Our Recent Publications

In Press/Forthcoming

Bishop, C., McLeod, R., Artman-Meeker, K., & Hemmeter, M. L. (forthcoming). Using technology to support PBC implementation. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching [Book under contract]. Brookes.

Shannon, D., Bishop, C., Snyder, P., & McLaughlin, T. (forthcoming). Coaching strategies and definitions. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching [Book under contract]. Brookes.

Shannon, D., McLaughlin, T., & Snyder, P. (forthcoming). Practice-focused strengths and needs assessment. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching [Book under contract]. Brookes.

Shannon, D., McLaughlin, T., & Snyder, P. (forthcoming). Using practice-based strengths and needs assessment. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching [Book under contract]. Brookes.

Snyder, P., Hemmeter, M. L., & Fox, L. (forthcoming). Essentials of practice-based coaching [Book under contract]. Brookes.

Snyder, P., Hemmeter, M. L., & Fox, L. (forthcoming). Overview of practice-based coaching: Theoretical, empirical, and practice-based rationales. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching [Book under contract]. Brookes.

Snyder, P., Hemmeter, M. L., & Fox, L. (forthcoming). Practice-based coaching framework, components, and formats. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching [Book under contract]. Brookes.

Snyder, P., Hemmeter, M. L., Fox, L., & Bishop, C. (forthcoming). Goal setting and action planning. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching [Book under contract]. Brookes.

Published In 2021

Conroy, M. A., & Sutherland, K. S. (2021). Using positive descriptive feedback to improve children’s behavior. In M. L. Hemmeter, M. Ostrosky, & L. Fox (Eds.), Unpacking the Pyramid Model: A practical guide for preschool teachers (pp. 101-108). Brookes.

Hemmeter, M. L., Fox, L., Snyder, P., Algina, J., Hardy, J. K., Bishop, C., & Veguilla, M. (2021). Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial. Early Childhood Research Quarterly, 54(1), 204-218. https://doi.org/10.1016/j.ecresq.2020.08.004

Martinez, J. R., Waters, C. L., Conroy, M. A., & Reichow, B. (2021). Peer-mediated interventions to address social competence needs of young children with ASD: Systematic review of single-case research design studies. Topics in Early Childhood Special Education, 40(4), 217-228. https://doi.org/10.1177/0271121419839136

Shannon, D. K., Snyder, P. A., Hemmeter, M. L., & McLean, M. (2021). Exploring coach–teacher interactions within a practice-based coaching partnership. Topics in Early Childhood Special Education, 40(4), 229-240. https://doi.org/10.1177/0271121420910799

Snyder, P., Bishop, C. D., Shannon, D., & McLaughlin, T. (2021). Implementing Pyramid Model practices to make a difference for children. In M. L. Hemmeter, M. M. Ostrosky, & L. Fox (Eds.), Unpacking the Pyramid Model: A practical guide for preschool teachers (pp. 161-170). Brookes.

Published In 2020

Bishop, C., Shannon, D., & Harrington, J. (2020). Progress monitoring within the embedded instruction approach: Collecting, sharing, and interpreting data to inform instruction. In M. Mclean, R. Banerjee, J. Squires, & K. Hebbeler (Eds.), Assessment: Recommended Practices for young children and families: DEC Recommended Practices Monograph Series (No. 7, pp. 135-148). Division for Early Childhood.

Conroy, M. A., Bulotsky-Shearer, R., Morris, C., & Hetrick, A. A. (2020). Prevention and intervention in preschool and early elementary school years. In T. W. Farmer, M. A. Conroy, E. M. Z. Farmer, & K. S. Sutherland (Eds.), Handbook of research on emotional and behavioral disorders: Interdisciplinary developmental perspectives on children and youth (pp. 35-50). Routledge.

Farmer, T. W., Conroy, M. A., Farmer, E. M. Z., & Sutherland, K. S. (Eds). (2020). Handbook of research on emotional and behavioral disorders: Interdisciplinary developmental perspectives on children and youth. Routledge.

