1997 - 2023 (arranged chronologically)
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1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
References
2023
Cummings, P., and Clayton, S. "Integrating 24-Hour Postural Care into your Therapeutic Positioning Practice". Presented at the 2023 International Seating Symposium. Pittsburgh, PA.
Dague, B., Suter, J. C.; Salisbury, J. M. H.; Masterson, J.; Bascom, J. (2023). Supported Employment in Vermont [Data Brief]. Burlington, VT: Center on Disability and Community Inclusion, University of Vermont.
Miao, A. F., Homan, A.C., & Suter, J. Accessibility: It’s a work in progress! A conversation about putting our commitments into action. Panel presentation at the Association of University Centers on Disabilities 2023 Conference “Emerging Leaders: Shaping the Future,” Washington, DC, USA.
Shor, M. "Community Partners in Autism Research: Lessons Learned from a Community Engagement Forum on Developing Autism Research Partnership". Poster presentation at the Association of University Centers on Disabilities 2023 Conference “Emerging Leaders: Shaping the Future,” Washington, DC, USA.
Suter, J. "Supported Employment in Vermont is Competitive and Integrated". Poster presentation at the Association of University Centers on Disabilities 2023 Conference “Emerging Leaders: Shaping the Future,” Washington, DC, USA.
2022
Miao, A. F. "Show Me the Disability Data! An ongoing conversation about the questions we ask."Poster presentation at the Association of University Centers on Disabilities 2022 Conference. Washington, DC, USA.
Suter, J. "The Vermonter Poll". Poster presentation at the Association of University Centers on Disabilities 2022 Conference. Washington, DC, USA.
2021
Giangreco, M. F. (2021). Maslow's hammer: Teacher assistant research and inclusive practices at a crossroads. European Journal of Special Needs Education, 36(2), 278-293. DOI: 10.1080/08856257.2021.1901377
Haines, S. J., Giangreco, M. F., Shepherd, K. G., Suter, J. C., & Moore, M. (2021). Examination and redesign of inclusive special education service delivery in a rural school. Rural Special Education Quarterly, 41(1), 25-38. DOI: 10.1177%2F87568705211052497
Olson, J. R., Benjamin, P. H., Azman, A. A., Kellogg, M. A., Pullmann, M. D., Suter, J. C., & Bruns, E. J. (2021). Systematic review and meta-analysis: Effectiveness of Wraparound care coordination for children and adolescents. Journal of the American Academy of Child & Adolescent Psychiatry, 60(11), 1353-1366. https://doi.org/10.1016/j.jaac.2021.02.022
Salisbury, J. M. H. (2021). Client-Centered Therapy versus Rational Emotive Behavior Therapy: Applications in Adjustment-to-Blindness Training. Journal of Blindness Innovation & Research, 11(1). http://dx.doi/10.5241/11-196
2020
Strolin-Goltzman, J., Breslend, N., Hemenway Deaver, A., Wood, V., Woodside-Jiron, H., & Krompf, A. (2020). Moving beyond self-care: Exploring the protective influence of interprofessional collaboration, leadership, and competency on secondary traumatic stress. Traumatology. Advance online publication. DOI: 10.1037/trm0000244
2019
Chopra, R. V., & Giangreco, M. F. (2019). Effective use of teacher assistants in inclusive classrooms. In M. Schuelka, C. Johnstone, G. Thomas, & A. Artiles (Eds.), The SAGE handbook on inclusion and diversity in education (pp. 193-207). Sage. DOI: 10.4135/9781526470430.n18
Leake, R., Wood, V. F., Bussey, M., & Strolin-Goltzman, J. (2019). Factors influencing caregiver strain among foster, kin, and adoptive parents. Journal of Public Child Welfare, 13(3), 285 - 306. DOI: 10.1080/15548732.2019.1603131
Suter, J. C., Giangreco, M. F., & Bruhl, S. A. D. (2019). Special education personnel absences in inclusion-oriented schools: Implications for building effective service delivery models. Remedial and Special Education. Advance online publication. DOI: 10.1177/0741932519865617
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2018
Hurley, J. J., Looby, W., Goodrum, A. R., Campbell, E. M., Bonti, G. K., Raymon, B. A., Condon, R., Schwaeber, S. E., Mauceri, M. E., Bourne, E. M., Callahan, E. D., Hardy, D. L. & Mathews, P. (2018). Early intervention for families and children experiencing homelessness. Infants and Young Children, 31 (1), 20-36. https://doi.org/10.1097/IYC.0000000000000107
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2017
Hurley, J. J., Clark, D. W., Fonseca-Foster, K. A., Casey, E., & Warren, R. (2017). Collaboration during IEP and IFSP meetings in a refugee resettlement community: Lessons from cultural liaisons. Multiple Voices: For Ethnically Diverse Exceptional Learners, 17 (2), 1-11.
2016
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2015
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Giangreco, M. F. & Suter, J. C. (2015). Precarious or purposeful? Proactively building inclusive special education service delivery on solid ground. Inclusion, 3(3), 112-131. doi: 10.1352/2326-6988-3.3.112
2014
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Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2014). Teacher assistants in inclusive classrooms. In L. Florian (Ed.), The SAGE handbook of special education (2nd ed., pp. 691-702). London: Sage.
2013
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Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37(2), 93-106. doi: 10.1017/jse.2013.1.
