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AUCD Experts

Kathryn Saunders, Ph.D.

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Center:
KS-Schiefelbusch Institute for Life Span Studies, UCEDD/LEND
Contact Information:
2601 Gabriel , Parsons, KS, 67357
620-421-6550
Leadership:
Discipline Coordinators:
Discipline(s):
AUCD Council Membership:
Vita/Bio:
Service:
Linked Projects
Generative Recombination at the Single Word Level (A component of Communication of People with Menta
Interdisciplinary Research Training in MR/DD
Generative Recombination at the Single Word Level (A component of Communication of People with Menta
Interdisciplinary Research Training in MR/DD
Generative Recombination at the Single Word Level (A component of Communication of People with Menta
Linked Products
Recombinative generalization of within-syllable units in nonreading adults with mental retardation
Equivalence relations in individuals with language limitations and mental retardation
Developing the alphabetic principle in adults with mental retardation: Abstracting vowel sounds
Recombinative generalization of within-syllable units in constructed spelling
Recombinative Generalization in Constructed Spelling by Preschool Children
Adults with Mental Retardation Demonstate Recombinative Generalization in a Constructed Spelling Task
Performance Under Verbal and Nonverbal Transitive-Interference Procedures in Persons with Mental Retardation
Journal article Psyc Record
Journal article MRDDRR
Journal article AJMR 2007
Postdoc Training in Translational Research on IDD Card
A stimulus control analysis of early reading skills
Enhancing vowel discrimination using constructed spelling
Although visually cued imitation training may increase peer imitation, the preexisting skills necessary for success should be identified
Enhancing vowel discrimination using constructed spelling
Although visually cued imitation training may increase peer imitation, the preexisting skills necessary for success should be identified
Stimulus control is an inference: Implications for instructional programming
Designing instructional programming for early reading skills
Validity of a non-speech dynamic assessment of phonemic awareness via the Alphabetic Principle
A pilot investigation of the validity of the Dynamic Assessment of Phonemic Awareness via the Alphabetic Principle (DAPA-AP) with preschool and school-aged children
There's no such thing as an individual phoneme: Implications for reading instruction
Developing the Alphabetic Principle to Aid Text-Based AAC Use by Adults with Low Speech Intelligibility and Intellectual Disabilities (in press)
There is no such thing as an individual phoneme: Implications for reading instruction
Evaluating precursors to reading using a measure of learning
Measuring phonemic awareness without speech responses: Investigating the validity of a new assessment
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