Germansky, S., Reichow, B., Martin, M., & Snyder, P. (2020). A systematic review of caregiver-implemented functional analyses. Behavior Analysis in Practice, 13(3), 698-713. https://doi.org/10.1007/s40617-019-00404-y

Granger, K. L., Sutherland, K. S., Conroy, M. A., Hetrick, A. A., & Parnell, E. (2020). Barriers and facilitators to implementation of BEST in CLASS. Exceptionality, 28(3), 209-221. https://doi.org/10.1080/09362835.2020.1727335

Grasley-Boy, N. M., Reichow, B., Dijk, W., & Gage, N. (2020). A systematic review of tier 1 PBIS implementation in alternative educational settings. Behavioral Disorders. Advance online publication. https://doi.org/10.1177/0198742920915648

Hur, J. H., Snyder, P., & Reichow, B. (2020). Systematic review of English early literacy interventions for children who are dual language learners. Topics in Early Childhood Special Education, 40(1), 6-23. https://doi.org/10.1177/0271121419894623

Hustus, C. L., Evans, S. W., Owens, J. S., Benson, K., Hetrick, A. A., Kipperman, K., & DuPaul, G. J. (2020). An evaluation of 504 and individualized educational programs for high school students with attention-deficit hyperactivity disorder. School Psychology Review, 49(3), 333-345. https://doi.org/10.1080/2372966X.2020.1777830

Luo, L., Reichow, B., Snyder, P., Harrington, J., & Polignano, J. (2020). Systematic review and meta-analysis of classroom-wide social-emotional competence interventions for preschool children. Topics in Early Childhood Special Education. Advance online publication. https://doi.org/10.1177/0271121420935579

McLean, M., Banerjee, R., Squires, J., & Hebbeler, K. (Eds.). (2020). Assessment: Recommended practices for young children and families: DEC Recommended Practices Monograph Series (No. 7). Division for Early Childhood.

Ridgley, R., Snyder, P. A., & McWilliam, R. A. (2020). Individualized family service plan quality and alignment of child-focused outcomes to federal outcomes and state early learning guidelines. Topics in Early Childhood Special Education, 39(4), 200-212. https://doi.org/10.1177/0271121418786434

Sutherland, K. S., Conroy, M. A., & Granger, K. (2020). BEST in CLASS: A tier-2 program for children with and at risk for emotional/behavioral disorders. In T. W. Farmer, M. A. Conroy, E. M. Z. Farmer, & K. Sutherland (Eds), Handbook of research in emotional and behavioral disorders (pp. 214-227). Routledge.

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Granger, K., Broda, M., & Kumemund, R. (2020). Preliminary study of the effects of BEST in CLASS-Elementary on outcomes of elementary students with problem behavior. Journal of Positive Behavior Interventions, 22(4), 220-233. https://doi.org/10.1177/1098300719900318

Published In 2019

Carta, J., & Snyder, P. A. (2019). Fifty years of research on children with disabilities and their families: From changing behaviors to transforming lives. In B. H. Wasik & S. L. Odom (Eds.), Celebrating 50 years of child development research: Past, present, and future perspectives (pp. 235-254). Brookes.

Conroy, M. A., McKnight, K., & Sutherland, K. S. (2019). Partnering with families of students at risk for emotional/behavioral disorders. In L. Lusa & Y. Xu (Eds.), Family, school, and community partnerships for individuals with disabilities (pp. 57-69). Springer.

Conroy, M. A., Sutherland, K. S., Algina, J., Ladwig, C., Werch, B., Martinez, J., Jessee, G., & Gyure, M. (2019). Outcomes of the BEST in CLASS intervention on teachers’ use of effective practices, self-efficacy, and classroom quality. School Psychology Review, 48(1), 31-45. https://doi.org/10.17105/spr-2018-0003.v48-1

Harrop, C., Amsbary, J., Towner-Wright, S., Reichow, B., & Boyd, B. A. (2019). That’s what I like: The use of circumscribed interests within interventions for individuals with autism spectrum disorder. A systematic review. Research in Autism Spectrum Disorders, 57, 63-86. https://doi.org/10.1016/j.rasd.2018.09.008

Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44(2), 70-84. https://doi.org/10.1177/0198742918816518

Reichow, B., Lemons, C. J., Maggin, D. M., & Hill, D. R. (2019). Beginning reading interventions for children and adolescents with intellectual disability. Cochrane Database of Systematic Reviews, 2019(12), Article CD011359. https://doi.org/10.1002/14651858.CD011359.pub2

Salomone, E., Pacione, L., Shire, S., Brown, F., Reichow, B., & Servili, C. (2019). Development of the WHO caregiver skills training program for developmental disorders or delays. Frontiers in Psychiatry, 10, Article 769. https://doi.org/10.3389/fpsyt.2019.00769

Shannon, D., Bishop, C., Snyder, P. A., & Jaramillo, J. (2019). Developing a collaborative partnership to enhance teaming: Using a practice-based coaching framework. In P. J. Winton, C. Guillen, & A. G. Schnitz (Eds.), Teaming and collaboration: Building and sustaining partnerships: DEC Recommended Practices Monograph Series (No. 6, pp. 39-52). Division for Early Childhood.

