Submissions from 2022
Five Steps to Teach Simple Sentence Writing to Students With Learning Disabilities, Shawn M. Datchuk, Leah M. Zimmermann, Kyle Wagner, and Apryl L. Poch
Educating Students With Learning Difficulties in the Kingdom of Saudi Arabia, Apryl L. Poch, Duaa Alzahrani, Jawaher Aljuwayhir, and Maram Alnahari
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
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
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
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
From NCLB to ESSA: Implications for Teacher Preparation and Policy, Ambra L. Green, Jennifer McKenzie, Timothy J. Lewis, and Apryl L. Poch
Usability and Feasibility of Data-Based Instruction for Students with Intensive Writing Needs, Apryl L. Poch, Kristen L. McMaster, and Erica S. Lembke
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
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
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
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
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
Five reasons to write for LD Forum, Apryl L. Poch
Secondary Teachers’ Beliefs About Teaching Writing to Typically Achieving and Struggling Adolescent Writers, Apryl L. Poch, Morgan Hamby, and Xiaohan Chen
Submissions from 2018
Promoting Content Knowledge of Secondary Students With Learning Disabilities Through Comprehension Strategies, Apryl L. Poch and Erica S. Lembke
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
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
An Exploration of Alternative Scoring Methods Using Curriculum-Based Measurement in Early Writing, Abigail A. Allen, Apryl L. Poch, and Erica S. Lembke
Looking Backward to Look Forward: Reflections of Past Presidents of the Council for Learning Disabilities, Apryl L. Poch
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
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
Parental Directiveness and Responsivity toward Young Children with Complex Communication Needs, Shari L. DeVeney, Cynthia J. Cress, and Matthew Lambert
Comparison of Parent-Implemented and Clinician-Directed Intervention for Toddlers Identified as Late Talkers: A Literature Review, Shari L. DeVeney and Jessica L. Hagaman
Voice disorder management competencies: A survey of school-based speech-language pathologists in Nebraska, Amy F. Teten, Shari L. DeVeney, and Mary J. Friehe
Use of Student Perceptions to Measure Voice Disorders Course Impact on Learning, Amy Wilson Teten, Shari L. DeVeney, and Mary J. Friehe
Visual Representation in Mathematics: Special Education Teachers’ Knowledge and Emphasis for Instruction, Delinda Van Garderen, Amy Scheuermann, Apryl L. Poch, and Mary M. Murray
Test-retest reliability of independent phonological measures of 2-year-old speech: A pilot study, Katherine Wittler and Shari L. DeVeney
Submissions from 2015
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
“Dosage” Decisions for Early Intervention Services, Miriam E. Kuhn and Christine A. Marvin
Chapter 4: Using Curriculum-Based Measurement Fluency Data for Initial Screening Decisions, Erica S. Lembke, Abigail Carlisle, and Apryl L. Poch
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
Comparison of Two Word Learning Techniques and the Effect of Neighborhood Density for Late Talkers, Shari L. DeVeney, Cynthia J. Cress, and Robert Reid
Engagement Differences for 2-year-olds Identified as Late Talker, Brianna E. Hendrickson and Shari L. DeVeney
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
Evaluating the Phonology of Nicaraguan Sign Language: Preprimer and Primer Dolch Words, Julie Delkamiller
Examining Inclusive Practices in Nicaraguan Schools, Julie Delkamiller, Kristine D. Swain, Elizabeth M. Leader-Janssen, and Mitzi J. Ritzman
Study skills strategies (Part 2): Strategies that improve students’ academic performance, Jessica L. Hagaman
“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
Effects of Repeated Reading and Listening Passage Preview on Oral Reading Fluency, Kristine D. Swain, Elizabeth M. Leader-Janssen, and Perry Conley
Checklist for Assessing Graduate Student Competencies in Voice Disorders, Amy F. Teten, Shari L. DeVeney, and Mary J. Friehe
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
Communication-Based Assessment of Developmental Age for Young Children With Developmental Disabilities, Shari L. DeVeney, Lesa Hoffman, and Cynthia J. Cress
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
The Effects of Folding-In of Basic Mathematics Facts for Students with Disabilities, Tamara D. Bertini, Dara Coffrey, and Kristine D. Swain
The "RAP" on Reading Comprehension, Jessica L. Hagaman, Robert Reid, and Kati Luschen
Submissions from 2009
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
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
A not-so-simple view of adolescent writing, Apryl L. Poch and Erica S. Lembke
Submissions from 2006
Students with Disabilities Meeting the Challenge of High-Stakes Writing Assessments, Kristine D. Swain
Submissions from 2005
A Comparison of School-Based and Community-Based Adherence to Wraparound During Family Planning Meetings, Philip D. Nordness