Faculty and Student Scholarly Publications Over the Last 5 Years
Shepley, C., Lane, J. D., & Ault, M. J. (in press). Analysis and commentary on inconsistencies across two reviews using What Works Clearinghouse single-case design standards. Research and Practice for Persons with Severe Disabilities.
Lane, J. D., Shepley, C., Sartini, E., & Hogue, A. (in press). Promoting engagement and expressive communication in children with autism spectrum disorder and intellectual disability in the classroom. Autism and Developmental Language Impairments.
Lane, J. D., Shepley, C., & Spriggs, A. D. (in press). Issues and improvements in the visual analysis of A-B single-case graphs by pre-service professionals. Remedial and Special Education.
Ault, M., Ferguson, B. T., Berry, A., Hawkins-Lear, S., & Mageira, K. (2019). The founding, evolution, and impact of the American Council on Rural Special Education. Rural Special Education Quarterly. Advance online publication. https://doi.org/10.1177/8756870519833916
Hawkins-Lear, S. & Grisham-Brown, J. (2019). Teaching early math skills to young children with disabilities in rural blended early childhood settings. Rural Special Education Quarterly, 38, 15-23
Shepley, C., Ault, M. J., Ortiz, K., Vogler, C. J., McGee, M. (2019). An exploratory analysis of quality indicators in adapted alternating treatments designs. Topics in Early Childhood Special Education. Advance online publication. doi: 10.1177/0271121418820429. Manuscript and data available at https://osf.io/guw6h/
Lane. J. D., & Shepley, C. (2019). Research to practice: Promoting academic and social behaviors in a small group. Journal of Early Intervention, 41, 279-282. doi: 10.1177/1053815116643833.
Shepley, C., & Grisham-Brown, J. (2019). Applied behavior analysis in early childhood education: An overview of policies, research, blended practices, and the curriculum framework. Behavior Analysis in Practice, 12, 235-246. doi:0.1007/s40617-018-0236-x
Shepley, C. & Grisham-Brown, J. (2019). Multi-tiered systems of support for preschool-aged children: A review and meta-analysis. Early Childhood Research Quarterly, 47, 196-308. doi: 10.1016/j.ecresq.2019.01.004. Manuscript and data available at https://osf.io/e8hy3/
Grisham-Brown, J., Değirmenci, H. D., Snyder, D., & Evans-Luiselli, T. (2018). Improving practice and outcomes for learners with Deaf-Blindness: A consultation and coaching model. Teaching Exceptional Children 50(5), 263-271.
Hatcher, A., Grisham-Brown, J., & Sese, K. (2018). Teaching and coaching caregivers in a Guatemalan orphanage to promote language in young children. International Journal of Special Needs Education, 22, 1-13.
Li, Z., Gooden, C., & Toland, M. D. (2018). Reliability and validity evidence for the Hawaii Early Learning Profile Birth – 3 Years. Journal of Early Intervention, 1, 1-22. doi.org/10.1177/1053815118810235
Shepley, C., Lane, J. D., & Ault, M. (2018). A critical review and examination of the system of least prompts. Remedial and Special Education. Advance online publication. doi:10.1177/0741932517751. Manuscript and data available at https://osf.io/rpf4a/
Schebell, S., Shepley, C., Mataras, T., & Wunderlich, K. (2018). Comparing pictures and videos for teaching action labels to children with communication delays. Topics in Early Childhood Special Education, 37, 234-245. doi:10.1177/0271121417746
Shepley, C., Allday, A., & Shepley, S. B. (2018). Towards a meaningful analysis of behavior analyst preparation programs. Behavior Analysis in Practice, 11, 39-45. doi:10.1007/s40617-017-0193-9. Manuscript and data available at https://osf.io/7wh5x/
Shepley, C., Lane, J. D., Grisham-Brown, J., Spriggs, A., Winstead, O. (2018.). Effects of a training package to increase teachers’ fidelity of naturalistic instructional procedures in inclusive preschool classrooms. Teacher Education and Special Education, 41, 321-339. doi:10.1177/0888406417727043
Shepley, C., Allday, A., Crawford, D., Johnson, M., Pence, R., & Winstead, O. (2017). Examining the emphasis on consultation in behavior analysis preparation programs. Behavior Analysis: Research and Practice, 17, 381-392. doi:10.1037/bar0000064
Shepley, C., Lane, J. D., Ayres, K. M., & Douglas, K. (2017). Assistive and instructional technology: Understanding the differences to enhance programming and teaching. Young Exceptional Children, 20, 86-98. doi:10.1177/1096250615603436
Lane, J. D., Gast, D. L., Ledford, J. R., & Shepley, C. (2017). Increasing social behaviors in young children with social-communication delays in a group arrangement in preschool. Education and Treatment of Children, 40, 115-144.
Pretti-Frontczak, K., Harjusola-Webb, S., Chin, M., Grisham-Brown, J., Acar, S., Heo, K, Corby, M., & Zeng, S. (2016). Three mistakes made worldwide in “getting children ready for school”. Young Exceptional Children, 19(1), 48-51.
