Publications

Crawford, L., Freeman, B., Huscroft-D’Angelo, J., Quebec Fuentes, S., & Higgins, K. N.        (2019).  Implementation fidelity and the design of a fractions intervention. Learning Disability Quarterly. Online first at https://journals.sagepub.com/toc/ldqa/0/0

Faggella-Luby, M., Gelbar, N., Dukes, L., Madaus, J., Lalor, A., & Lombardi, A. (2019) Learning Strategy Interventions for College Students with Disabilities: A Systematic Review of the Literature. Journal of Postsecondary Education and Disability.

Gelbar, N.W., Madaus, J. W., Dukes, L.L., Faggella-Luby, M., Volk, D.T., & Monahan, J. (2019).  Self-determination and college students with disabilities: Research trends and construct measurement.  Journal of Student Affairs Research and Practice.

Higgins, K., Huscroft-D’Angelo,  J., & Crawford, L. (2019). Effects of technology in mathematics on achievement, motivation, and attitude: A meta-analysis. Journal of Educational Computing Research, 57, 283-319. 1

Huscroft-D’Angelo, J., Higgins, K.N., & Crawford, L. (2019). Technology, attitude and mathematics: A descriptive examination of the literature spanning three decades. International Journal of Technology Enhanced Learning, 11, 36-61.

Meneley, T., Crawford, L., & Huddleston, G. (2019) Sherry: “Inclusion” interpreted through a life story lens. International Journal of Developmental Disabilities. Online first at: https://www.tandfonline.com/doi/full/10.1080/20473869.2019.1613849

Smolkowski, K., Crawford, L., & Seeley, J. (2019). Introduction to implementation science     for research on learning disabilities. Learning Disability Quarterly. Online first.

Weiss, M. P. & Faggella-Luby, M. (2019). Transition services for students with learning disabilities. In J. P. Bakken and F. E. Obiakor (Eds.), Transition services for students with disabilities (Vol. 35). Bingley, United Kingdom: Emerald Group Publishing Limited.

Chen, C.*, & Lindo, E. J. (2018). Culturally responsive evaluation practices: Reviewing the evidence. The DiaLog, 47(2), 9-13

Crawford, L., Quebec-Fuentes, S., Huscroft-D’Angelo, J., & Higgins, K. N. (2018). Evaluating Quantitative Reasoning Strategies for Comparing Fractions: A Tool for Teachers. Intervention in School and Clinic, 54(1), 225-234.

Fallon, L. M.*, Sanetti, L. M. H., Chafouleas, S. M., Faggella-Luby, M. N., & Briesch, A. M. (2018). Direct training to increase agreement between teachers’ and observers’ treatment integrity ratings. Assessment for Effective Intervention, 43, 196–211. https://doi.org/10.1177/15345084177387

Hovey, K. A.*, Combes, B. H., Lindo, E. J., Chang, M., & Ferguson, S. (2018). Pre-Service teachers’ perceptions and experiences with key components of response to intervention during university coursework and field experiences. The Field Experience Journal, 22(2), 71-86.

Lindo, E. J., Weiser, B., Cheatham, J. P., & Allor, J. H. (2018). Benefits of structured afterschool literacy tutoring by university students for struggling elementary readers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 34(2), 117-131 doi: 10.1080/10573569.2017.1357156. (Available online 9/2017) h-index: 26

Madaus, J. W., Gelbar, N. W., Dukes, L.L., Lalor, A. R., Lombardi, A., Kowitt, J., & Faggella-Luby, M. (2018). Literature on Postsecondary Disability Services: A Call for Research Guidelines. Journal of Diversity in Higher Education, 11(2), 133- 145. http://dx.doi.org/10.1037/dhe0000045

Anderson, S., Griffith, R., & Crawford. L. (2017). TPACK in special education:  Preservice teacher decision making while integrating iPads into instruction. Contemporary Issues in Technology and Teacher Education, 17(1). Retrieved from http://www.citejournal.org/volume-17/issue-1-17/

Drew, S., Olinghouse, N., & Faggella-Luby, M. (2017). Framework for Disciplinary Writing in Science: Addressing Needs of Struggling Adolescent Learners. Journal of Educational Psychology, 109(7), 935-955.

Dukes, L. L. III., Madaus, J. W., Faggella-Luby, M., Lombardi, A., & Gelbar, N. (2017). PASSing College: A taxonomy for students with disabilities in postsecondary education. Journal of Postsecondary Education and Disability, 30(2), 113-129.

