Recent Research Publications and News

Chapman, R., Schuttler, J., Shogren, K., Walls, S., Adams, H., & Oyetunji, A. O. (2023) "Applying the Self-Determined Learning Model of Instruction to the Psychotherapeutic Context for People with Intellectual/Developmental Disabilities," Developmental Disabilities Network Journal: Vol. 3: Iss. 2, Article 8. Available at: https://digitalcommons.usu.edu/ddnj/vol3/iss2/8

Shogren, K. A., & Raley, S. K. (2023). The Self-Determined Learning Model of Instruction: A Practitioner’s Guide to Implementation for Special Education. Routledge Taylor & Francis Group. 

Bumble, J. L.,Carter, E. W., & Kuntz, E. (2022). Examining the transition networks of secondary special educators: An explanatory sequential mixed methods study. Remedial and Special Education.

Advance online publication. https://doi.org/10.1177/0741932521106348

Jameson, J. M., Hicks, T. A., Lansey, K. L., Kurth, J. A., Jackson, L., Zagona, A. L., Burnette, K., Agran, M., Shogren, K. A., Pace, J., & Gerasimova, D. (2022). Predictions on the frequency and importance of social contacts across placements: A Bayesian multilevel model analysis. Research and Practice for Persons with Severe Disabilities 47(4) 229-243, https://doi.org/10.1177/15407969221136538.

Kurth, J. A. & Jackson, L. (2022). Introduction to the special issue on the impact of placement on outcomes for students with complex support needs. Research and Practice for Persons with Severe Disabilities 47(4), 187-190. https://doi.org/10.1177/15407969221134509

Kurth, J. A., Lockman Turner, E., Zagona, A. L., Lansey, K. L., Mansouri, M. C., Jameson, J. M., Loyless, R., Gerasimova, D., Hicks, T. A., & Pace, J. (2022). An investigation of IEP quality associated with special education placement for students with complex support needs. Research and Practice for Persons with Severe Disabilities 47(4) 244-260. https://doi.org/10.1177/15407969221134923

Maggin, D. M., Barton, E., Reichow, B., Lane, K. L., & Shogren, K. A. (2022). Commentary on the What Works Clearinghouse Standards and Procedures Handbook (v. 4.1) for the Review of Single-Case Research. Remedial and Special Education, 43(6), 421-433.  https://doi.org/10.1177/07419325211051317

Miller, A. L., Wilt, C. L., Allcock, H. C., Kurth, J. A., Morningstar, M. E., & Ruppar, A. L. (2022).  Teacher agency for inclusive education: An international scoping review.  International Journal of Inclusive Education, 26(12), 1159-1177. https://doi.org/10.1080/13603116.2020.1789766 

Miller, A. L. & Kurth, J. A (2022).  Photovoice research with disabled girls of color: Exposing how schools (re)produce inequities through school geographies and learning tools.  Disability and Society 37(8), 1362-1390. https://doi.org/10.1080/09687599.2021.1881883

Raley, S. K., Shogren, K. A., Brunson, L., Gragoudas, S., Thomas, K. R., & Pace, J. R. (2022). Examining the impact of implementation supports on goals set by students in inclusive, secondary classes. Exceptionality, 30(5), 324-339. https://doi.org/10.1080/09362835.2021.1938056

Raley, S. K., Hagiwara, M., Burke, K. M., Kiblen, J. C., & Shogren, K. A. (2022). Supporting All Students to Be Self-Determined: Using the Self-Determined Learning Model of Instruction Within Multi-Tiered Systems of Supports. Inclusive Practices, 2(1), 3–12. https://doi.org/10.1177/27324745221132478

Rooney-Kron, M., Regester, A., Lidgus, J., Worth, C., Bumble, J. L., & Athamanah, A. (2022). A conceptual framework for enabling risk in inclusive postsecondary education programs. Inclusive Practices, 1(3). https://doi.org/10.1177/27324745221078599

Schalock, R. L., Luckasson, R., Tassé, M. J., & Shogren, K. A. (2022). The IDD paradigm of shared citizenship: Its operationalization, application, evaluation, and shaping for the future intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 60(5), 426-443.https://doi.org/10.1352/1934-9556-60.5.426

Qian, X., Shogren, K. A., Odejimi, O., & Little, T. D. (2022). Differences in self-determination across disability categories: Findings from National Longitudinal Transition Study 2012. Journal of Disability Policy Studies, 32(4), 245–256. https://doi.org/10.1177/1044207320964396

Zagona, A. L., Kurth, J. A., Lockman Turner, E., Pace, J., Shogren, K. A., Lansey, K. L., Jameson, J. M., Burnette, K., Mansouri, M., Hicks, T. A., & Gerasimova, D. (2022). Ecobehavioral analysis of classroom types for students with complex support needs. Research and Practice for Persons with Severe Disabilities 47(4), 209-228.. https://doi.org/10.1177/15407969221126496

Raley, S. K., Shogren, K. A., & Cole, B. P. (2021). Positive psychology and education of students with disabilities: The way forward for assessment and intervention. Advances in Neurodevelopmental Disorders, 5(1), 11-20.https://doi.org/10.1007/s41252-020-00181-8

Raley, S.K., Shogren, K. A., Rifenbark, G. G., Lane, K. L., & Pace, J. R. (2021). The impact of the Self-Determined Learning Model of Instruction on student self-determination in inclusive, secondary classrooms. Remedial and Special Education.https://doi.org/10.1177/0741932520984842 

Shogren, K. A., Dean, E. E., Burke, K. M., Raley, S. K., & Taylor, J. L. (2021). Goal Attainment Scaling: A framework for research and practice in the intellectual and developmental disability field. Intellectual and Developmental Disabilities, 59(1), 7-12.https://doi.org/10.1352/1934-9556-59.1.7

Shogren, K. A., Dean, E. E., Linnenkamp, B., Raley, S. K., Martinis, J. M., & Blanck, P. (2021). Supported decision-making. In I. Khemka & L. Hickson (Eds.), Decision Making by Individuals with Intellectual and Developmental Disabilities: Research and Practice. Springer.

Agran, M., Jackson, L., Kurth, J. A., Ryndak, D., Burnette, K., Jameson, M., Zagona, A. L., Fitzpatrick, H. L., & Wehmeyer, M. (2020). Why aren’t students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors. Research and Practice for Persons with Severe Disabilities, 45, 4-13. https://doi.org/10.1177/1540796919878134 

Allen, G. E., Common, E. A., Germer, K. A., Lane, K. L., Buckman, M. M., Oakes, W. P., & Menzies, H. M. (2020). A systematic review of the evidence base for active supervision in PK-12 settings. Behavioral Disorders, 45(3), 167-182. https://doi.org/10.1177/0198742919837646  

Alwawi, D. A., Dean, E., Heldstab, A., Lawson, L. M., Peltzer, J., & Dunn, W. (2020).  A qualitative study of stroke survivors’ experience of sensory changes. Canadian Journal of Occupational Therapy. Advance Online Publication. https://doi.org/10.1177/0008417420941975 

Burke, K. M., Raley, S. K., Shogren, K. A., Adam-Mumbardo, C., Uyanik, H., Hagiwara, M., & Behrens, S. (2020). A meta-analysis of interventions to promote self-determination of students with disabilities. Remedial and Special Education, 41(3), 176-188. https://doi.org/10.1177/0741932518802274 

Burke, K. M., Shogren, K. A., Antosh, A. A., LaPlante, T., & Masterson, L. (2020). Implementing the SDLMI with students with significant support needs during transition planning. Career Development and Transition for Exceptional Individuals, 43(2), 115-121.  https://doi.org/10.1177/2165143419887858

Burke, K. M., Shogren, K. A., & Behrens, S. (2020). Mapping the literature on the essential characteristics of self-determination. Advances in Neurodevelopmental Disorders, 4, 1–14. https://doi.org/10.1007/s41252-019-00135-9.

