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Bobzien, J., & Grissett, G., Barker, C., Donnelly, M., Khabo, B., Largena, K., & Roach, S. (2015). Making the link: Providing academic and clinical application training to rehabilitation staff in the Dominican Republic. Journal of Social Sciences Research, 2, 4-13.

Bobzien, J., Richels, C., Schwartz, K, Raver, S. A., Hester, P., & Morin, L. (2015). Using repeated reading and explicit instruction to teach vocabulary to preschoolers with hearing loss. Infants and Young Children, 28(3), 262-280. doi: 10.1097/IYC.0000000000000039

Britt, M., Donohue, T., & Judge, S. (2016). A Teacher Immersion Residency Program That Prepares Highly Effective Educators: An Innovative Model. The International Journal of Pedagogy and Curriculum, 23(3), 13-24.

Chen, C.H., Bobzien, J., Giannakos, M., Bruhn, A., Brueggeman, A., Mohrehkesh, S., Zhang, M., Hsu, W., & Chrisochoides, N. (2015). Familiar video stories as a means for children with autism: An analytics approach. International Conference on Healthcare Informatics (ICHI), 2014, 368-373. doi: 10.1109/ICHI.2015.52

Chezan, L.C., Layden, S.J., Barnhill, G., & Hoffner Barthold, C. (2017). The Virginia Applied Behavior Analysis Consortium: Preparing behavior analysis using a collaborative model. Behavior Analysis in Practice. doi: 10.1007/s40617-017-1095-7

Chezan, L.C., Gable, R., McWhorter, G., & White, S. (2017). Current perspectives on interventions for self-injurious behavior of children with Autism Spectrum Disorder: A systematic review of the literature. Journal of Behavioral Education, 26, 293-329. doi: 10.1007/s10864-017-9269-4

Chezan, L.C., & Drasgow, E. (2017). A comparison of continuous and discontinuous data collection systems on the acquisition, generalization, and maintenance of tacting in three young children with autism spectrum disorders during discrete-trial training. Evidence-Based Communication Assessment and Intervention, 11, 1-8. doi: 10.1080/17489539.2017.1311402

Chezan, L.C., Petcu, S., & Van Horn, M.L. (2017). A preliminary investigation on employment data collect in postsecondary education for students with intellectual and developmental disabilities. Journal of Intellectual and Developmental Disability. doi: 10.3109/13668250.2017.1283007

Chezan, L.C., Drasgow, E., Legg, J., & Hollborn, A. (2016). Effects of conditional discrimination training and choice opportunities on manding in two young children with autism and language delays. Journal of Developmental and Physical Disabilities, 28, 557-579. doi: 10.1007/s10882-016-9493-1

Chezan, L.C., Drasgow, E., Martin, C.A., & Halle, J. (2016). Negatively-reinforced mands: An examination of resurgence to existing mands in two children with autism and language delays. Behavioral Modification, 40, 347-376. doi: 10.1177/0145445516648664

Drasgow, E., Martin, C.A., Chezan, L.C., Wolfe, K., & Halle, J. (2016). Mand training: An examination of response class structure in three children with autism and severe language delays. Behavior Modification, 40, 347-376.

Elmore, J.L., Bruhn, A.M., & Bobzien, J.L. (2016). Interventions for the reduction of dental anxiety and corresponding behavioral deficits in children with Autism Spectrum Disorder (ASD). Journal of Dental Hygiene. 90(2), 111-120.

Gable, R.A. (2016). In search of a scientific basis for teacher preparation. Journal of Social Science and for Humanities, 2, 1-11.

Gable, R.A., & Collins, L.W. (2016). Lessons learned about effective interventions for diverse learners in inclusive settings. Journal of Educational Science, 179-180,7.

Gable, R.A., & Collins, L.W. (2015). Lessons learned from research and experience about inclusive education of students with behavior problems. Journal of Science, 12-15.

Goodman-Scott, E., Bobzien, J., Burgess, M., Melton, R. & Lambert, S. (2016). Counseling children and adolescents with Sensory Processing Disorder: Results of an exploratory national study. Journal of Child and Adolescent Counseling, 0(0), 1-18. doi:10.1080/23727810.2016.1172300

Hilari, K., Klippi, A., Constantinidou, F., Horton, S., Penn, C., Raymer, A., Wallace, S., Zemva, N., & Worrall, L. (2015). An international perspective on quality of life in aphasia: A survey of clinician views and practices from sixteen countries. Folia Phoniatrica & Logopedia, 67 (3), 119-131. doi: 10.1159/000434748

Hsu, W.W., Zhang, M., Chen, C.H., Bobzien, J., Wu, C.T., & Liu, Y.H. (2016). A puzzle-based tool to study individualized perception reactions for children with autism. Systems, Man, and Cybernetics (SMC) 2015, 682-686 doi:10.1109/SMC.2015.129

Johnson, R.K. (2017). Motor learning guided treatment for acquired apraxia of speech. Speech, Language and Hearing. doi:10.1080/2050571X.2017.1379721

Judge, S. & Izuzquiza, D. (2015). Inclusion in the workforce for students with intellectual disabilities: A case study of a Spanish postsecondary education program. Journal of Postsecondary Education and Disability, 28(1), 121-127.

