Publications

• Culturally adapted social, emotional, and behavioral support for black male learners
• Social-emotional and behavioral support for first-and second-grade black learners at risk for emotional and behavioral problems
• Development of academic skills in childhood
• Beyond Tier Three: Individualized Levels of Support During Headsprout® Early Reading Instruction for Children with Autism Spectrum Disorder
• Coaching Parents of Children With Developmental Disabilities to Implement a Modified Dialogic Reading Intervention Using Low Technology via Telepractice
• Effects of in-service and coaching to increase teachers’ use of research-based strategies in beginning reading.
• Eye-tracking analysis of attention to an electronic storybook for minimally verbal children with autism spectrum disorder.
• Teaching unison responding during small-group direct instruction to students with autism spectrum disorder who exhibit interfering behaviors.
• Reading comprehension treatment development for high school students with autism spectrum disorder: Stakeholder considerations for feasibility.
• Effect of self-monitoring on personal hygiene among individuals with developmental disabilities attending postsecondary education.
• Preschoolers’ visual attention during electronic storybook reading as related to different types of textual supports. 
• Picture exchange communication system and facilitated communication: Contrasting an evidence-based practice with a discredited method.
• Mediating access to Headsprout^® early reading for children with autism spectrum disorders. 
• Learning how to be a student: An overview of instructional practices targeting school readiness skills for preschoolers with autism spectrum disorder. 
• Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education
• Technology and secondary education for students with autism spectrum disorders. 
• A review of explicit and systematic scripted instructional programs for students with autism spectrum disorder. 
• Effects of direct instruction on telling time by students with autism.

• Building early literacy and reading skills. In G. Courtade, F. Spooner, & D. Browder (Eds.), Teaching Students with Moderate and Severe Disabilities. Guildford Press.
• Small group direct instruction. In J. Jessel (Ed.), Handbook of Applied Behavior Analysis in the Classroom. Springer Nature
• Development of basic academic skills in childhood. In D. Zager, D. Cihak, & A. K. Stone-MacDonald (Eds.), Autism spectrum disorders: Identification, education, and treatment (5th Edition). New York, NY: Routledge Taylor & Francis Group
• Academics. In B. Jimenez, J. Shurr, & E. Bouck (Eds.), Educating Students with Intellectual Disability and Autism Spectrum Disorder. Arlington, VA: Council for Exceptional Children
• Picture exchange communication system and facilitated communication: Contrasting an evidence-based practice with a discredited method. In B.G. Cook, M. Tankersley, & T.J. Landrum (Eds.), Advances in Learning and Behavioral Disabilities. London: Emerald Books.
• Development of basic academic skills in childhood. In D. Zager, D. Cihak, & A. K. Stone-MacDonald (Eds.), Autism spectrum disorders: Identification, education, and treatment (4^th Edition). New York, NY: Routledge Taylor & Francis Group.
• Chapter 10: Teaching students with Autism Spectrum Disorder. In C. O’Brien & J. Beatties (Eds.), Teaching Students with Special Needs (2nd Edition). Dubuque, IA: Kendall Hunt Publishing
• Teaching grade-aligned math skills. In D. Browder & F. Spooner (Eds.), MORE language arts, math, and science for students with severe disabilities. Baltimore, MD: Paul H. Brooks.