Faculty publications from the Department of Special Education and Communication Disorders are collected here.

Follow

Submissions from 2022

PDF

Five Steps to Teach Simple Sentence Writing to Students With Learning Disabilities, Shawn M. Datchuk, Leah M. Zimmermann, Kyle Wagner, and Apryl L. Poch

PDF

Educating Students With Learning Difficulties in the Kingdom of Saudi Arabia, Apryl L. Poch, Duaa Alzahrani, Jawaher Aljuwayhir, and Maram Alnahari

PDF

Secondary Educators’ Writing Practices for Students with Disabilities: Examining Distance Learning and In-Person Instruction, Amber B. Ray, Apryl L. Poch, and Shawn M. Datchuk

Submissions from 2021

PDF

Using Data-Based Instruction to Support Struggling Elementary Writers, Apryl L. Poch, Abigail A. Allen, Pyung-Gang Jung, Erica S. Lembke, and Kristen L. McMaster

PDF

Scoring measures of word dictation curriculum-based measurement in writing: Effects of incremental administration, Apryl L. Poch, Abigail A. Allen, and Erica S. Lembke

Submissions from 2020

PDF

Improving the sentence writing fluency of a student with attention deficit hyperactivity disorder and speech/language impairment: A pilot study, Shawn M. Datchuk, Apryl L. Poch, and K. L. Panos

PDF

From NCLB to ESSA: Implications for Teacher Preparation and Policy, Ambra L. Green, Jennifer McKenzie, Timothy J. Lewis, and Apryl L. Poch

PDF

Usability and Feasibility of Data-Based Instruction for Students with Intensive Writing Needs, Apryl L. Poch, Kristen L. McMaster, and Erica S. Lembke

PDF

CHAPTER 12. INFORMING INQUIRY INTO WRITING ACROSS THE LIFESPAN FROM PERSPECTIVES ON STUDENTS WITH LEARNING DISABILITIES OR AUTISM SPECTRUM DISORDER, Apryl L. Poch, Matthew C. Zajic, and Steve Graham

PDF

CHAPTER 3. QUANTITATIVE PERSPECTIVES TO THE STUDY OF WRITING ACROSS THE LIFESPAN: A CONCEPTUAL OVERVIEW AND FOCUS ON STRUCTURAL EQUATION MODELING, Matthew C. Zajic and Apryl L. Poch

Submissions from 2019

PDF

Technical Adequacy of Curriculum-Based Measures in Writing in Grades 1–3, Abigail A. Allen, Pyung-Gang Jung, Apryl L. Poch, Dana Brandes, Jaehyun Shin, Erica S. Lembke, and Kristen L. McMaster

PDF

Supporting teachers’ use of data-based instruction to improve students’ early writing skills, Kristen L. McMaster, Erica S. Lembke, Jaehyun Shin, Apryl L. Poch, Alex R. Smith, Pyung-Gang Jung, Abigail A. Allen, and Kyle Wagner

PDF

POWER UP: A Persuasive Writing Strategy for Secondary Students with Emotional and Behavioral Disorders, Philip D. Nordness, Jessica L. Hagaman, Rebecca Herskovitz, and Elizabeth Leader-Janssen

PDF

Five reasons to write for LD Forum, Apryl L. Poch

PDF

Secondary Teachers’ Beliefs About Teaching Writing to Typically Achieving and Struggling Adolescent Writers, Apryl L. Poch, Morgan Hamby, and Xiaohan Chen

Submissions from 2018

PDF

Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies, Apryl L. Poch and Erica S. Lembke

PDF

Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems, Delinda Van Garderen, Apryl L. Poch, and Amy Scheuermann

PDF

Exploration of New Complexity Metrics for Curriculum-Based Measures of Writing, Kyle Wagner, Alex Smith, Abigail A. Allen, Kristen L. McMaster, Apryl L. Poch, and Erica S. Lembke

Submissions from 2017

PDF

An Exploration of Alternative Scoring Methods Using Curriculum-Based Measurement in Early Writing, Abigail A. Allen, Apryl L. Poch, and Erica S. Lembke

PDF

Looking Backward to Look Forward: Reflections of Past Presidents of the Council for Learning Disabilities, Apryl L. Poch

PDF

Chapter 11: Teaching mathematics to students with disabilities from diverse backgrounds, Delinda Van Garderen, Apryl L. Poch, Christa Jackson, and Sarah A. Roberts

Submissions from 2016

PDF

Getting More From Your Maze: Examining Differences in Distractors, Sarah J. Conoyer, Erica S. Lembke, John L. Hosp, Christine A. Espin, Michelle K. Hosp, and Apryl L. Poch

PDF

Parental Directiveness and Responsivity toward Young Children with Complex Communication Needs, Shari L. DeVeney, Cynthia J. Cress, and Matthew Lambert

