The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
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Amtmann, D., Abbott, R., & Berninger, V.. (2008). Identifying and predicting classes of response to explicit phonological spelling instruction during independent composing. Journal of Learning Disabilities, 41(3), 218-34.
Banda, D. R., Hart, S. L. &Liu-Gitz, L. (2010). Impact of training peers and children with autism on social skills during center time activities in inclusive classrooms. Research in Autism Spectrum Disorders, 4(4) 619-625.
Bennett, K., Reichow, B., & Wolery, M. (2011). Effects of structured teaching on the behavior of young children with disabilities. Focus on Autism and Other Developmental Disabilities, 26(3) 143-152.
Berkeley, S., Scruggs, T. E., & Mastropieri, M. A. (2010). Reading comprehension instruction for students with learning disabilities, 1995–2006: A meta-analysis. Remedial & Special Education, 31(6), 423–436.
Browder, D. M., Trela, K., & Jimenez, B. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, 22 (4) 206-219.
Buggey, T., Hoomes, G., Sherberger, M. E. &Williams, S. (2011). Facilitating social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus on Autism and Other Developmental Disabilities, 26(1), 25-36.
Burns, M. K., & Ysseldyke, J. E. (2009). Reported prevalence of evidence-based instructional practices in special education. Journal Of Special Education, 43(1), 3-11.
Burns, M. K., Codding, R. S., Boice, C. H., & Lukito, G. G. (2010). Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill-by-treatment interaction. School Psychology Review, 39(1), 69-83.
Carr, D. & Felce, J. (2007). The effects of PECS teaching to phase III on the communicative interactions between children with autism and their teachers. Journal of Autism and Developmental Disorders, 37(4) 724-737.
Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders research, Research in Autism and Spectrum Disorders, 5(1), 433-441.
Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365-383.
Cowen, R. & Allen, K., D. (2007). Using naturalistic procedures to enhance learning in individuals with autism: a focus on generalized teaching within the school setting. Psychology in the Schools, 44(7), 701-715.
Delano, M. E. (2007). Use of strategy instruction to improve the story writing skills of a student with Asperger Syndrome. Focus On Autism & Other Developmental Disabilities, 22(4), 252-258.
Fitzpatrick, M. & Knowlton, E. (2009). Bringing evidence-based self directed intervention practices to the trenches for students with EBD. Preventing School Failure, 53(4), 253-266.
Florian, L. (Ed.). (2007). The SAGE Handbook of Special Education. SAGE Publications, Inc.
Ganz, J. (2007). Classroom structuring methods and strategies for children and youth with ASD. Exceptionality, 15(4), 249-260.
Ganz, J. B., Simpson, R. L. & Corbin-Newsome, J. (2008). The impact of the picture exchange communication system on requesting and speech development in preschoolers with autism spectrum disorders and similar characteristics. Research in Autism Spectrum Disorders, 2(1) 157-169.
Graves, A. W., Brandon, R., Duesbery, L., McIntosh, A., & Pyle, N. B. (2011). The effects of tier 2 literacy instruction in sixth grade: Toward the development of a response-to-intervention model in middle school. Learning Disability Quarterly, 34(1), 73-86.
Gumpel, T.P. (2007). Are social competence difficulties caused by performance or acquisition deficits? The importance of self-regulatory mechanisms. Psychology in the Schools, 44(4), 351-372.
Harper, C.B., Symon, JB. G. & Frea, W. D. (2008). Recess is time-in: Using peers to improve social skills of children with autism. .Journal of Autism and Developmental Disorders, 38(5), 815-826.
Harry, B. "The disproportionate placement of ethnic minorities in special education." The SAGE Handbook of Special Education. Ed. Lani Florian. Thousand Oaks, CA: SAGE, 2007. 68-85. SAGE Reference Online.
Holder, C., Whetstone, P., & Sheinker, J. (2008). When research meets practice: Using metacognitive strategies to teach social skills. International Journal Of Learning, 15(8), 205-212.
Holifield, C., Goodman, J.Hazelkorn, M. & Heflin, L. J. (2010). Using self-monitoring to increase attending to task and academic accuracy in children with autism. Focus on autism and Other Developmental Disabilities, 25(4), 230- 238.
Howlin, P. Gordon, R. K., Pasco, G. , (2007). The effectiveness of picture exchange communication system (PECS) training for teachers of children with autism: A pragmatic, group randomised controlled trial. Journal of Child Psychology and Psychiatry, 48(5) 473-481.