Faggella-Luby, M., Dukes, L., Madaus, J. Gelbar, N., Lombardi, A., & *Lalor, A. (2017) Universal design and college students with disabilities: Does the data equal the zeal? Currents in Teaching and Learning, 9(2), 5-19.

Hovey, K. A.*, Lindo, E. J., & Combes, B. H. (2017). Pre-service teachers’ field experiences with response to intervention. The Field Experience Journal, 20, 109-128.

Quebec Fuentes, S., Crawford, L., & Huscroft-D’Angelo, J. (2017). Reasoning for all: An instructional model. Australian Primary Mathematics Classroom, 22, 20-25.

Wei, Y., Lombardi, A., Simonsen, B., Coyne, M., Faggella-Luby, M., Freeman, J., & Kearns, D. (2017) A revised embedded planning tool for intensive reading instruction. Learning Disabilities: A Multidisciplinary Journal 22(2), 50-63.

Young, A. J., Silliman-French, L., & Crawford, L. (2017). Yoga for young children with Down syndrome. Palaestra, 31, 18-25.

Combes, B. H., Peak, P. W., Barrio, B. L., Lindo, E. J., Hovey, K. A.*, Lim, O., et al. (2016). Updating and disseminating the Council for Learning Disabilities’ principles of ethical practice: employing a case-based framework. Intervention in School and Clinic, 1-10. doi: 10.1177/1053451216636061; h-index: 25

Crawford, L., Higgins, K. N., Huscroft-D’Angelo, J. & Hall, L. (2016). Students’ use of electronic support tools in mathematics. Educational Technology Research & Development. 64, 1163-1182. DOI 10.1007/s11423-016-9452-7

Faggella-Luby, M., Griffith, R., Silva, C., & Weinburgh, M. (2016), Assessing ELLs comprehension and science understanding using retellings. Electronic Journal of Science Education. 20(3), 150-166.

Higgins, K. N., Crawford, L., & Silvestri, K. (2016). Student perceptions of an online mathematics curriculum designed for students with learning difficulties. Social Welfare Interdisciplinary Journal, 6(2), 108-123. DOI: 10.21277/sw.v2i6.258.

Higgins, K. N., Crawford, L., Huscroft-D’Angelo, J., & Horney, M. (2016). Investigating        student use of electronic support tools and mathematical reasoning. Contemporary Educational Technology, 7(1), 1-24.

Lindo, E. J., Kleimann, K.*, Combes, B. H., & Franks, J.* (2016). Managing stress levels of parents of children with developmental disabilities: A meta-analytic review. Family Relations, 65(1), 207-224. doi: 10.1111/fare.12185; h-index: 73

Lombardi, A., Gelbar, N., Dukes, L. L., *Kowitt, J., *Wei, Y., Madaus, J. W., *Lalor, A., & Faggella-Luby, M. (2016). Higher education and disability: A systematic review of assessment instruments designed for students, faculty, and staff. Journal of Diversity in Higher Education, NP. http://dx.doi.org/10.1037/dhe0000027

Sanetti, L., Chafouleas, S., Berggren, M., Faggella-Luby, M., & *Byron, J. (2016). Implementing modeling and self-monitoring with DBRC in a tier 2 reading group: A pilot study of feasibility. Journal of Evidence-Based Practices for Schools. 15(1), 8-40.

Yakimowski, M., Faggella-Luby, M., *Yujin, K. & *Wei, Y. (2016). Reading achievement at the middle school years: A study investigating growth patterns by high incidence disability. Journal of Education for Students Placed at Risk. 21(2), 118-128. 

Barrio, B. L.*, Lindo, E. J., Combes, B. H. & Hovey, K. A.* (2015). Ten years of response to intervention: Implications for general education teacher preparation programs. Action in Teacher Education, 37(2), 190-204, doi: 10.1080/01626620.2015.1004603

Crawford, L., Huscroft-D’Angelo, J. (2015). Mission to Space: Evaluating One Type of Informal Science Education. Electronic Journal of Science Education, 19(1), URL: http://ejse.southwestern.edu/issue/view/1143″>http://ejse.southwestern.edu/issue/view/1143.

Faggella-Luby, M., *Drew, S., & Schumaker, J. (2015). Not such a simple story: Contradictory evidence from a review of story structure research for students at risk. Learning Disabilities Research & Practice. 30(2), 61-75.

Gelbar, N., Madaus, J., Lombardi, A., Faggella-Luby, M., & Dukes, L. (2015). College students with physical disabilities: Common on campus, uncommon in the literature. Physical Disabilities: Education and Related Services. 34(2), 14-31.