experience and subjective well-being in college students with ASD: A mixed methods study. Autism, 24(5), 1081–1092. https://doi.org/10.1177/1362361319892457
  • Bailey, K. M., Pak, N. S., Ledford, J. R. (2024) Conducting studies using rapid iterative alternation of conditions. In J. R. Ledford & D. L. Gast (Eds.). Single case research methodology: Applications in special education and behavioral sciences (4th ed.). Routledge Publishing. https://www.routledge.com/Single-Case-Research-Methodology-Applications-in-Special-Education-and-Behavioral-Sciences/Ledford-Gast/p/book/9781032265810
  • Bailey, K. M., Rodgers, M. E., Quinn, E. D., Thompson, S., Nietfeld, J., & Kaiser, A. P. (2024). Just-in-time: A caregiver-mediated intervention for toddlers with autism. American Journal of Speech-Language Pathology, 1–17. https://doi.org/10.1044/2023_AJSLP-23-00279
  • Banerjee, I., Lambert, J. M., Copeland, B. A., Paranczak, J. L., Bailey, K. M., & Standish, C. M. (2022). Extending functional communication training to multiple language contexts in bilingual learners with challenging behavior. Journal of Applied Behavior Analysis, 55(1), 80–100. https://doi.org/10.1002/jaba.883
  • Blasco, P., Saxton, S., Gullion, L. M., Oo, T. Z., Amukune, S., and Józsa, K. (2023). Assessment of mastery motivation and neurodevelopment of young children at high risk for developmental delays. Journal of Intelligence, 11(6), 115. https://doi.org/10.3390/jintelligence11060115
  • Casagrande, K., Frost, K. M., Bailey, K. M., & Ingersoll, B. (2020). Positive predictors of life satisfaction for autistic college students and their neurotypical peers. Autism in Adulthood, 2(2), 163–170. https://doi.org/10.1089/aut.2019.0050
  • Chow, J., Ledford, J. R., Windsor, S., & Bennett, P. (2022). Empirically-derived single-case design effect size distributions of engagement and challenging behavior in early childhood research. Exceptional Children, 90(1), 76–92. https://doi.org/10.1177/00144029231165505
  • Chudzik, M., & Corr, C. (2023). The critical role of qualitative research in mixed methods research in special education. Topics in Early Childhood Special Education. Advanced online publication. https://doi.org/10.1177/02711214231212231
  • Chudzik, M., Corr, C., & Fisher, K. (2022). Trauma: Early childhood special education teachers’ attitudes and experiences. Early Childhood Education Journal, 51, 189–200. https://doi.org/10.1007/s10643-021-01302-1
  • Chudzik, M., Corr, C., & Fisher, K. (2023). Trauma-informed care: The professional development needs of early childhood special education teachers. Journal of Early Intervention. Advanced online publication. https://doi.org/10.1177/10538151231164898
  • Chudzik, M., Corr, C., & Ostrosky, M. (2023). Myth-busting: Supporting young children with intellectual and developmental disabilities who have experienced maltreatment. APSAC Advisor, 36(2), 65–74.
  • Chudzik, M., Corr, C., & Santos, R. M. (2023). Trauma-informed care in early childhood education settings: A scoping review. Early Childhood Education Journal. https://doi.org/10.1007/s10643-023-01596-3
  • Chudzik, M., Corr, C., & Santos, R. M. (2023). “...We’re not doing enough: Trauma-informed care in an early childhood special education center. Topics in Early Childhood Special Education. Advanced online publication. https://doi.org/10.1177/02711214231219282
  • Citta, C. (2023). Case: The day the dirt flew. In S. Jeong, L. A. Bryan, D. J. Tippen, & C. M. Sexton (Eds.), Navigating Elementary Science Teaching and Learning (pp. 31-34). Springer Publishing. https://doi.org/10.1007/978-3-031-33418-4_4
  • Corr, C., Chudzik, M., Oh, J., Love, H., & Snodgrass, M. (2023). Mixed methods journal reviewing in early childhood special education. Topics in Early Childhood Special Education. Advanced online publication. https://doi.org/10.1177/02711214231170587
  • Corr, C., Snodgrass, M., Love, H., Kern, J., & Chudzik, M. (2022). Methodological training in special education doctoral programs: A mixed methods exploration of students’ perspectives. Teacher Education and Special Education, 46(2), 108–126.  https://doi.org/10.1177/08884064221103902
  • Corr, C., Spence, C., Chudzik, M., Bentley B., Kern, J., Griffin, R., Sawyer, G., & Connor, S. (2023). Ethics and the early intervention system. Topics in Early Childhood Special Education. Advanced online publication. https://doi.org/10.1177/02711214231182117
  • Eyler, P. B., & Ledford, J. R. (2023). Systematic review of time delay instruction for teaching young children. Journal of Early Intervention. Advance online publication. https://doi.org/10.1177/10538151231179121
  • Jackson, E., Levine, D., de Villiers, J., Iglesias, A., Hirsh-Pasek, K., & Michnick Golinkoff, R. (2023). Assessing the language of 2-year-olds: From theory to practice. Infancy, 28, 930–957. https://doi.org/10.1111/infa.125541
  • Ledford, J. R., Bailey, K. M., Pak, N. S. (2024). Analyzing data from studies using rapid iterative alternation. In J. R. Ledford & D. L. Gast (Eds.). Single case research methodology: Applications in special education and behavioral sciences (4th ed.). Routledge Publishing. https://www.routledge.com/Single-Case-Research-Methodology-Applications-in-Special-Education-and-Behavioral-Sciences/Ledford-Gast/p/book/9781032265810