Smith, S., Barajas, K., Ellis, B., Moore, C., McCauley, S., & Reichow, B. (2019). A meta-analytic review of randomized controlled trials of the Good Behavior Game. Behavior Modification. Advance online publication. https://doi.org/10.1177/0145445519878670

Snyder, P., & McLean, M. (2019). Ongoing child assessment: A guide for program leaders. Head Start National Center on Early Childhood Development, Teaching and Learning.

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Granger, K., Nemer, S. L., Kunemund, R. L., Johnson, A., & Miles, C. (2019). Adapting an evidence-based early childhood tier 2 program for early elementary school. The Elementary School Journal, 119(4), 542-561. https://doi.org/10.1086/703103

Windsor, K. S., Woods, J., Kaiser, A. P., Snyder, P., & Salisbury, C. (2019). Caregiver-implemented intervention for communication and motor outcomes for infants and toddlers. Topics in Early Childhood Special Education, 39(2), 73-87. https://doi.org/10.1177/0271121418815250

Published In 2018

Bettini, E. A., Jones, N. D., Brownell, M. T., Conroy, M. A., & Leite, W. L. (2018). Relationships between novice teachers’ social resources and workload manageability. The Journal of Special Education, 52(2), 113-126. https://doi.org/10.1177/0022466918775432

Bishop, C. D., Leite, W. L., & Snyder, P. A. (2018). Using propensity score weighting to reduce selection bias in large-scale data sets. Journal of Early Intervention, 40(4), 347-362. https://doi.org/10.1177/1053815118793430

Bright, M. A., Sayedul Huq, M., Spencer, T., Applebaum, J. W., & Hardt, N. (2018). Animal cruelty as an indicator of family trauma: Using adverse childhood experiences to look beyond child abuse and domestic violence. Child Abuse & Neglect, 76, 287-296. https://doi.org/10.1016/j.chiabu.2017.11.011

Conroy, M. A., Sutherland, K. S., Algina, J., Werch, B., & Ladwig, C. (2018). Prevention and treatment of problem behaviors in young children: Clinical implications from a randomized controlled trial of BEST in CLASS. AREA Open, 4(1), 1-16. https://doi.org/10.1177/2332858417750376

Hemmeter, M. L., & Conroy, M. A. (2018). Advancement of evidence-based programs for young children with social and emotional learning difficulties. School Mental Health, 10(3), 199-201. https://doi.org/10.1007/s12310-018-9275-2

Hemmeter, M. L., Snyder, P., & Fox, L. (2018). Using the Teaching Pyramid Observation Tool (TPOT) to support implementation of social-emotional teaching practices. School Mental Health, 10(3), 202-213. https://doi.org/10.1007/s12310-017-9239-y

Luo, L., Hong, X., & Snyder, P. (2018). The Pyramid Model: A multi-tiered model for promoting young children’s social, emotional, and behavioral development in the United States. Studies in Preschool Education [translated journal title from Chinese], 279, 35-46.

McLaughlin, T. W., Snyder, P. A., & Algina, J. (2018). Examining young children’s social competence using functional ability profiles. Disability and Rehabilitation, 40(25), 2987-2997. https://doi.org/10.1080/09638288.2017.1363823

Odom, S. L., Barton, E. E., Reichow, B., Swaminathan, R., & Pustejovsky, J. E. (2018). Between-case standardized effect size analysis of single case design: Examination of the two methods. Research in Developmental Disabilities, 79, 88-96. https://doi.org/10.1016/j.ridd.2018.05.009

Prykanowski, D. A., Martinez, J. R., Reichow, B., Conroy, M. A., & Huang, K. (2018). Brief report: Measurement of young children’s engagement and problem behavior in early childhood settings. Behavioral Disorders, 44(1), 53-62. https://doi.org/10.1177/0198742918779793

Reichow, B., Barton, E. E., & Maggin, D. M. (2018). Development and applications of the single-case design risk of bias tool for evaluating single-case design research study reports. Research in Developmental Disabilities, 79, 53-64. https://doi.org/10.1016/j.ridd.2018.05.008

Reichow, B., Hume, K., Barton, E. E., & Boyd, B. A. (2018). Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, 2018(5), Article CD009260. https://doi.org/10.1002/14651858.CD009260.pub3

Snyder, P., & Conroy, M. (2018). Core constructs in federal statutes for young children with or at risk for disabilities and their families: Implications for comprehensive early childhood policies and systems. Florida Law Review, 71(1), 61-69.

