PUBLISHED WORK

Published

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Brock, M. E., Barczak, M. A., & Dueker, S. A. (2020). Effects of Delayed Video-Based Feedback and Observing Feedback on Paraprofessional Implementation of Evidence-Based Practices for Students With Severe Disabilities. Focus on Autism and Other Developmental Disabilities, 1088357620902492.

 

Brock, M. E., Barczak, M. A., & Dueker, S. A. (2020). A Randomized Evaluation of Group Training for Paraprofessionals to Implement Systematic Instruction Strategies with Students with Severe Disabilities. Teacher Education and Special Education. 0888406420923769

 

Brock, M. E., Dynia, J. M., Dueker, S. A., & Barczak, M. A. (2020). Teacher-reported priorities and practices for students with autism: characterizing the research-to-practice gap. Focus on Autism and Other Developmental Disabilities, 35(2), 67-78.

 

Cannella-Malone, H. I., Dueker, S. A., Barczak, M. A., & Brock, M. E. (2019). Teaching academic skills to students with significant intellectual disabilities: A systematic review of the single-case design literature. Journal of Intellectual Disabilities, 1744629519895387.

 

Dueker, S. A. and Cannella-Malone, H. I. (2019) Teaching Addition to Learners with Moderate Using Video Prompting. Journal of Special Education Apprenticeship. 8(2). 1-20.

 

Brock, M. E., Dueker, S. A., & Barczak, M. A. (2018). Brief Report: Improving social outcomes for students with autism at recess through peer-mediated pivotal response training. Journal of Autism and Developmental Disorders. 48(6). 2224-2230. DOI:10.1007/s10803-017-3435-3

 

Seaman, R. L., Cannella-Malone, H. I., & Brock, M. E., Dueker, S. A. (2018). Efficacy of paraprofessional-implemented video prompting to teach vocational skills to students with autism spectrum disorder. Career Development and Transition for Exceptional Individuals. 41(2). 68-76. DOI:10.1177/2165143417708191.

 

Brock, M. E., Cannella-Malone, H. I., Seaman, R. L., Andzik, N. R., Schaefer, J. M., Page., E. J., Barczak, M., & Dueker, S. A. (2017). Findings across practitioner training studies in special education: A comprehensive review and meta-analysis. Exceptional Children. 84(1). 7-26. DOI:10.1177/0014402917698008.

 

Dueker, S., Hawk, N., Nelson, J. L., Nelson, M. J., Walterbusch, T., & Wargelin, L. A. (Eds.). Aras, A., Ayoub, S. S., Bhaktha, N., Brady, A. C., Bussell, K., Dueker, S., Hall, S., Ham, M., Hawk, N., Jenkins, B. R., Kearney, R. C., Kim, Y., Kulesza, A. E., Kuznetcova, I., Lo, M., Mayo, J. W., Mulyadin, T., Nelson, J. L., Nelson, M. J., Paulson, J. L., Rivera, M. D., Robinson, S., Shi, Y., Tiba, E., Tornwall, J., Van Jura, M. J., Walterbusch, T., Wargelin, L. A., & Zhao, K. (2017). Educational inequality in Ohio, 2016-17 (Research Methodology Center White Paper No. 1). Retrieved from https://rmc.ehe.osu.edu/files/2015/10/EHE-RMC-White-Paper-001_Educational-inequality-in-Ohio_March17.pdf

 

In Press

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Dueker, S. A. and Day, J. M. (2020) Teaching Pre-requisite Math Skills to Learners with Moderate Disabilities Using Video Modeling. Manuscript accepted for publication in Psychology in the Schools.

 

Submitted

 

Brock, M. E., Barczak, M. A., Dueker, S. A., & Seaman, R. L. (2019). Training paraprofessionals in a group context: A pilot feasibility study. Manuscript submitted for publication to Professional Development and Education.

 

In Preparation

 

Dueker, S. A. and Day, J. M. (2019) Using technology to teach mathematics skills to learners with disabilities: A review of the literature. Manuscript in preparation.

 

Dueker, S. A. and Cannella-Malone, H. I. (2018) Comparing Video Prompting Against Most-to-Least Prompting to Teach Two Personal Care Skills. Manuscript in preparation.

 

Dueker, S. A. (2018) Using Technology to Teach Academics to Students with Moderate to Profound Disabilities: A Literature Review. Manuscript in preparation.

 

Dueker, S. A. (2018) Creating Independent Learners by Fading Video Prompts: A Practitioner’s Guide. Manuscript in preparation.