University of Connecticut University of UC Title Fallback Connecticut

Peer-Reviewed Publications

Select Recent Peer-Reviewed Publications

Lombardi, A. R., Kowitt, J., & Staples, F. (in press). Correlates of college readiness and critical thinking for secondary students with and without disabilities. Career Development and Transition for Exceptional Individuals.

 

Murray, C., Lombardi, A., & Kosty, D. (2014). Profiling adjustment among postsecondary students with disabilities: A person-centered approach. Journal Of Diversity In Higher Education7(1), 31-44. doi:10.1037/a0035777

 

Madaus, J. W., Dukes, L., & Carter, E. W. (2013). Introduction to the special issue: Reflecting on the past, present, and future of CDTEI. Career Development And Transition For Exceptional Individuals36(1), 4-5.

 

Wilson, J. A., Faggella-Luby, M., & Yan, W. (2013). Planning for Adolescent Tier 3 Reading Instruction. Teaching Exceptional Children46(1), 26-34.

 

Shaw, S. F., & Dukes, L. (2013). Transition to postsecondary education: A call for evidence-based practice. Career Development And Transition For Exceptional Individuals36(1), 51-57. doi:10.1177/2165143413476881

 

Doren, B., Flannery, K., Lombardi, A. R., & McGrath Kato, M. (2013). The impact of professional development and student and teacher characteristics on the quality of postsecondary goals. Remedial and Special Education34(4), 215-224. doi:10.1177/0741932512468037

 

Fein, D., Barton, M., Eigsti, I. M., Kelley, E., Naigles, L., Schultz, R. T., & Tyson, K. (2013). Optimal outcome in individuals with a history of autism. Journal of Child Psychology and Psychiatry, 54(2), 195-205. doi: 110.1111/jcpp.12037.

 

Lalor, A. R., & Madaus, J. W. (2013). Helping students with disabilities search for colleges: Tips for professionals. Insights on Learning Disabilities, 10(1), 53-72.

 

Lindstrom, L., Doren, B., Post, C., & Lombardi, A. (2013). Building career PATHS (Postschool Achievement Through Higher Skills) for young women with disabilities. The Career Development Quarterly61(4), 330-338. doi:10.1002/j.2161-0045.2013.00059.x

 

Lombardi, A. R., Conley, D. T., Seburn, M. A., & Downs, A. M. (2013). College and career readiness assessment: Validation of the key cognitive strategies framework. Assessment For Effective Intervention38(3), 163-171.

 

Lombardi, A., Doren, B., Gau, J. M., & Lindstrom, L. E. (2013). The influence of instructional settings in reading and math on postsecondary participation. Journal Of Disability Policy Studies24(3), 170-180. doi:10.1177/1044207312468766

 

Madaus, J. W., Gelbar, N. W., Dukes, L., Faggella-Luby, M., Lalor, A. R., & Kowitt, J. S. (2013). Thirty-five years of transition topics: A review of CDTEI issues from 1978 to 2012. Career Development and Transition For Exceptional Individuals36(1), 7-14.

 

Murray, C., Lombardi, A., Bender, F., & Gerdes, H. (2013). Social support: Main and moderating effects on the relation between financial stress and adjustment among college students with disabilities. Social Psychology of Education: An International Journal16(2), 277-295.

 

Wilkerson, K., Pérusse, R., & Hughes, A. (2013). Comprehensive school counseling programs and student achievement outcomes: A comparative analysis of RAMP versus non-RAMP schools. Professional School Counseling, 16, 172-184.

 

Shaw, S. F., Dukes, L., & Madaus, J. W. (2012). Beyond compliance: Using the summary of performance to enhance transition planning. TEACHING Exceptional Children44(5), 6-12.

 

Cook, A., Pérusse, R., & Rojas, E. D. (2012). Increasing academic achievement and college-going rates for Latina/o English Language Learners: A survey of school counselor interventions. Journal of Counselor Preparation and Supervision, 4(2), 24-40.

 

Schuh, J. M., & Eigsti, I. (2012). Working memory, language skills, and autism symptomatology. Behavioral Sciences (2076-328X)2(4), 207-218. doi:10.3390/bs2040207

 

Gabriel, R., Allington, R., & Billen, M. (2012). Background knowledge and the magazine reading they choose. Voices from the Middle, 20(1), 52-58.

