Books
Smith, T. E. C., Polloway, E. A., & Taber-Doughty, T. (2020). Teaching Students with Special Needs in Inclusive
Settings (8th Edition). Austin, TX: Pro-Ed.
Smith, T. E. C., Polloway, E. A., Taber-Doughty, T., Patton, J. R., & Dowdy, C. A. (2016). Teaching Students with Special
Needs in Inclusive Settings (7th Edition). Boston: Pearson.
Bouck, E. C., Taber-Doughty, T., Savage*, M. (2015). Footsteps toward the future: A real-world curricular focus for
students with autism, intellectual, and developmental disability. DADD Prism Series. Arlington, VA: Council for
Exceptional Children.
Book Chapters
Jimenez, B., & Taber-Doughty, T. (2023). Chapter 5: Interpret and communicate assessment information with stakeholders to collaboratively
design and implement educational programs (pp. 52-63). In R. Pennington & G. Courtade (Eds), High Leverage Practices: Ensuring access for
students with extensive support needs.
Savage, M., &, Taber-Doughty, T. (2019). Life skills and community participation. In: Evidence-based practices in
instructional information for students with intellectual disability & autism spectrum disorders. Book 4:
Research/Evidence-based practices for teaching concepts to students with intellectual disability and autism
spectrum disorder and transition. Arlington, VA: Council for Exceptional Children.
Shurr, J., & Taber-Doughty, T. (2018). Teaching academic skills to secondary students with intellectual disability. In
R. Gargiulo & E. C. Bouck (Eds.), Instructional Strategies for Students with Mild, Moderate, and Severe Intellectual
Disability (pp. 301-333). Los Angeles: Sage.
Taber-Doughty, T. (2018). Life skills for elementary age students with intellectual disability. In R. Gargiulo & E. C.
Bouck (Eds.), Instructional Strategies for Students with Mild, Moderate, and Severe Intellectual Disability (pp. 266-
300) Los Angeles: Sage.
Taber-Doughty, T. & Shurr, J. (2018). Life skills for secondary students with intellectual disability. In R. Gargiulo & E. C.
Bouck (Eds.), Instructional Strategies for Students with Mild, Moderate, and Severe Intellectual Disability (pp. 334-
362). Los Angeles: Sage.
Purcell, M., & Taber-Doughty, T. (2018). Life skills for early childhood students with intellectual disability. In R. Gargiulo &
E. C. Bouck (Eds.), Instructional Strategies for Students with Mild, Moderate, and Severe Intellectual Disability (pp.
203-228). Los Angeles: Sage.
Taber-Doughty, T. & Bouck, E. (2011). Family involvement and support throughout the school years. In D. Zager, M. L.
Wehmeyer & R. L. Simpson (Eds.), Evidence-based principles and practices for educating students with autism.
Alberto, P., Taber, T., & Cihak, D. (2004). Students with moderate and severe mental retardation. In R.P. Colarusso & C.M.
O-Rourke (Eds), Special education for all teachers (3rd Ed). Dubuque, Iowa: Kendall/Hunt Publishing Company.
Taber, T. A. (2003). Teaching middle school students with disabilities. In M. Finders and S. Hynds (Eds.), Literacy lessons:
Teaching and learning with middle schoolers. Upper Saddle River, NJ: Prentice Hall.
Alberto, P., & Taber, T. (1999). Students with moderate and severe mental retardation. In R.P. Colarusso & C.M. O’Rourke
(Eds), Special education for all teachers (2nd Ed). Dubuque, Iowa: Kendall/Hunt Publishing Company.
Alberto, P., & Taber, T. (1997). Students with moderate and severe mental retardation. In R.P. Colarusso & C.M. O’Rourke
(Eds), Special education for all teachers (pp. 215-259). Dubuque, Iowa: Kendall/Hunt Publishing Company.
Peer-Reviewed Journal Articles (*denotes current/former doctoral students)
Peterson, J. S., Lee, D., Shah, C., Knomler, N., & Taber-Doughty, T. (2019). School counselors-in-training in international
dialogue: A study of cultural immersion. International Journal of Educational Reform, 28(2), 162-178.
Savage*, M. N., Taber-Doughty, T., Brodhead, M. T., & Bouck, E. C. (2018). Increasing physical activity for adults with
autism spectrum disorder: Comparing in-person with technology-delivered praise. Research in Developmental
Disabilities, 73, 115-125.
Satsangi*, R., Bouck, E. C., Taber-Doughty, T., Bofferding, L., & Roberts, C. A. (2018). Comparing the effectiveness of virtual
and concrete manipulatives to learn algebra for secondary students with learning disabilities. Learning Disability
Quarterly, 39(4), 211-228.
Bassette*, L., Taber-Doughty, T., Gama, R., Yakubova, G., Alberto, P.A., & Cihak, D. (2018). The use of cell phones to
address safety skills for students with a moderate intellectual disability in community settings. Focus on Autism
and Developmental Disabilities.
Savage*, M., & Taber-Doughty, T. (2017). Self-operated auditory prompting systems for individuals with intellectual
disability: A meta-analysis of single-subject research. Journal of Intellectual and Developmental Disability, 42(3),
249-258.
