Publications

  • Freedle, A., & Wahman, C. L. (accepted). Understanding families’ experiences raising young children with challenging behavior through an ecological lens: A qualitative meta-synthesis. Topics in Early Childhood Special Education.

  • Wahman, C. L., & Anderson, E. J. (2021). A precorrection intervention to teach behavioral expectations to young children. Psychology in the Schools, 58(1), 1189-1208. https://doi.org/10.1002/pits.22531 (link)

  • Wahman, C. L., & Lewis, T. (2020). Exploring feasibility and social validity of a multicomponent social narrative intervention. Education and Treatment of Children, 44, 115-120. https://doi.org/10.1007/s43494-021-00038-2 (link)

  • Wahman, C. L., Light-Shriner, C. L., Pizzella, D. M. (2020). Effective teaming to bridge support for children with challenging behavior. Young Exceptional Children. Advanced online publication. (link)

  • Wahman, C. L., Pustejovsky, J., Ostrosky, M. M., & Santos, R. M. (2019). Examining the effects of Social StoriesTM on challenging behavior and prosocial skills in young children: A systematic review and meta-analysis. Topics in Early Childhood Special Education. Advance online publication. doi:10.1177/0271121419855692 (link)

  • Price, C., & Steed, E. (2016). Culturally responsive strategies to support young children with challenging behavior. Young Children, 71(5), 36-43. (link)

  • Price, C. L., Ostrosky, M. M., & Santos, R. M. (2016). Strategies for reflecting on books that include characters with disabilities. Young Children, 71(2), 30-37. (link)

  • Price, C. L., Ostrosky, M. M., & Mouzourou, C. (2015). Exploring representations of characters with disabilities in library books. Early Childhood Journal, 44(6), 563-572. doi: 10.1007/s10643-015-0740-3. (link)

  • Thompson, C. K., Cho, S., Price, C., Wieneke, C., Bonakdarpour, B., Rogalski, E., Weintraub,S., & Mesulam, M. M. (2012). Semantic interference during object naming in agrammatic and logopenic Primary Progressive Aphasia (PPA). Brain and Language, 120, 237-250.