RESEARCH & PUBLICATIONS
Americans have a disability which is a predictor of poor health outcomes and poverty. We research disability interventions to shape federal and state policy and practice.
Areas of Focus
Early intervention helps children improve their abilities and learn new skills. Intervention is likely to be more effective when it is provided earlier in life rather than later.
“If it’s autism, waiting for a child to ‘catch up on his own’ just won’t work. Acting early can help a child communicate, play and learn from the world now and for the future. It can also prevent frustration—so common in children with communication difficulties—from turning into more difficult behaviors.” Pennsylvania clinical psychologist
The connections in a baby’s brain are most adaptable in the first three years of life. These connections, also called neural circuits, are the foundation for learning, behavior and health. Over time, these connections become harder to change.1
“The earlier developmental delays are detected and intervention begins, the greater the chance a young child has of achieving his or her best potential.” Georgia pediatrician
Source: CDC - Learn the Signs. Act Early.
View CLD team publications focused on this research topic
• Barger, B., Benevides, T., Riszk, S., Rice, C., Heiman, H., Salmon, A., & Sanchez, S. (2021). Race/ethnic inequities in conjoint monitoring and screening for U.S. children 3 and under: Disparities in Monitoring and Screening. Disability and Health Journal.
• Barger, B. (2017). The Five Factor Personality Inventories- Children. In Encyclopedia of Personality & Individual Differences. Zeigler-Hill, V. and Shackelford, T. (EdS).
• Barger, B., Campbell, J., & Simmons, C. (2016). The Five Factor Personality model in children with ASD during middle childhood. Focus on Autism & Other Developmental Disabilities, 31(3), 174-183.
• Barger, B., Moody, E., Hepburn, S., Ledbetter, C., & Rosenberg, S. (2019). Temperament factor structure differences in children with and without autism. Journal of Autism and Developmental Disorders, 49(5),1749-1762.
• Barger, B., Moreno, G.#, & Roach, A. (2017). Caretaker awareness of health care provided developmental screening: Increases from 2007 to 2012. Maternal and Child Health Journal 21(12), 2169 - 2177.
• Barger, B., Rice, C., & Roach, A. (2021, in press). Developmental screening and monitoring are associated with preschool special education receipt. Journal of Child and Family Studies.
• Barger, B., Rice, C., Benevides, T., Crimmins, D., Salmon, A., & Sanchez, S. (2021, press). Are developmental screening and monitoring better together for early autism identification across race and ethnic groups? Journal of Autism and Developmental Disorders.
• Barger, B., Rice, C., Simmons, C. A. & Wolf, R. (2018). A systematic review of Part C early identification studies. Topics in Early Childhood Special Education, 38(1), 4-16.
• Barger, B., Rice, C., Wolf, B. & Roach, A. (2018). Better together: Developmental screening and monitoring best predict Part C early intervention receipt. Disability and Health Journal 11(3) 420-426.
• Barger, B., Campbell, J., & Simmons, C. (2017). The relationship between regression in autism spectrum disorder, epilepsy, and atypical epileptiform EEGs: A meta-analytic review. Journal of Intellectual & Developmental Disability, 1-16.
• Barger, B., Rice, C. & Roach, A. (2018). Response to Foreman’s commentary on socio-emotional surveillance in preschoolers. Child and Adolescent Mental Health 23(3), 217 – 219. Invited commentary in response to Foreman, D. M. (2018). Commentary: Detecting unmet mental health needs in preschool children–A commentary on Barger et al. (2018). Child and Adolescent Mental Health, 23(3), 214-216.
• Barger, B., Rice, C. & Roach, A. (2018). Socioemotional developmental surveillance in young children: Monitoring and screening best identify young children that require mental health treatment. Child and Adolescent Mental Health 23(3), 206 – 213.
• Barger, B., Squires, J., Greer, M., Noyes-Grosser, D., Eile, J. M., Rice, C., ... & Zubler, J. (2019). State variability in diagnosed conditions for IDEA Part C eligibility. Infants & Young Children, 32(4), 231-244.
• Barnekow, K., Lang, A., & Barger, B. (2020). Short report: Development and utility of the Family Centered Autism Navigation (Family CAN) Interview. Autism.
• Bracken, D.#, Leroux, A., & Barger, B. (2020, in press). Did Medicaid expansion decrease disparities for receipt of preventive medical care among vulnerable children? International Journal of Child Health and Human Development. To be reprinted in Child environmental health disparities: Looking at the present and facing the future (Eds. Rubin, L. & Merick, J.) Nova Science: NY.
• Chödrön, G., Pizur-Barnekow, K., Viehweg, S., Puk-Ament, A., & Barger, B.* (2019). Childcare providers’ attitudes, knowledge, and practice related to developmental monitoring to promote early identification and referral. Early Child Development and Care, 1-15.
• Graybill, E., Roach, A. & Barger, B.* (2020). Factor structure of the self-report Strength and Difficulties Questionnaire in a diverse U.S. sample. Journal of Psychopathology and Behavioral Assessment.
• Graybill, E., Self-Brown, S., Lai, B., Vinoski, E., McGill, T., & Crimmins, D. (2016). Addressing disparities in parent education: Examining the effects of the Learn the Signs. Act Early. parent education materials on parent outcomes. Early Childhood Education Journal, 44(1), 31-38. doi: 10.1007/s10643-014-0680-3
• Gregory, C.#, Graybill, E., Barger, B.*, Roach, A., & Lane, K. (2020, in press). Predictive validity of the Student Screening Scale for Internalizing and Externalizing (SRSS-IE) scores. Journal of Emotional and Behavioral Disorders.
• Jones, C.#, Graybill, E., Barger, B.* & Roach, A. (2020). Examining the predictive validity of behavior screeners across measures and respondents. Psychology in the Schools, 57(6), 923-936.
• Kira, I., Barger, B.*, Shuwiekh, H., Kucharska, J. & Al-Huwailah, A. (2020). The threshold non-linear model for effects of cumulative stressors and traumas: A chained cusp catastrophe analysis. Psychology, 11, 385-403.
• Kira, I., Barger, B.*, Shuwiekh, H., Kucharska, J., & Al-Huwailah, A. H. (2019). Cumulative stressors and traumas and suicide: A non-linear cusp dynamic systems model. Psychology, 10, 1999-2018.
• Moore, D.#, Baggett, K., & Barger, B.* (2020, in press). Measuring parent-mediated support of social communication among toddlers with autism: A systematic review. Journal of Psychosocial Intervention.
• Wells, R.#, Daniels, P.#, Barger, B., & Crimmins, D. (2020). Impact of medical home-consistent care and child condition on select health, community, and family level outcomes among children with special health care needs. Children’s Health Care.