Carlson, S. R., Munandar, V. D., Wehmeyer, M. L., & Thompson, J. R. (2020). Special      education transition services for students with extensive support needs. Advances in Special Education, 35, 117-136. https://doi.org/10.1108/S0270-401320190000035015

Claes, C., Lombardi, M., Schalock, R. L., & Shogren, K. A. (2020).  Beyond the micro level: A value-based approach to enhancing personal outcomes for persons with disabilities. Psychology and Psychotherapy: Research Study, 3(4).10.31031/PPRS.2020.03.000570 

Common, E. A., Lane, K. L., Cantwell, E. D., Brunsting, N., Oakes, W. P., Germer, K. A. & Bross, L. A., (2020). Teacher-delivered strategies to increase students' opportunities to respond: A systematic methodological review. Behavioral Disorders, 45(2), 67-84. https://doi.org/10.1177/0198742919828310 

Dean, E. E. (2020).  Promoting participation in context through self-determination.  In K. Bryze (Ed.), Occupational Therapy for Adults with Intellectual Disabilities. Slack Incorporated.

Dean, E. E., Shogren, K. A. & Wehmeyer, M. L. (2020). Career design. In K. A. Shogren & M. L. Wehmeyer (Eds.), Handbook of adolescent transition education for youth with disabilities (2nd ed., pp. 61-70). Routledge. 

Ennis, R. P., Lane, K. L., Oakes, W. P., & Flemming, S. C. (2020). Empowering teachers with low-intensity strategies to support instruction: Implementing across-activity choices in 3rd grade reading. Journal of Positive Behavioral Interventions, 22(2), 78-92. https://doi.org/10.1177/1098300719870438

Ennis, R. P., Royer, D. J., Lane, K. L., & Dunlap, K. D. (2020).  Behavior-specific praise in K-12 settings: Mapping the 50-year knowledge base.  Behavioral Disorders, 45(3), 131-147. https://doi.org/10.1177/0198742919843075

Ennis, R. P., Royer, D. J., Lane, K. L., & Dunlap, K. D. (2020). The impact of coaching on teacher-delivered behavior-specific praise in pre-K-12 settings: A systematic review. Behavioral Disorders, 45(3), 131-147. https://doi.org/10.1177/0198742919839221  online first 2019

Giangreco, M. L., Shogren, K. A., & Dymond, S. K. (2020).  Educating students with severe disabilities: Foundational concepts and practices.  In F. Brown, J. McDonnell, & M. E. Snell, Instruction of students with severe disabilities (9th ed., pp. 1-27). Pearson.  

Hagiwara, M., Shogren, K. A., Lane, K. L., Raley, S. K., & Smith, S. (2020). Development of the Self-Determined Learning Model of Instruction Coaching Model: Implications for research and practice. Education and Training in Autism and Developmental Disabilities, 55(1), 17-27.

Hagiwara, M., Shogren, K. A., & Rifenbark, G. G. (2020).  Exploring the impact of environmental factors on scores on the Self-Determination Inventory: Adult Report. Advances in Neurodevelopmental Disorders, 4(4), 400-412. https://doi.org/10.1007/s41252-020-00155-w.  

Hirsch, S. E., Randall, K. N., Common, E. A., & Lane, K. L. (2020). Results of practice-based professional development for supporting special educators in learning how to design functional assessment-based interventions. Teacher Education and Special Education, 43(4), 281-295. https://doi.org/10.1177/0888406419876926 

Kurth, J. A., Lockman Turner, E., & Kluth, P. (2020). Idea #17: Try “Plan B.” In Kluth, P. (Ed.), All in:18 ways to create inclusive virtual classrooms. 

Kurth, J. A., Love, H.,  & Pirtle, J. (2020).  Educational placement and decision-making for youth with autism: Parent perspectives. Focus on Autism and Other Developmental Disabilities, 35, 36-46. https://doi.org/10.1177/1088357619842858 

Kurth, J. A., Miller, A. L., & Toews, S. G. (2020).  Preparing for and implementing effective inclusive education using participation plans.  Teaching Exceptional Children, 53(2), 140-149.https://doi.org/10.1177/0040059920927433 

Kurth, J. A., Miller, A. L., Toews, S. G., Gross, M., Collier, A., & Ventura, T. (2020).  An exploratory study using participation plans for inclusive social studies instruction.  DADD Online Journal, 6, 158-176. 

Lane, K. L., Buckman, M. M., Common, E. A., Oakes, W. P., Lane, N. A., Schatschneider, C., Perez-Clark, P., Sherod, R. L., & Menzies, H. M., (2020). The Student Risk Screening Scale for Early Childhood: Additional validation studies. Topics in Early Child Special Education, 1-18. https://doi.org/10.1177/0271121420922299   

Lane, K. L., Buckman, M. M., Oakes, W. Pl., & Menzies, H. M. (2020). Tiered systems and inclusion: Potential benefits, clarifications, and considerations. In J. M. Kauffman (Ed.), On educational inclusion: Meanings, history, issues, and international perspectives (pp. 85-106). Routledge Taylor & Francis.

Lane, K. L., Menzies, H. M., Oakes, W. P., & Kalberg, J. R., (2020). Developing a schoolwide framework to prevent and manage learn and behavior problems (2nd Edition). Guilford Press. 

Lane, K. L., Oakes, W. P., Allen, G. E., Lane, N. A., Jenkins, A. B., Lane, K. S., Messenger, M. L., Buckman, M. M., Fleming, K. K., & Swinburne Romine, R. E. S. (2020). Improving educators’ knowledge, confidence, and usefulness of a Comprehensive, Integrated, Three-tiered (Ci3T) model of prevention: Outcomes of professional learning. Education and Treatment of Children, 43(3), 279-293.

