Publications

*denotes student author

• Dunkel-Jackson, S., Jensen, E., Bagawan, A., & Douglas, S. N. (in press). Baseball is for everyone! Evaluation of an inclusive, community-based, baseball challenge league pilot program. DADD Online Journal.
• Douglas, S. N., Shi, Y.*, Das, S.*, & Biswas, S. (accept with minor revisions). Validation of wearable sensor technology to understand social interactions of young children. Early Childhood Research Quarterly.
• Bagawan, A.*, Douglas, S. N., & Dunkel-Jackson, S. (in press). Indonesian caregivers’ perspectives of the use of AAC for children with autism spectrum disorder. Journal of International Special Needs Education.
• Davila, A. L.*, Douglas, S. N., Skibbe, L. (in press). Remote coaching conversations for infant and toddler teachers. Young Children.
• Ingersoll, B., Douglas, S. N., Brodhead, M., Barber, L, Kaczmarek, L. (in press).Interdisciplinary competencies for implementing NDBIs with young children with ASD. Journal of Early Intervention.
• D’Agostino, S., Dueñas, A., Douglas, S. N., & Meadan, H. (in press). Exploring perceptions and use of compassionate care with early interventionists and caregivers: A mixed methods investigation. Behavior Analysis in Practice.https://doi.org/10.1007/s40617-023-00831-y
• Chopra, R. V., Yates, P. A., Douglas, S. N., Morano, S., Sobeck, E. E., & Hepworth, W. K. (in press). Paraeducators’ journey to teacher licensure: Critical supports and challenges. The Teacher Educator. http://doi.org/10.1080/08878730.2023.2219249
• Douglas, S. N., Bowles, R., Plavnick, J., Sun, T.*, Dunkel-Jackson, S., & Bagawan, A.* (in press). Iterative pilot testing of the POWR intervention: Online training to support paraeducator implementation of augmentative and alternative communication strategies.Journal of Special Education Technology. https://doi.org/10.1177/016264342311805
• West, P.*, Jensen, E. J.*, Douglas, S.N., Wyatt, G., Robbins, L., & Given, C. (2023). Perceptions of families with adolescents utilizing augmentative and alternative communication technology: A qualitative approach. Journal of Pediatric Nursing, 71, e46-e56. https://doi.org/10.1016/j.pedn.2023.04.014
• Kammes, R.*, Douglas, S. N., & Black, R. (2023). Parental role in intimate relationship: Comparing adults with and without intellectual disabilities. Journal of Intellectual and Developmental Disability, 48(4), 397-408.https://doi.org/10.3109/13668250.2023.2198344 
• Douglas, S. N., Bagawan, A., & West, P. (2023). A theory-generating qualitative meta-synthesis to understand the experiences of siblings of individuals with autism spectrum disorders. Review Journal of Autism and Developmental Disorders. https://doi.org/10.1007/s40489-023-00360-y 
• Sun, T.*, Bowles, R., & Douglas, S. N. (2023). Chinese-English speaking family perspectives of augmentative and alternative communication use with their children. Journal of Communication Disorders, 102, 106315.https://doi.org/10.1016/j.jcomdis.2023.106315
• Jensen, E.*, Gerde, H., & Douglas, S. N. (2023). Dispelling myths surrounding AAC use for young children: Recommendations for professionals. Inclusive Practices, 2(1), 30-36. https://doi.org/10.1177/273247452211443
• Sun, T.*, Bowles, R., Douglas, S. N., Plavnick, J. (2023). Response time of young children with complex communication needs following a communication opportunity. Exceptional Children, 90(1), 27-42. https://doi.org/10.1177/00144029221146574
• D’Agostino, S., Douglas, S. N., & Meadan, H. (2023). Compassionate care within early intervention caregiver coaching: “They won’t care what you know until they know you care.” Infants and Young Children, 36(2), 147-163.https://doi.org/10.1097/IYC.0000000000000238
• Lu, Y.*, Erickson, K., Sun, T.*, Douglas, S. N., & Hauck, J. (2023). Insights of caregivers and neurotypical siblings on sibling-guided motor interventions for children with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 58 (3), 269-282.