 

Gabriel, R., & Lester, J. N. (2012). Teacher educators’ varied definitions of learning disabilities. The Review of Disability Studies: An International Journal, 8(2), 4-19.

 

Gabriel, R., & Lester, J. N. (2012). In track: An allegorical tale about the quantification of achievement, potential, and intelligence in US public schools. Power Play: A Journal of Educational Justice, 12(2), 1-25.

 

Krell, M., & Pérusse, R. (2012). Providing college readiness counseling for students with Autism Spectrum Disorders: A Delphi study to guide school counselors. Professional School Counseling, 16, 29-39.

 

Lombardi, A. R., Murray, C., & Gerdes, H. (2012). Academic performance of first generation college students with disabilities at a four-year university. Journal of College Student Development, 53(6), 811-826.

 

Lombardi, A., Downs, R. C., Downs, A., & Conley, D. T. (2012).  Development of a college readiness screening measure for student athlete recruits. Journal of Issues in Intercollegiate Athletics, 5, 64-78.

 

Madaus, J. W., McKeown, K., Gelbar, N., & Banerjee, M. (2012, Fall). The online and blended learning experience: Differences for students with and without learning disabilities and attention deficit/hyperactivity disorder. International Journal for Research in Learning Disabilities, 1(1), 21-36.

 

Madaus, J. W., Kowitt, J. S., & Lalor, A. R. (2012). The Higher Education Opportunity Act: Impact on students with disabilities. Rehabilitation Education, 26(1), 33-42.

 

McGuire, J. M., & ten Bloemendal, F. (2012, Summer). A new paradigm for international higher education: Universal design. Forum (publication of the European Association for International Education), 24-27.

 

Shaw, S. F., Madaus, J. W., & Dukes, L. L. (2012). Beyond compliance: Using the summary of performance to enhance transition planning. TEACHING Exceptional Children, 44(5), 6-12.

 

Shaw, S. F. (2012). Disability documentation: Using all the data. Journal of Postsecondary Education and Disability, 25 (4), 277-282.

 

Dean, L., Saunders, S., Thompson, G., & Cooper, D. (2011). Efficacy of orientation for new student affairs professionals. College Student Affairs Journal, 29 (2), 165-172.

 

Embry, P. B., & McGuire, J. M. (2011). Graduate teaching assistants in the learning paradigm: Beliefs about inclusive teaching. Journal of Excellence in College Teaching, 22, 85-108.

 

Madaus, J. W., Shaw, S. F., Miller, W., Banerjee, M., & Vitello, S. (2011). The summary of performance: The reality and the possibility. Learning Disabilities: A Multidisciplinary Journal, 17, 33-38.

 

Madaus, J. W., Faggella-Luby, M. N., & Dukes, L. L. (2011). The role of non-academic factors in the academic success of college students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 17(2), 77-82.

 

Madaus, J. W., Banerjee, M., McKeown, K., & Gelbar, N. (2011). Online and blended learning: The advantages and the challenges for students with learning disabilities and attention deficit/hyperactivity disorder. Learning Disabilities: A Multidisciplinary Journal, 17(2), 69-76.

 

McGuire, J. M. (2011). Inclusive college teaching: Universal Design for Instruction and diverse learners. Journal of Accessibility and Design for All, 1, 38-54.

 

Barone, R. P. & Saunders, S. A. (2010). Review of the book Diversity’s promise for higher education: Making it work. Journal of College Student Development, 51, 601-603.

 

Madaus, J. W., Banerjee, M., & Hamblet, E. (2010). Learning disability documentation decision making at the postsecondary level. Career Development for Exceptional Individuals, 33(2), 68-79.

 

Shaw, S. F., Keenan, W. R., Madaus, J. W., & Banerjee, M. (2010). Disability documentation, the Americans with Disabilities Act Amendments Act and the summary of performance: How are they linked? Journal of Postsecondary Education and Disability, 22, 142-150.

 

Simonsen, B., Shaw, S. F., Faggella-Luby, M., Sugai, G., Coyne, M. D., Rhein, B., Madaus, J. W., & Alfano, M. (2010). A school-wide model for service delivery: Redefining special educators as interventionists. Remedial and Special Education, 31, 17-23.