Peer Reviewed Journal Articles

Root, J. R., Lindstrom, E., Gilley, D., & Chen, R. (submitted). Impact of COVID-19 on instructional experiences of students with intellectual and developmental disability. The Journal of Special Education. Manuscript submitted for peer review.

Root, J. R., Saunders, A. F., Jimenez, B. A., & Gilley, D. (submitted). Essential components for math instruction: Considerations for students with extensive support needs. TEACHING Exceptional Children. Manuscript submitted for peer review.

Thompson, J. L., Root, J.R., Ko, E. H., Tarlow, K., Foster, M. J., Harrod, H., & Kang, A. (submitted). A meta-analysis and evidence-based review of reading interventions for students with autism spectrum disorder. Exceptional Children. Manuscript submitted for peer review.

Gilley, D., Root, J. R., Saunders, A. F., Cox, S. C., & Bryan, C. (2022). Peer-delivered modified schema-based instruction in word problem solving for high school students with extensive support needs. Research and Practice for Persons with Severe Disabilities. Manuscript submitted for peer-review.

Root, J. R., Cox, S. C., & McConomy A. M. (2022). Teacher implemented modified schema-based instruction with middle-grades students with autism and intellectual disability. Research and Practice for Persons with Severe Disabilities, 41(2), 40-56. https://doi.org/10.1177/15407969221076147

Root, J. R., Cox, S. C., McConomy, A. M., Wade, T., Gilley, D., Dennis, D., Williams, A., & Stover, E. (2022). Mixed methods evaluation of caregiver-assisted mathematics instruction for learners with autism spectrum disorder during the COVID-19 pandemic. Journal of Autism and Developmental Disabilities. Manuscript submitted for peer review.

Root, J. R., Jimenez, B. A., & Twine, J. (2022). Small group mathematics instruction for students with intellectual and developmental disability. Education and Training in Autism and Developmental Disabilities, 57(1), 3-15.

Root, J. R., Saunders, A. F., Cox, S., Gilley, D., & Clausen, A. (2022). Teaching word problem solving to students with autism and intellectual disability. TEACHING Exceptional Children. Advance online publication. https://doi.org/10.1177/00400599221115821

Wade, T., McConomy, A. M., Heininger, S., Root, J. R., & Hott, B. (2022). Using technology to assess IEP goal progress during virtual learning. Journal of Special Education Technology. Advance online publication. https://doi.org/10.1177/01626434221074054

Cox, S. C., & Root, J. R. (2021). Modified schema-based instruction to encourage mathematical practice use for students with autism spectrum disorder. Exceptional Children, 87(3), 326-343. https://doi.org/10.1177/0014402921990890

Cox, S. C., Root, J. R., & Gilley, D. (2021). Let’s see that again: Using instructional video to support asynchronous mathematical problem solving instruction for students with autism spectrum disorder. Journal of Special Education Technology, 36(2), 97-104. https://doi.org/10.1177/016243421996327

Cox, S. K., Root, J.R., Goetz, K., & Taylor, K. (2021). Modified schema-based instruction to encourage mathematical practice use for students with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 190-205.

Jimenez, B. A., Root, J. R., Shurr, J., & Bouck, E. C. (2021). Using the four stages of learning to assess, set goals, and instruct. TEACHING Exceptional Children. Advance online publication. https://doi.org/10.1177/00400599211054873

McConomy, A. M., Root, J. R., & Wade, T. (2021). Using task analysis to support instruction and assessment in the classroom. TEACHING Exceptional Children. Advance online publication. https://doi.org/10.1177/00400599211025565

Root, J. R., Cox, S. K., Davis, K., & Gonzales, S. (2021). Augmented reality to support teaching mathematical and social problem solving to young adults with autism. Remedial and Special Education. Advance online publication. https://doi.org/10.1177/07419325211054209

Root, J.R., Ingelin, B., & Cox, S. K. (2021). Evidence-based practices for teaching mathematical word problem solving to students with autism. Education and Training in Autism and Developmental Disabilities, 56(4), 420-436.

