1997<\/a> 1998<\/a> 1999<\/a> 2000<\/a> 2001<\/a> 2002<\/a> 2003<\/a> 2004<\/a> 2005<\/a> 2006<\/a> 2007<\/a> 2008<\/a> 2009<\/a> 2010<\/a> <\/p>\n\n\n\n 2011<\/a> 2012<\/a> 2013<\/a> 2014<\/a> 2015<\/a> 2016<\/a> 2017<\/a> 2018<\/a> 2019<\/a> 2020<\/a> 2021<\/a> 2022<\/a> 2023<\/a><\/p>\n\n\n\n Cummings, P., and Clayton, S. \u201cIntegrating 24-Hour Postural Care into your Therapeutic Positioning Practice\u201d. Presented at the 2023 International Seating Symposium. Pittsburgh, PA.<\/p>\n\n\n\n Dague, B., Suter, J. C.; Salisbury, J. M. H.; Masterson, J.; Bascom, J. (2023). Supported Employment in Vermont<\/a> [Data Brief]. Burlington, VT: Center on Disability and Community Inclusion, University of Vermont.<\/p>\n\n\n\n Miao, A. F., Homan, A.C., & Suter, J. Accessibility: It\u2019s a work in progress! <\/a>A conversation about putting our commitments into action. Panel presentation at the Association of University Centers on Disabilities 2023 Conference \u201cEmerging Leaders: Shaping the Future,\u201d Washington, DC, USA.<\/p>\n\n\n\n Shor, M. \u201cCommunity Partners in Autism Research: Lessons Learned from a Community Engagement Forum on Developing Autism Research Partnership\u201d.<\/a> Poster presentation at the Association of University Centers on Disabilities 2023 Conference \u201cEmerging Leaders: Shaping the Future,\u201d Washington, DC, USA.<\/p>\n\n\n\n Suter, J. \u201cSupported Employment in Vermont is Competitive and Integrated\u201d<\/a>. Poster presentation at the Association of University Centers on Disabilities 2023 Conference \u201cEmerging Leaders: Shaping the Future,\u201d Washington, DC, USA.<\/p>\n\n\n\n Miao, A. F. \u201cShow Me the Disability Data!<\/a> An ongoing conversation about the questions we ask.\u201dPoster presentation at the Association of University Centers on Disabilities 2022 Conference. Washington, DC, USA.<\/p>\n\n\n\n Suter, J. \u201cThe Vermonter Poll\u201d.<\/a> Poster presentation at the Association of University Centers on Disabilities 2022 Conference. Washington, DC, USA.<\/p>\n\n\n\n Giangreco, M. F. (2021). Maslow\u2019s hammer: Teacher assistant research and inclusive practices at a crossroads. European Journal of Special Needs Education<\/em>, 36(2), 278-293. DOI: 10.1080\/08856257.2021.1901377<\/a><\/p>\n\n\n\n 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<\/em>, 41(1), 25-38. DOI: 10.1177%2F87568705211052497<\/a><\/p>\n\n\n\n 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<\/em>, 60(11), 1353-1366. https:\/\/doi.org\/10.1016\/j.jaac.2021.02.022<\/a><\/p>\n\n\n\n Salisbury, J. M. H. (2021). Client-Centered Therapy versus Rational Emotive Behavior Therapy: Applications in Adjustment-to-Blindness Training. Journal of Blindness Innovation & Research<\/em>, 11(1). http:\/\/dx.doi\/10.5241\/11-196<\/a><\/p>\n\n\n\n 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<\/em>. Advance online publication. DOI: 10.1037\/trm0000244<\/a><\/p>\n\n\n\n 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<\/em> (pp. 193-207). Sage. DOI: 10.4135\/9781526470430.n18<\/a><\/p>\n\n\n\n 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<\/em>, 13(3), 285 \u2013 306. DOI: 10.1080\/15548732.2019.1603131<\/a><\/p>\n\n\n\n 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.<\/em> Advance online publication. DOI: 10.1177\/0741932519865617<\/a><\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n 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<\/em>, 31 (1), 20-36. https:\/\/doi.org\/10.1097\/IYC.0000000000000107<\/a><\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n 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<\/em>, 17 (2), 1-11.<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n Giangreco, M. F. & Suter, J. C. (2015). Precarious or purposeful? Proactively building inclusive special education service delivery on solid ground. Inclusion<\/em>, 3(3), 112-131. doi: 10.1352\/2326-6988-3.3.112<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n 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 <\/em>(2nd ed., pp. 691-702). London: Sage.<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37<\/em>(2), 93-106. doi: 10.1017\/jse.2013.1.<\/p>\n\n\n\n Giangreco, M. F. & Hoza, B. (August 2013). Are paraprofessional supports helpful? Attention, 20,<\/em>(4), 22-25.