  • Ledford, J. R., Trump, C., Chazin, K. T., Windsor, S. A., Eyler, P. B., & Wunderlich, K. (2021). Systematic review of interruption and redirection procedures for autistic individuals. Behavioral Interventions, 38, 198–218. https://doi.org/10.1002/bin.1905
  • Loomis, A., Mogro-Wilson, C., Musson Rose, D., & Longo, E. (2024). Relationships between affiliate stigma, special education plans, and family-school partnerships among Latino parents of children with disabilities. Journal of Developmental and Physical Disabilities. Advance online publication. https://doi.org/10.1007/s10882-024-09958-4
  • Pak, N. S., Bailey, K. M., Ledford, J. L., & Kaiser, A. P. (2023). Comparing interventions with speech-generating devices and other AAC modes: A meta-analysis. American Journal of Speech-Language Pathology, 32(2), 786–802. https://doi.org/10.1044/2022_AJSLP-22-00220
  • Poole, M., Fettig, A., Mckee, R., & Gauvreau, A. N. (2020). Inside the virtual visit: Using tele-intervention to support families in early intervention. Young Exceptional Children, 25(1), 3–14. https://doi.org/10.1177/1096250620948061
  • Shapiro, A. L. B., Lawless, M. C., Flesher, A., Lattanzi, K., Charlifue-Smith, R., & Johnson, S. L. (2022). Acceptance of a novel food is related to caregiver perceptions of infant and toddler food-related receptive language. Journal of Nutrition Education and Behavior, 54(7), 684–690. https://doi.org/10.1016/j.jneb.2022.04.004
  • Shapiro, A., Flesher, A., Lattanzi, K., Charlifue-Smith, R., & Johnson, S. (2021). Young children's food-related receptive language and acceptance of a novel food. Current Developments in Nutrition, 5(Suppl 2), 817. https://doi.org/10.1093/cdn/nzab046_114
  • Standish, C. M., Bailey, K. M., Lambert, J. M., & Banerjee, I. Copeland, B. A. (2021). Empirical validation of criteria for identifying functional relations through trial-based functional analysis. Journal of Applied Behavior Analysis, 54(4), 1526–1540. https://doi.org/10.1002/jaba.866
  • Standish, C. M., Lambert, J. M., Copeland, B. A., Bailey, K. M., Banerjee, I., & Lamers, M. E. (2021). Partially automated training for implementing, summarizing, and interpreting trial-based functional analyses. Journal of Behavioral Education, 32(2), 239–260. https://doi.org/10.1007/s10864-021-09456-z
  • Steed, E. A., Stein, R., & Charlifue-Smith, R. (2022). Initial evaluation practices to identify young children with delays and disabilities during the COVID-19 pandemic. Journal of Early Intervention, 45(3), 264–284. https://doi.org/10.1177/10538151221127909
  • Steed, E. A., Stein, R., Burke, H., & Charlifue-Smith, R. (2023). Early childhood professionals’ reported use of culturally and linguistically responsive practices during initial evaluations: A mixed methods study. Topics in Early Childhood Special Education, 43(3), 214–226. https://doi.org/10.1177/02711214231163720
  • Steed, E., Phan, N., Leech, N. & Charlifue-Smith, R. (2021). Remote delivery of services for young children with disabilities during the early stages of the COVID-19 pandemic in the United States. Journal of Early Intervention, 44(2), 110–129. https://doi.org/10.1177/10538151211037673
  • Weigand, S. D., Citta, C., Vail, C. O., Liberman-Betz, R. G., & Brown, J. A. (2022). Recommendations to promote high-quality inclusion for infants and toddlers with disabilities. ZERO TO THREE, 42(Supp), 1–6.
  • Williams, C. S., & Ostrosky, M. M. (2019). What about MY TOYS? Common questions about using a bagless approach in early intervention. Young Exceptional Children 23(2), 76–86. https://doi.org/10.1177/1096250619829739
  • Williams, C. S., & Ostrosky, M. M. (2023). Early interventionists’ perspectives about changes in caregiver coaching during COVID-19: A mixed methods study. Topics in Early Childhood Special Education, 43(3), 227–240. https://doi.org/10.1177/02711214231199547
  • Williams, C. S., & Ostrosky, M. M. (2023). Factors that contributed to early intervention providers’ use of caregiver coaching during the COVID-19 pandemic. Topics in Early Childhood Special Education. Advance online publication. https://doi.org/10.1177/02711214231210458’
  • Williams, C. S., & Price, R. (2024). The case for starting transition-planning early and implications for professionals working with students with disabilities. Inclusive Practices. Advance online publication. https://doi.org/10.1177/27324745231218671
  • Williams, C. S., & Sawyer, G. E. (2023). Going beyond “I’m a coach”: Adopting a caregiver coaching framework in EI. Young Exceptional Children, 27(1), 3–15. https://doi.org/10.1177/10962506231153660
  • Williams, C. S., Sawyer, G. E., Alexander, J. R., & Ostrosky, M. M. (2023). Inclusion of infants and toddlers with significant support needs across natural environments: What can early interventionists do? Inclusive Practices, 2(2–3), 39–49. https://doi.org/10.1177/27324745231171663