Every year, CDS produces research that’s evaluated by experts, published in scholarly journals and tapped to make improvements in the community. Recent peer-reviewed research from CDS has addressed communication interventions and assessments, collaborations across the lifespan among families of students with disabilities, and differences in reinforcements employed in American, Chinese and Japanese schools.
Access our published research below.
- Schultz, D., Izard, C. E., Stapleton, L. M., Buckingham-Howes, S., Bear, G. G. (2009) Children’s social status as a function of emotionality and attention control Journal of Applied Developmental Psychology, 30(2), 169-181.
- Mineo, B., Ziegler, W., Gill, S., Salkin, D. (2009) Engagement with electronic screen media among students with autism spectrum disorders Journal of Autism and Developmental Disorders, 39(1), 172-187.
- Eisenman, L. T., Tanverdi, A., Perrington, C., Geiman, A. (2009) Secondary and postsecondary community activities of youth with significant intellectual disabilities Education and Training in Developmental Disabilities, 44(2), 168-176.
- Bear, G. G., Uribe-Zarain, X., Manning, M. A., Shiomi, K. (2009) Shame, guilt, blaming, and anger: difference between children in Japan and the U.S. Motivation and Emotion, 33, 229-238.
- Mineo, B., Peischl, D., Pennington, C. (2008) Moving targets: The effect of animation on identification of action word representations. Augmentative and Alternative Communication, 24(2), 162-173.
- Eisenman, L. T. (2007) Social networks and careers of young adults with intellectual disabilities Intellectual and Developmental Disabilities, 45(3), 199-208.
- Eisenman, L. T. (2007) Self-determination interventions: Building a foundation for school completion. Remedial and Special Education, 28(1), 2-8.
- Anderson, K. J., Minke, K. M. (2007) Parent involvement in education: Toward an understanding of parents’ decision-making Journal of Educational Research, 100(5), 311-323.