Selected Recent Articles
Bechard, S., Karvonen, M, & Erickson K. (2021) Opportunities and challenges of applying cognitive process dimensions to map-based learning and alternate assessment. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.653693
Benson-Goldberg, S. & Erickson, K. (2020). Graphic symbols: Improving or impeding comprehension of the Communication Bill of Rights? Assistive Technology Outcomes and Benefits, 14. https://www.atia.org/wp-content/uploads/2020/06/ATOB-V14-A1-Benson-GoldbergErickson.pdf
Benson-Goldberg, S. & Erickson, K. (2021). Eye-trackers, digital-libraries, and print-referencing: A single case study in CDKL5. Research in Developmental Disabilities, 112. https://doi.org/10.1016/j.ridd.2021.103913
Clark, N., D’Ardenne, C., Koppenhaver, D., Noblit, G., Erickson, K. (in press). The intersections of race and severe disability. In Annama, S., Ferri, B., Connor, D. (Eds.) DisCrit Expanded: Inquiries, Reverberations & Ruptures. Teachers College Press
Cross, R., Erickson, K., Geist, L., & Hatch, P. (in press). Vocabulary selection. In L. Lloyd & D. Fuller (Eds). Principles and Practices in Augmentative and Alternative Communication. Slack Publishing
D’Ardenne, C., Erickson, K., Noblit, G., Koppenhaver, D., & Clark, N. (2021). The discursive construction of severe dis/ability in school. In J. N. Lester (Ed.), Discursive Psychology & Disability. Palgrave Macmillan https://doi.org/10.1007/978-3-030-71760-5
Dorney, K. & Erickson, K. (2019). Transactions within a classroom-based AAC intervention targeting preschool students with autism spectrum disorders: A mixed-methods investigation. Exceptionality Education International. 29, 42-58. https://ir.lib.uwo.ca/eei/vol29/iss2/3
Erickson, K. A., & Koppenhaver, D. A. (2020). Literacy for All: Teaching Students with Significant Disabilities to Read and Write. Baltimore, MD: Brookes
Erickson, K., Geist, L., & Hatch, P. (2017). AAC buy-in at home. The ASHA Leader, 22, 46-51. https://leader.pubs.asha.org/doi/full/10.1044/leader.FTR1.22022017.46
Erickson, K., Geist, L., & Hatch, P. (2019). Impact of self-regulated strategy instruction integrated with SOLO® Literacy Suite. Assistive Technology Outcomes and Benefits, 11, 17-28. https://www.atia.org/wp-content/uploads/2017/11/ATOB_ATOBN1V11_ART-2.pdf
Erickson, K., Geist, L., Hatch, P., & Quick, N. (2019). The Universal Core Vocabulary [Technical Report]. Chapel Hill, NC: Center for Literacy & Disability Studies, Department of Allied Health Sciences, University of North Carolina at Chapel Hill.
Erickson, K., Geist, L., Hatch, P., & Quick, N. (2020). The challenge of symbolic communication for school-aged students with the most significant cognitive disabilities. In B. Ogletree (Ed.), Augmentative and Alternative Communication: Challenges and Solutions. San Diego, CA: Plural Publishing
Erickson, K. & Quick, N. (2017). The Profiles of Students with Significant Cognitive Disabilities and Known Hearing Loss. Journal of Deaf Studies and Deaf Education, 22 (1), 35-48. https://doi-org.libproxy.lib.unc.edu/10.1093/deafed/enw052
Geist, L. (2020). Classroom-based communication instruction: The Project Core implementation model. Closing the Gap Solutions Annual Resource Directory, 38, 3-8.
Geist, L., & Erickson, K. (2021). Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC. TEACHING Exceptional Children. https://doi.org/10.1177/00400599211018836
Geist, L., Erickson, K., Greer, C., & Hatch, P. (2020). Enhancing classroom-based communication instruction for students with significant disabilities and limited language. Exceptionality Education International, 30, 42-54. http://ir.lib.uwo.ca/eei/vol30/iss1/1
Greer, C., & Erickson, K. A. (2018). A preliminary exploration of uppercase letter-name knowledge among students with significant cognitive disabilities. Reading and Writing, 31(4), 173-183. https://doi.org/10.1007/s11145-017-9780-y
Hatch, P., & Erickson, K. (2018). Teacher experience, text access, and adolescents with significant disabilities. Assistive Technology Outcomes and Benefits, 12, 56-72. https://www.atia.org/wp-content/uploads/2019/01/ATOB-V12_Iss1_Article4.pdf
Quick, N., & Erickson, K., (2018). A multilinguistic approach to evaluating student spelling in writing samples. Language, Speech, and Hearing Services in the Schools, 49, 509-523. https://doi.org/10.1044/2018_LSHSS-17-0095
Quick, N., & Erickson, K. (2019). The most frequently used words: Comparing child-directed speech and young children’s speech to inform vocabulary selection for aided input. Augmentative and Alternative Communication, 35(2), 120-131. https://doi.org/10.1080/07434618.2019.1576225
Quick, N., Harrison, M., & Erickson, K. (2019). A multilinguistic analysis of spelling among children with cochlear implants. Journal of Deaf Studies and Deaf Education, 1–13. https://doi.org/10.1093/deafed/eny029
Quick, N., Harrison, M., & Erickson, K. (2021). A multilinguistic spelling analysis of children who are hard of hearing. Journal of Deaf Studies and Deaf Education, 26 (1), 112-129. https://doi.org/10.1093/deafed/enaa021
Quick, N., Roush, J., Erickson, K., & Mundy, M. (2020). A hearing screening pilot study with students with significant cognitive disabilities. Language, Speech, and Hearing Services in Schools. https://doi.org/10.1044/2019_LSHSS-19-00017
Quick, N.A. & Erickson, K.A. (in preparation). A Proposed Analysis of Spelling Errors in Writing Samples. Journal of Speech Language and Hearing Services in the Schools.
Reading and Literacy for Students with Significant Intellectual Disabilities. (2009). A monograph created by the CLDS for the Council for Chief State School Officers.
Sanders, E., & Erickson, K. (2018). Wh- question answering in children with intellectual disability. Journal of Communication Disorders, 76, 79-90. https://doi.org/10.1016/j.jcomdis.2018.09.003
Sheldon, E., & Erickson, K. (2020). Emergent literacy instruction for students with significant disabilities in the regular classroom. Assistive Technology Outcomes & Benefits, 14(1), 135-160.