Kolkoski, S.M., Bullock, L.M., & Gable, R.A. (2016).Factors associated with student resilience: Perspectives of graduates of alternative education programs. Preventing School Failure, 60, 231-243.

Language and Reading Research Consortium (LARRC), Farquharson K., & Murphy, K.A (2016). Ten steps to conducting a large, multi-site, longitudinal investigation of language and reading in young children. Frontiers in Developmental Psychology, 7:419, 1-16. doi: 10.3389/fpsyg.2016.00419

Morin, L., & Watson, S. M. R., Hester, P., & Raver, S. (2017). Using bar model drawing to teach word problem solving to students with math difficulties. Learning Disability Quarterly, 40(2), 91-104. doi: 10.1177.0731948717690116

Murphy, K. A., Justice, L. M., O'Connell, A. A., Pentimonti, J. M., & Kaderavek, J. N. (2016). Understanding risk for reading difficulties for preschool children with language impairment. Journal of Speech, Language, and Hearing Research, 1-12. doi:10.1044/2016_JSLHR-L-15-0110

Murphy, K. A., LARRC, & Farquharson, K. (2016). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing. doi:10.1007/s11145-016-9651-y

Pentimonti, J.M., Murphy, K.A., Justice, L.M., & Kaderavek, J.N. (2015). School Readiness of Children with Language Impairment: Predicting Literacy Skills from Pre-Literacy and Social-Behavioral Dimensions. International Journal of Language and Communication Disorders. doi: 10.1111/1460-6984.12193

Richels, C. G., Schwartz, K. S., Bobzien, J.L., & Raver, S.A. (2016). Structured instruction with modified storybooks to teach morphosyntax and vocabulary to preschoolers who are deaf/hard of hearing. Journal of Deaf Studies and Deaf Education, 21(4), 352-361. doi:10.1093/deafed/enw049

Richels, C. G., Bobzien, J. L., Schwartz, K. S., Raver, S.A., Browning, E. L., & Hester, P. P. (2016). Teachers and peers as communication models to teach grammatical forms to preschoolers with hearing loss. Communication Disorders Quarterly, 37(3), 131-140. doi:10.1177/1525740115598770

Samad, M., Bobzien, J., Harrington, J.W., & Iftekharuddin, K.M. (2016). Non-intrusive optimal imaging of face to probe physiological traits in autism spectrum disorders. Journal of Optics and Laser Technology, 77, 221-228 doi: 10.1016/j.optlasec.2015.09.030

Samad, M.A., Diawara, N., Bobzien, J.L., Harrington, J.A., Witherow, M.A., Iftekharuddin, K.M. (2017). A feasibility study of autism behavioral markers in spontaneous facial, visual, and hand movement response data. IEEE Transactions on Neural Systems and Rehabilitation Engineering doi: 10.1109/TNSRE.2017.2768482

Schwartz, K.S., Ringleb, S., Raymer, A.M., Sandberg, H., & Watson, G. (2015). Development of Trivia Game for speech understanding in background noise. International Journal of Speech-Language Pathology, 17 (4), 357-366. Doi: 10.3109/17549507.2014.979875.

Simmons-Mackie, N., Raymer, A.M., & Cherney, L. (2016). Communication partner training in aphasia: An updated systematic review. Archives of Physical Medicine and Rehabilitation, 97(12), 2202-2221. DOI: 10.1016/j.apmr.2016.03.023.

Watson, S. M. R., Gable, R. A., & Morin, L. L. (2016). The role of executive functions in classroom instruction of students with learning disabilities. International Journal of School and Cognitive Psychology, 3 (1) http://dx.doi.org/10.4172/2469-9837.1000167

Watson, S. M. R., Judge, S., Lopes, J., Oliveira, C., & Jesus, A. C. (2016). Number knowledge and error types of elementary Portuguese children: Implications for instruction. Clinical and Experimental Psychology, 2, 110. http://dx.doi.org/10.4172/2471-2701.1000110.

Watson, S. M. R., Michalek, A. P., & Gable, R. A. (2016). Linking executive functions and written language: Intervention for students with language learning disorders. International Journal of School and Cognitive Psychology, 3(3), 1-8. doi: 10.4172/2469-9837.1000178

Watson, S. R., Richels, C., Michalek, A., & Raymer, A. (2015). Psychosocial treatments for ADHD: A systematic appraisal of the evidence. Journal of Attention Disorders, 19(1) 3-10. DOI: 10.1177/1087054712447857.

Wood-Fields, C., Judge, S., Watson, S. M. R. (2015). Instructional methods that foster the reading development of students with significant intellectual disabilities. Journal of Intellectual Disability - Diagnosis and Treatment, 3, 1-8.