Melinda R. Snodgrass
Melinda R. Snodgrass
Assistant Professor, Illinois State University
Geverifieerd e-mailadres voor ilstu.edu
Geciteerd door
Geciteerd door
Internet-based parent-implemented intervention for young children with autism: A pilot study
H Meadan, MR Snodgrass, LE Meyer, KW Fisher, MY Chung, JW Halle
Journal of Early Intervention 38 (1), 3-23, 2016
Social validity in single-case research: A systematic literature review of prevalence and application
MR Snodgrass, MY Chung, H Meadan, JW Halle
Research in Developmental Disabilities 74, 160-173, 2018
Telepractice in speech–language therapy: The use of online technologies for parent training and coaching
MR Snodgrass, MY Chung, MF Biller, KE Appel, H Meadan, JW Halle
Communication Disorders Quarterly 38 (4), 242-254, 2017
Coaching parents of young children with autism in rural areas using internet-based technologies: A pilot program
H Meadan, LE Meyer, MR Snodgrass, JW Halle
Rural Special Education Quarterly 32 (3), 3-10, 2013
Instructional supports for students with disabilities in K-5 computing: Findings from a cross-case analysis
MR Snodgrass, M Israel, GC Reese
Computers & Education 100, 1-17, 2016
Teaching conceptually referenced core vocabulary for initial augmentative and alternative communication
MR Snodgrass, JB Stoner, ME Angell
Augmentative and Alternative Communication 29 (4), 322-333, 2013
Bringing Instructional Strategies Home: Reaching Families Online
SL Curtiss, JN Pearson, Y Akamoglu, KW Fisher, MR Snodgrass, ...
TEACHING Exceptional Children, 0040059915605816, 2015
Mixed methods in early childhood special education research: Purposes, challenges, and guidance
C Corr, MR Snodgrass, JC Greene, H Meadan, RM Santos
Journal of Early Intervention 42 (1), 20-30, 2020
Exploring the landscape of published mixed methods research in special education: A systematic review
C Corr, MR Snodgrass, H Love, IM Scott, J Kim, L Andrews
Remedial and Special Education 42 (5), 317-328, 2021
The cascading coaching model for supporting service providers, caregivers, and children
H Meadan, MY Chung, MM Sands, MR Snodgrass
The Journal of Special Education 54 (2), 113-125, 2020
A framework for defining contextual features of training and coaching practices
H Meadan, MR Snodgrass, I Palomo, CG Amenta, JW Halle
Exceptionality 25 (4), 253-269, 2017
Assessing the social validity of a telepractice training and coaching intervention
MY Chung, H Meadan, MR Snodgrass, RE Hacker, MM Sands, ...
Journal of Behavioral Education 29, 382-408, 2020
How can I help? Prompting procedures to support children’s learning
H Meadan, MM Ostrosky, RM Santos, MR Snodgrass
Young Exceptional Children 16 (4), 31-39, 2013
Children’s perspectives on their relationships with friends with and without complex communication needs
EE Biggs, MR Snodgrass
Research and Practice for Persons with Severe Disabilities 45 (2), 81-97, 2020
Rigorous assessment of social validity: A scoping review of a 40-year conversation
MR Snodgrass, MY Chung, JM Kretzer, EE Biggs
Remedial and Special Education 43 (2), 114-130, 2022
A boy and his AAC team: building instructional competence across team members
MR Snodgrass, H Meadan
Augmentative and Alternative Communication 34 (3), 167-179, 2018
Planning supports for students with intellectual disability in general education classrooms
JR Thompson, VL Walker, MR Snodgrass, JA Nelson, ME Carpenter, ...
Inclusion 8 (1), 27-42, 2020
Augmentative and alternative communication telepractice during the COVID-19 pandemic: A national survey of speech-language pathologists
EE Biggs, MCS Therrien, SN Douglas, MR Snodgrass
American journal of speech-language pathology 31 (1), 303-321, 2022
BEDA: Visual analytics for behavioral and physiological data
J Kim, M Snodgrass, M Pietrowicz, K Karahalios, J Halle
Workshop on Visual Analytics in Healthcare. Washington DC, 23-27, 2013
One step at a time: Using task analyses to teach skills
MR Snodgrass, H Meadan, MM Ostrosky, WC Cheung
Early Childhood Education Journal 45, 855-862, 2017
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