*Please note that additional publications may be accessible through UNF Faculty Research and Scholarship.
Submissions from 2022
Virtual and Viral: Shifts in Signed Language Interpreter Education during the COVID-19 Pandemic, Mark A. Halley, Dawn M. Wessling, and Stephanie N. Sargent
Effects of Social Stories on Increasing Social Interaction and Engagement of Deaf and Hard of Hearing Students with Autism Spectrum Disorder in Inclusive Settings, Eun Young Kwon, Joanna E. Cannon, Victoria F. Knight, Sterett H. Mercer, and Caroline Guardino
Submissions from 2021
Non-majority student perceptions of diversity and inclusion at a PWI and an HBCU, Gloria Campbell-Whatley, Chris O’Brien, Kim Reddig, Ting Sun, and Shaqwana Freeman-Green
Learning from COVID-19: Universal Design for Learning Implementation Prior to and During a Pandemic, Jennifer Renée Kilpatrick, Suzanne Ehrlich, and Michelle Bartlett
Parent-conducted rapid assessment of attention types for the treatment of attention-maintained problem behavior, Cynthia Livingston, Molly B. Adams, and Craig W. Strohmeier
Service Learning during the COVID-19 Pandemic: A Model of Temporal, Spatial, and Cultural Adaptability, Sherry Shaw and Mark A. Halley
Impact of Study Abroad to Nazi Concentration Camps: Perceptions of Interpreting Students on Identity-Building, Sherry Shaw, E. Lynn Jacobowitz, and Kaitlynn Himmelreich
Submissions from 2020
Rendering Depiction: A Case Study of an American Sign Language/English Interpreter, Mark Halley
Beyond the red pen: A functional grammar approach to evaluating the written language of deaf students, Jennifer Renée Kilpatrick and Kimberly A. Wolbers
Cultivating healthy schools: The feasibility of an outdoor classroom in a public elementary school, Erin Largo-Wight, Caroline A. Guardino, and Katrina W. Hall
Submissions from 2019
The language zone: Differentiating writing instruction for students who are d/deaf and hard of hearing, Hannah M. Dostal, Kimberly A. Wolbers, and Jennifer Renée Kilpatrick
Teacher and student perceptions of an outdoor classroom, Caroline Guardino, Katrina W. Hall, Erin Largo-Wight, and Charles Hubbuch
Fruit, Vegetable and Beverage Consumption in Duval County Middle School Students: Youth Risk Behavior Survey 2009-2013, Corinne A. Labyak, Alireza Jahan-Mihan, Richard Patterson, Judith Rodriguez, Janice J. Seabrooks-Blackmore, Karen Patterson, Zhiping Yu, Catherine Christie, and Claudia Sealey-Potts
Interdisciplinary Academic and Community Partnerships to Promote Child Well-being at School: The Outdoor Classroom, Erin Largo-Wight, Katrina Hall, and Caroline Guardino
Duval County 2009, 2011, and 2013 Fruit and Vegetable Intake by Health Zone: Data from the Youth Risk Behavior Survey, Zhiping Yu, Alireza Jahan-Mihan, Corrine A. Labyak, Claudia Sealey-Potts, Catherine Christie, Judith Rodriguez, Janice J. Seabrooks-Blackmore, Karen Patterson, and Richard Patterson
Submissions from 2018
Nature contact at school: The impact of an outdoor classroom on children’s well-being, Erin Largo-Wight, Caroline Guardino, Peter Wludyka, Katrina Hall, Jeff Wight, and Julie Merten
Editor's Preface, Len Roberson
Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5, Kimberly Wolbers, Hannah Dostal, Steve Graham, Lee Branum-Martin, Jennifer Kilpatrick, and Rachel Saulsburry
Submissions from 2017
Single-case design, Shirin D. Antia, Caroline Guardino, and Joanna E. Cannon
Submissions from 2016
Single-case design research: Building the evidence-base in the field of education of deaf and hard of hearing students, Joanna E. Cannon, Caroline Guardino, Shirin D. Antia, and John L. Luckner
A new kind of heterogeneity: What we can learn from d/Deaf and hard of hearing multilingual learners, Joanna E. Cannon, Caroline Guardino, and Erin Gallimore
Designing SmartSignPlay: An interactive and intelligent American Sign Language app for children who are deaf or hard of hearing and their families, Ching Hua Chuan and Caroline Anne Guardino
Deafness and diversity: Reflections and directions, Caroline Guardino and Joanna E. Cannon
Special education issues, Karen B. Patterson, Janice Seabrooks-Blackmore, and Gwendolyn Williams
Editors' Preface, Sherry Shaw and Len Roberson
Submissions from 2015
Evaluating teachers’ preparedness to work with students who are deaf and hard of hearing with disabilities, Caroline Guardino
Theory, research, and practice for students who are deaf and hard of hearing with disabilities: Addressing the challenges from birth to postsecondary education, Caroline Guardino and Joanna E. Cannon
Using Technology to Support Effective Writing Instruction in the ELA Classroom, Jennifer Kilpatrick
Interpreting Students’ Perceptions of a Blended Degree Program, Len Roberson
Reflections on deaf education: Perspectives of deaf senior citizens, Len Roberson and Sherry Shaw
Editors' Preface, Sherry Shaw and Len Roberson
Submissions from 2014
American sign language recognition using leap motion sensor, Ching Hua Chuan, Eric Regina, and Caroline Guardino
Building the evidence-base of effective reading strategies to use with deaf English-language learners, Caroline Guardino, Joanna E. Cannon, and Kimberley Eberst
Taking the time out of transitions, Caroline Guardino and Elizabeth Kirby Fullerton
Editors' Preface, Sherry Shaw and Len Roberson
Career development: Preparation, integration, and collaboration, Kristine Webb, Jeanne Repetto, Janice Seabrooks-Blackmore, Karen B. Patterson, and Kelsey Alderfer
Persistent Emotional Extremes and Video Relay Service Interpreters, Dawn M. Wessling and Sherry Shaw
Submissions from 2013
Social Connectedness of Deaf Retirees, Sherry Shaw and Len Roberson
Submissions from 2012
Literacy strategies for Deaf/Hard-of-Hearing English language learners: Where do we begin?, Joanna E. Cannon and Caroline Guardino
Modifying the classroom environment to increase engagement and decrease disruption with students who are deaf or hard of hearing, Caroline Guardino and Shirind D. Antia
Assistive technology in the transition education process, Karen B. Patterson and Terrence Cavanaugh
A Case for Training Signed Language Interpreters for Legal Specialization, Len Roberson, Deb Russell, and Risa Shaw
American Sign Language/English Interpreting in Legal Settings: Current Practices in North America, Len Roberson, Deb Russell, and Risa Shaw
Editors’ Preface, Len Roberson and Sherry Shaw
Interpreter Preparedness for Specialized Settings, Jamie Walker and Sherry Shaw
Submissions from 2004
An Ecobehavioral Assessment of the Teaching Behaviors of Teacher Candidates During Their Special Education Internship Experiences, Len Roberson, M Lynn Woolsey, Janice Seabrooks, and Gwen Williams
Submissions from 2001
Integration of Computers and Related Technologies into Deaf Education Teacher Preparation Programs, Len Roberson