• Wiggins, L., Rice, C., Barger, B.*, et al. (2019). DSM-5 criteria for Autism Spectrum Disorder maintains diagnostic sensitivity and improves diagnostic specificity in preschool children. Social Psychiatry and Psychiatric Epidemiology, 54(6), 693-701.
• Wiggins, L., Rubenstein, E., Windham, G., Barger, B., et al. (2021). Behavioral, developmental and diagnostic profiles of male and female preschool children evaluated for autism spectrum disorder. Research in Developmental Disabilities.
• Wiggins, L., Barger, B.*, Moody, E., Rosenberg, S., Norbert, X., & Levy, S. (2019). ADOS calibrated score outperforms ADOS total or degree of impairment scores. Journal of Autism & Developmental Disorders, 1-6.
Maternal and Child Health (MCH) and Environmental Health focuses on a broad range of environments, including chemical, natural, built and social. MCH encompasses health status and well-being of women, infants, children, adolescents and their families. Their well-being determines the health of the next generation and can help predict future public health challenges for families, communities and the healthcare system. However, MCH racial, ethnic and socioeconomic disparities in morbidity and mortality are significant problems worldwide. The primary focus is to improve maternal and fetal health outcomes through the provision of education, individualized counseling, improved access to resources and advancement of knowledge related to the safety of exposures to medications and environmental agents before, during and after pregnancy.
View publications from the CLD Team focused on this research topic:
• Barnekow, K., Lang, A., & Barger, B. (2020). Short report: Development and utility of the Family Centered Autism Navigation (Family CAN) Interview. Autism.
• Bauman, S.#, LaFleur, R.#, Heggs, A.#, Vinoski, E., Graybill, E., Barger, B.*, Crenshaw, M., & Crimmins, D. (2020). Introducing cultural competence training into a disability leadership program: Receptions and recommendations. Journal of Cultural Diversity, 27(2), xx-xx.
• Byars, J.,Graybill, E.,Wellons, Q., & Harper, L. (2020). Monitoring Social Media and Technology Use to Prevent Youth Suicide and School Violence. Contemporary School Psychology.
• Ellis, J.#, Brown, C., Barger, B.* & Carlson, N. (2019). Choice and timing of labor inducing agents for obese women: A systematic review and meta-analysis. Journal of Midwifery and Women’s Health, 64(1), 55-67.
• Gaither, C. J., Kuehler, E., Zipperer, W., Aka, E. O., & Barger, B.* (2019). Trees and Trash: Examining the Link Between Urban Forest Engagement and Blight in Atlanta, Georgia, United States. Human Ecology Review, 25(2).
• Graybill, E., Baker, C. N., Cloth, A., Fisher, S., & Nastasi, B. (2017). An Analysis of Social Justice Research in School Psychology. International Journal of School & Educational Psychology, 6, 77-89. doi: 10.1080/21683603.2017.1302850 (refereed)
• Irby, L., Graybill, E., & White, C. (2019). How breastfeeding behavior is affected by the breastfeeding perspectives of fathers in Georgia (USA). Journal of the Georgia Public Health Association, 7, 85-89. doi: 10.20429/jgpha.2019.070212 (refereed)
• Larson, L., Barger, B., et al. (2018). Green space, gray space, and anxiety in youth with autism. Health and Place 53, 94 – 102.
• Roach, A., Mhende, J.#, Barger, B.* & Roberts, D.# (2019). Evaluation of an integrated mindfulness parenting program with parents of young children in a low-SES neighborhood. Georgia Journal of Public Health, 7(2), 49-58.
The Rehabilitation Engineering Research Center for Wireless Inclusive Technologies (Wireless RERC) aims to integrate established wireless technologies with emerging wirelessly connected devices and services for a transformative future where individuals with disabilities achieve independence, improved quality of life and enhanced community participation. Through an agenda of research, development, training and outreach activities, successful innovations will engage, connect and accelerate access to a dynamic inclusive wireless ecosystem.
View publications from the CLD Team focused on this research topic:
• Byars, J., Graybill, E., Wellons, Q., & Harper, L. (2020). Monitoring Social Media and Technology Use to Prevent Youth Suicide and School Violence. Contemporary School Psychology.
• Paul, C. D., Jimenez, E., & Vinoski Thomas, E. (2020). Technology use for social connectedness: Exploring the experiences of people with intellectual and developmental disabilities, family members, and professionals [Research Brief]. Wireless RERC, 20(1).
Including: Education, Transition and Postsecondary Programs for Students with Intellectual Disabilities, Partnerships for Success, School-based Bullying, Social Justice Issues
Inclusive education is when all students, regardless of any challenges they may have, are placed in age-appropriate general education classes that are in their neighborhood schools to receive high-quality instruction, interventions and supports that enable them to have success in the core curriculum.
View publications from the CLD Team focused on this research topic:
• Graybill, E., Vinoski, E., Black, M., Varjas, K., Henrich, C., & Meyers, J. (2016). Examining the outcomes of including students with disabilities in a bullying/victimization intervention. School Psychology Forum, 10, 4-15.
• Graybill, E., & Proctor, S. (2016). Lesbian, gay, bisexual, and transgender youth: Limited representation in school support personnel journals. Journal of School Psychology, 54, 9-16. (refereed)
• Meyers, B., Graybill, E., & Grogg, K. (2017) Preparing teachers for data-based decision making and RtI team collaboration. Teacher Education & Practice, 30, 137-156. (refereed)
• Vinoski Thomas, E., Schram, B. M., & Crimmins, D. (2020). College as community for students with intellectual disabilities. Journal of Legal Medicine, 40(1), 53-61. doi: 10.1080/01947648.2020.1731332
• Vinoski, E., Graybill, E., & Roach, A. T. (2016). Building self-determination through inclusive extracurricular programs. Teaching Exceptional Children, 48(5), 258-265. doi: 10.1177/0040059915626127
Including: Disability Inclusion in Yoga & Body Image
Many Americans use medical treatments that are not part of mainstream medicine. When you are using these types of care, it may be called complementary, integrative or alternative medicine. They include techniques performed by a practitioner (such as acupuncture, spinal manipulation and massage therapy) and natural products (such as herbs, probiotics and fish oil).
The claims that non-mainstream practitioners make can sound promising. However, researchers do not know how safe many of these treatments are or how well they work. Studies are underway to determine the safety and usefulness of many of these practices.
View publications from the CLD Team focused on this research topic:
• Barger, B., et al. (2020, revised and resubmitted). Measuring greenspace effects on attention and stress in youth: A scoping review. Children, Youth and Environments.
• Barger, B., et al. (2020). Community tree canopy coverage predicts lower conduct problem severity in children with autism. Journal of Mental Health Research in Intellectual Disabilities, 13(1), 43-61.
• Center for Leadership in Disability (2020). Nature programs developing outreach for children with autism.
• Center for Leadership in Disability (2020).Nature based research for youth with autism.