<\/p>\n\n\n\n Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education.47<\/em> 121-132. doi: 10.1177\/0022466911419015<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n 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<\/em>(6), 362-373. doi: 10.1177\/0741932511413472<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n 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<\/em>(1), 22-38. doi: 10.1177\/0741932509355951<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual & Developmental Disabilities<\/em>, 48(1), 1-13. DOI: 10.1352\/1934-9556-48.1.1<\/p>\n\n\n\n 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<\/em>(4), 341 \u2013 345. doi: 10.1080\/08856257.2010.513537<\/p>\n\n\n\n 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)<\/em>. Abingdon, Oxfordshire, UK: Routledge.<\/p>\n\n\n\n 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<\/em>, 20, 41-57. DOI: 10.1080\/10474410903535356<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n Giangreco, M. F. (2009). Critical issues brief: Concerns about the proliferation of one-to-one paraprofessionals<\/em>. Arlington, VA: Council for Exceptional Children, Division on Autism and Developmental Disabilities.<\/p>\n\n\n\n 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<\/em>(1), 53-56. Correction published 2010, 48(1), ii.<\/p>\n\n\n\n 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<\/em>(2), 81-93. doi: 10.1177\/0022466907313353<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n Return to the top of the list.<\/em><\/a><\/p>\n\n\n\n Giangreco, M.F., Broer, S.M. (2007). School-based screening to determine overreliance on paraprofessionals. Focus on Autism and Other Developmental Disabilities, 22<\/em>(3), 149-158.<\/p>\n\n\n\n Giangreco, M.F., & Doyle, M.B. (2007). Teacher assistants in inclusive schools. In L. Florian (Ed.), The SAGE handbook of special education<\/em> (pp. 429-439). London: Sage.<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n 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<\/em>(3). 215-229.<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n Giangreco, M.F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). \u201cBe careful what you wish for\u2026\u201d: Five reasons to be concerned about the assignment of individual paraprofessionals. TEACHING Exceptional Children, 37<\/em>(5), 28-34.<\/p>\n\n\n\n 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<\/em>(1), 10-26.<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n Giangreco, M.F., & Doyle, M.B. (2004). Directing paraprofessional work. In C. Kennedy & E. Horn (Eds.), Including students with severe disabilities,<\/em> (pp. 185-204). Boston: Allyn & Bacon.<\/p>\n\n\n\n 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<\/em>(2), 82-90.<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61<\/em>(2), 50-53.<\/p>\n\n\n\n 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<\/em>(1), 17-27.<\/p>\n\n\n\n Giangreco, M.F., & Broer, S.M. (March\/April 2003). The paraprofessional conundrum: Why we need alternative support strategies. TASH Connections Newsletter, 29<\/em>(3\/4), 22-23.<\/p>\n\n\n\n Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2003). Schoolwide planning to improve paraeducator supports. Exceptional Children, 70<\/em>(1), 63-79.<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2002). Schoolwide planning to improve paraeducator supports: A pilot study. Rural Special Education Quarterly, 21<\/em>(1), 3-15.<\/p>\n\n\n\n Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2002). \u201cThat was then, this is now!\u201d Paraprofessional supports for students with disabilities in general education classrooms. Exceptionality, 10<\/em>(1), 47-64.<\/p>\n\n\n\n Giangreco, M.F. & Doyle, M.B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance, and band-aids. Focus on Exceptional Children, 34 <\/em>(7), 1-12.<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n 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<\/em>, 75-86.<\/p>\n\n\n\n Giangreco, M.F., Edelman, S.W., & Broer, S.M. (2001). Respect, appreciation, and acknowledgement of paraprofessionals who support students with disabilities. Exceptional Children, 67<\/em>, 485-498.<\/p>\n\n\n\n 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<\/em>, 45-63.<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n 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<\/em>(4), 281-291.<\/p>\n\n\n\n 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<\/em>(1), 21-23.<\/p>\n\n\n\n Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n
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