Submissions from 2023
The sustainability of content enriched shared book reading vocabulary practices and preschool emergent bilinguals, Sharolyn D. Pollard-Durodola, Jorge E. Gonzalez, Laura Saenz, and Heather S. Davis
Submissions from 2022
Behavior analysis in college classrooms: A scoping review, Emily S. L. Curiel, Michael P. Kranak, Cheryl Fielding, Hugo Curiel, and Megan M. Miller
The Social Validity of Content Enriched Shared Book Reading Vocabulary Instruction and Preschool DLLs’ Language Outcomes, Sharolyn D. Pollard-Durodola, Jorge E. Gonzalez, Laura Saenz, Denise Soares, Heather S. Davis, Nora Resendez, and Leina Zhu
Submissions from 2020
Students with Emotional Disorders and Their Television Viewing Habits: A Case Study, John Lowdermilk, Noe Ramos Jr., Julie Pecina, Cristina Rangel, and Nora Nevarez
Submissions from 2016
Crossing Borders and Building Bridges: A Video Ethnography of Special Education in Nuevo Progresso, Mexico, John Lowdermilk, Julie Pecina, Cheryl Fielding, and Lisa Beccera
Submissions from 2015
Coming to Understand Diversity and Education: Life Experiences and Educational Opportunities, Steven Paul Chamberlain
Submissions from 2010
Communication and collaboration among providers, John Lowdermilk, Cheryl Fielding, Leila Flores-Torres, Alonso Andrew, and Lisa Becerra
Submissions from 2009
The Effects of Cuento Therapy on Reading Achievement and Psychological Outcomes of Mexican-American Students, Sylvia Z. Ramirez, Jain Sachin, Leila L. Flores-Torres, Roxanna Perez, and Carlson Ralph
Submissions from 2008
Brief Report: Exploratory Analysis of the ADOS Revised Algorithm: Specificity and Predictive Value with Hispanic Children Referred for Autism Spectrum Disorders, Terry Overton, Cheryl Fielding, and Roman Garcia de Alba
Submissions from 2007
Differential diagnosis of hispanic children referred for autism spectrum disorders: Complex issues, Terry Overton, Cheryl Fielding, and Roman Garcia de Alba