• Lamarche, L., Bailey, K. A., Awan, A., Ridson, C., Pauw, G., & Vinoski Thomas, E. (2020, in press). A slippery concept: Exploring primary care professionals’ understanding of body image in patient care. Body Image.
• Webb, J. B., Rogers, C. B., & Vinoski Thomas, E. (2020). Realizing yoga’s all access pass: A social justice critique of Westernized yoga and inclusive embodiment. Eating Disorders: Journal of Treatment and Prevention. doi: 10.1080/10640266.2020.1712636 (invited)
• Vinoski Thomas, E., Warren-Findlow, J., Reeve, C. L., Webb, J. B., Laditka, S. B., & Quinlan, M. M. (2020). Universal design for measurement: Centering the experiences of individuals with disabilities within health measurement research. Evaluation and the Health Professions, [e-pub ahead of print]. doi: 10.1177/0163278719900530
• Vinoski Thomas, E., Warren-Findlow, J., Webb, J. B., Quinlan, M. M., Laditka, S. B., & Reeve, C. L. (2019). “It’s very valuable to me that I appear capable”: A qualitative study exploring relationships between body functionality and appearance among women with visible physical disabilities. Body Image, 30, 81-92. doi: 10.1016/j.bodyim.2019.05.007
• Vinoski Thomas, E., Warren-Findlow, J., & Webb, J. B. (2019). Yoga is for every (able) body: A content analysis of disability themes in mainstream yoga media. International Journal of Yoga, 12, 68-72. doi: 10.4103/ijoy.ijoy_25_18
• Vinoski, E., Webb, J. B., Warren-Findlow, J., Brewer, K., Kiffmeyer, K. (2017). Got yoga?: An analysis of thematic content and models’ appearance-related attributes in 40 years of advertisements in Yoga Journal. Body Image, 21, 1-5. doi: 10.1016/j.bodyim.2017.01.006
• Webb, J. B., Vinoski, E., Warren-Findlow, J., Padro, M. P., Burris, E., & Suddreth, E. (2017). Is the “Yoga Bod” the new skinny?: A content analysis of female model body image characteristics and caption media frames from Western mainstream yoga magazine covers. Body Image, 20, 87-98. doi: 10.1016/j.bodyim.2016.11.005
• Wells, R.#, Daniels, P.#, Barger, B., & Crimmins, D. (2020). Impact of medical home-consistent care and child condition on select health, community, and family level outcomes among children with special health care needs. Children’s Health Care.
Many chronic diseases are caused by key risk behaviors. By making healthy choices, you can reduce your likelihood of getting a chronic disease and improve your quality of life. Six in 10 Americans live with at least one chronic disease, such as heart disease and stroke, cancer or diabetes. These and other chronic diseases are the leading causes of death and disability in America, and they are a leading driver of healthcare costs.
Source: National Center for Chronic Disease Prevention and Health Promotion
View publications from the CLD Team focused on this research topic:
• Lyons, S., Hoglind, T., & Vinoski Thomas, E. (2019). NACCHO’s follow-up assessment of disability inclusion within local health departments. Journal of Public Health Management and Practice, 25(6), 616-618. doi: 10.1097/PHH.0000000000001085
• Warren-Findlow, J., Coffman, M., Vinoski Thomas, E., & Krinner, L. M. (2019). ECHOes: A brief health literacy intervention to improve hypertension self-care. Health Literacy Research and Practice, 3(4), e259-e267. doi: 10.3928/24748307-20191028-01
• Warren-Findlow, J., Krinner, L. M., Vinoski Thomas, E., Coffman, M., Gordon, B. D. H., & Howden, R. (2019). Relative and cumulative effects of hypertension self-care behaviors on blood pressure. Western Journal of Nursing Research. doi: 10.1177/0193945919851111 [Epub ahead of print]
The Georgia Leadership Education in Neurodevelopmental Disabilities (GaLEND) is an interdisciplinary training program for future professionals, disability advocates and family members. There are now 52 LEND programs across the United States. They form a network that addresses regional and national issues of importance to children with special healthcare needs, with a focus on children with autism and related disorders and their families.
MORE INFORMATION
View publications from the CLD Team focused on this research topic:
• Graybill, E., Heggs, A., Truscott, S. D., Vinoski, E., Crenshaw, M., & Crimmins, D. (2017). Using the critical incident technique to measure long-term outcomes of interprofessional education. Journal of Interprofessional Care, 31(4), 533-536. doi: 10.1080/13561820.2017.1307172
• Graybill, E., Vinoski Thomas, E., Baker, K., Truscott, S. D., Crenshaw, M., Heggs Lee, A., & Crimmins, D. (2020). Supporting the participation of individuals with disabilities in a graduate-level leadership training program: Lessons learned through a case study approach. International Journal of Disability, Development and Education. doi: 10.1080/1034912X.2020.181254
• Graybill, E., Heggs, A., Truscott, S., Vinoski, E., Crenshaw, M., & Crimmins, D. (2017). Using the critical incident technique to measure long-term outcomes of interprofessional education. Journal of Interprofessional Care, 31, 533-536. doi: 10.1080/13561820.2017.1307172 (refereed)
• LaFleur, R. C., Truscott, S., Graybill, E., Crenshaw, M., & Crimmins, D. (2018). Improving culturally congruent healthcare for children with disabilities: Stakeholder perspectives of cultural competence training in an interdisciplinary leadership training program. Journal of Transcultural Nursing, 29, 101-111. doi: 10.1177/1043659617699065 (refereed)
• Vinoski Thomas, E., Wells, R., Baumann, S. D., Graybill, E., Roach, A. T., Truscott, S. D., Crenshaw, M., & Crimmins, D. (2019). Comparing traditional vs. retrospective pre-/post-assessment in an interdisciplinary leadership training program. Maternal and Child Health Journal, 23(2), 191-200. doi: 10.1007/s10995-018-2615-x
• Wells, R., Baumann, S., Graybill, E., Truscott, S., Crenshaw, M., & Crimmins, D. (2018). Assessing the feasibility and acceptability of ePorfolios in an inclusive, graduate-level interdisciplinary training program. International Journal of ePortfolio, 8, 91-101. (refereed)
Mindfulness
The Center for Leadership in Disability does extensive work in areas that help people with disabilities and their families lead happier lives, including mindfulness. The links below reflect the work and research being done by faculty and staff on this topic.
View publications from the CLD Team focused on this research topic:
• Atlanta’s Emmaus House Takes a Mindfulness Journey with Parents, Students, and Staff
• Improving Preschoolers’ Executive Functioning using Mindfulness-Based Interventions
• An Interview with Andrew “Andy” Roach, PhD: Mindfulness – An Appealing Self- Care Practice to Manage Educator Stress
Including: Multi-tiered Systems of Support
The Center for Leadership in Disability (CLD) provides free training and technical assistance to schools and school districts interested in building the infrastructure for universal behavior screening. The CLD has designed a step-by-step process to guide schools through the universal behavior screening readiness process. It will also provide guidance on which universal screener districts should use to align with their district’s needs.