Lane, K. L., Oakes, W. P., Royer, D. J., Menzies, H. M., Brunsting, N., Buckman, M. M., Common, E. A., Lane, N. A., Schatschneider, C., & Lane, K. S. (2020). Middle and high school teachers’ self-efficacy during initial implementation of comprehensive, integrated, three-tiered models of prevention. Journal of Positive Behavior Interventions,1-13. https://doi.org/10.1177/1098300720946628

Lane, K. L., Royer, D. J., & Oakes, W. P. (2020). Literacy instruction for students with emotional and behavioral disorders: A developing knowledge base. In R. Boon, M. Burke, and L. Bowman-Perrott (Eds.), Literacy Instruction for Students with Emotional and Behavioral Disorders (EBD): Research-Based Interventions for the Classroom (pp. 1-17). Information Age Publishing.

McCabe, K., Ruppar, A. L., Kurth, J. A., McQueston, J. A., Johnston, R., & Toews, S. G. (2020).  Cracks in the continuum: A critical analysis of least restrictive environment for students with significant support needs.  Teachers College Record, 122(5), 1-28  https://nau.pure.elsevier.com/en/publications/cracks-in-the-continuum-a-critical-analysis-of-least-restrictive-

Menzies, H. M., Oakes, W. P., Lane, K. L., Royer, D. J., Cantwell, E. D., & Buckman, M. M. (2020). Elementary teachers’ perceptions of comprehensive, integrated, three-tiered models: A need to clarify PBIS. Remedial and Special Education, 1-13.https://doi.org/10.1177/0741932519896860

Morán, M. L., Hagiwara, M., Raley, S. K., Alsaaed, A. H., Shogren, K. A., Qian, X., Gómez, L. E., & Alcedo, M. A. (2020). Self-determination of students with autism spectrum disorder: A systematic review. Journal of Developmental and Physical Disabilities.https://doi.org/10.1007/s10882-020-09779-1

Mumbardó-Adam, C., Guàrdia-Olmos, J., Giné, C., Shogren, K. A., & Vicente, E. (2020).  Psychometric properties of the Self-Determination Inventory-Student Report: A structural equation modeling approach. American Journal on Intellectual and Developmental Disabilities, 123(6), 545-557.https://doi.org/10.1352/1944-7558-123.6.545

Oakes, W. P., Cantwell, E. D., Lane, K. L., Royer, D. J., & Common, E. A. (2020).  Examining educator’s views of classroom management and instructional strategies: School-site capacity for supporting students’ behavioral needs.  Preventing School Failure, 64(1), 1-11. https://doi.org/10.1080/1045988X.2018.1523125

Ptomey, L.T., Walpitage, D.L., Mohseni, M., Dreyer, M.L., Davis, A.M., Forseth, B., Dean E.E., & Waitman, R. L. (2020).  Weight status and associated comorbidities in children and adults with Down syndrome, autism spectrum disorder, and intellectual and developmental disabilities. Journal of Intellectual Disability Research, 64 (9), 725-737. https://doi.org/10.1111/jir.12767 

Raley, S. K., Burke, K. M., Hagiwara, M., Shogren, K. A., Wehmeyer, M. L., & Kurth, J. A. (2020). The Self-Determined Learning Model of Instruction and students with extensive support needs in inclusive settings. Intellectual and Developmental Disabilities, 58(1),82-90. https://doi.org/10.1352/1934-9556-58.1.82 

Raley, S. K., Shogren, K. A., Martinis, J., & Wehmeyer, M. L. (2020). Age of majority and alternatives to guardianship: A necessary amendment to the Individuals with Disabilities Education Improvement Act of 2004. Journal of Disability Policy Studies.https://doi.org/10.1177/1044207320932581

Raley, S. K., Shogren, K. A., Rifenbark, G. G., Anderson, M. H., & Shaw, L. A. (2020). Comparing the impact of online and paper-and-pencil administration of the Self-Determination Inventory: Student Report. Journal of Special Education Technology, 35(3) 133-144.https://doi.org/10.1177/0162643419854491 

Raley, S. K., Shogren, K. A., Rifenbark, G. G., Thomas, K., McDonald, A. F., & Burke, K. M. (2020). Enhancing secondary students’ goal attainment and self-determination in general education mathematics classes using the Self-Determined Learning Model of Instruction. Advances in Neurodevelopmental Disorders, 4(2), 155-167.https://doi.org/10.1007/s41252-020-00152-z 

Schalock, R. L., Luckasson, R., & Shogren, K. A. (2020). Going beyond environment to context: Leveraging the power of context to produce change. International Journal of Environmental Research and Public Health, 17, 1885. https://doi.org/10.3390/ijerph17061885 

Shogren, K. A. (2020). Self-determination, preference and choice. In R. J. Stancliffe, M. L. Wehmeyer, M. L., K. A. Shogren, & B. Abery (2020).  Choice, preference, and disability: Promoting self-determination across the lifespan (pp. 27-43). In M. L. Wehmeyer & K. A. Shogren (Series Ed.), Springer series on positive psychology and disability. Springer.

Shogren, K. A., Burke, K. M., Anderson, M. H., Antosh, A. LaPlante, T. & Hicks, T. A. (2020). Examining the relationship between teacher perceptions of implementation of the SDLMI and student self-determination outcomes. Career Development and Transition for Exceptional Individuals, 43(1), 53-63. https://doi.org/10.1177/2165143419887855

Shogren, K. A., Henning, M. A., Raley, S. K., & Hagiwara, M. (2020). Exploring the relationship between student and teacher/proxy-respondent scores on the Self-Determination Inventory. Exceptionality.https://doi.org/10.1080/09362835.2020.1729764

Shogren, K. A., Hicks, T. A., Burke, K. M., Antosh, A., LaPlante, T., & Anderson, M. H. (2020). Examining the impact of the SDLMI and Whose Future Is It? Over a two-year period with students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 125(3), 217-229. https://doi.org/10.1352/1944-7558-125.3.217. 

Shogren, K. A., Hicks, T. A., Raley, S. K., Pace, J. R., Rifenbark, G. G., Lane, K. L., & Quirk, C. (2020). Student and teacher perceptions of goal attainment during intervention with the Self-Determined Learning Model of Instruction. The Journal of Special Education.https://doi.org/10.1177/0022466920950264

Shogren, K. A., Kent, J. R., & Skrtic, T. (2020). Disability.  In D. P. Haider-Markel (Ed.), Legislating morality in America: Debating the morality of controversial U.S. laws and policies (p. 56-63).  ABC-CLIO.

Shogren, K. A., Little, T. D., Grandfield, E., Raley, S., Wehmeyer, M. L., Lang, K. M. & Shaw, L. A. (2020).  The Self-Determination Inventory-Student Report: Confirming the factor structure of a new measure. Assessment for Effective Intervention, 45(2), 110-120.https://doi.org/10.1177/1534508418788168 

Shogren, K. A., Rifenbark, G. G., Wehmeyer, M. L., Dean, E. E., Killeen, M. B., & Karsevar, J. (2020). Refining the Supported Decision-Making Inventory. Journal of Policy and Practice in Intellectual Disabilities, 17(3) 195-206. https://doi.org/10.1111/jppi.12335   

Shogren, K. A. & Wehmeyer, M. L. (Eds.) (2020). Handbook of adolescent transition education for youth with disabilities (2nd ed.). Routledge. 

