The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.
Please enter your myWalden user name and password at the prompt.
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.
Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.
If you have questions about your required course textbooks, please contact Customer Care at email@example.com