MORE INFORMATION
View publications from the CLD Team focused on this research topic:
• Byars, J.,Graybill, E.,Wellons, Q., & Harper, L. (2020). Monitoring Social Media and Technology Use to Prevent Youth Suicide and School Violence. Contemporary School Psychology.
• Graybill, E., Roach, A. & Barger, B. (2020). Factor structure of the self-report Strength and Difficulties Questionnaire in a diverse U.S. sample. Journal of Psychopathology and Behavioral Assessment.
• Gregory, C., Graybill, E., Barger, B., Roach, A. T., & Lane, K. L. (2020). Predictive validity of the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) scores. Journal of Emotional and Behavioral Disorders.
• Jones, C.,Graybill, E., Barger, B., & Roach, A. T. (2020). Examining the predictive validity of behavior screeners across measures and respondents. Psychology in the Schools, 57,923-936.
• Meyers, B.,Graybill, E.,& Grogg, K. (2017) Preparing teachers for data-based decision making and RtI team collaboration. Teacher Education & Practice, 30, 137-156.(refereed)
Publications
• Barger, B., Benevides, T., Riszk, S., Rice, C., Heiman, H., Salmon, A., & Sanchez, S. (2021). Race/ethnic inequities in conjoint monitoring and screening for U.S. children 3 and under: Disparities in Monitoring and Screening. Disability and Health Journal.
• Donehower Paul, C., Vinoski Thomas, E., Doulin, A. M., Hussain, S. Z., & Jimenez, E. (2021). Using wireless technology to support social connectedness in individuals with intellectual and developmental disabilities: A focus group study. Journal of Special Education Technology. E-pub ahead of print. doi: 10.1177/01626434211004133
• Wiggins, L., Rubenstein, E., Windham, G., Barger, B., et al. (2021). Behavioral, developmental and diagnostic profiles of male and female preschool children evaluated for autism spectrum disorder. Research in Developmental Disabilities.
• Barger, B., ^Larson, L., et al. (2020). Community tree canopy coverage predicts lower conduct problem severity in children with autism. Journal of Mental Health Research in Intellectual Disabilities, 13(1), 43-61.
• Barger, B., Graybill, E., Roach, A. & Lane, K. (2020). Differential item and test functioning of the Student Risk Screening Scale-Internalizing and Externalizing 12 (SRSS-IE12) Scale acrossrace, ethnicity, gender, and elementary level. Assessment for Effective Intervention.
• Barnekow, K., Lang, A., & Barger, B. (2020). Short report: Development and utility of the Family Centered Autism Navigation (Family CAN) Interview. Autism.
• Baumann, S. D., LaFleur, R. C., Graybill, E., Barger, B., Vinoski Thomas, E., Truscott, S. D., & Crimmins, D. (2020, in press). Infusing cultural competence training into a disability leadership program: Perceptions and recommendations. Journal of Cultural Diversity.
• Center for Leadership in Disability (2020). Nature programs developing outreach for children with autism.
• Center for Leadership in Disability (2020).Nature based research for youth with autism.
• Chodron, G., Barger, B.*, Pizur-Barkenow, K., Viehwhig, S., & Puk-Ament, A. (2020). “Watch Me!” training increases knowledge and impacts attitudes related to developmental monitoring and referral among childcare providers. Maternal and Child Health Journal.
• Jones, C.#, Graybill, E., Barger, B.* & Roach, A. (2020). Examining the predictive validity of behavior screeners across measures and respondents. Psychology in the Schools, 57(6), 923-936.
• Byars, J., Graybill, E., Wellons, Q., & Harper, L. (2020). Monitoring Social Media and Technology Use to Prevent Youth Suicide and School Violence. Contemporary School Psychology.
• Graybill, E., Roach, A. & Barger, B.* (2020). Factor structure of the self-report Strength and Difficulties Questionnaire in a diverse U.S. sample. Journal of Psychopathology and Behavioral Assessment.
• Graybill, E., Vinoski Thomas, E., Baker, K., Truscott, S. D., Crenshaw, M., Heggs Lee, A., & Crimmins, D. (2020). Supporting the participation of individuals with disabilities in a graduate-level leadership training program: Lessons learned through a case study approach. International Journal of Disability, Development and Education. doi: 10.1080/1034912X.2020.181254
• Moore, D.#, Baggett, K., & Barger, B.* (2020, in press). Measuring parent-mediated support of social communication among toddlers with autism: A systematic review. Journal of Psychosocial Intervention.
• Gregory, C., Graybill, E., Barger, B., Roach, A. T., & Lane, K. L. (2020). Predictive validity of the Student Risk Screening Scale-Internalizing and Externalizing (SRSS-IE) scores. Journal of Emotional and Behavioral Disorders.
• Bracken, D.#, Leroux, A., & Barger, B. (2020, in press). Did Medicaid expansion decrease disparities for receipt of preventive medical care among vulnerable children? International Journal of Child Health and Human Development. To be reprinted in Child environmental health disparities: Looking at the present and facing the future (Eds. Rubin, L. & Merick, J.) Nova Science: NY.
• Kira, I., Barger, B.*, Shuwiekh, H., Kucharska, J. & Al-Huwailah, A. (2020). The threshold non-linear model for effects of cumulative stressors and traumas: A chained cusp catastrophe analysis. Psychology, 11, 385-403.
• Paul, C. D., Jimenez, E., Vinoski Thomas, E., Doulin, A. M., & Hussain, S. Z. (2020, under review). Using wireless technology to support social connectedness in individuals with intellectual and developmental disabilities: A focus group study. Journal of Special Education Technology.
• Paul, C. D., Jimenez, E., & Vinoski Thomas, E. (2020). Technology use for social connectedness: Exploring the experiences of people with intellectual and developmental disabilities, family members, and professionals [Research Brief]. Wireless RERC, 20(1).
• Vinoski Thomas, E., Schram, B. M., & Crimmins, D. (2020). College as community for students with intellectual disabilities. Journal of Legal Medicine, 40(1), 53-61. doi: 10.1080/01947648.2020.1731332
• Lamarche, L., Bailey, K. A., Awan, A., Ridson, C., Pauw, G., & Vinoski Thomas, E. (2020, in press). A slippery concept: Exploring primary care professionals’ understanding of body image in patient care. Body Image.