Shogren, K. A. & Wehmeyer, M. L. (2020). Self-determination and transition. In K. A. Shogren & M. L. Wehmeyer (Eds.), Handbook of adolescent transition education for youth with disabilities (2nd ed., pp. 195-205). Routledge. 

Shogren, K. A. & Wittenburg, D. (2020). Improving outcomes of transition age youth with disabilities: A life course perspective. Career Development and Transition for Exceptional Individuals, 43(1), 18-28. https://doi.org/10.1177/2165143419887853

Stancliffe, R. J., Wehmeyer, M. L., Shogren, K.A., & Abery, B. (2020).  Choice, preference, and disability: Promoting self-determination across the lifespan. In M. L. Wehmeyer & K. A. Shogren (Series Ed.), Springer series on positive psychology and disability. Springer.

Thompson, J. R., Shaw, L. A., Shogren, K. A., Sigurðsson, T. & Stefánsdóttir, G. (2020). The Supports Intensity Scale Children's Version - Icelandic Translation: Examining measurement properties. American Journal on Intellectual and Developmental Disabilities, 125(4), 318-344. https://doi.org/10.1352/1944-7558-125.4.318 

Thompson, J. R., Walker, V. L., Snodgrass, M. R., Nelson, J. A., Carpenter, M. E., Hagiwara, M. & Shogren, K. A. (2020). Planning supports for students with intellectual disability in general education classrooms. Inclusion, 8(1), 27-42. https://doi.org/10.1352/2326-6988-8.1.27 

Toews, S. G., Kurth, J. A., Lyon, K., &  Lockman Turner, E. (2020). Ecobehavioral analysis of inclusive classrooms and instruction that support students with extensive support needs. Inclusion, 8(4), 259-274. https://doi.org/10.1352/2326-6988-8.4.259 

Toews, S. G., Miller, A. L., Kurth, J. A., & Lockman-Turner, E. (2020). Unit co-planning for academic and college and career readiness in inclusive secondary classrooms. Teaching Exceptional Children, 53(1), 44-51. https://doi.org/10.1177/0040059920916855

Turnbull, A. P., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2020).  Exceptional lives (9th ed.). Merrill/Prentice Hall. 

Wehmeyer, M. L. & Shogren, K. A. (2020). Self-determination and autonomous motivation: Implications for intellectual, development, and specific learning disabilities.  In A. J. Martin, R. A. Sperling, & K. J. Newton (Eds.), Handbook of Educational Psychology and Students with Special Needs. Taylor and Francis. 

Wehmeyer, M. L. & Shogren, K. A. (2020). The development of choice-making and implications for promoting choice and autonomy for children and youth with intellectual and developmental disabilities. In R. J. Stancliffe, M. L. Wehmeyer, M. L., K. A. Shogren, & B. Abery (2020).  Choice, preference, and disability: Promoting self-determination across the lifespan (pp. 27-43). In M. L. Wehmeyer & K. A. Shogren (Series Ed.), Springer series on positive psychology and disability. Springer

Adelson, J. L., Barton, E. E., Bradshaw, C. P., Bryant, B. R., Bryant, D. P., Cook, B. G., Coyne, M. D., deBettencourt, L., DeHaven, A. C. Dymond, S. K., Farmer, T. W., Flate, J. K., Gage, N. A., Kennedy, M. J., Lane, K. L., Lee, D. L, Lembke, E. Levine, F. J., Lloyd, J. W., … Troia, G. A. (2019). A roadmap for transparent research in special education and related disciplines. https://doi.org/10.31219/osf.io/sqfy3 

Burke, K. M., Shogren, K. A. Raley, S. K.., Wehmeyer, M. L., Antosh, A., & LaPlante, T. (2019). Implementing evidence-based practices to promote self-determination: Lessons learned from state-wide implementation of the Self-Determined Learning Model of Instruction. Education and Training in Autism and Developmental Disabilities, 54(1), 18-29.

Choi, J.H., McCart, A., Hicks, T., & Sailor, W. (2019) How school administrative leadership  affects MTSS improvement: The mediation effects of school leadership. Journal of Special Education. 53(1),15–27. https://doi.org/10.1177/0022466918804815

Common, E. A., Buckman, M. M., Lane, K. L., Leko, M., Royer, D. J., Oakes, W. P., & Allen, G. E. (2019). Exploring solutions to address students’ social competencies to facilitate school success: A usability and feasibility study. Education and Treatment of Children, 42(4), 489-514. 10.1353/etc.2019.0023

Common, E. A., Bross, L., A., Oakes, W. P., Cantwell, E., Lane, K.L., & Germer, K. A. (2019). Systematic review of high probability requests in K-12 settings: Examining the evidence-base. Behavioral Disorders, 45(1), 3-21. https://doi.org/10.1177/0198742918800029 

Cunningham, J. E., Zimmerman, K. N., Ledford, J. R., & Kaiser, A. P. (2019). Comparison of measurement systems for language data in early childhood settings. Early Childhood Research Quarterly, 49, 164-174. https://doi.org/10.1016/j.ecresq.2019.06.008

Dean, E. E., Little, L., Wallisch, A., & Dunn, W. (2019).  Sensory processing in everyday life. In B. Schell & G. Gillen (Eds.), Willard and Spackman’s Occupational Therapy, Centennial Edition.

Dean, E. E., Shogren, K. A., Wehmeyer, M. L., Almire, B., & Mellenbruch, R. (2019). Career design and development for adults with intellectual disability: A program evaluation. Advances in Neurodevelopmental Disorders, 3, 111-118. https://doi.org/10.1007/s41252-018-0080-6 

Di Maggio, I., Shogren, K. A., Wehmeyer, M. L., & Nota, L. (2019). Self-determination and future goals in a sample of adults with intellectual disability.  Journal of Intellectual Disability Research, 64(1), 27-37. https://doi.org/10.1111/jir.12696 

Dunn, W., Wolf, T., Dean, E., & Jarrett, L. (2019).  Cultivating a positive and collaborative workplace.  In G.L. McCormack (Ed.), The Occupational Therapy Manager, 6th Edition.American Occupational Therapy Association.    

Gresham, F. M., & Lane, K. L. (2019).  Supporting students with intensive intervention needs in comprehensive, integrated, three-tiered models of prevention: Considerations for the field. In D. Osher, M. J. Mayer, R. J. Jagers, K. Kendziora, and L. Wood (Eds), Keeping students safe and helping them thrive. A collaborative handbook on school safety, mental health, and wellness (Volume 2, pp. 142-159). Praeger.