Shepley, C., Lane, J. D., & Gast, D. L. (2016). Using SMART Board technology to teach young students with disabilities and limited group learning experience to read environmental text. Education and Training in Autism and Developmental Disabilities, 51, 404-420.
Shepley, C., Lane, J. D., & Shepley, S. B. (2016). Teaching young children with social-communication delays to label actions using videos and language expansion models: A pilot study. Focus on Autism and Other Developmental Disabilities, 31, 243-253. doi:10.1177/1088357614552189
Lane, J. D., Shepley, C. & Lieberman, R. (2016). Promoting expressive language in young children with or at-risk for autism spectrum disorder in a preschool classroom. Journal of Autism and Developmental Disorders, 46, 3216-3231. doi:10.1007/s10803-016-2856-8
Lane, J. D., Ledford, J. R., Shepley, C., Mataras, G., Ayres, K. M., & Davis, A. B. (2016). A rapid coaching intervention for teaching naturalistic strategies to parents of young children with ASD. Journal of Early Intervention, 38, 135-150. doi:10.1177/1053815115588828
Ledford, J. R., Lane, J. D., Shepley, C., & Kroll, S. M. (2016). Using structured choices on the playground for young children with autism: Effects on physical activity and social behaviors. Focus on Autism and Other Developmental Disabilities, 31, 163-173. doi:10.1177/1088357614547892
Smith, K. A., Ayres, K. A., Alexander, J., Ledford, J. R., Shepley, C., & Shepley, S. B. (2016). Initiation and generalization of self-instructional skills in adolescents with autism and intellectual disability. Journal of Autism and Developmental Disorders, 46, 1196-1209. doi:10.1007/s10803-015-2654-8
Lane, J. D., Gast, D. L., Shepley, C., & Ledford, J. R. (2015). Including instructive feedback and sharing opportunities during small group academic instruction with preschool students with disabilities. Journal of Early Intervention, 37, 3-22. doi:10.1177/1053815115588828
Macy, M., Bricker, D., Dionne, C., Grisham-Brown, J., Johnson, J., Slentz, K., Waddell, M., Behm, M., & Shrestha, H. (2015). Content validity analysis of qualitative feedback on the revised Assessment, Evaluation, and Programming System for Infants and Children test. Journal of Intellectual Disability – Diagnosis & Treatment, 3, 1-10.
Grisham-Brown, J., Pretti-Frontczak, K., Bachman, A., Gannon, C., & Mitchell, D. (2014). Delivering individualized instruction during ongoing classroom activities and routines: Three success stories. YEC Monograph 16: Blended Practices for All Children.
Hall, A., Toland, M., Grisham-Brown, J. (2014). Exploring interactive writing as an effective practice for increasing Head Start student’s alphabet knowledge. Early Childhood Education Journal, 42, 423-430.
Hallam, R., Lyons, A., Pretti-Frontczak, K. & Grisham-Brown, J. (2014). Comparing apples and oranges: The mismeasurement of young children through the mismatch of assessment purpose and the interpretation of results. Topics in Early Childhood Special Education, 34, 106-115.
Books and Book Chapters
Ault, M. J., & Shepley, C. (2019). Stimulus control and prompting strategies. In R. Pennington (Ed.), Applied behavior analysis for everyone: Principles and practices explained by applied researchers that use them. Shawnee Mission, KS: Autism Asperger Publishing Company.
Gooden, C. J., & Rous, B. (2018). Effective transitions to kindergarten for children with disabilities. In A. J. Mashburn, J. LoCasale-Crouch, & K. Pears (Eds.), Kindergarten transition and readiness: Promoting cognitive, social-emotional, and self-regulatory development. NY, NY: Springer Publishing.
Grisham-Brown, J. L., & Hemmeter, M. L. (2017) Blended Practices for Teaching Young Children in Inclusive Settings 2nd Ed. Baltimore, MD: Brookes Publishing Co.
Hardy, J., Hawkins-Lear, S., Hemmeter, M. L., & Grisham-Brown, J. (2017). Blended practices for promoting early math skills. In J. Grisham-Brown & M. L. Hemmeter (Eds.). Blended Practices for Teaching Young Children in Inclusive Settings, 2nd Ed. Baltimore: Brookes.
Rutland, J. H., Hawkins, S., & Grisham-Brown, J. (2017). The team process of planning, implementing, and revising instruction. In J. Grisham-Brown & M. L. Hemmeter (Eds.). Blended Practices for Teaching Young Children in Inclusive Settings, 2nd Ed. Baltimore: Brookes.
Ayres, K. M., Shepley, C., & Douglas, K. P. (2016). Assistive and instructional technology for individuals with autism. In R. Simpson & B. S. Myles (Eds.), Educating Children and Youth with Autism: Strategies for Effective Practice, 3rd Ed, (pp. 213-232). Pro Ed.
Ayres, K.M., Shepley, S.B., Douglas, K., Shepley, C., & Lane, J. (2015). Mobile technology as a prosthesis: Using mobile technology to support community engagement and independence. In T. Cardon (Ed), Technology and the Treatment of Autism Spectrum Disorder (pp.131-145). Springer International Publishing.