• Webb, J. B., Rogers, C. B., & Vinoski Thomas, E. (2020). Realizing yoga’s all access pass: A social justice critique of Westernized yoga and inclusive embodiment. Eating Disorders: Journal of Treatment and Prevention. doi: 10.1080/10640266.2020.1712636 (invited)
• Vinoski Thomas, E., Warren-Findlow, J., Reeve, C. L., Webb, J. B., Laditka, S. B., & Quinlan, M. M. (2020). Universal design for measurement: Centering the experiences of individuals with disabilities within health measurement research. Evaluation and the Health Professions, [e-pub ahead of print]. doi: 10.1177/0163278719900530
• Wells, R.#, Daniels, P.#, Barger, B., & Crimmins, D. (2020). Impact of medical home-consistent care and child condition on select health, community, and family level outcomes among children with special health care needs. Children’s Health Care.
• Barger, B., Squires, J., Greer, M., Noyes-Grosser, D., Eile, J. M., Rice, C., ... & Zubler, J. (2019). State Variability in Diagnosed Conditions for IDEA Part C Eligibility. Infants & Young Children, 32(4), 231-244.
• Barger, B., Moody, E., Hepburn, S., Ledbetter, C., & Rosenberg, S. (2019). Temperament factor structure differences in children with and without autism. Journal of Autism and Developmental Disorders, 49(5),1749-1762.
• Barger, B., Rice, C., & Roach, A. (2019, accepted). Developmental screening and monitoring together best predict preschool early intervention receipt. Journal of Child and Family Studies.
• Bauman, S., LaFleur, R., Heggs, A., Vinoski, E., Graybill, E., Barger, B., Crenshaw, M., & Crimmins, D. (2019, in press). Introducing cultural competence training into a disability leadership program: Receptions and recommendations. Journal of Cultural Diversity.
• Chodron, G., Pizur-Barkenow, K., Viehwhig, S., Puk-Ament, A., & Barger, B. (2019). Childcare providers’ attitudes, knowledge, and practice related to developmental monitoring to promote early identification and referral. Early Child Development and Care, 1-15.
• Ellis, J. A., Brown, C. M., Barger, B., & Carlson, N. S. (2019). Influence of maternal obesity on labor induction: A systematic review and meta‐analysis. Journal of Midwifery & Women's Health, 64(1), 55-67.
• Gaither, C. J., Kuehler, E., Zipperer, W., Aka, E. O., & Barger, B.* (2019). Trees and Trash: Examining the Link Between Urban Forest Engagement and Blight in Atlanta, Georgia, United States. Human Ecology Review, 25(2).
• Irby, L., Graybill, E., & White, C. (2019). How breastfeeding behavior is affected by the breastfeeding perspectives of fathers in Georgia (USA). Journal of the Georgia Public Health Association, 7, 85-89. doi: 10.20429/jgpha.2019.070212 (refereed)
• Kira, I., Barger, B.*, Shuwiekh, H., Kucharska, J., & Al-Huwailah, A. H. (2019). Cumulative stressors and traumas and suicide: A non-linear cusp dynamic systems model. Psychology, 10, 1999-2018.
• Lyons, S., Hoglind, T., & Vinoski Thomas, E. (2019). NACCHO’s follow-up assessment of disability inclusion within local health departments. Journal of Public Health Management and Practice, 25(6), 616-618. doi: 10.1097/PHH.0000000000001085
• Roach, A. T., Dispenza, F., Zeligman, M., Stair, A., & Kelley, B. (2019). Evaluating the availability and quality of HIV/AIDS services and supports for individuals with intellectual and developmental disabilities. Ethnicity and Disability.
• Roach, A., Mhende, J.#, Barger, B.* & Roberts, D.# (2019). Evaluation of an integrated mindfulness parenting program with parents of young children in a low-SES neighborhood. Georgia Journal of Public Health, 7(2), 49-58.
• Roach, A.T. et al. (2019). Introduction to school psychology: Controversies and current practice. In M. K. Burns (Ed.). New York, NY: Oxford University Press.
• Talapatra, D., Roach, A. T., Varjas, K., Houchins, D. E., & Crimmins, D. B. (2019). Transition services for students with intellectual disabilities: School psychologist’s perceptions. Psychology in the Schools, 56(1), 56-78.
• Vinoski Thomas, E., Wells, R., Baumann, S. D., Graybill, E., Roach, A. T., Truscott, S. D., Crenshaw, M., & Crimmins, D. (2019). Comparing traditional vs. retrospective pre-/post-assessment in an interdisciplinary leadership training program. Maternal and Child Health Journal, 23(2), 191-200. doi: 10.1007/s10995-018-2615-x
• Vinoski Thomas, E., Warren-Findlow, J., Webb, J. B., Quinlan, M. M., Laditka, S. B., & Reeve, C. L. (2019). “It’s very valuable to me that I appear capable”: A qualitative study exploring relationships between body functionality and appearance among women with visible physical disabilities. Body Image, 30, 81-92. doi: 10.1016/j.bodyim.2019.05.007
• Vinoski Thomas, E., Warren-Findlow, J., & Webb, J. B. (2019). Yoga is for every (able) body: A content analysis of disability themes in mainstream yoga media. International Journal of Yoga, 12, 68-72. doi: 10.4103/ijoy.ijoy_25_18
• Warren-Findlow, J., Coffman, M., Vinoski Thomas, E., & Krinner, L. M. (2019). ECHOes: A brief health literacy intervention to improve hypertension self-care. Health Literacy Research and Practice, 3(4), e259-e267. doi: 10.3928/24748307-20191028-01
• Wiggins, L., Rice, C., Barger, B.*, et al. (2019). DSM-5 criteria for Autism Spectrum Disorder maintains diagnostic sensitivity and improves diagnostic specificity in preschool children. Social Psychiatry and Psychiatric Epidemiology, 54(6), 693-701.
• Barger, B., Rice, C. & Roach, A. (2018). Response to Foreman’s commentary on socio-emotional surveillance in preschoolers. Child and Adolescent Mental Health 23(3), 217 – 219. Invited commentary in response to Foreman, D. M. (2018). Commentary: Detecting unmet mental health needs in preschool children–A commentary on Barger et al. (2018). Child and Adolescent Mental Health, 23(3), 214-216.
• Barger, B., Rice, C., Simmons, C. A. & Wolf, R. (2018). A systematic review of Part C early identification studies. Topics in Early Childhood Special Education, 38(1), 4-16.
• Barger, B., Rice, C., Wolf, B. & Roach, A. (2018). Better together: Developmental screening and monitoring best predict Part C early intervention receipt. Disability and Health Journal 11(3) 420-426.
• Barger, B., Rice, C. & Roach, A. (2018). Socioemotional developmental surveillance in young children: Monitoring and screening best identify young children that require mental health treatment. Child and Adolescent Mental Health 23(3), 206 – 213.
• Graybill, E. (2018) Cultural norms and individuals with intellectual/developmental disabilities. In E. Braaten (Ed.) The SAGE Encyclopedia of Intellectual and Developmental Disorders. SAGE.
