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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...
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 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,...
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...
The Effectiveness of Self-Management Interventions on the Nonacademic Behaviors of Students with Emotional Disturbance: A Review of the Literature
By Jessica P. Hubbard, The University of Memphis; James N. Meindl, The University of Memphis; Laura B. Casey, The University of Memphis; Diana Delgado, The...
Special education and trauma: Are we correctly identifying our students?
By Gretchen A. Bagley, Marshall University Issue: Fall 2025 DOI: 10.64546/jaasep.586 Students with special needs are often placed in specific settings to allow them to...
Precorrection for Youth with EBD in Alternative Education Settings: Implementation Suggestions
By Ashley S. Virgin, Athens State University; Kristine Jolivette, The University of Alabama; Sara Sanders, The University of Alabama; Robin Parks Ennis, The University of...
Initial Validation Study of a Scale for Itinerant Vision Professionals to Determine Workload
By Rona L. Pogrund, Texas Tech University; Beth Jones, Texas A&M Commerce University; Maria Carlson, Texas A&M Commerce University Issue: Spring/Summer 2025 DOI: 10.64546/jaasep.581 According...
Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury
By Susan C. Davies, University of Dayton; Melissa A. McCart, University of Oregon; Rollen C. Fowler, Liberty University; Sara Timms, Columbus City Schools; Brenda L....
Do Analytical Thinking and Creativity Differ Between Gifted and Non-Gifted Students?
By Sümeyye Arkan, Zonguldak Bülent Ecevit University; Mustafa Serdar Köksal, Hacettepe University Issue: Winter 2025 DOI: 10.64546/jaasep.566 Cognitive capacity is a significant characteristic and psychometric...
Evaluation of Project Stage of a Gifted Program in Terms of Perceptions regarding Collaborative Problem-Solving Experiences: A Novice-Experienced Study
By Merve Çevik; Mustafa Serdar Koksal Issue: Fall 2024 DOI: 10.64546/jaasep.563 Unlike other individual student skills, the Collaborative Problem Solving (CPS) skill is required to...
Levels of Telepractice Being Used By Speech-Language Pathologists Before and During the COVID-19 Pandemic in Oklahoma and Texas K-12 Schools
By Lacey Kerr, Northeastern State University; Sallie Ruskoski, Northeastern State University Issue: Fall 2024 DOI: 10.64546/jaasep.561 Selecting an effective service delivery option for students with...
Designing Appropriate Small Group Intensive Instruction within an MTSS for Students with Low Incidence Disabilities
By Timothy E. Morse, University of West Florida Issue: Spring/Summer 2023 DOI: 10.64546/jaasep.522 For the past two decades, the presentation of effective, remedial instruction to...
Strategies and Challenges to Teaching Students with Special Needs During a Pandemic
By Sarana Eyire Roberts, California State University, Bakersfield; Yeunjoo Lee, California State University, Bakersfield Issue: Winter 2023 DOI: 10.64546/jaasep.514 In Spring 2020, the COVID-19 pandemic...
Creating Trauma-Informed Spaces for Youth in Residential Programs
By Aimee J. Hackney, University of Alabama; Nina R. Graham, University of Alabama; Kristine Jolivette, University of Alabama; Sara Sanders, University of Alabama Issue: Winter...
Preview-View-Review: Increasing Academic Access for Students with Severe Disabilities who are English Learners
By Dolores Williamson, Clark County School District; Tracy Spies, University of Nevada, Las Vegas; Kyle Higgins, University of Nevada, Las Vegas; Shannon Sparks, California State...
Individualized Rating Scales of Engagement during Group Exercise Activities for Children with Multiple and Severe Disabilities: A Process Description and Case Series
By Eydie Kendall, Plymouth State University; Karren Streagle, Idaho State Department of Education; Tania Helbert, Idaho State University Issue: Spring/Summer 2022 DOI: 10.64546/jaasep.495 Educators have...
“I’m not Prepared”: Experiences of Professionals Working with Students with Disabilities and Co-occurring Mental Health Disorders
By Megan Fujita, George Mason University; Grace L. Francis, George Mason University; Jodi Duke, George Mason University Issue: Spring/Summer 2022 DOI: 10.64546/jaasep.488 The impact of...
Enhancing Conversational Skills among College Students with Intellectual Disabilities within Naturalistic Settings
By Jason Robinson, University of Northern Colorado; Tracy Gershwin, University of Northern Colorado; Michelle Athanasiou, University of Northern Colorado; Dina London, University of Northern Colorado...