Iseman, J. S., & Naglieri, J. A. (2011). A cognitive strategy instruction to improve math calculation for children with ADHD and LD: A randomized controlled study. Journal of Learning Disabilities, 44(2), 184-195.
January, A. M., Casey, R. J. & Paulson, D. (2011). A meta-analysis of classroom-wide interventions to build social skills: Do they work? School Psychology Review, 40(2) 242-256.
Joseph, L. M., & Konrad, M. (2009). Teaching students with intellectual or developmental disabilities to write: A review of the literature. Research in Developmental Disabilities, 30(1), 1-19.
Koegel, L. K., Singh, A.K. & Koegel, R. L. (2010). Improving motivation for academics in children with autism. Journal of Autism and Developmental Disorders, 40(9), 1057-1066.
Koegel, R.L, Vernon, T.W., & Koegel, L.K. (2009). Improving social initiations in young children with autism using reinforcers with embedded social interactions. Journal of Autism and Developmental Disorders, 39, 1240-1251.
Koegel, R.L., Shirotova, L, & Koegel, L.K., (2009). Brief Report: Using individualized orienting cues to facilitate first-word acquisition in non-responders with autism. Journal of Autism and Developmental Disorders, 39, 1587-1592.
Mason, L. H., Kubina Jr., R. M., Valasa, L. L., & Cramer, A. (2010). Evaluating effective writing instruction for adolescent students in an emotional and behavior support setting. Behavioral Disorders, 35(2), 140-156.
Miller, M., Fenty, N.,Scott, T. M. & Park, K.L. (2011). An examination of social skills instruction in the context of small-group reading. Remedial and Special Education, 32(5), 371-381.
O’Connor, R. E., Bocian, K., Beebe-Frankenberger, M., & Linklater, D. L. (2010). Responsiveness of students with language difficulties to early intervention in reading. Journal of Special Education, 43(4), 220-235.
Robinson, S. E. (2011). Teaching paraprofessionals of students with autism to implement pivotal response treatment in inclusive school settings using a brief video feedback-training package. Focus on Autism and Other Developmental Disabilities, 26(2), 105-118.
Rosenzweig, C., Krawec, J., & Montague, M. (2011). Metacognitive strategy use of eighth-grade students with and without learning disabilities during mathematical problem solving: A think-aloud analysis. Journal of Learning Disabilities, 44(6), 508-520.
Sanstosi, Frank (2010). Teaching social skills to children with autism spectrum disorders using tiers of support: A guide for school-based professionals. Psychology in the Schools. 47(3); 257-281.
Santangelo, T., Harris, K. R., & Graham, S. (2007). Self-regulated strategy development: A validated model to support students who struggle with writing. Learning Disabilities -- A Contemporary Journal, 5(1), 1-20.
Schneider, N., & Goldstein, H. (2009). Social stories improve the on-task behavior of children with language impairment. Journal Of Early Intervention, 31(3), 250-264.
Shogren, K. A., Lang, R., Machalicek, W. (2011). Self- versus teacher management of behavior for elementary school students with Asperger Syndrome: Impact on classroom behavior. Journal of Positive Behavior Interventions, 13(2) p87-96.
Skokut, M., Robinson, S., Openden, D., Jimerson, S. R., (2008). Promoting the social and cognitive competence of children with autism: Interventions at school. The California School Psychologist. 93-107.
Soares, D. A.,Vannest, K.J.,Harrison, J. (2009). Computer aided self-monitoring to increase academic production and reduce self-injurious behavior in a child with autism. Behavioral Interventions, 24(3), 171-183.
Spencer, T. D., Petersen, D. B., & Gillam, S. L. (2008). Picture exchange communication system (PECS) or Sign language: An evidence-based decision-making example. TEACHING Exceptional Children, 41(2) 40-47.
Spooner, F., Knight, V., Browder, D., Jimenez, B., & DiBiase, W. (2011). Evaluating evidence-based practice in teaching science content to students with severe developmental disabilities. Research & Practice for Persons with Severe Disabilities, 36(1/2), 62-72.
Sugai, G. & Horner, R. (2008). What we know and need to know about preventing problem behaviors in schools. Exceptionality. 16(2), 67-77.
Vedora, J., & Stromer, R. (2007). Computer-based spelling instruction for students with developmental disabilities. Research In Developmental Disabilities, 28(5), 489-505.
Yoder, P., Stone, W. L. (2006). A randomized comparison of the effect of two-prelinguistic communication interventions on the acquisition of spoken communication in preschoolers with ASD. Journal of Speech, Language, and Hearing Research, 49(4), 698-711.
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