• LaFleur, R. C., Truscott, S., Graybill, E., Crenshaw, M., & Crimmins, D. (2018). Improving culturally congruent healthcare for children with disabilities: Stakeholder perspectives of cultural competence training in an interdisciplinary leadership training program. Journal of Transcultural Nursing, 29, 101-111. doi: 10.1177/1043659617699065 (refereed)
• Larson, L., Barger, B., et al. (2018). Green space, gray space, and anxiety in youth with autism. Health and Place 53, 94 – 102.
• Roach, A. T. (2018). Agents of hope: College and career readiness consultation to support successful transitions. Journal of Educational and Psychological Consultation, 1-9.
• Roberts, D. & Roach, A. T. (2018). Facilitating inclusive postsecondary education: A school psychology perspective. The School Psychologist, 72(2), 39-49.
• Roberts, D. A. & Roach, A.T. (2018). Physical activity in inclusive postsecondary education for students with intellectual disabilities. Journal of Postsecondary Education & Disability.
• Talapatra, D., Roach, A.T., Varjas, K., Houchins, D.E., & Crimmins, D.B. (2018). Promoting school psychologist participation in transition services using the TPIE Model. Contemporary School Psychology. 22(1), 18-29.
• Wells, R., Baumann, S., Graybill, E., Truscott, S., Crenshaw, M., & Crimmins, D. (2018). Assessing the feasibility and acceptability of ePorfolios in an inclusive, graduate-level interdisciplinary training program. International Journal of ePortfolio, 8, 91-101. (refereed)
• Wood, L., Roach, A. T., Kearney, M. A., & Zabek, F. (2018). Enhancing executive function skills in preschoolers through a mindfulness‐based intervention: A randomized, controlled pilot study. Psychology in the Schools, 55(6), 644-660.
• Albritton, K., Patton-Terry, N. & Truscott, S.D. (2017). Performance feedback to increase phonological awareness skills in preschoolers at-risk of reading failure. School Psychology Review.
• Barger, B., Campbell, J., & Simmons, C. (2017). The Five Factor Personality model in children with ASD during middle childhood. Focus on Autism & Other Developmental Disabilities, 31(3), 174-183.
• Barger, B., Moreno, G.#, & Roach, A. (2017). Caretaker awareness of health care provided developmental screening: Increases from 2007 to 2012. Maternal and Child Health Journal 21(12), 2169 - 2177.
• Barger, B., Rice, C., & Roach, A. (2017). Socio-emotional surveillance in preschoolers: Monitoring and screening best identify children who need mental health treatment. Child & Adolescent Mental Health.
• Graybill, E., Baker, C. N., Cloth, A., Fisher, S., & Nastasi, B. (2017). An Analysis of Social Justice Research in School Psychology. International Journal of School & Educational Psychology, 6, 77-89. doi: 10.1080/21683603.2017.1302850 (refereed)
• Graybill, E., Heggs, A., Truscott, S. D., Vinoski, E., Crenshaw, M., & Crimmins, D. (2017). Using the critical incident technique to measure long-term outcomes of interprofessional education. Journal of Interprofessional Care, 31(4), 533-536. doi: 10.1080/13561820.2017.1307172
• Meyers, B., Graybill, E., & Grogg, K. (2017) Preparing teachers for data-based decision making and RtI team collaboration. Teacher Education & Practice, 30, 137-156. (refereed)
• Shanley Chatham, J. R., Laxmi, A., Graybill, E., & Dube, S. (2017). Understanding the cultural context of spanking among South Indian parents living in the United States. Child Abuse & Neglect.
• Steed, E. A., & Roach, A. T. (2017). Childcare providers' use of practices to promote young children's social-emotional competence. Infants & Young Children, 30(2), 162-171.
• Truscott, S. D., Kearney, M. A., Davis, D. E., & Roach, A. T. (2017). Intellectual humility and morality as consultee-centered consultation epistemologies. Journal of Educational and Psychological Consultation, 27(1), 126-142.
• Vinoski, E., Webb, J. B., Warren-Findlow, J., Brewer, K., Kiffmeyer, K. (2017). Got yoga?: An analysis of thematic content and models’ appearance-related attributes in 40 years of advertisements in Yoga Journal. Body Image, 21, 1-5. doi: 10.1016/j.bodyim.2017.01.006
• Warren-Findlow, J., Krinner, L. M., Vinoski Thomas, E., Coffman, M., Gordon, B. D. H., & Howden, R. (2019). Relative and cumulative effects of hypertension self-care behaviors on blood pressure. Western Journal of Nursing Research. doi: 10.1177/0193945919851111 [Epub ahead of print]
• Barger, B., Campbell, J., & Simmons, C. (2016). The Relationship between regression in autism spectrum disorder, epilepsy, and atypical epileptiform EEGs: A meta-analytic review. Journal of Intellectual & Developmental Disability, 1-16.
• Crimmins, D. & Heggs, A. (2016). Reaching the unserved and underserved: Medical care in rural and urban settings. In I.L. Rubin, J. Merrick, D.E. Greydanus, & D.R. Patel (Eds.). Rubin and Crocker 3rd Edition: Health Care for People with Intellectual and Developmental Disabilities Across the Lifespan. Dordrecht: Springer.
• Graybill, E., & Proctor, S. (2016). Lesbian, gay, bisexual, and transgender youth: Limited representation in school support personnel journals. Journal of School Psychology, 54, 9-16. (refereed)
• Graybill, E., Self-Brown, S., Lai, B., Vinoski, E., McGill, T., & Crimmins, D. (2016). Addressing disparities in parent education: Examining the effects of the Learn the Signs. Act Early. parent education materials on parent outcomes. Early Childhood Education Journal, 44(1), 31-38. doi: 10.1007/s10643-014-0680-3
• Vinoski, E., Graybill, E., & Roach, A. T. (2016). Building self-determination through inclusive extracurricular programs. Teaching Exceptional Children, 48(5), 258-265. doi: 10.1177/0040059915626127
• Graybill, et al. (2015). Including the family in interdisciplinary team meetings: Communication trend analysis. Small Group Research, 47, 3-27. doi: 10.1177/1046496415604028
• Graybill, E., Vinoski, E., Black, M., Varjas, K., Henrich, C., & Meyers, J. (2016). Examining the outcomes of including students with disabilities in a bullying/victimization intervention. School Psychology Forum, 10, 4-15.
• Ziomek-Daigle, J., Goodman-Scott, E., Cavin, J., & Donohue, P. (2016, September). Incorporating a multi-tiered system of supports into school counselor preparation. The Professional Counselor, 6(3), 220-232.
• Graybill, E. C., Varjas, K., Meyers, J., Dever, B. V., Greenberg, D., Roach, A. T., & Morillas, C. (2015). Demographic trends and advocacy experiences of gay–straight alliance advisors. Journal of LGBT Youth, 12(4), 436-461.