• Douglas, S. N., Meadan, H., Biggs, E., Bagawan, A.,* & Terol, K.* (2023). Building family capacity: Supporting multiple family members to implement aided language modeling. Journal of Autism and Developmental Disorders, 53(7), 2587-2599. https://doi.org/10.1007/s10803-022-05492-4
• Biggs, E. E., Douglas, S. N., Therrien, M., & Snodgrass, M. (2023). Views of speech-language pathologists on telepractice for children who use augmentative and alternative communication. Intellectual and Developmental Disabilities, 61(6), 31-48. https://doi.org/10.1352/1934-9556-61.1.31
• Douglas, S. N., Jensen, E.*, & West, P.* (2023). Barriers and benefits experienced by caregivers seeking medical care for their children with autism spectrum disorders: A qualitative meta-synthesis. Review Journal of Autism and Developmental Disorders, 10, 492-504. https://doi.org/10.1007/s40489-022-00306-w
• Bagawan, A.*, Douglas, S. N., & Gerde, H. (2023). Components of effective supervision and training for paraeducators. Intervention in School and Clinic, 58(4), 264-272. https://doi.org/10.1177/10534512221093778
• Douglas, S. N., Dunkel-Jackson, S., Sun, T.*, & Owusu, P.* (2022). A review of research related to the POWR intervention: A communication partner intervention to support children with neurodevelopmental disorders. Current Developmental Disorders Report, 9, 45-52. https://doi.org/10.1007/s40474-022-00244-6
• Knowles, C., D'Agostino, S., Kunze, M., Uitto, D., & Douglas, S. N. (2022). A systematic review of asynchronous online learning opportunities for paraeducators. Journal of Special Education, 56(3), 168-178.https://doi.org/10.1177/00224669221085306
• Biggs, E., Rossi, E.*, Douglas, S. N., Therrien, M., & Snodgrass, M. (2022). Preparedness, Training, and Support for AAC Telepractice During the COVID-19 Pandemic. Language, Speech, and Hearing Services in Schools, 53(2), 335-359. https://doi.org/10.1044/2021_LSHSS-21-00159
• Biggs, E., Therrien, M., Snodgrass, M., & Douglas, S. N. (2022). Voices from the field: Strategies for effective telepractice for children with autism who use augmentative and alternative communication. Perspectives of the ASHA Special Interest Groups, 7 (2), 324-337. https://doi.org/10.1044/2021_PERSP-21-00229
• Iacono, T., Douglas, S. N., Garcia-Melgar, A.*, & Goldbart, J. (2022). A scoping review of AAC research conducted in segregated school settings. Research in Developmental Disabilities, 120, 104141.https://doi.org/10.1016/j.ridd.2021.104141
• Iacono, T., Goldbart, J., Douglas, S. N., & Melgar, A. G.* (2022). A scoping review and appraisal of AAC research in inclusive education settings. Journal of Developmental and Physical Disabilities, 34, 963-985. https://doi.org/10.1007/s10882-022-09835-y
• Douglas, S. N., Dunkel-Jackson, S., Bagawan, A.*, & Sun, T.* (2022). Five tips for implementing telepractice interventions with family members of young children with autism spectrum disorders. Perspectives of the ASHA Special Interest Groups, 7(2), 284-294. https://doi.org/10.1044/2021_PERSP-21-0022
• Kammes, R.*, Lachmar, M.*, Douglas, S. N., & Schultheiss, H.* (2022). “Life altering”: A qualitative analysis of social media birth stories from mothers of children with down syndrome. Journal of Intellectual Disabilities, 26(4), 919-937.https://doi.org/10.1177/17446295211025960
• D'Agostino, S.*, & Douglas, S. N. (2022). Preparation experiences of pre-service inclusive preschool teachers: A qualitative metasynthesis. Journal of Early Childhood Teacher Education, 43(2), 307-326.https://doi.org/10.1080/10901027.2021.1902435
• Douglas, S. N., Meadan, H., & Schultheiss, H.* (2022). A meta-synthesis of caregivers’ experiences transitioning from early intervention to early childhood special education. Early Childhood Education Journal, 50(3), 371-383. https://doi.org/10.1007/s10643-021-01165-6
• Sun, T.*, Bowles, R., Gerde, H. K., & Douglas, S. N. (2022). Supporting AAC use for functional communication of preschoolers with complex communication needs. Young Exceptional Children, 25(2), 101-112. https://doi.org/10.1177/1096250620959664
• Biggs, E., Therrien, M., Douglas, S. N., & Snodgrass, M. (2022). Augmentative and alternative communication telepractice during the COVID-19 pandemic: A national survey of speech-language pathologists. American Journal of Speech-Language Pathology, 31(1), 303-321. https://doi.org/10.1044/2021_AJSLP-21-00036
• Douglas, S. N., Shi, Y.*, Das, S.*, & Biswas, S. (2022). Validation of wearable sensor technology to measure social proximity of young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 37(1), 24-33. https://doi.org/10.1177/10883576211028223
