{"id":3482,"date":"2021-10-07T13:15:27","date_gmt":"2021-10-07T17:15:27","guid":{"rendered":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/?page_id=3482"},"modified":"2022-01-13T09:03:53","modified_gmt":"2022-01-13T14:03:53","slug":"selected-articles","status":"publish","type":"page","link":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/selected-articles\/","title":{"rendered":"Selected Recent Articles"},"content":{"rendered":"

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<\/a><\/p>\n

Benson-Goldberg, S. & Erickson, K. (2020). Graphic symbols: Improving or impeding comprehension of the Communication Bill of Rights?\u00a0Assistive Technology Outcomes and Benefits, 14.\u00a0https:\/\/www.atia.org\/wp-content\/uploads\/2020\/06\/ATOB-V14-A1-Benson-GoldbergErickson.pdf<\/a><\/p>\n

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<\/a><\/p>\n

Clark, N., D\u2019Ardenne, C., Koppenhaver, D., Noblit, G., Erickson, K. (in press). The intersections of race and severe disability. In Annama, S., Ferri, B., Connor, D. (Eds.)\u00a0DisCrit Expanded: Inquiries, Reverberations & Ruptures.<\/em>\u00a0Teachers College Press<\/p>\n

Cross, R., Erickson, K., Geist, L., & Hatch, P. (in press). Vocabulary selection. In L. Lloyd & D. Fuller (Eds).\u00a0Principles and Practices in Augmentative and Alternative Communication<\/em>. Slack Publishing<\/p>\n

D\u2019Ardenne, 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<\/em>. Palgrave Macmillan https:\/\/doi.org\/10.1007\/978-3-030-71760-5<\/a><\/p>\n

Dorney, K. & Erickson, K. (2019). Transactions within a classroom-based AAC intervention targeting preschool students with autism spectrum disorders: A mixed-methods investigation.\u00a0Exceptionality Education International.\u00a029, 42-58.\u00a0https:\/\/ir.lib.uwo.ca\/eei\/vol29\/iss2\/3<\/a><\/p>\n

Erickson, K. A., & Koppenhaver, D. A. (2020).\u00a0Literacy for All: Teaching Students with Significant Disabilities to Read and Write<\/a>.\u00a0Baltimore, MD: Brookes<\/p>\n

Erickson, K., Geist, L., & Hatch, P. (2017). AAC buy-in at home.\u00a0The ASHA Leader, 22, 46-51.\u00a0https:\/\/leader.pubs.asha.org\/doi\/full\/10.1044\/leader.FTR1.22022017.46<\/a><\/p>\n

Erickson, K., Geist, L., & Hatch, P. (2019). Impact of self-regulated strategy instruction integrated with SOLO\u00ae Literacy Suite.\u00a0Assistive Technology Outcomes and Benefits,\u00a011,\u00a017-28.\u00a0https:\/\/www.atia.org\/wp-content\/uploads\/2017\/11\/ATOB_ATOBN1V11_ART-2.pdf<\/a><\/p>\n

Erickson, K., Geist, L., Hatch, P., & Quick, N. (2019).\u00a0The Universal Core Vocabulary [Technical Report]<\/a>. Chapel Hill, NC: Center for Literacy & Disability Studies, Department of Allied Health Sciences, University of North Carolina at Chapel Hill.<\/p>\n

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<\/em><\/a>. San Diego, CA: Plural Publishing<\/p>\n

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<\/a><\/p>\n

Geist, L. (2020).\u00a0Classroom-based communication instruction: The Project Core implementation model.\u00a0Closing the Gap Solutions Annual Resource Directory, 38, 3-8.<\/p>\n

Geist, L., & Erickson, K. (2021). Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC.\u00a0TEACHING Exceptional Children<\/i>.\u00a0https:\/\/doi.org\/10.1177\/00400599211018836<\/a><\/p>\n

Geist, L., Erickson, K., Greer, C., & Hatch, P. (2020). Enhancing classroom-based communication instruction for students with significant disabilities and limited language.\u00a0Exceptionality Education International, 30,\u00a042-54.\u00a0http:\/\/ir.lib.uwo.ca\/eei\/vol30\/iss1\/1<\/a><\/p>\n

Greer, C., & Erickson, K. A. (2018). A preliminary exploration of uppercase letter-name knowledge among students with significant cognitive disabilities.\u00a0Reading and Writing, 31(4), 173-183.\u00a0https:\/\/doi.org\/10.1007\/s11145-017-9780-y<\/a><\/p>\n

Hatch, P., & Erickson, K. (2018). Teacher experience, text access, and adolescents with significant disabilities.\u00a0Assistive Technology Outcomes and Benefits, 12, 56-72.\u00a0<\/em>https:\/\/www.atia.org\/wp-content\/uploads\/2019\/01\/ATOB-V12_Iss1_Article4.pdf<\/a><\/p>\n

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<\/a><\/p>\n

Quick, N., & Erickson, K. (2019). The most frequently used words: Comparing child-directed speech and young children\u2019s speech to inform vocabulary selection for aided input.\u00a0Augmentative and Alternative Communication,\u00a035(2), 120-131.\u00a0https:\/\/doi.org\/10.1080\/07434618.2019.1576225<\/a><\/p>\n

Quick, N., Harrison, M., & Erickson, K. (2019). A multilinguistic analysis of spelling among children with cochlear implants.\u00a0Journal of Deaf Studies and Deaf Education,\u00a01\u201313.\u00a0https:\/\/doi.org\/10.1093\/deafed\/eny029<\/a><\/p>\n

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<\/a><\/p>\n

Quick, N., Roush, J., Erickson, K., & Mundy, M. (2020). A hearing screening pilot study with students with significant cognitive disabilities.\u00a0Language, Speech, and Hearing Services in Schools.\u00a0https:\/\/doi.org\/10.1044\/2019_LSHSS-19-00017<\/a><\/p>\n

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.<\/p>\n

Reading and Literacy for Students with Significant Intellectual Disabilities<\/a>. (2009). A monograph created by the CLDS for the Council for Chief State School Officers.<\/p>\n

Sanders, E., & Erickson, K. (2018). Wh- question answering in children with intellectual disability.\u00a0Journal of Communication Disorders, 76, 79-90.\u00a0https:\/\/doi.org\/10.1016\/j.jcomdis.2018.09.003<\/a><\/p>\n

Sheldon, E., & Erickson, K. (2020). Emergent literacy instruction for students with significant disabilities in the regular classroom.\u00a0Assistive Technology Outcomes & Benefits,\u00a0<\/i>14<\/i>(1), 135-160.<\/p>\n","protected":false},"excerpt":{"rendered":"

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?\u00a0Assistive Technology Outcomes and Benefits, 14.\u00a0https:\/\/www.atia.org\/wp-content\/uploads\/2020\/06\/ATOB-V14-A1-Benson-GoldbergErickson.pdf Benson-Goldberg, S. & Erickson, K. … Read more<\/a><\/p>\n","protected":false},"author":1981,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-3482","page","type-page","status-publish","hentry","odd"],"acf":[],"_links_to":[],"_links_to_target":[],"_links":{"self":[{"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/pages\/3482","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/users\/1981"}],"replies":[{"embeddable":true,"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/comments?post=3482"}],"version-history":[{"count":0,"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/pages\/3482\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.med.unc.edu\/healthsciences\/clds\/wp-json\/wp\/v2\/media?parent=3482"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}