• Raspa, M., Levis, D.M., Kish-Doto, J., Wallace, I., Rice, C., Barger, B., ... & Wolf, R. B. (2015). Examining parents' experiences and information needs regarding early identification of developmental delays: Qualitative research to inform a public health campaign. Journal of Developmental & Behavioral Pediatrics, 36(8), 575-585.
• Roach, A. T., Kurz, A., & Elliott, S. N. (2015). Facilitating opportunity to learn for students with disabilities with instructional feedback data. Preventing School Failure: Alternative Education for Children and Youth, 59(3), 168-178.
• Ziomek-Daigle, J., & Cavin, J. (2015). Shaping youth and families through positive behavior support: A call for counselors. The Family Journal, 23(4), 368-373.
• Albritton, K. & Truscott, S.D. (2014). Professional development to increase problem-solving skills in a Response to intervention framework. Contemporary School Psychology. 18, 44-58. 10.1007/s40688-013-0008-0
• Crimmins, D. & Graybill, E. (2014). The positive behavior support video project. International Journal of Positive Behavior Support. Spring, 47-48.
• Graybill, E., et al (2014). Addressing disparities in parent education: Examining the effects of the Learn the Signs/Act Early parent education materials on parent outcomes. Early Childhood Education Journal. Advance online publication. doi: 10.1007/s10643-014-0680-3
• Roach, A.T., Lawton, K., & Elliott, S.N. (2014). Best practices in facilitating and evaluating intervention integrity. In A. Thomas & P. Harrison (Eds.) Best Practices in School Psychology: Data-Based and Collaborative Decision-Making. (pp. 133-146). Bethesda, MD: National Association of School Psychologists.
• Albers, C.A., Elliott, S.N., Kettler, R J., & Roach, A.T. (2013). Evaluating outcomes within problem-solving-based assessment. In R.Brown-Chidsey & K.J. Andren (Eds.), Assessment for intervention: A problem-solving approach (2nd ed.) (pp. 344-360). New York:Guilford Press
• Arno, S.L., Miller, S.E., Wade, K., Pinkelton, M.P., & Sloan, J. (2013) Things to consider when starting an inclusive post-secondary education program: Informational document for institutions of higher education to use when considering starting an inclusive post-secondary education program.
• Carboni, J. A., Roach, A. T., & Fredrick, L.D. (2013). Impact of mindfulness training on the behavior of elementary students with attention-deficit/hyperactive disorder. Research in Human Development, 10(3), 234-251.
• Cavin, J., & Harrell, A. (2013, November). Collaborating to support inclusion through the use of positive behavior supports. Poster presented at the 2013 Association of University Centers on Disabilities annual meeting, Washington DC.
• Eckhardt, C.I., Murphy, C.M., Whitaker, D.J., Sprunger, J., Samper, R., & Woodard, K. (2013). The effectiveness of intervention programs for perpetrators and victims of intimate partner violence, Partner Abuse, 4, 196-231.
• Elliott, S.N., Rodriguez, M.C., Roach, A.T., Beddow III, P.A., Kettler, R.J., & Kurz, A. (2013). Consortium for Modified Alternate Assessment Development and Implementation: Lessons Learned. In Thurlow, M. L., Lazarus, S. S., & Bechard, S. (Eds.). (2013). Lessons learned in federally funded projects that can improve the instruction and assessment of low performing students with disabilities. (pp. 167-204). Minneapolis, MN: National Center for Educational Outcomes.
• Fundrebunk, B., Chaffin, M., Bard, D., Bard, E., Shanley, J.R., Fortson, B., & Berliner, L. (September 2013). Use of technology to enhance Parent Child Interaction Therapy consultation and improve client outcomes. Parent Child Interaction Therapy International Convention. Boston, MA.
• Graybill, E., C., Varjas, K., Meyers, J., Greenberg, D., & Roach, A.T. (2013). Using a participatory culture-specific model to increase the effectiveness of social justice courses in school psychology. International Journal of School & Educational Psychology, 1(4), 2017-230.
• Guastaferro, K.M., Lutzker, J.R., Jabaley, J.J., Shanley, J.R., & Crimmins, D.B. (2013). Teaching young mothers to identify developmental milestones. International Journal of Child Health and Human Development. 6(2), 223-233.
• La Salle, T.P., Roach, A.T., & McGrath, D.C. (2013). The relationship of IEP quality to curricular access and academic achievement for students with disabilities. International Journal of Special Education, 28, (1).
• McDaniel, S., Albritton, K., & Roach, A.T. (2013). Highlighting the need for further response to intervention research in general education. Research in Higher Education, 20.
• Robins, D., (Chair)(2013, March). Critical issues in toddler screening for autism spectrum disorders. Symposium presented at the Southeastern Psychological Association 59th Annual Meeting, Atlanta, GA.
• Crimmins, D., Ala’i-Rosales, S., & Gerhardt, P.F. (2012). Afterword: Reflections on the convocation (pp. 287-296). In P. Gerhardt and D. Crimmins (Eds.), Social skills and adaptive behavior in learners with autism spectrum disorders: Current status and future directions. Baltimore, MD. Paul H. Brookes Publishing Company.
• Gaskin, E.H., Lutzker, J.R., Crimmins, D.B., & Robinson, L. (2012). Using a digital frame and pictorial information to enhance SafeCare parent-infant interactions module with a mother with intellectual disabilities. Journal of Mental Health Research in Intellectual Disabilities. 5 (2)
• Gerhardt, P.F., & Crimmins, D. (2012). Preface (pp. xv-xviii). In P. Gerhardt & D. Crimmins (Eds.), Social skills and adaptive behavior in learners with autism spectrum disorders: Current status and future directions. Baltimore: Paul H. Brookes
• Gerhardt, P.F., Crimmins, D. (2012). The middle school dance: A mother’s answer (pp.231). In P. Gerhardt & D. Crimmins (Eds.) Social skills and adaptive behavior in learners with autism spectrum disorders: Current status and future directions. Baltimore: Paul H. Brookes
• Khowaja, M., & Robins, D.L., (2012) Checklist for Autism in Toddlers (CHAT). In F. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders. New York: Springer.
• Boyle CL, Sanders MR, Lutzker JR, Prinz RJ, Shapiro C, & Whitaker DJ (2009). An analysis of training, generalization, and maintenance effects of primary care Triple P for parents of preschool-aged children with disruptive behavior. Child Psychiatry and Human Development, DOI 10.1007/s10578-009-0156-7.
• Jolivette, K., McCormick, K., McLaren, E., & Steed, E.A. (2009). Opportunities for young children to make choices in a model interdisciplinary and inclusive preschool classroom. Infants and Young Children, 22(4), 279-289.
• Farrell, A., & Crimmins, D. (Spring/Summer 2007). Coping with disaster: Helping children with cognitive disabilities. In Impact: Feature Issue on Disaster Preparedness and People with Intellectual and/or Developmental Disabilities, Institute on Community Integration, University of Minnesota.