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Raley, S. K., Mumbardó-Adam, C., Shogren, K. A., Simó-Pinatella, D., & Giné, C. (2018). Curricula to teach skills associated with self-determination: A review of existing research. Education and Training in Autism and Developmental Disabilities, 53(4), 353-362. 10.1353/etc.2018.0028

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Raley, S. K., Shogren, K. A., & McDonald, A. (2018). Whole-class implementation of the Self-Determined Learning Model of Instruction in inclusive high school mathematics classes. Inclusion, 6(3), 164-174. https://doi.org/10.1352/2326-6988-6.3.164

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Shogren, K. A., Luckasson, R., & Schalock, R. L. (2018). The use of a context-based change model to unfreeze the status quo and drive change to enhance personal outcomes of people with intellectual and developmental disabilities. Journal of Policy and Practice in Intellectual Disabilities, 15, 101-109. https://doi.org/10.1111/jppi.12233. 

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Shogren, K. A. & Wehmeyer, M. L. (2018). How to facilitate and support self-determination.  In R. L. Simpson (Series Ed.), How to series on autism spectrum disorders. Pro-ED.

Shogren, K. A., Wehmeyer, M. L., Shaw, L. A., Grigal, M., Hart, D., Smith, F. A., & Khamsi, S. (2018). Predictors of self-determination in postsecondary education for students with intellectual and developmental disabilities. Education and Training in Autism and Developmental Disabilities, 53(2), 146-159. 

Thompson, J. R., Schalock, R. L,  & Tassé, M. J. (2018). Evidence for the reliability and validity of the Supports Intensity Scales. American Association on Intellectual and Developmental Disabilities. https://www.aaidd.org/docs/default-source/sis-docs/evidence-for-the-reliability-and-validity-of-the-supports-intensity-scales.pdf?sfvrsn=0 

Thompson, J. R., Schalock, R. L, & Tassé, M. J. (2018). How support needs can be used to inform the allocation of resources and funding decisions. American Association on Intellectual and Developmental Disabilities. https://www.aaidd.org/docs/default-source/sis-docs/supportneeds.pdf?sfvrsn=a88b3021_0

Thompson, J. R., Walker, V. L., Shogren, K. A., & Wehmeyer, M. L. (2018). Expanding inclusive educational opportunities for students with the most significant cognitive disabilities. Intellectual and Developmental Disabilities, 56, 396-411.https://doi.org/10.1352/1934-9556-56.6.396

Wehmeyer, M. L. & Shogren, K. A. (2018).  Life design and career counseling:  Self-determination and autonomous motivation.  In L. Nota & S. Soresi (Eds.), Counseling and coaching in times of crisis and transitions: From research to practice (pp. 113-124). Routledge.

Wehmeyer, M. L., & Shogren, K. A. (2018).  Self-determination and hope.  In M.W. Gallagher & S.J. Lopez (Eds.), The Oxford handbook of hope (pp. 59-68). Oxford University Press.

Wehmeyer, M. L., & Shogren, K. A. (2018).  Self-determination and social psychology. In D. S. Dunn (Ed.), Frontiers of social psychology: Positive psychology (pp. 298-316). Routledge.

Wehmeyer, M. L. & Shogren, K. A. (2018).  Self-determination and the transition to adulthood for youth and young adults with an autism spectrum disorder.  In N. Gelbar (Ed.), Adolescents with autism spectrum disorder (pp. 151-170). Oxford University Press.

Wehmeyer, M. L., & Shogren, K. A. (2018). Transition and transition planning for adolescents and young adults with intellectual disability. In R.M. Gargiulo & E. Bouck (Eds.), Instructional strategies for students with mild, moderate, and severe intellectual disability (pp. 363-397). Sage.

Wehmeyer, M. L., Shogren, K. A., & Thompson, J. R. (2018). Self-determination and adult transitions and supports. New Directions for Adult and Continuing Education, 160, 53-61. https://doi.org/10.1002/ace.20299 

Wolery, M., Lane, K. & Common, E. A. (2018). Writing tasks: Literature reviews, research proposals, and final reports. In D. L. Gast and J. Ledford (Ed.). Single case research methodology: Applications in special education and behavioral sciences (3rd Ed.,pp. 43– 76). Routledge.

Zimmerman, K. N., Ledford, J. R., Severini, K. E., Pustejovsky, J. E., Barton, E. E., &  Lloyd, B. P. (2018). Single-Case Synthesis Tools I: Comparing Tools to Evaluate SCD Quality and Rigor. Research in Developmental Disabilities, 79, 19-32. https://doi.org/10.1016/j.ridd.2018.02.003

Zimmerman, K. N., Pustejovsky, J. E., Ledford, J. R., Barton, E. E., Severini, K. E., & Lloyd, B. P. (2018). Single-Case Synthesis Tools II: Comparing Quantitative Outcome Measures. Research in Developmental Disabilities, 79, 65-76. https://doi.org/10.1016/j.ridd.2018.02.001

Brown, I., Percy, M., Wehmeyer, M. L., Shogren, K. A., & Fung, A. (Eds.) (2017). A comprehensive guide to intellectual and developmental disabilities (2nd ed.). Brookes. 

Brown, I., Wehmeyer, M. L., & Shogren, K. A. (2017).  What is meant by the terms intellectual and developmental disabilities?  In M.L. Wehmeyer, I. Brown, M. Percy, K.A. Shogren, & A. Fung, (Eds.),  A comprehensive guide to intellectual and developmental disabilities (2nd ed., pp. 3-18).  Paul H. Brookes.

Chou, Y-C., Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., & Lee, J. H. (2017). Autism and self-determination: Factor analysis of two measures of self-determination. Focus on Autism and Other Developmental Disabilities, 32, 163-175. https://doi.org/10.1177/1088357615611391  

Common, E. A., & Lane, K. L. (2017). Social Validity Assessment. In J. K. Luiselli (Ed.), Applied Behavior Analysis Advanced Guidebook: A Manual for Professional Practice (pp. 73-92). Elsevier. ISBN: 978-0-12-811122-2

Common, E. A., Lane, K. L., Pustejovsky, J. E., Johnson, A. H., & Johl, L. E. (2017). Functional assessment-based interventions for students with or at-risk for high-incidence disabilities: Field-testing single-case synthesis methods. Remedial and Special Education 38(6), 331-352. https://doi.org/10.1177/0741932517693320  

Davies, D. K., Stock, S. E., King, L., Wehmeyer, M. L., & Shogren, K. A. (2017). An accessible testing, learning and assessment system for people with intellectual disability.  International Journal of Developmental Disabilities, 63, 204-210.https://doi.org/10.1080/20473869.2017.1294313

Dean, E. E., Dunn, W., & Little, L. (2017).  Deep or Wide?  How the scoping review process cultivates researchers’ self-reflection skills.  SAGE Research Methods Cases. http://dx.doi.org/10.4135/9781526422620 

Ennis, R. P., Royer, D. J., Lane, K. L., & Griffith, C. E. (2017). A systematic review of precorrection in PK-12 settings. Education and Treatment of Children, 40, 465-496.

Enyart, M., Kurth, J. A., & Davidson, D. (2017).  Building positive, healthy, inclusive communities with positive behavior support.  In K. A. Shogren, N. Singh, & Wehmeyer, M. (Eds.), Handbook of positive psychology in intellectual and developmental disabilities: Translating research into practice (p. 81-95).  Springer.