PDF

Comparison of Parent-Implemented and Clinician-Directed Intervention for Toddlers Identified as Late Talkers: A Literature Review, Shari L. DeVeney and Jessica L. Hagaman

PDF

Voice disorder management competencies: A survey of school-based speech-language pathologists in Nebraska, Amy F. Teten, Shari L. DeVeney, and Mary J. Friehe

PDF

Use of Student Perceptions to Measure Voice Disorders Course Impact on Learning, Amy Wilson Teten, Shari L. DeVeney, and Mary J. Friehe

PDF

Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction, Delinda Van Garderen, Amy Scheuermann, Apryl L. Poch, and Mary M. Murray

PDF

Test-retest reliability of independent phonological measures of 2-year-old speech: A pilot study, Katherine Wittler and Shari L. DeVeney

Submissions from 2015

PDF

Full­‐Semester and Time­‐Compressed Fluency Disorders Course: An Evaluation of Student Perceptions of Competence, Satisfaction, and Workload, Shari L. DeVeney, Amy F. Teten, and Mary J. Friehe

PDF

“Dosage” Decisions for Early Intervention Services, Miriam E. Kuhn and Christine A. Marvin

PDF

Chapter 4: Using Curriculum-Based Measurement Fluency Data for Initial Screening Decisions, Erica S. Lembke, Abigail Carlisle, and Apryl L. Poch

PDF

Auditory and Visual Cues for Topic Maintenance with Persons Who Exhibit Dementia of Alzheimer’s Type, Amy Wilson Teten, Paul A. Dagenais, and Mary J. Friehe

Submissions from 2014

PDF

Comparison of Two Word Learning Techniques and the Effect of Neighborhood Density for Late Talkers, Shari L. DeVeney, Cynthia J. Cress, and Robert Reid

PDF

Engagement Differences for 2-year-olds Identified as Late Talker, Brianna E. Hendrickson and Shari L. DeVeney

PDF

Students’ Understanding of Diagrams for Solving Word Problems: A Framework for Assessing Diagram Proficiency, Apryl L. Poch, Delinda Van Garderen, and Amy Scheuermann

Submissions from 2013

PDF

Evaluating the Phonology of Nicaraguan Sign Language: Preprimer and Primer Dolch Words, Julie Delkamiller

PDF

Examining Inclusive Practices in Nicaraguan Schools, Julie Delkamiller, Kristine D. Swain, Elizabeth M. Leader-Janssen, and Mitzi J. Ritzman

Link

Study skills strategies (Part 2): Strategies that improve students’ academic performance, Jessica L. Hagaman

PDF

“More time. More showing. More helping. That’s how it sticks”: The Perspectives of Early Childhood Coachees, Lisa L. Knoche, Miriam E. Kuhn, and Jungwon Eum

Link

Effects of Repeated Reading and Listening Passage Preview on Oral Reading Fluency, Kristine D. Swain, Elizabeth M. Leader-Janssen, and Perry Conley

PDF

Checklist for Assessing Graduate Student Competencies in Voice Disorders, Amy F. Teten, Shari L. DeVeney, and Mary J. Friehe

PDF

Challenges students identified with a learning disability and as high-achieving experience when using diagrams as a visualization tool to solve mathematics word problems, Delinda Van Garderen, Amy Scheuermann, and Apryl L. Poch

Submissions from 2012

PDF

Communication-Based Assessment of Developmental Age for Young Children With Developmental Disabilities, Shari L. DeVeney, Lesa Hoffman, and Cynthia J. Cress

Link

Collaborative Relationships for General Education Teachers Working with Students with Disabilities, Elizabeth M. Leader-Janssen, Kristine D. Swain, Julie Delkamiller, and Mitzi J. Ritzman

Submissions from 2010

PDF

The Effects of Folding-In of Basic Mathematics Facts for Students with Disabilities, Tamara D. Bertini, Dara Coffrey, and Kristine D. Swain

Link

The "RAP" on Reading Comprehension, Jessica L. Hagaman, Robert Reid, and Kati Luschen

Submissions from 2009

PDF

Convergent Validity and Test-Retest Reliability of the Preschool Behavioral and Emotional Behavior Rating Scale: Parents as Respondents, Philip D. Nordness, Michael H. Epstein, and Lori Synhorst

Submissions from 2008

Link

Interventions to Improve the Literacy Functioning of Adolescents with Emotional and/or Behavior Disorders: A Review of the Literature between 1965 and 2005, Annette K. Griffith, Alexandra L. Trout, Jessica L. Hagaman, and John Harper

Submissions from 2007

PDF

A not-so-simple view of adolescent writing, Apryl L. Poch and Erica S. Lembke

Submissions from 2006

Link

Students with Disabilities Meeting the Challenge of High-Stakes Writing Assessments, Kristine D. Swain

Submissions from 2005

PDF

A Comparison of School-Based and Community-Based Adherence to Wraparound During Family Planning Meetings, Philip D. Nordness