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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.

Benson-Goldberg, S. & Erickson, K. (2020). Graphic symbols: Improving or impeding comprehension of the Communication Bill of Rights? Assistive Technology Outcomes and Benefits, 14.

Benson-Goldberg, S. & Erickson, K. (2021). Eye-trackers, digital-libraries, and print-referencing: A single case study in CDKL5. Research in Developmental Disabilities, 112.

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

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.

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.

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.

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.

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

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.

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.

Hatch, P., & Erickson, K. (2018). Teacher experience, text access, and adolescents with significant disabilities. Assistive Technology Outcomes and Benefits, 12, 56-72.

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.

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.

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.

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.

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.

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.

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.