Giné, C., Adam-Alcocer, A. L., Font, J., Beltran, F. S., Baqués, N., Oliveira, C., Mumbardó-Adam, C., Seo, H., Shaw, L., Shogren, K. A., & Thompson, J. R. (2017). Examining measurement invariance and differences in age cohorts on the Supports Intensity Scale – Children’s Version – Catalan Translation.  American Journal on Intellectual and Developmental Disabilities, 122, 511-524. https://doi.org/10.1352/1944-7558-122.6.511

Hagiwara, M., Shogren, K. A., & Leko, M. L. (2017). Reviewing research on the Self-Determined Learning Model of Instruction: Mapping the terrain and charting a course to promote adoption and use.  Advances in Neurodevelopmental Disorders, 1, 3-13. https://doi.org/10.1007/s41252-017-0007-7 

Hicks, T., Rodriguez-Campos, L., & Choi, J.H. (2017). Bayesian posterior odds ratios: Statistical tools for collaborative evaluations. Journal of American Evaluation. 39(2), 278–289. https://doi.org/10.1177/1098214017704302

Kingston, N. M., Karvonen, M., Thompson, J. R., Wehmeyer, M. L., & Shogren, K. A. (2017).  Fostering inclusion of students with significant cognitive disabilities by using learning map models and map-based assessments. Inclusion, 5, 110-120. https://doi.org/10.1352/2326-6988-5.2.110

Kurth, J. A. & Forber-Pratt, A. (2017).  Views of inclusive education from the perspectives of pre-service and mentor teachers.  Inclusion, 5, 189-202. http://dx.doi.org/10.1352/2326-6988-5.3.189 

Kurth, J. A., Marks, S. U., & Bartz, J. M. (2017).  Educating students in inclusive classrooms. In Wehmeyer, M. L. & Shogren, K. A. (Eds), Handbook of research-based practices for educating students with intellectual disability (p. 274-295). Routledge.

Kurth, J. A., Zagona, A., Hagiwara, M., & Enyart, M. (2017).  Inclusion of students with significant disabilities in SWPBS evaluation tools. Education and Training in Autism Other Developmental Disabilities, 52, 383-392. https://www.jstor.org/stable/26420412 

Lane, K. L. (2017). Building strong partnerships: Responsible inquiry to learn and grow together TECBD-CCBD keynote address. Education and Treatment of Children, 40, 597-617.

Lane, K. L., Oakes, W., & Butler, C. E. (2017). Tiered models of behavioral and instructional support. In M. C. Holbrook, T. McCarthy, and C. Kamei-Hannan (Eds.), Foundations of education (3rd Edition). Volume I: History and theory of teaching children and youths with visual impairments. (pp. 413-426). American Foundation for the Blind. 

Ledford, J. R., Zimmerman, K. N., Chazin, K. T., Patel, N. M., Morales, V. A., & Bennett, B. P. (2017). Coaching paraprofessionals to promote engagement and social interactions during small group activities for young children with ASD and their peers. Journal of Behavioral Education, 26, 410-432.https://doi.org/10.1007/s10864-017-9273-8

Ledford, J. R., Zimmerman, K. N., Harbin, E. R., & Ward, S. E. (2017). Improving the use of evidence-based instructional practices for paraprofessionals. Focus on Autism and Other Developmental Disabilities, 33, 206-216. https://doi.org/10.1177/1088357617699178

Little, L. M., Dean, E., Tomchek, S. D., & Dunn, W. (2017). Classifying sensory profiles of children in the general population. Child: care, health and development, 43(1), 81-88. https://doi.org/10.1111/cch.12391

Little, L. M., Dean, E., Tomchek, S. D., & Dunn, W. (2017). Sensory Processing Patterns in Autism, Attention Deficit Hyperactivity Disorder, and Typical Development. Physical & occupational therapy in pediatrics, 1-12. https://doi.org/10.1080/01942638.2017.1390809

Love, H., Zagona, A. L., Kurth, J. A., & †Miller, A. (2017).  Parents’ experiences in education decision-making for children and youth with disabilities. Inclusion, 5, 158-172. https://doi.org/10.1352/2326-6988-5.3.158

Martinis, J. G., Campanella, T. M., Blanck, P., Wehmeyer, M. L. & Shogren, K. A. (2017). Supported decision-making as an alternative to guardianship. In Shogren, K. A., Wehmeyer, M. L., & Singh, N. (Eds.), Handbook of positive psychology in intellectual and developmental disabilities: Translating research into practice (p. 247-260).  In N. Singh (Series Ed.), Springer series on child and family studies. Springer.

Menzies, H. M., Lane, K. L., Oakes, W. P., & Ennis, R. P. (2017). Increasing students’ opportunities to respond: A strategy for supporting engagement. Intervention in School and Clinic, 52, 204-209. https://doi.org/10.1177/1053451216659467 

Messenger, M., Common, E. A., Lane, K. L., Oakes, W. P., Menzies, H. M., Cantwell, E. D., & Ennis, R. P. (2017). Increasing opportunities to respond for students with internalizing behaviors: The utility of choral and mixed responding. Behavioral Disorders, 42, 170-184. https://doi.org/10.1177/0198742917712968  

Morningstar, M. E., & Kurth, J. A. (2017).  Status of inclusive educational placement for students with extensive and pervasive support needs. Inclusion, 5, 83-93. https://doi.org/10.1352/2326-6988.5.2.83 

Morningstar, M. E., Kurth, J. A., & Johnson, P. E. (2017).  Examining national trends in educational placements for students with significant disabilities. Remedial and Special Education, 38, 3-12. https://doi.org/10.1177/0741932516678327 

Morningstar, M. E., Kurth, J. A., Wehmeyer, M., & Shogren, K. A. (2017).  High quality educational programs for students with intellectual disability in high school.  In Wehmeyer, M.L. & Shogren, K.A. (Eds), Handbook of research-based practices for educating students with intellectual disability (p. 432-449). Routledge.

Mumbardó-Adam, C., Guardia-Olmos, J., Giné, C., Raley, S. K., & Shogren, K. A. (2017). The Spanish version of the Self-Determination Inventory Student Report: Application of item response theory to self-determination measurement. Journal of Intellectual Disability Research,62(4), 303-311. https://doi.org/10.1111/jir.12466 

Mumbardó-Adam, C., Vicente, E., Giné, C., Guàrdia-Olmos, J., Raley, S. K., & Verdugo, M. A. (2017). Promoviendo la autodeterminación de todos los alumnos en el aula: el Modelo de Enseñanza y Aprendizaje de la Autodeterminación. Siglo Cero, 48(2), 41-59.https://doi.org/10.14201/scero20174824159

Niemiec, R. M., Shogren, K. A., & Wehmeyer, M. L (2017). Character strengths and intellectual and developmental disability: A strengths-based approach from positive psychology. Education and Training in Autism and Developmental Disabilities, 52, 13-25.