Giangreco, M. F. & Hoza, B. (August 2013). Are paraprofessional supports helpful? Attention, 20,(4), 22-25.
Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education.47 121-132. doi: 10.1177/0022466911419015
2012
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Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Constructively responding to requests for paraprofessionals: We keep asking the wrong questions. Remedial and Special Education, 33(6), 362-373. doi: 10.1177/0741932511413472
2011
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Giangreco, M. F., Broer, S. M., & Suter, J. C. (2011). Guidelines for selecting alternatives to overreliance on paraprofessionals: Field-testing in inclusion-oriented schools. Remedial and Special Education, 32(1), 22-38. doi: 10.1177/0741932509355951
2010
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Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual & Developmental Disabilities, 48(1), 1-13. DOI: 10.1352/1934-9556-48.1.1
Giangreco, M. F. (2010). Utilization of teacher assistants in inclusive schools: Is it the kind of help that helping is all about? European Journal of Special Needs Education, 25(4), 341 - 345. doi: 10.1080/08856257.2010.513537
Giangreco, M. F., Carter, E. W., Doyle, M. B., & Suter, J. C. (2010). Supporting students with disabilities in inclusive classrooms: Personnel and peers. In R. Rose (Ed.), Confronting obstacles to inclusion: International responses to developing inclusive schools (pp. 247-263). Abingdon, Oxfordshire, UK: Routledge.
Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation, 20, 41-57. DOI: 10.1080/10474410903535356
2009
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Giangreco, M. F. (2009). Critical issues brief: Concerns about the proliferation of one-to-one paraprofessionals. Arlington, VA: Council for Exceptional Children, Division on Autism and Developmental Disabilities.
Giangreco, M. F., Hurley, S. M., & Suter, J.C. (2009). Personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 47(1), 53-56. Correction published 2010, 48(1), ii.
Suter, J. C., & Giangreco, M. F. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. Journal of Special Education, 43(2), 81-93. doi: 10.1177/0022466907313353
2008
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2007
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Giangreco, M.F., Broer, S.M. (2007). School-based screening to determine overreliance on paraprofessionals. Focus on Autism and Other Developmental Disabilities, 22(3), 149-158.
Giangreco, M.F., & Doyle, M.B. (2007). Teacher assistants in inclusive schools. In L. Florian (Ed.), The SAGE handbook of special education (pp. 429-439). London: Sage.
2006
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Giangreco, M.F., Smith, C.S., & Pinckney, E. (2006). Addressing the paraprofessional dilemma in an inclusive school: A program description. Research and Practice for Persons with Severe Disabilities, 31(3). 215-229.
2005
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Giangreco, M.F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). "Be careful what you wish for…": Five reasons to be concerned about the assignment of individual paraprofessionals. TEACHING Exceptional Children, 37(5), 28-34.
Giangreco, M. F. & Broer, S. M. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and Other Developmental Disabilities, 20(1), 10-26.
2004
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Giangreco, M.F., & Doyle, M.B. (2004). Directing paraprofessional work. In C. Kennedy & E. Horn (Eds.), Including students with severe disabilities, (pp. 185-204). Boston: Allyn & Bacon.
Giangreco, M.F., Halvorsen, A., Doyle, M.B., & Broer, S.M. (2004). Alternatives to overreliance on paraprofessionals in inclusive schools. Journal of Special Education Leadership, 17(2), 82-90.
2003
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Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50-53.
Giangreco, M.F., Backus, L., CichoskiKelly, E., Sherman, P., & Mavropoulos, Y. (2003). Paraeducator training materials to facilitate inclusive education: Initial field-test data. Rural Special Education Quarterly, 22(1), 17-27.
Giangreco, M.F., & Broer, S.M. (March/April 2003). The paraprofessional conundrum: Why we need alternative support strategies. TASH Connections Newsletter, 29(3/4), 22-23.
Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2003). Schoolwide planning to improve paraeducator supports. Exceptional Children, 70(1), 63-79.
2002
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Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2002). Schoolwide planning to improve paraeducator supports: A pilot study. Rural Special Education Quarterly, 21(1), 3-15.
Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2002). "That was then, this is now!" Paraprofessional supports for students with disabilities in general education classrooms. Exceptionality, 10(1), 47-64.
Giangreco, M.F. & Doyle, M.B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance, and band-aids. Focus on Exceptional Children, 34 (7), 1-12.
2001
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Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2001). Teacher engagement with students with disabilities: Differences based on paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26, 75-86.
Giangreco, M.F., Edelman, S.W., & Broer, S.M. (2001). Respect, appreciation, and acknowledgement of paraprofessionals who support students with disabilities. Exceptional Children, 67, 485-498.
Giangreco, M.F., Edelman, S.W., Broer, S.M., & Doyle, M.B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68, 45-63.
2000
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1999
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Giangreco, M. F., Broer S. M., & Edelman, S. W. (1999). The tip of the iceberg: Determining whether paraprofessional support is needed for students with disabilities in general education settings. Journal of the Association for Persons with Severe Handicaps, 24(4), 281-291.
Giangreco, M.F., CichoskiKelly, E., Backus, L., Edelman, S., Broer, S., CichoskiKelly, C., & Spinney, P. (1999, March). Developing a shared understanding: Paraeducator supports for students with disabilities in general education. TASH Newsletter, 25(1), 21-23.
1998
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1997
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Giangreco, M.F., Edelman, S., Luiselli, T.E., & MacFarland, S.Z.C. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7-18.