Snyder, P. A., & Hemmeter, M. L. (Eds.). (2018). Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices Monograph Series (No. 4). Division for Early Childhood.

Snyder, P. A., Bishop, C. D., & Crow, R. (2018). Responsive practice-focused leadership for early intervention. In J. B. Crockett, B. Billingsley, & M. L. Boscardin (Eds.), Handbook of leadership and administration for special education (2nd ed., pp. 393-416). Routledge.

Snyder, P., Hemmeter, M. L., McLean, M., Sandall, S., McLaughlin, T., & Algina, J. (2018). Effects of professional development on preschool teachers’ use of embedded instruction practices. Exceptional Children, 84(2), 213-232. https://doi.org/10.1177/0014402917735512

Snyder, P. A., McLaughlin, T., & Bishop, C. (2018). Maximizing contextually relevant learning opportunities through embedded instruction. In P. A. Snyder & M. L. Hemmeter (Eds.), Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices Monograph Series (No. 4, pp. 51-64). Division for Early Childhood.

Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G., & Gyure, M. (2018). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42, 31-43. https://doi.org/10.1016/j.ecresq.2017.08.001

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., & Kunemund, R. L. (2018). Factors associated with teacher delivery of a classroom-based tier 2 prevention program. Prevention Science, 19(2), 186-196. https://doi.org/10.1007/s11121-017-0832-y

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., & Wu, E. (2018). Teacher competence of delivery of BEST in CLASS as a mediator of treatment effects. School Mental Health, 10(3), 214-225. https://doi.org/10.1007/s12310-017-9224-5

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Kunemund, R., & McKnight, K. (2018). Common practice elements for improving social, emotional, and behavioral outcomes of young elementary school students. Journal of Emotional and Behavioral Disorders, 27(2), 76-85. https://doi.org/10.1177/1063426618784009

Werch, B., Kunemund, R., Wright, J., Conroy, M., & Sutherland, K. (2018). Teacher’s use of effective instructional practices to promote positive outcomes for young children with behavioral challenges. In P. A. Snyder & M. L. Hemmeter (Eds.), Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices Monograph Series (No. 4). Division for Early Childhood.

Woods, J., Snyder, P. A., & Salisbury, C. (2018). Embedded Practices and Intervention with Caregivers (EPIC): Linking instruction and family capacity-building recommended practices. In P. A. Snyder & M. L. Hemmeter (Eds.), Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices Monograph Series (No. 4, pp. 145-158). Division for Early Childhood.

Published In 2017

Barton E. E., Pustejovsky J. E., Maggin D. M., & Reichow, B. (2017). Technology-aided instruction and intervention for students with ASD: A meta-analysis using novel methods of estimating effect sizes for single-case research. Remedial and Special Education, 38(6), 371-386. https://doi.org/10.1177/0741932517729508

Bettini, E., Jones, N., Brownell, M., Conroy, M., Park, Y., Leite, W., Crockett, J., & Benedict, A. (2017). Workload manageability among novice special and general educators: Relationships with emotional exhaustion and career intentions. Remedial and Special Education, 38(4), 246-256. https://doi.org/10.1177/0741932517708327

Bikic, A., Reichow, B., McCauley, S. A., Ibrahim, K., & Sukhodolsky, D. G. (2017). Meta-analysis of organizational skills interventions for children and adolescents with attention-deficit/hyperactivity disorder. Clinical Psychology Review, 52, 108-123. https://doi.org/10.1016/j.cpr.2016.12.004

Bondy, B., Shannon, D., Castaneda, M., & Munarriz-Diaz, R. (2017). Re-centering job-embedded graduate education for practicing teachers. Teacher Education and Practice, 30(1), 38-56.

Conroy, M. A. (Section Ed.). (2017). Section XII: Early identification and intervention in exceptionality. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 829). Routledge Press.

Gage, N. A., Cook, B. G., & Reichow, B. (2017). Publication bias in special education meta-analyses. Exceptional Children, 83(4), 428-445. https://doi.org/10.1177/0014402917691016

Kapral, N., Miller, S. E., Scharf, R. J., Gurka, M. J., & DeBoer, M. D. (2017). Associations between birthweight and overweight and obesity in school-age children. Pediatric Obesity, 13(6), 333-341. https://doi.org/10.1111/ijpo.12227

Luo, L., Snyder, P., Clark, C., & Hong, X. (2017). Preschool teachers’ use of Pyramid Model practices in mainland China. Infants and Young Children, 30(3), 221-237. https://doi.org/10.1097/IYC.0000000000000096

Marshall, K., Brown, W. H., Conroy, M. A., & Knopf, H. (2017). Early intervention and prevention of disability: Preschoolers. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 850-864). Routledge.