Yakubova*, G., & Taber-Doughty, T. (2017). Improving problem solving performance of students with autism spectrum
disorders. Focus on Autism and Other Developmental Disabilities, 32(1), 3-17.
Shurr*, J., & Taber-Doughty, T. (2017). The Picture Plus Discussion (PPD) intervention: Text access for high school
students with moderate intellectual disability. Focus on Autism and Developmental Disabilities, 32(3), 198-208.
Bassette*, L. A., Taber-Doughty, T., & Brady, C. (2016/17). Conversational skills instruction during therapeutic horseback
riding for adolescents with mild disabilities. Scientific and Educational Journal of Therapeutic Riding, 21, 48-63.
Bassette*, L. A., & Taber-Doughty, T. (2016). Analysis of an animal-assisted reading intervention for young adolescents
with emotional/behavioral disabilities. Research in Middle Level Education, 39(3), 1-20.
Boesch*, M. C., Taber-Doughty, T., Wendt, O., & Smalts, S. (2015). Using a behavioral approach to decrease self-injurious
behavior in an adolescent with severe autism: A data-based case study. Education and Treatment of Children,
38, 305-328.
Weng*, P., & Taber-Doughty, T. (2015). Developing an app evaluation rubric for practitioners in special education. Journal
of Special Education Technology, 30(1).
Taber-Doughty, T. (2015). STEM for students with severe disabilities: Editorial. School Science and Mathematics, 115(4),
153-154.
Miller*, B. T., Taber-Doughty, T., & Krockover, G. (2015). Using science inquiry methods to promote self-determination
and problem-solving skills for students with moderate intellectual disability. Education and Training in Autism and
Developmental Disabilities, 50, 356-368.
Jasper*, A., & Taber-Doughty, T. (2015). Special educators and data recording: What's delayed recording got to do with
it? Focus on Autism and Other Developmental Disabilities, 30(3), 143-153.
Miller*, B. T., & Taber-Doughty, T. (2014). Self-monitoring checklists for inquiry problem-solving: Functional problem-
solving methods for students with intellectual disabilities. Education and Training in Autism and Developmental
Disabilities, 49, 555-567.
Bouck, E., Savage*, M., Meyer,* N. K., Taber-Doughty, T., & Hunley, M. (2014). High-tech or low-tech? Comparing self-
monitoring systems to increase task independence for students with autism. Focus on Autism and Other
Developmental Disabilities, 29, 156-167.
Bouck, E., Satsangi*, R., Taber-Doughty, T. & Courtney*, W. (2014). Virtual and concrete manipulatives: Approaches for
solving mathematics problems for students with autism spectrum disorder. Journal of Autism and Developmental
Disorders, 44, 180-194. DOI 10.1007/s10803-013-1863-2
Yakubova*, G., & Taber-Doughty, T. (2013). Brief report: Learning via the electronic interactive whiteboard for two
students with autism and a student with moderate intellectual disability. Journal of Autism and Developmental
Disorders, 43, 1465-1472.
Taber-Doughty, T., Szwed*, K., Bouck, E. C., Bassette*, L., & Flanagan*, S. (2013). Spelling on the fly: Investigating a pentop
computer to improve the spelling skills of three elementary students with disabilities. Assistive Technology, 3, 166-
175.
Miller*, B. T., Krockover, G. H., & Doughty, T. (2013). Using iPads to teach inquiry science to students with moderate to
severe intellectual disability: A pilot study. Journal of Research in Science Teaching, 50, 887-911.
Ronchal*, R., Taber-Doughty, T., Guo, Y., Bain, K., Martin, H., Robinson, J. P., & Duerstock, B. S., (2013). Using speech
recognition for real-time captioning and lecture transcription in the classroom. IEEE Transactions on Learning
Technologies, PP(99).
Yakubova*, G., & Taber-Doughty, T (2013). Effects of video modeling and verbal prompting on social skills embedded
within a purchasing activity for students with autism. Journal of Special Education Technology, 28(1), 35-48.
Taber-Doughty, T., Miller*, B., Shurr*, J., & Wiles*, B. (2013). Portable and accessible video modeling for making
independent task transitions in multiple community sites. Education and Training in Autism and Developmental
Disabilities, 48, 147-163.
Bassette*, L. & Taber-Doughty, T. (2012). The effects of a dog reading visitation program on academic engagement
behavior in three elementary students with emotional and behavioral disabilities: A single case design. Child &
Youth Care Forum, 42, 239-256.
Shurr*, J., & Taber-Doughty, T. (2012). Increasing comprehension for middle school students with moderate intellectual
disabilities on age-appropriate texts. Education and Training in Autism and Developmental Disabilities, 47, 359-372.
Taber-Doughty, T. & Jasper*, A. (2012). Assessing educator data reliability: Which method is best? Focus on Autism and
Other Developmental Disabilities, 27, 168-176.
