Scholar Publications

Banerjee, R., Movahedazarhouligh, S., Millen, K., & Luckner, J. L. (2018). Building Evidence in Early Childhood Special Education: A Systematic Review of Replication Intervention Studies. Topics in Early Childhood Special Education, 37(4), 246-256.

Bock, S. J., Borders, C., & Probst, K. (2016). Inclusion for students with autism spectrum disorders. In J. P. Bakken & F. E. Obiakor (Series Eds.), Advances in Special Education: Volume 32. General and Special Education Inclusion in an Age of Change.

Borders, C. M., Bock, S. J., & Probst, K. M. (2016). A review of interventions and service provision for deaf/hard of hearing students with autism. Deafness and Education International. doi:10.1080/14643154.2016.1255416

Borders, C. M., Bock, S. J., Gardiner-Walsh, S., Giese, K., & Probst, K. (2018). Interventions for students who are deaf/hard of hearing. In J. P. Bakken & F. E. Obiakor (Series Eds.), Advances in special education: Volume 33. Viewpoints on interventions for learners with disabilities. Bradford, UK: Emerald Group. 

Borders, C.M., Herman, M., Probst, K., & Turner, M. (2015).  Roles of various professionals related to the education of deaf/hard of hearing students.  In Obiakor, F.E. & Bakken,  J. P. (Eds.), Interdisciplinary Connections to Special Education.  United Kingdom:   Emerald Publishing Group Limited.

Bruce, S. M., Nelson, C., Perez, A., Stutzman, B., & Barnhill, B. (2016). The state of research on communication and literacy in deafblindness. American Annals of the Deaf, 161(4), 424-443.

Enns, C., & Hallenbeck, T. (2016).  What does the research say?  A resource  for families with children who are Deaf/Hard of Hearing. The University of Manitioba: Winnipeg, MB.

Fast, D. (2017). Higher education doesn’t always mean, “back-to-school”: CEC conference 2016. Visual Impairment and Deafblind Education Quarterly, 62(1), 25-28.

Flannery, A., Mason, P., Dunagan, J. (2016).  Building and maintaining connection: Supporting transition a rural state. Odyssey Magazine, 17.18-21.

Giese, K. (2018). Cued speech: An opportunity worth recognizing.  Odyssey: New Directions in Deaf Education, 19, 54-58.  Retrieved from  

Hasko, J.  (2018). Visual attention in the early childhood classroom. [eBulletin]. Retrieved from

Hayes, H, & Krauss, C. J. (2016). Early literacy skills in children who are deaf or hard of hearing: Building a solid foundation for later success. Volta Voices, 23, 24-27.

Holcomb, L.  (2016). Disabling pedagogy: Power, politics, and deaf education. [Book review]. American Annals of the Deaf, 161(3).

Holcomb, L. (2018). Harnessing social media as a tool of empowerment and change. In T. K. Holcomb & D. Smith (Eds.), Deaf Eyes on Interpreting   Washington, DC: Gallaudet University Press.

Hutter, K., & Pagliaro, C., (2016). Is the interpreter in your child’s education an educational interpreter?  The Endeavor, 29-33.

Lawyer, G. (2017). Review of: DisCrit—Disability Studies and Critical Race Theory in Education. David J. Connor, Beth A. Ferri, and Subini A. Annamma,(Eds.). New York: NY: Teachers College Press, 2016, 279 pp., $44.95 (paperback).

Luckner, J. L., & Dorn, B. (2017). Job Satisfaction of Teachers of Students who are Deaf or Hard of Hearing. The Journal of Deaf Studies and Deaf Education, 22(3), 336-345..

Pilewskie, A. (2017, July 18). Re-Imagining health care for the 21st century: with value and access for all? [Web log post]. Retrieved from https://www.visionaware.org/blog/visionaware-blog/re-imagining-health-care-for-the-21st-century-with-value-and-access-for-all/12

Pilewskie, A. (2017). A Discussion about the Evolving Roles of Teachers of Students with Visual Impairments. Journal of Visual Impairment & Blindness (Online), 111(3), 294-298.

Probst, K.M. & Borders, C. M. (2017). Comorbid Deafblindness and Autism Spectrum Disorder—Characteristics, Differential Diagnosis, and Possible Interventions. Review Journal of Autism and Developmental Disorders, 4(2), 95-117.

Probst, K. M., Borders, C., & Bock, S. J. (2016). Education for students with deafblindness in the United States. DBI Review. 57, 18-24.

Probst, K.M., & Kyei-Blankson, L. (2017). Familiarity, Use and Perceived Effectiveness of Evidence Based Practices Among Teachers of Students with Visual Impairment and other Comorbid Conditions. International Journal of School and Cognitive Psychology. 4(2), 1-10.

Probst, K. M., & Walker, V. L. (2017). Using the System of Least Prompts to Teach Personal Hygiene Skills to a High School Student with Comorbid Visual Impairment and Autism Spectrum Disorder. Journal of Visual Impairment & Blindness (Online), 111(6).

Rhoads, C., Fast, D., & Travers, H. (2017). An initiative to refine the characteristics and roles of teachers of students with visual impairments. Journal of Visual Impairment and Blindness, 111, 298-301.

Schles, R. A. & Robertson, R. (2017). The role of performance feedback and implementation of evidence based practices for preservice special education teachers and student outcomes: A review of the literature.  Teacher Education and Special Education. Online First. doi.org/10.1177/088840641773657

Trussell, J. W., Dunagan, J., Kane, J., & Cascioli, T. (2017). The Effects of Interactive Storybook Reading With Preschoolers Who Are Deaf and Hard-of-Hearing. Topics in Early Childhood Special Education, 37(3), 147-163.

Tsinajinie, G. (2017).  Peanut butter and jelly: A journey of interconnectedness.  Visual Impairment and Deafblind Education Quarterly, 62(1), 39-41.