McLaughlin, T. W., Snyder, P. A., & Algina, J. (2017). Using generalizability theory to examine the dependability of scores from the Learning Target Rating Scale. Topics in Early Childhood Special Education, 37(3), 164-175. https://doi.org/10.1177/0271121416669924

McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2017). Identifying common practice elements to improve social, emotional, and behavioral outcomes of young children in early childhood classrooms. Prevention Science, 18(2), 204-213. https://doi.org/10.1007/s11121-016-0703-y

Salisbury, C., Woods, J., Snyder, P., Moddelmog, K., Mawdsley, H., Romano, M., & Windsor, K. (2017). Caregiver and provider experiences with coaching and embedded intervention. Topics in Early Childhood Special Education, 38(1), 17-29. https://doi.org/10.1177/0271121417708036

Snyder, P., McLaughlin, T., & Bishop, C. (2017). Frameworks for guiding program focus and practices in early intervention. In J. M. Kauffman, D. P. Hallahan, & P.C. Pullen (Series Eds.) & M. Conroy (Section Ed.), Handbook of special education: Section XII. Early identification and intervention in exceptionality (2nd ed., pp. 865-881). Routledge.

Stichter, J. P., & Conroy, M. A. (2017). How to teach social skills and plan for peer social interactions with learners with autism spectrum disorders (2nd ed.). PRO-Ed, Inc.

Stichter, J. P., Conroy, M. A., O’Donnell, R., & Reichow, B. (2017). Current issues and trends in the education of children and youth with autism spectrum disorders. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 394-410). Routledge.

Wang, F., Algina, J., Snyder, P., Cox, M., & the Family Life Project Key Investigators (2017). Children’s task engagement during challenging puzzle tasks. Merrill-Palmer Quarterly, 63(4), 425-457. https://doi.org/10.13110/merrpalmquar1982.63.4.0425

Wang, F., Algina, J., Snyder, P., Cox, M., & the Family Life Project Key Investigators. (2017). Children’s task-oriented patterns in early childhood: A latent transition analysis. Early Childhood Research Quarterly, 41, 63-73. https://doi.org/10.1016/j.ecresq.2017.05.006

Published In 2016

Aydin, B., Leite, W., & Algina, J. (2016). The effects of including observed means or latent means as covariates in multilevel models for cluster randomized trials. Educational and Psychological Measurement, 76(5), 803-823. https://doi.org/10.1177/0013164415618705

Bishop, C. D., Snyder, P. A., Algina, J., & Leite, W. (2016). Expanding frontiers in research designs, methods, and measurement in support of evidence-based practice in early childhood special education. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.), Handbook of early childhood special education (pp. 501-539). Springer.

Conroy, M. A. (2016). Moving the dial for students with emotional and behavioral disorders: Ensuring early access to intensive supports. Journal of Emotional and Behavioral Disorders, 24(3), 191-193. https://doi.org/10.1177/1063426616651602

Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for Promoting Social-Emotional Competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133-146. https://doi.org/10.1177/0271121416653386

Hojnoski, R., Polignano, J., & Columba, H. L. (2016). Increasing teacher mathematical talk during shared book reading in the preschool classroom: A pilot study. Early Education and Development, 27(5), 676-691. https://doi.org/10.1080/10409289.2016.1102018

Lee, A. M., Gurka, M. J., & DeBoer, M. D. (2016). A metabolic syndrome severity score to estimate risk in adolescents and adults: Current evidence and future potential. Expert Review of Cardiovascular Therapy, 14(4), 411-413. https://doi.org/10.1586/14779072.2016.1143360

Martinez, J. R., Werch, B. L., & Conroy, M. A. (2016). School-based interventions targeting challenging behaviors exhibited by young children with autism spectrum disorder: A systematic literature review. Education and Training in Autism and Developmental Disabilities, 51(3), 265-280.

McLaughlin, T., Aspden, K., & Snyder, P. (2016). Intentional teaching as a pathway to equity in early childhood education: Participation, quality, and equity. New Zealand Journal of Educational Studies, 51(2), 175-195. https://doi.org/10.1007/s40841-016-0062-z

McLean, M., Sandall, S. R., & Smith, B. J. (2016). A history of early childhood special education. In B. Reichow, B. A. Boyd, E. E. Barton, & S. Odom (Eds.), Handbook of early childhood special education (pp. 3-20). Springer International Publishing.

