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Terhi Vessonen, Airi Hakkarainen, Eija Väisänen, Anu Laine, Pirjo Aunio & Joseph Calvin Gagnon. (2021) Differential Effects of Virtual and Concrete Manipulatives in a Fraction Intervention on Fourth and Fifth Grade Students’ Fraction Skills. Investigations in Mathematics Learning 13:4, pages 323-337.
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Peter M. Nelson, Ethan R. Van Norman & Stacey K. Lackner. (2016) A Comparison of Methods to Screen Middle School Students for Reading and Math Difficulties. School Psychology Review 45:3, pages 327-342.
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Petrus J. de Vries, Tosca-Marie Heunis, Stephanie Vanclooster, Nola Chambers, Stacey Bissell, Anna W. Byars, Jennifer Flinn, Tanjala T. Gipson, Agnies M. van Eeghen, Robert Waltereit, Jamie K. Capal, Sebastián Cukier, Peter E. Davis, Catherine Smith, J. Chris Kingswood, Eva Schoeters, Shoba Srivastava, Megumi Takei, Sugnet Gardner-Lubbe, Aubrey J. Kumm, Darcy A. Krueger, Mustafa Sahin, Liesbeth De Waele & Anna C. Jansen. (2023) International consensus recommendations for the identification and treatment of tuberous sclerosis complex-associated neuropsychiatric disorders (TAND). Journal of Neurodevelopmental Disorders 15:1.
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Soyoung Park & Gena Nelson. (2022) The quality of outcome measure reporting in early numeracy intervention studies. Psychology in the Schools 59:9, pages 1721-1736.
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Karen L. Gischlar, Milena Keller-Margulis & Erin L. Faith. (2018) Ten Years of Response to Intervention: Trends in the School Psychology Literature. Contemporary School Psychology 23:3, pages 201-210.
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H. Rutherford Turnbull, Ann P. Turnbull & David H. Cooper. (2017)
The Supreme Court,
Endrew
, and the Appropriate Education of Students With Disabilities
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