Oakes, W. P., Lane, K. L., Cantwell E. D., & Royer, D. J. (2017).  Systematic screening for behavior in K-12 settings as regular school practice: Practical considerations and recommendations. Journal of Applied School Psychology, 33, 369-393. https://doi.org/10.1080/15377903.2017.1345813 

Ogletree, B., Brady, N., Bruce, S., Dean, E., Romski, M., Sylvester, L., & Westling, D. (2017).  Mary's case:  An illustration of interprofessional collaborative practice for a child with severe disabilities.  American Journal of Speech-Language Pathology, 26(1) 217-226. https://doi.org/10.1044/2017_AJSLP-15-0065

Palmer, S.B., Wehmeyer, M.L., & Shogren, K.A. (2017). The development of self-determination in childhood.  In M.L. Wehmeyer, K.A. Shogren, T.D. Little, & S. Lopez (Eds.), Development of self-determination through the life-course (pp. 71-88). Springer.

Parmenter, T. R., & Thompson, J. R. (2017). Trends and issues in Intellectual and Developmental Disabilities. In M. L. Wehmeyer, I. Brown, M. Percy, K. A. Shogren, and M. Fung (Eds.), A Comprehensive Guide to Intellectual and Developmental disabilities (pp. 47-62). Brookes.

Petcu, S. D., Van Horn, M. L., & Shogren, K.A. (2017).  Self-determination and the enrollment in and completion of postsecondary education for students with disabilities. Career Development and Transition for Exceptional Individuals, 40, 225-234.https://doi.org/10.1177/2165143416670135

Plotner, A.J., Shogren, K.A., Shaw, L.A., VanHorn Stinnett, C., & Seo, H. (2017). Centers for Independent Living and secondary transition collaboration: Characteristics for enhanced service delivery. Disability and Rehabilitation, 39, 1287-1295. https://doi.org/10.1080/09638288.2016.1193904 

Royer, D. J., Lane, K. L., Cantwell, E. D., & Messenger, M. (2017). A systematic review of the evidence base for instructional choice in k-12 settings. Behavioral Disorders, 42, 89-107. https://doi.org/10.1177/0198742916688655 

Seo, H., Shaw, L., Shogren, K. A., Lang, K. M., & Little, T. D. (2017). The benefits of latent variable modeling to develop norms for a translated version of a standardized scale.  International Journal of Behavioral Development, 41, 743-750. https://doi.org/10.1177/0165025416671612 

Seo, H., Shogren, K. A., Wehmeyer, M. L., Little, T. D., & Palmer, S. B. (2017). The impact of medical/behavioral support needs on the supports needed by adolescents with intellectual disability to participate in community life. American Journal on Intellectual and Developmental Disabilities, 122, 173-191.https://doi.org/10.1352/1944-7558-122.2.173

Seo, H., Wehmeyer, M. L., Shogren, K. A., Hughes, J. R., Thompson, J. R., Little, T. D, & Palmer, S. B. (2017). Examining underlying relationships between the Supports Intensity Scale – Adult Version and the Supports Intensity Scale – Children’s Version. Assessment for Effective Intervention, 42, 237-247. https://doi.org/10.1177/1534508417705084  

Shogren, K. A. (2017).  Self-advocacy.  In M. L. Wehmeyer, I. Brown, M. Percy, K.A. Shogren, & A. Fung, (Eds.),  A comprehensive guide to intellectual and developmental disabilities (2nd ed., pp. 89-98). Paul H. Brookes.

Shogren, K. A., Dean, E. E., Griffin, C., Steveley, J., Sickles, R., Wehmeyer, M. L., & Palmer, S. B. (2017). Promoting change in employment supports:  Impacts of a community-based change model.  Journal of Vocational Rehabilitation, 47, 19-24. https://doi.org/10.3233/JVR-170880  

Shogren, K. A., Garnier Villarreal, M., Lang, K., & Seo, H. (2017). The mediating role of self-determination constructs in explaining the relationship between school-based factors and postschool outcomes. Exceptional Children, 83,165-180.https://doi.org/10.1177/0014402916660089 

Shogren, K. A., Lee, J., & Panko, P. (2017). An examination of the relationship between postschool outcomes and autonomy, psychological empowerment, and self-realization. The Journal of Special Education, 51, 115-124.https://doi.org/10.1177/0022466916683171 

Shogren, K. A., Little, T. D., & Wehmeyer, M. L. (2017). Human agentic theories and the development of self-determination.  In M.L. Wehmeyer, K.A. Shogren, T.D. Little, & S. Lopez (Eds.), Development of self-determination through the life-course (pp. 17-26). Springer.

Shogren, K. A., Luckasson, R., & Schalock, R. L. (2017). An integrated approach to disability policy development, implementation, and evaluation.  Intellectual and Developmental Disabilities, 55, 258-268.https://doi.org/10.1352/1934-9556-55.4.258

Shogren, K. A., Niemiec, R. M., Tomasulo, D., & Khamsi, S. (2017). Character strengths. In K. A. Shogren, M. L. Wehmeyer, & N. Singh (Eds.), Handbook of Positive Psychology in Intellectual and Developmental Disabilities: Translating Research into Practice. Springer.

Shogren, K. A., Niemiec, R. M., Tomasulo, D. & Khamsi, S. (2017). Character strengths.In Shogren, K. A., Wehmeyer, M. L., & Singh, N. (Eds.), Handbook of Positive Psychology in Intellectual and Developmental Disabilities: Translating Research into Practice (p. 189-200).  In N. Singh (Series Ed.), Springer series on child and family studies. Springer.

Shogren, K. A. & Shaw, L. A. (2017).  The impact of personal factors on self-determination and early adulthood outcome constructs in youth with disabilities. Journal of Disability Policy Studies, 27, 223-233. https://doi.org/10.1177/1044207316667732 

Shogren, K. A., Shaw, L. A., Khamsi, S., Wehmeyer, M. L., Niemiec, R., & Adkins, M. (2017). Assessing character strengths in youth with intellectual disability: Reliability and factorial validity of the VIA-Youth. Intellectual and Developmental Disabilities, 56(1), 13-29. https://doi.org/10.1352/1934-9556-56.1.13

Shogren, K. A., Shaw, L. A., Wehmeyer, M. L., Thompson, J. R., Lang, K. M., Tassé, M. J., & Schalock, R. L. (2017). The support needs of children with intellectual disability and autism: Implications for supports planning and subgroup classification. Journal of Autism and Developmental Disorders, 47, 865-877. https://doi.org/10.1007/s10803-016-2995-y  

Shogren, K. A. Singh, N. N., Niemiec, R. M., & Wehmeyer, M. L. (2017).  Character strengths and mindfulness.  In Oxford Handbooks Online.  Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199935291.013.77

Shogren, K. A., Thompson, J. R., Wehmeyer, M. L., Seo, H. & Hagiwara, M. (2017). Assessment in the application of positive psychology to intellectual and developmental disabilities.In Shogren, K. A., Wehmeyer, M. L., & Singh, N. (Eds.), Handbook of positive psychology in intellectual and developmental disabilities: Translating research into practice (p. 37-48).  In N. Singh (Series Ed.), Springer series on child and family studies. Springer.