Parsons, A. A., Walsemann, K. M., Jones, S. J., Knopf, H., & Blake, C. E. (2016). Parental involvement: Rhetoric of inclusion in an environment of exclusion. Journal of Contemporary Ethnography, 47(1), 113-139. https://doi.org/10.1177/0891241616676874

Poekert, P., Alexandrou, A., & Shannon, D. (2016). How teachers become leaders: An internationally validated theoretical model of teacher leadership development. Research in Post-Compulsory Education, 21(4), 307-329. https://doi.org/10.1080/13596748.2016.1226559

Reichow, B. (2016). Evidence-based practice in the context of early childhood special education. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.), Handbook of early childhood special education (pp. 107-124). Springer International.

Reichow, B., Boyd, B. A., Barton, E. E., & Odom, S. L. (Eds.). (2016). Handbook of early childhood special education. Springer International.

Shannon, D., Smith, S., & Dana, N. (2016). Practitioner research in early childhood education and care. Infants & Young Children, 29(4), 312-334. https://doi.org/10.1097/IYC.0000000000000066

Winton, P. J., Snyder, P., & Goffin, S. (2016). Beyond the status quo: Rethinking professional development for early childhood teachers. In L. Couse & S. Recchia (Eds.), Handbook of early childhood teacher education (pp. 54-68). Routledge.

Published In 2015

Barton, E. E., Reichow, B., Schnitz, A., Smith, I. C., & Sherlock, D. (2015). A systematic review of sensory-based treatments for children with disabilities. Research in Developmental Disabilities, 37, 64-80. https://doi.org/10.1016/j.ridd.2014.11.006

Bishop, C. D., Snyder, P. A., & Crow, R. E. (2015). Impact of video self-monitoring with graduated training on implementation of embedded instructional learning trials. Topics in Early Childhood Special Education, 35(3), 170-182. https://doi.org/10.1177/0271121415594797

Conroy, M. A., Sutherland, K. S., Algina, J. J., Wilson, R. E., Martinez, J. R., & Whalon, K. J. (2015). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes. Journal of Emotional and Behavioral Disorders, 23(3), 144-155. https://doi.org/10.1177/1063426614532949

Gelbar, N. W., Shefcyk, A., & Reichow, B. (2015). A comprehensive survey of current and former college students with autism spectrum disorders. Yale Journal of Biology and Medicine, 88(1), 45-68.

McLaughlin, T. W., Snyder, P. A., & Algina, J. (2015). Characterizing early childhood disabilities in a nationally representative sample using functional profiles. Exceptional Children, 81(4), 471-488. https://doi.org/10.1177/0014402914563696

McLean, M. (2015). A history of the DEC Recommended Practices. In DEC Recommended Practices: Enhancing services for young children with disabilities and their families: DEC Recommended Practices Monograph Series (No. 1, pp. 1-10). Division for Early Childhood.

Prykanowski, D. A., Gage, N. A., & Conroy, M. A. (2015). Educational implications of the DSM-5 criteria for autism spectrum disorders. Beyond Behavior, 24(2), 30-38. doi.org/10.1177/107429561502400205

Reichow, B., George-Puskar, A., Lutz, T., Smith, I. C., & Volkmar, F. R. (2015). Systematic review of Rett syndrome in males. Journal of Autism and Developmental Disorders, 45(10), 3377-3383. https://doi.org/10.1007/s10803-015-2519-1

Shannon, D., Snyder, P., & McLaughlin, T. (2015). Preschool teachers’ insights about web-based self-coaching versus on-site expert coaching. Professional Development in Education, 41(2), 290-309. https://doi.org/10.1080/19415257.2014.986819

Smith, I. C., Reichow, B., & Volkmar, F. R. (2015). The effects of DSM-5 criteria on number of individuals diagnosed with autism spectrum disorder: A systematic review. Journal of Autism and Developmental Disorders, 45(8), 2541-2552. https://doi.org/10.1007/s10803-015-2423-8

Snyder, P., & Ayankoya, B. (2015). Revising the Division for Early Childhood Recommended Practices: When, who, and how. In A. Santos (Ed.), DEC recommended practices: Enhancing services for young children with disabilities and their families: DEC Recommended Practices Monograph Series (No. 1, pp. 11-24). Division for Early Childhood.