Root, J. R., Jimenez, B. A., & Saunders, A. F. (2021). Leveraging the UDL Framework to plan grade-aligned mathematics in inclusive settings. Inclusive Practices, 1(1). 13-22. https://doi.org/10.1177/273247452199028

Root, J. R., Cox, S. K., Hammons, N., & Davis, K. (2020). Contextualizing mathematical problem solving instruction for secondary students with extensive support needs: A Systematic replication. Research and Practice for Persons with Severe Disabilities. https://doi.org/10.1177/1540796920949448

Root, J. R., Cox, S. K., Gilley, D. P*., & Wade, T. (2020). Using a virtual-representational-abstract integrated framework to teach multiplicative problem solving to middle school students with autism and intellectual disability. Journal of Autism and Developmental Disorders. Advance online publication. https://doi.org/10.1007/s10802-020-0467402

Root, J.R., Jimenez, B. A., Saunders, A. F., & Stanger, C. (2020). Replication research to support mathematical learning of students with extensive support needs. Exceptionality, 28(2), 190-120. https://doi.org/10.1080/09362835.2020.1743708

Gilley, D. P., Root, J. R., & Cox, S. K. (2020). Development of mathematics and self-determination skills for young adults with extensive support needs. The Journal of Special Education, 54(4), 195-204. https://doi.org/10.1177/0022466920902768

Root, J. R., Henning, B., & Jimenez, B. A. (2019). Building the early number sense of Kindergarteners with autism: A replication study. Remedial and Special Education, 41(6), 378-388. https://doi:10.1177/0741932519873121

Saunders, A. F., Root, J. R., & Jimenez, B. A. (2019). Inclusive mathematics education practices involving students with severe disabilities. Inclusion, 7(2), 75-91. https://doi.org/10.1352/2326-6988-7.2.75

Root, J. R., Cox, S., & Gonzalez, S. (2019). Using modified schema-based instruction with technology-based supports to teach data analysis. Research and Practice for Persons with Severe Disabilities, 44, 53-68. https://doi:10.1177/1540796919833915

Root, J. R., & Browder, D. M. (2019). Algebraic problem solving for middle school students with autism and intellectual disability. Exceptionality, 27, 118-132. https://doi.org/10.1080/09362835.2017.1394304

Root, J. R. (2018). Effects of explicit instruction on acquisition and generalization of mathematical concepts for a student with autism spectrum disorder. Research in Autism Spectrum Disorders, 57. https://doi:10.1016/j.rasd.2018.09.005

Cox, S., & Root, J. R. (2018). Modified schema-based instruction to develop word problem solving flexibility and communication skills for students with autism. Remedial and Special Education, 30. https://doi:10.1177/0741932518792660

Root, J. R., Henning, B., & Boccumini, E. (2018). Teaching students with autism and intellectual disability to solve algebraic word problems. Education and Training in Autism and Developmental Disabilities, 53, 325-338.

Spooner, F., Root, J. R., Saunders, A. F., & Browder, D. M. (2018). An updated evidence-based practice review on teaching mathematics to students with moderate and severe disabilities. Remedial and Special Education, 40(3), 150-165. https://doi:10.1177/0741932517751055

Browder, D. M., Spooner, F., Lo, Y-y, Saunders, A. F., Root, J. R., Ley Davis, L., & Brosh, C. (2018). Teaching students with moderate intellectual disabilities to solve word problems. The Journal of Special Education, 51, 222-235. https://doi:10.1177/0022466917721236

Browder, D. M., Root, J. R., Wood, L., & Allison, C. A. (2017). Effects of a story mapping procedure using the iPad on the comprehension of narrative texts by students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 32, 243-255. https://doi:10.1177/1088357615611387

Root, J. R., Stevenson, B., Davis, L. L., Geddes-Hall, J., & Test, D. (2017). Establishing computer-assisted instruction as evidence based practice to teach academics to students with autism. Journal of Autism and Developmental Disorders, 47, 275-284. https://doi:10.1007/s10803-016-2947-6

Root, J. R., Browder, D. M., Saunders, A. F., & Lo, Y-y. (2017). Schema-based instruction with concrete and virtual manipulatives to teach problem solving to students with autism. Remedial and Special Education, 38, 42-52. https://doi:10.1177/0741932516643592

Allison, C., Root, J. R., Browder, D., & Wood, A. L. (2017). Technology-based shared story reading for students with autism who are English language learners. Journal of Special Education Technology, 11. https://doi:10.1177/0162643417690606