Shogren, K. A., Toste, J., Mahal, S. & Wehmeyer, M. L. (2017). Intrinsic motivation. In Shogren, K. A., Wehmeyer, M. L., & Singh, N. (Eds.), Handbook of positive psychology in intellectual and developmental disabilities: Translating research into practice (p. 37-48).  In N. Singh (Series Ed.), Springer series on child and family studies. 

Shogren, K. A. & Wehmeyer, M. L. (2017).  Culture and self-determination.  In M. L. Wehmeyer, K.A. Shogren, T. D. Little, & S. Lopez (Eds.), Development of self-determination through the life-course (pp. 159-168). Springer.

Shogren, K. A. & Wehmeyer, M. L. (2017).  Goal setting and attainment.  In M. L. Wehmeyer, K.A. Shogren, T.D. Little, & S. Lopez (Eds.), Development of self-determination through the life-course (pp. 237-250). Springer.

Shogren, K. A. & Wehmeyer, M. L. (2017).  Preference and choice expression.  In M. L. Wehmeyer, K. A. Shogren, T. D. Little, & S. Lopez (Eds.), Development of self-determination through the life-course (pp. 199-207). Springer.

Shogren, K. A. & Wehmeyer, M. L. (2017).  Problem solving.  In M. L. Wehmeyer, K. A. Shogren, T. D. Little, & S. Lopez (Eds.), Development of self-determination through the life-course (pp. 251-270). Springer.

Shogren, K. A. & Wehmeyer, M. L. (2017).  Self-determination and goal attainment.  In M. L. Wehmeyer & K.A. Shogren (Eds.), Handbook ofresearch-based practices for educating students with intellectual disability (pp. 255-273). Routledge.

Shogren, K. A., Wehmeyer, M. L., & Burke, K. M. (2017). Self-determination. In Shogren, K. A., Wehmeyer, M. L., & Singh, N. (Eds.), Handbook of positive psychology in intellectual and developmental disabilities: Translating research into practice (p. 49-64).  In N. Singh (Series Ed.), Springer series on child and family studies. Springer.

Shogren, K. A., Wehmeyer, M. L., & Khamsi, S. (2017). Self-initiation and planning. In M. L. Wehmeyer, K. A. Shogren, T. D. Little, & S. J. Lopez, (Eds.), Development of Self-Determination through the Life-Course. Springer.

Shogren, K. A., Wehmeyer, M. L., Lane, K. L., & Quirk, C. (2017).  Multi-tiered systems of supports.  In M.L. Wehmeyer & K.A. Shogren (Eds.), Handbook ofresearch-based practices for educating students with intellectual disability (pp. 185-198). Routledge.

Shogren, K. A., Wehmeyer, M. L., Lang, K. M., Niemiec, R. M., & Seo. H. (2017). The application of the VIA Classification of Strengths to youth with and without disabilities. Inclusion, 5, 213-228. https://doi.org/10.1352/2326-6988-5.3.213 

Shogren, K. A., Wehmeyer, M. L., Lassman, H. & Forber Pratt, A. J. (2017).  Supported decision-making: A synthesis of the literature to guide assessment and intervention development. Education and Training in Autism and Developmental Disabilities, 52, 144-157.

Shogren, K. A., Wehmeyer, M. L., Little, T. D., Forber-Pratt, A. J., Palmer, S. B., & Seo, H. (2017). Preliminary validity and reliability of scores on the Self-Determination Inventory: Student Report version.  Career Development and Transition for Exceptional Individuals, 40, 92-103. https://doi.org/10.1177/2165143415594335

Shogren, K. A., Wehmeyer, M. L., & Palmer, S. B. (2017). Causal agency theory.  In M. L. Wehmeyer, K. A. Shogren, T.D. Little, & S. Lopez (Eds.), Development of self-determination through the life-course (pp. 55-70). Springer. https://www.jstor.org/stable/26420386

Shogren, K. A., Wehmeyer, M. L., Schalock, R. L., & Thompson, J. R. (2017).  Reframing educational supports for students with intellectual disability through strengths-based approaches.  In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook ofresearch-based practices for educating students with intellectual disability (pp. 17-30). Routledge.

Shogren, K. A., Wehmeyer, M. L., & Singh, N. (2017). Introduction to positive psychology.In Shogren, K. A., Wehmeyer, M. L., & Singh, N. (Eds.), Handbook of positive psychology in intellectual and developmental disabilities: Translating research into practice (p. 3-12).  In N. Singh (Series Ed.), Springer series on child and family studies. Springer.

Shogren, K. A., Wehmeyer, M. L., & Singh, N. (Eds.) (2017).  Handbook of positive psychology in intellectual and developmental disabilities: Translating research into practice.  In N. Singh (Series Ed.), Springer series on child and family studies. Springer.

Shogren, K. A., Wehmeyer, M. L., & Thompson, J. R. (2017).  Person-centered and student-directed planning.  In M.L. Wehmeyer & K.A. Shogren (Eds.), Handbook ofresearch-based practices for educating students with intellectual disability (pp. 167-182). Routledge.

Shogren, K. A., Wehmeyer, M. L., Uyanik, H. & Heidrich, M. (2017).  The development of the Supported Decision Making Inventory System. Intellectual and Developmental Disabilities, 55, 432-439. https://doi.org/10.1352/1934-9556-55.6.432 

Sinclair, J., Wagner Bromley, K., Shogren, K. A., Murray, C., Unruh, D. K., & Harn, B. A. (2017). An analysis of motivation in three self-determination curricula . Career Development and Transition for Exceptional Individuals, 40, 175-185. https://doi.org/10.1177/2165143416676081 

Singh, N. N., Lancioni, G. E., Hwang, Y-S., Chan, J. Shogren, K. A., & Wehmeyer, M. L. (2017). Mindfulness: An application of positive psychology in intellectual and developmental disabilities.In Shogren, K. A., Wehmeyer, M. L., & Singh, N. (Eds.), Handbook of positive psychology in intellectual and developmental disabilities: Translating research into practice (p. 65-80).  In N. Singh (Series Ed.), Springer series on child and family studies. Springer.

Splett, J. W., Raborn, A., Lane, K. L., Binney, A., & Chafouleas, S. M. (2017). Factor analytic replication and model comparison of the BASC-2 Behavioral and Emotional Screening System. Psychological Assessment.http://dx.doi.org/10.1037/pas0000458 

Sprague, J., & Lane, K. L. (2017). Systematic screening for challenging behaviors in tiered support systems. In the Wiley handbook of violence and aggression. John Wiley & Sons. https://doi.org/10.1002/9781119057574.whbva053

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Thompson, J. R., Doepke, K., Holmes, A., Pratt, C., Myles, B. S., Shogren, K. A., & Wehmeyer, M. L. (2017). Person-centered planning with the Supports Intensity Scale-Adult Version: A Guide for Planning Teams. American Association on Intellectual and Developmental Disabilities. 

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