• Douglas, S. N., Bowles, R., & Kammes, R.* (2022). Elementary principals’ views on the policies and practices of paraeducators in special education. Journal of the American Academy of Special Education Professionals.http://aasep.org/aasep-publications/journal-of-the-american-academy-of-special-education-professionals-jaasep/jaasep-winter-2022/index.html
• Douglas, S. N., Bowles, R., & Kammes, R.* (2022). Paraeducators: An important member of the educational team for students with disabilities. Journal of the American Academy of Special Education Professionals. http://aasep.org/aasep-publications/journal-of-the-american-academy-of-special-education-professionals-jaasep/jaasep-springsummer-2022/index.html
• Lu, Y.*, Douglas, S. N., Bagawan, A.*, & Hauck, J., (2021). Using neurotypical siblings as intervention agents to guide individuals with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 89, https://doi.org/10.1016/j.rasd.2021.101868
• Douglas, S. N., Taylor, J. T., Dexter, D. D., & McNaughton, D. B. (2021). Application of an online peer review tool for preservice teachers. Contemporary Issues in Technology and Teacher Education - General. 21(2), 556-579.
• D'Agostino, S.*, & Douglas, S. N. (2021). Early childhood educators' perceptions of inclusion for children with autism spectrum disorder. Early Childhood Education Journal, 49, 725-737. https://doi.org/10.1007/s10643-020-01108-7
• Douglas, S. N., Biggs, E., Meadan, H., & Bagawan, A.* (2021). The effects of telepractice to support family members in modeling a speech generating device in the home. American Journal of Speech-Language Pathology, 30 (3), 1157-1169.https://doi.org/10.1044/2021_AJSLP-20-00230
• Douglas, S. N., & Uitto, D. (2021). A collaborative approach to paraeducator training. Beyond Behavior, 30(1), 4-13.https://doi.org/10.1177/1074295621997177
• Douglas, S.N., Uitto, D., & D'Agostino, S.* (2021). Where is the paraeducator content in introductory special education textbooks?. Journal of the American Academy of Special Education Professionals. https://www.naset.org/publications/jaasep-research-based-journal-in-special-education/jaasep-fall-2021/where-is-the-paraeducator-content-in-introductory-special-education-textbooks
• Kammes, R.*, Douglas, S. N., Maas, M., & Black, R. (2020). Parental support for sexuality education and expression among adults with an intellectual disability. Sexuality and Disability, 38(4), 669-686. https://doi.org/10.1007/s11195-020-09659-8
• Frantz, R., Douglas, S. N., Meadan, H., Sands, M., Bhana, N., & D'Agostino, S.* (2020). Exploring the professional development needs of early childhood paraeducators and supervising teachers. Topics in Early Childhood Special Education, 42(1), 20-32. https://doi.org/10.1177/0271121420921237
• Sobeck, E., Douglas, S. N., Chopra, R., & Morano, S. (2020). Paraeducator supervision in pre-service teacher preparation programs: Results of a national survey. Psychology in the Schools, 58(4), 669-685. https://doi.org/10.1002/pits.22383 Top Cited Article for 2021-2022
• Douglas, S. N., West, P.*, & Kammes, R.* (2020). The training experiences of AAC practitioners in one Midwestern state. Perspectives of the ASHA Special Interest Groups, 5(1), 219-230. https://doi.org/10.1044/2019_PERS-19-00053
• D’Agostino, S.*, Douglas, S. N., Horton, E. (2020). Inclusive preschool practitioners’ attainment of naturalistic developmental behavioral intervention using telehealth training. Journal of Autism and Developmental Disorders, 50, 864-880. https://doi.org/10.1007/s10803-019-04319-z  
• West, P.*, Van Riper, M., Wyatt, G., Lehto, R., Douglas, S. N., & Robbins, L. (2020). Adaptation to technology use in families of children with complex communication needs: An integrative review and family theory application. Journal of Family Nursing, 26(2), 153-178. https://doi.org/10.1177/1074840720915536
• Inbar-Furst, H., Douglas, S. N., & Meadan, H. (2020). Promoting caregiver coaching practices: Reflection and feedback. Early Childhood Education Journal, 48(1), 21-27. https://doi.org/10.1007/s10643-019-00980-2
• Yates, P., Chopra, R., Sobeck, E., Douglas, S. N., Walker, V., Morano, S., & Schulze, R. (2020). Working with paraeducators: Tools and strategies for instructional planning, performance feedback, and evaluation. Intervention in School and Clinic, 56(1), 1-8. https://doi.org/10.1177/1053451220910740
• Walker, V. L., Douglas, K. H., Douglas, S. N., & D’Agostino, S.* (2020). Paraprofessionalimplemented systematic instruction for students with disabilities: A systematic literature review. Education and Training in Autism and Developmental Disabilities. 55(3), 303-317.
