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Supporting Student Mental Health Needs: Teacher Perspectives and Classroom Interventions in Secondary Education
By Kate Simmons, Department of Special Education, Auburn University Montgomery Issue: Fall 2026 DOI: 10.64546/jaasep.598 Abstract In recent years, there has been an influx of...
Autism Spectrum Disorder Professional Development and Self-Efficacy of Special Education Teachers
By Elena Ghionis, School of Education and Graduate Studies, Converse University Issue: Fall 2026 DOI: 10.64546/jaasep.677 Autism spectrum disorder (ASD) is a neurodevelopmental disability with...
Factors Supporting Retention of Early Childhood Special Educators: A Qualitative Thematic Analysis
By Aaron Deris, Minnesota State University, Mankato; Cynthia DiCarlo, Louisiana State University Issue: Fall 2026 DOI: 10.64546/jaasep.612 Retention of early childhood special educators is critical...
Linking Assessment and Trauma-Informed Intervention in Preschool: Exploring the Implementation of Rebound & Recovery
By Tai Cole, Stoops Center for Communities, Families, and Children, Florida State University; Chelsea Morris, Department of Individual, Family, and Community Education, University of New...
The Power of the Paraprofessional: Investigating Self-Efficacy and the Importance of Ongoing Professional Development
By April Hill, School of Education, Leadership, and Public Service, Northern Michigan University; Maria B. Peterson, University of Cincinnati; Randa G. Kelly, Texas Woman's University;...
Evaluation of Special Education Teacher Candidates through Direct Observations and Self-Report
By Karena Cooper-Duffy, Western Carolina University; David L. Westling, Western Carolina University; Larry B. Fisher, Western Carolina University; Alexandra Mathis, Western Carolina University; Kelly R....
A Systematic Review of Assistive Technology Use and Literacy Proficiency in Students with ADHD
By Tofunmi Babalola, Department of Special Education, University of Nevada Las Vegas Issue: Fall 2026 DOI: 10.64546/jaasep.672 Assistive technology (AT) refers to any tool or...
Effectiveness and Quality of Practitioner Journals on Preservice Teacher Knowledge Growth About the Special Education High-Leverage Practice Instructional Feedback
By Allie Boquet, Louisiana State University; Renée Lastrapes, University of Texas Health Science Center, San Antonio; Paul Mooney, Louisiana State University Issue: Fall 2026 DOI:...
Teacher Candidates’ Perceptions of digiCOACH: Technology-Enhanced Coaching in Special Education Teacher Preparation
By Shannon Sparks, California State University, San Bernardino; D.L Cote, California State University, Fullerton; Mawhorter B., digiCOACH; K. Beckham, digiCOACH; M. Dexter, digiCOACH Issue: Fall...
Ohio PROMISE: A Statewide System to Prepare Adults for the Needs of Children
By Wendy Grove, Ohio PROMISE, Ohio Department of Children and Youth, Columbus, Ohio; Kathy Lawton, Franklin County Board of Developmental Disabilities, Columbus, Ohio; Troy Hunter,...
Increasing Parent and Student Engagement in the Individualized Education Program Process for Secondary Students Transitioning to Adulthood
By Sarah Shell Ayala, Lutrill and Pearl Payne School of Education, Louisiana State University; Allie Boquet, Lutrill and Pearl Payne School of Education, Louisiana State...
From IFSP to IEP: Promoting Equitable Early Childhood Transitions in New Mexico
By Candi Running Bear, Department of Special Education, University of New Mexico; Yen K. Pham, Department of Special Education, University of New Mexico; Glenabah Martinez,...
H-U-G-S: A Simple Framework for Social-Emotional Learning During Daily Routines
By Sarah Sexton, Family, Infant, and Preschool Program, North Carolina Department of Health and Human Services; Frances Davis, Posthumously Issue: Special Issue 2026 DOI: 10.64546/jaasep.665...
Exploring Behavioral Continuums in Early Childhood and Special Education Settings
By Michela Carattini - Mays, School of Education, Southwest Minnesota State University; Joseph Morgan, Department of Multilingual, Early Childhood, and Special Education, University of Nevada...
The Forgotten Path: Facility Partner Perceptions on Youth Transitions from a Residential Treatment Facility School to Neighborhood Schools
By Kimberly P. Odom, School of Education, University of Southern Mississippi; Kristine Jolivette, College of Education, University of Alabama; Stephanie Anne Shelton, School of Education,...
Transitioning from High School Special Education to College: Aligning Programs with Policies and Expectations
By Brianna N. Sutton, Illinois Guardianship and Advocacy Commission Issue: Spring/Summer 2026 DOI: 10.64546/jaasep.644 Students with disabilities receiving special education in high school are required...
Teacher Salaries and Graduation Rates: Correlations Across U.S. States and Demographics
By Melissa Beck Wells, SUNY Empire State University Issue: Spring/Summer 2026 DOI: 10.64546/jaasep.643 Teacher salaries have been widely discussed in educational policy, often with the...
COVID-19’s Impact on the Education of Students with Disabilities: Multiple Perspectives
By Marcia L. Montague, Department of Educational Psychology, Texas A&M University; Elizabeth Ducy, Department of Special Education, Sonoma State University; Sungyoon Lee, Department of Elementary...
Another Form of Our Clinical Work: Exploring the Collaborative Experiences of School-based Speech-language Pathologists
By Imani O. Evans, Department of Speech-Language Pathology, Thomas Jefferson University; Christine M. Spence, Department of Counseling and Special Education, Virginia Commonwealth University; LaRon A....
A Practitioner’s Guide to Creating Multimedia Simulated Instruction for Students with Intellectual Disability
By Chelsey Simmons, Coastal Carolina University; Nicole Uphold, Coastal Carolina University; Sharon Richter, University of North Carolina Wilmington Issue: Spring/Summer 2026 DOI: 10.64546/jaasep.640 Special education...