Snyder, P. A., Hemmeter, M. L., & Fox, L. (2015). Supporting implementation of evidence-based practices through practice-based coaching. Topics in Early Childhood Special Education, 35(3), 133-143. https://doi.org/10.1177/0271121415594925

Snyder, P. A., Rakap, S., Hemmeter, M. L., McLaughlin, T. W., Sandall, S., & McLean, M. E. (2015). Naturalistic instructional approaches in early learning: A systematic review. Journal of Early Intervention, 37(1), 69-97. https://doi.org/10.1177/1053815115595461

Wang, F., Cox, M. J., Mills-Koonce, R., & Snyder, P. (2015). Parental behaviors and beliefs, child temperament, and attachment disorganization. Family Relations, 64(2), 191-204. https://doi.org/10.1111/fare.12120

Whalon, K. J., Conroy, M. A., Martinez, J. R., & Werch, B. L. (2015). School-based peer-related social competence interventions for children with autism spectrum disorder: A meta-analysis and descriptive review of single case research design studies. Journal of Autism and Developmental Disorders, 45(6), 1513-1531. https://doi.org/10.1007/s10803-015-2373-1

Whalon, K., Martinez, J. R., Shannon, D., Butcher, C., & Hanline, M. F. (2015). The impact of reading to engage children with autism in language and learning (RECALL). Topics in Early Childhood Special Education, 35(2), 102-115. https://doi.org/10.1177/0271121414565515

Published In 2014

Artman-Meeker, K., Hemmeter, M. L., & Snyder, P. (2014). Effects of distance coaching on teachers’ use of Pyramid Model practices: A pilot study. Infants and Young Children, 27(4), 325-344. https://doi.org/10.1097/IYC.0000000000000016

Barton, E. E., Bishop, C. C., & Snyder, P. (2014). Quality instruction through complete learning trials: Blending intentional teaching with embedded instruction. In K. Pretti-Frontczak, J. Grisham-Brown, & L. Sullivan (Eds.), Blending practices for all children: Young Exceptional Children Monograph Series (No. 16, pp. 73-96). Division for Early Childhood.

Ben-Avie, M., Newton, D., & Reichow, B. (2014). Using handheld applications to improve the transitions of students with autism spectrum disorders. In N. R. Silton (Ed.), Innovative technologies to benefit children on the autism spectrum (pp. 106-125). IGI Global.

Conroy, M. A., Alter, P. J., & Sutherland, K. S. (2014). Classroom-based research in the field of EBD: Current practices and future directions. In P. Garner, J. Kauffman, & J. Elliot (Eds.), The SAGE handbook of emotional and behavioral difficulties (2nd ed., pp. 465-478). SAGE Publications Ltd.

Conroy, M. A., Alter, P., Boyd, B., & Bettini, E. (2014). Teacher preparation for students who demonstrate challenging behaviors. In P. T. Sindelar, E. D. McCray, M. T. Brownell, & B. Lingnugaris/Kraft (Eds.), Handbook of research on special education teacher preparation (pp. 320-333). Routledge.

Conroy, M. A., Whalon, K., & Martinez, J. (2014). How to assess the social competence for instructional planning. In J. E. Hart & K. J. Whalon (Eds.), Friendship 101: Developing social skills among children and youth with autism and developmental disabilities (pp. 1-14). Council for Exceptional Children.

Doehring, P., Reichow, B., Palka, T., Phillips, C., & Hagopian, L. (2014). Behavioral approaches to managing severe problem behaviors in children with autism spectrum and related developmental disorders: A descriptive analysis. Child and Adolescent Psychiatric Clinics of North America, 23(1), 25-40. https://doi.org/10.1016/j.chc.2013.08.001

Gelbar, N. W., Smith, I., & Reichow, B. (2014). Systematic review of articles describing experience and supports of individuals with autism enrolled in college and university programs. Journal of Autism and Developmental Disorders, 44(10), 2593-2601. https://doi.org/10.1007/s10803-014-2135-5

Hemmeter, M. L., Fox, L., & Snyder, P. (2014). Teaching Pyramid Observation Tool (TPOT™) for preschool classrooms manual – Research edition. Brookes.