• Gerde, H. K., Skibbe, L. E., Goetsch, M. E.*, & Douglas, S. N. (2019). Head Start teachers’beliefs and practices for letter and sound knowledge. Head Start Dialogue: The Research to Practice Journal to the Early Childhood Field. 22(2), 1-21.
• D’Agostino, S.*, Douglas, S. N., & Duenas, A.* (2019). Practitioner implemented naturalistic developmental behavioral interventions in early childhood: A systematic review of social validity prevalence and practice. Topics in Early Childhood Special Education, 39(3), 170-182. https://doi.org/10.1177/0271121419854803
• Douglas, S. N., Meadan, H., & Kammes, R.* (2020). Early interventionists’ caregiver coaching: A mixed methods approach exploring experiences and practices. Topics in Early Childhood Special Education. 40(2), 84-96. https://doi.org/10.1177/0271121419829899 Top Cited Article for 2021
• Gerde, H. K., Skibbe, L. E., Wright, T. S., & Douglas, S. N. (2019). Evaluation of Head Start curricula for standards-based writing instruction. Early Childhood Education Journal, 47, 97-105. https://doi.org/10.1007/s10643-018-0906-x
• Douglas, S. N., & Gerde, H. K. (2019). A strategy to support the communication of students with autism spectrum disorders. Intervention in School and Clinic. 55(1), 32-38. https://doi.org/10.1177/1053451219833021
• Douglas, S. N., Uitto, D. J., Reinfelds, C. L., & D’Agostino, S.* (2019). A systematic review of paraprofessional training materials. Journal of Special Education. 52(4), 195-207. https://doi.org/10.1177/0022466918771707
• Meadan, H., Douglas, S. N., Kammes, R.*, & Schraml-Block, K.* (2018). "I'm a different coach with every family": Early interventionists beliefs and practices. Infants and Young Children. 31(3), 200-214. https://doi.org/10.1097/IYC.0000000000000118
• Douglas, S. N., Kammes, R.*, Nordquist, E.*, & D’Agostino, S.* (2018). A pilot study to teach siblings to support children with complex communication needs. Communication Disorders Quarterly, 39(2), 346-355. https://doi.org/10.1177/1525740117703366
• Douglas, S. N., Kammes, R.*, & Nordquist, E.* (2018). Online communication training for parents of children with autism spectrum disorders. Communication Disorders Quarterly, 39(3), 415-425. https://doi.org/10.1177/1525740117727491
• Douglas, S. N., Nordquist, E.*, Kammes, R.*, & Gerde, H. (2017). Online parent communication training for young children with complex communication needs. Infants and Young Children, 30 (4), 288-303. https://doi.org/10.1097/IYC.0000000000000101\
• Douglas, S. N., Chapin, S.*, & Nolan, J. (2016). Special education teachers’ experiences supporting and supervising paraeducators: Implications for special and general education settings. Teacher Education and Special Education, 39 (1), 60-74. https://doi.org/10.1177/0888406415616443 Top Article for 2017
• Douglas, S. N., McNaughton, D. B., & Light, J. C. (2014). Online training for paraeducatorsto support the communication of young children. Journal of Early Intervention, 35 (3), 223-242.https://doi.org/10.1177/1053815114526782 Featured for COVID-19 special open access 2020