• Crimmins, D., Farrell, A.F., Smith, P.W., & Bailey, A. (2007). Positive Strategies for Students with Behavior Problems. Baltimore: Brooks Publishing Co.
• Crimmins, D.B., & Farrell, A.F. (2006). Individualized behavioral supports at 15 years: It’s still lonely at the top. Research and Practice in Severe Disabilities, 31 (1), 31-45.
• Barger, B., et al. (2020, in progress). The impact of greenspace and greyspace on developmental concerns in typical children, children with autism and children with special healthcare needs.
• Barger, B., et al. (2020, in progress). The effects of greenspace on wellbeing in typical youth, youth with autism and children with special healthcare needs.
• Barger, B., et al. (2021, in press). Measuring greenspace effects on attention and stress in youth: A scoping review.Children, Youth and Environments, 31(1), xx-xx.
• Barger, B., Nava, N., & Salmon, A. (in revision). Predictive validity of a strengths and difficulty questionnaire in children with autism, developmental delays and other developmental disabilities. American Academy of Intellectual & Developmental Disabilities.
• Barger, B., Rice, C., Benevides, T., Crimmins, D., Salmon, A., & Sanchez, S. (2021, press). Are developmental screening and monitoring better together for early autism identification across race and ethnic groups? Journal of Autism and Developmental Disorders.
• Barger, B., Rice, C., & Roach, A. (2021, in press). Developmental screening and monitoring are associated with preschool special education receipt. Journal of Child and Family Studies.
• Barnett, J., Graybill, E., Barger, B., & Roach, A. (under review). Mental health awareness training: Trainee confidence in their ability to demonstrate skills. Advances in School Mental Health Promotion.
• Bialo, J., Roach, A.T., & Van Norman, E. (under review). Implementation of positive behavioral interventions and supports and disproportional disciplinary outcomes. Journal of Positive Behavior Interventions.
• Bracken, P. & Barger, B. (under review). How low can you go? Exploring subgroup size variance in complex survey data. Sage Methodology Compilation Book Chapter.
• Chodron, G., Barger, B. , Pizur-Barkenow, K., Viehwhig, S., & Puk-Ament, A. (under review). Impact of Watch Me! training on childcare professionals knowledge and attitudes about monitoring development to identify and refer for delay. Maternal and Child Health Journal.
• Crimmins, D., Heggs, A., & Wells, R. (in press). Epidemiology, Historical Changes. In E. Braaten (Ed.), The SAGE Encyclopedia of Intellectual and Developmental Disorders.
• Esch, R.C., Truscott, S., Graybill, E., Crenshaw, M., & Crimmins, D. (under review). Nothing about us without us: Stakeholder perspectives of cultural competence training in an interdisciplinary leadership training program. Journal of Health Care for the Poor and Underserved.
• Graybill, E., & Mautz, K. (in preparation) Using a participatory approach to organizational behavioral consultation in schools. Consulting Psychology Journal: Practice and Research.
• Graybill, E., & Varjas, K. (in press) A commitment to social justice: Professional and ethical issues from a multicultural perspective. In E. C. Lopez, S. G. Nahari, & S. L. Proctor (Eds.) The Handbook of Multicultural School Psychology: An Interdisciplinary Perspective (2nd Ed.). Routledge Press.
• Graybill, E., Cavin, J., & Crimmins, D. (in preparation). Using animated video modeling to increase social and communication skills. Beyond Behavior.
• Graybill, E., Vinoski, E., Strong, M., Varjas, K., & Meyers, J. (In Press). Examining the outcomes of students with disabilities in a bullying/victimization intervention. School Psychology Forum.
• Irby, L., Graybill, E., & White, C. (resubmit). American father perspectives of breastfeeding and how it affects breastfeeding rates. Journal of the Georgia Public Health Association.
• Johnson, C., Hartel, D., Kuehler, E., Zarnach, S., Aba, E., & Barger, B. (revised and resubmitted). The city in a forest: Environmental justice implications of Atlantas urban forest. Human Ecology Review.
• Jones, C., Graybill, E., Barger, B. , & Roach, A. (under review). Examining the predictive validity of behavior screeners across measures and respondents. School Mental Health.
• Kira, A. & Barger, B. (under review). The threshold non-linear model for the effects of cumulative stressors and traumas: A chained cusp catastrophe analysis. International Journal of Psychology.
• Kira, I., Barger, B., Shuwiekh, H., Kucharska, J. & Al-Huwailah, A. (under review). Cumulative stressors and traumas and suicide: A non-linear cusp dynamic systems model. Suicide and Life-Threatening Behavior.
• Kurz, A., Elliott, S.N., & Roach, A.T. (in press). Addressing the missing instructional data problem: Using an online measure of opportunity to learn to document Tier 1 instruction. Remedial and Special Education.
• Moore, D., Baggett, K., & Barger, B. (under revision). Measuring parent mediated support of social communication among toddlers with autism: A systematic review. Topics in Early Childhood Special Education.
• Roach, A., Barger, B., & Graybill, E. (revise resubmit). The Factor Structure of the Strengths and Difficulties Questionnaire. Journal of Psychoeducational Assessment.
• Roach A.T., & Bialo, J. (In press). Alignment. In B. Frey (Ed.), The Sage Encyclopedia of Research, Measurement, and Evaluation. Thousand Oaks, CA: Sage
• Salmon, A., Barger, B., Graybill, E., & Roach, A. (under revision). Examining the predictive validity of the Strengths and Difficulties Questionnaire using office discipline referrals. Journal of School Psychology.
• Smith, J., Graybill, E. C., Quinn, A., Varjas, K., Meyers, J., & Watson, L. B. (under review). An inside look at gay-straight alliances: From the perspective of gay-straight alliance advisors. Professional School Counseling.
• Talapatra, D., Roach, A.T., Varjas, K., Houchins, D.E. & Crimmins, D.B. (under review). Students with intellectual disabilities: Increasing school psychologists roles. Contemporary School Psychology.
• Talapatra, D., Roach, A.T., Varjas, K., Houchins, D.E. & Crimmins, D.B. (under review). Transition services for students with intellectual disabilities: School psychologists perceptions and experiences. Journal of Applied School Psychology.
• Wells, R., Barger, B., Rice, C., & Crimmins, D.B. (under revision). Medical home associated with reduced likelihood of early intervention receipt. Academic Pediatrics.
• Wells, R., Bracken, P., Barger, B. , Rice, C., & Crimmins, D. (under revision). Medical home associated with reduced likelihood of early intervention receipt. Disability and Health.
• Wiggins, L., Rubenstein, E., Windham, G., Barger, B., et al. (under review). Do sex based differences in preschool development influence early identification of children with autism spectrum disorder? Child Development.
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