Kim, E. S., Naples, A., Gearty, G. V., Wang, Q., Wallace, S., Wall, C., Kowitt, J., Friedlaender, L., Reichow, B., Volkmar, F., Shic, F., & Perlmutter, M. (2014). Development of an untethered, mobile, low-cost head-mounted eye tracker. Proceedings of the Symposium on Eye Tracking Research and Applications, 2014, 247-250. https://doi.org/10.1145/2578153.2578209

McLaughlin, T., & Snyder, P. (2014). Using embedded instruction to enhance social-emotional skills. In J. E. Hart & K. J. Whalon (Eds.), Friendship 101: Helping students build social competence (DADD Prism Series Vol. 8, pp. 63-78). Council for Exceptional Children.

McLean, M. E., Hemmeter, M. L., & Snyder, P. (2014). Essential elements for assessing infants and preschoolers with special needs. Pearson.

Rakap, S., Snyder, P., & Pasia, C. (2014). Comparison of nonoverlap methods for identifying treatment effect in single-subject experimental research. Behavioral Disorders, 39(3), 128-145. https://doi.org/10.1177/019874291303900303

Reichow, B., & Barton, E. E. (2014). Evidence-based psychosocial interventions for individuals with autism spectrum disorders. In F. R. Volkmar, S. Rogers, K. Pelphrey, & R. Paul (Eds.), Handbook of autism and pervasive developmental disorders (4th ed., pp. 969-992). Wiley.

Reichow, B., Campbell, D., & Volkmar, F. R. (2014). Autism spectrum disorders: Several disorders on a continuum or one? In J. Tarbox, D. R. Dixon, P. Sturmey, & J. L. Matson (Eds.), Handbook of early intervention for autism spectrum disorders: Research, practice, and policy (pp. 27-50). Springer.

Reichow, B., Gelbar, N. W., Mouradjian, K., Shefcyk, A., & Smith, I. C. (2014). Characteristics of international websites with information on developmental disabilities. Research in Developmental Disorders, 35(10), 2293-2298. https://doi.org/10.1016/j.ridd.2014.05.028

Reichow, B., Kogan, C., Barbui, C., Smith, I., Yasamy, M. T., & Servili, C. (2014). Parent skills training for parents of children or adults with neurodevelopmental disorders: Systematic review and meta-analysis protocol. BMJ Open, 4(8), Article e005799. https://doi.org/10.1136/bmjopen-2014-005799

Reichow, B., Lemons, C. J., Maggin, D. M., & Hill, D. R. (2014). Beginning reading interventions for children and adolescents with intellectual disability. Cochrane Database of Systematic Reviews, 2014(10), Article CD011359. https://doi.org/10.1002/14651858.CD011359

Ridgley, R., Snyder, P., & McWilliam, R. A. (2014). Exploring type and amount of parent talk during individualized family service plan meetings. Infants and Young Children, 27(4), 345-358. https://doi.org/10.1097/IYC.0000000000000021

Sutherland, K. S., Conroy, M. A., Vo, A., & Ladwig, C. (2014). Implementation integrity of practice-based coaching: Preliminary results from the BEST in CLASS efficacy trial. School Mental Health, 7(1), 21-33. https://doi.org/10.1007/s12310-014-9134-8

Sutherland, K. S., McLeod, B. D., Conroy, M. A., Abrams, L. M., & Smith, M. M. (2014). Preliminary psychometric properties of the BEST in CLASS adherence and competence scale. Journal of Emotional and Behavioral Disorders, 22(4), 249-259. https://doi.org/10.1177/1063426613497258

Volkmar, F. R., & Reichow, B. (2014). Infants and toddlers with autism: The promise and the challenges. International Journal of Speech-Language Pathology, 16(1), 11-14. https://doi.org/10.3109/17549507.2013.862859

Volkmar, F. R., & Reichow, B. (2014). The evolution of autism as a diagnostic concept from Kanner to DSM-5. In T. E. David, S. W. White, & T. H. Ollendick (Eds.), Handbook of autism and anxiety (pp. 217-230). Springer.

Volkmar, F. R., Reichow, B., & McPartland, J. C. (2014). Autism spectrum disorder in adolescents and adults: An introduction. In F. R. Volkmar, B. Reichow, & J. C. McPartland (Eds.), Adolescents and adults with autism spectrum disorders (pp. 1-13). Springer.

Volkmar, F. R., Reichow, B., & McPartland, J. C. (Eds.). (2014). Adolescents and adults with autism spectrum disorders. Springer.

Volkmar, F. R., Reichow, B., Westphal, A., & Mandell, D. S. (2014). Autism and the autism spectrum: Diagnostic concepts. In F. R. Volkmar, S. Rogers, K. Pelphrey, & R. Paul (Eds.), Handbook of autism and the pervasive developmental disorders (4th ed., pp. 3-27). Wiley.