Articles and Presentations
Project IMPACT’s Peer Reviewed Publications:
Pennington, R., Wakeman, S., Saunders, A., & Cerrato, B. (In press). Training peers of students with extensive support needs to teach shared story reading. Education and Training in Autism and Developmental Disabilities.
Saunders, A., Wakeman, S., Cerrato, B., & Johnson, H., (2021). Professional development with ongoing coaching: A model for improving educators’ implementation of evidence-based practices. Teaching Exceptional Children. https://doi.org/10.1177%2F00400599211049821
Wakeman, S., Pennington, R., Cerrato, B., Saunders, A., & Alhgrim-Delzell, L. (2020). Parent perceptions regarding literacy instruction for students with intellectual disability. Journal of Intellectual Disability Research, 65(1), 86-98. https://doi.org/10.1111/jir.12795
NCDPI 2019
Greensboro, NC
Peer Implemented Instruction: A Model for Inclusive Literacy for Students with Low Incidence Disabilities
Written Instructions_notes pages
CEC2020
Portland, OR
Parental Perceptions of Literacy: Children With Intellectual Disability-Poster
Coaching Others to Implement Strategies for Facilitating Inclusion-Presentation
DADD 2021
Project IMPACT Model Demo Presentation
CEC 2021
Baltimore, Maryland (Virtual)
Project Impact: Behavior Skills Training and Coaching: Improving Instruction in Inclusive Classrooms
Coaching Students to Support Students with Significant Disabilities in Inclusive Classrooms
Coaching Students to Support Students with Significant Disabilities in Inclusive Classrooms
North Carolina’s State Department of Special Education: Directors Meeting
Project IMPACT: Inclusion Made Practical for All Children and Teachers_Dissemination Plan
OSEP 2021
Virtual
CEC 2022
The Effects of a Virtual Reading Comprehension Program for Students with Extensive Support Needs — Coming January 16th, 2022