Taber-Doughty, T., Bouck, E. C., Tom*, K., Jasper*, A., Flanagan*, S., & Bassette*, L. (2011). Video modeling and prompting:
A comparison of two strategies for teaching cooking skills to students with mild intellectual disabilities. Education
and Training in Autism and Developmental Disabilities. 46(4), 499-513.
Bouck, E. C., Taber-Doughty, T., Flanagan*, S., Szwed*, K., & Bassette*, L. (2010). Is the pen mightier? Using pentop
computers to improve students’ writing. Journal of Special Education Technology, 24, 33-47.
Taber-Doughty, T., Shurr*, J., Brewer, J., & Kubik, S. (2010). Standard care and telecare services: A comparison of two
service systems for supporting consumers with intellectual disabilities in their own homes. Journal of Intellectual
Disability Research, 54(9), 843-859.
Brewer, J., Taber-Doughty, T., & Kubik, S. (2010). Safety assessment of a home-based telecare system for adults with
developmental disabilities in Indiana: A multi-stakeholder perspective. Journal of Telemedicine and Telecare, 16,
265-269.
Da Fonte*, M. A., Pufpaff, L., & Taber-Doughty, T. (2010). Storybook interactions: A comparison of vocabulary usage.
Psychology in the Schools, 47(5), 514-524.
Da Fonte*, M. A., & Taber-Doughty, T. (2010). The use of alternative communication modes with infants. How early can
we start? Early Child Development and Care, 180(4), 417-439.
Bouck, E. C., Bassette*, L., Taber-Doughty, T., Flanagan*, S., & Szwed*, K. (2009). Pentop computers as tools for teaching
multiplication to students with mild intellectual disabilities. Education and Training in Developmental Disabilities,
44(3), 367-380.
Taber-Doughty, T., Patton*, S.E., & Brennan, S. (2008). A comparison of simultaneous and delayed video modeling: An
examination of system effectiveness and student preferences. Journal of Special Education Technology, 23(1), 2-18.
Cihak, D. Alberto, P. A., Taber-Doughty, T., & Gama*, R. I. (2006). A comparison of static picture prompting and video
prompting simulation strategies using group instructional procedures. Focus on Autism and Other
Developmental Disabilities, 21, 89-99.
Taber-Doughty, T. (2005). Considering student choice when selecting instructional strategies: A comparison of three
prompting systems. Research in Developmental Disabilities, 26, 411-432.
Cihak, D., Alberto, P., Kessler*, K., & Taber, T. A. (2004). An investigation of instructional scheduling arrangements for
community-based instruction. Research in Developmental Disabilities, 25, 67-88.
Taber, T. A., Alberto, P., Hughes*, M., & Seltzer*, A. (2003). A strategy for when lost in the community using cell phones.
Research and Practices for Persons with Severe Disabilities, 28, 105-116.
Taber, T., Hughes*, M., Alberto, P., Seltzer*, A. (2002). A strategy for when lost in the community for students with
moderate disabilities. Research and Practices for Persons with Severe Disabilities, 27, 141-152.
Gallagher, P. A., Floyd, J. H., Stafford, A. M., Taber, T. A., Brozovic, S. A., & Alberto, P. A.(2000). Inclusion of students with
moderate or severe disabilities in educational and community settings: Perspectives from parents and
siblings. Education and Training in Mental Retardation and Developmental Disabilities, 35, 135-147.
Brozovic, S. A., Stafford, A. M., Alberto, P. A., & Taber, T. A. (2000). Variables considered by teachers of students with
moderate and severe disabilities when making placement decisions. Journal of Developmental and Physical
Disabilities, 12, 131-144.
Alberto, P., Taber, T., & Fredrick, L. (1999). Use of self-operated auditory prompts by students with moderate mental
retardation to decrease aberrant behavior. Research in Developmental Disabilities, 20, 429-439.
Taber, T., Seltzer, A., Heflin, J., & Alberto, P. (1999). Decreasing the off-task behavior of a student with autism and
moderate mental retardation through the use of self-operated auditory prompts. Focus on Autism and Other
Developmental Disabilities, 14, 159-166.
Taber, T. A., Alberto, P. A., & Fredrick, L. (1998). Use of self-operated auditory prompts by students with moderate
intellectual disabilities to transition independently through vocational tasks. Research in Developmental
Disabilities, 19, 327-345.
Alberto, P. A, Taber, T. A., Brozovic, S. A., & Elliott, N. E. (1997). Continuing issues of collaborative transition planning in
the secondary schools. Journal of Vocational Rehabilitation, 8, 197-204.
Elliott, N.E., Alberto, P.A., Arnold, S.E., Taber, T.A., & Bryar, M.R. (1996). The role of school district interagency transition
committees within an overall collaborative structure. Journal of Applied Rehabilitation Counseling, 27, 1-6.
Heller, K. W., Allgood, M. H., Davis, B., Arnold, S. E., Castelle, M. D., & Taber, T. A. (1996). Promoting nontask-related
communication at vocational sites. Augmentative and Alternative Communication, 12, 169-178.
Alberto, P., Mechling, L., & Taber, T. (1995). Using videotape to communicate with parents of students with severe
disabilities. Teaching Exceptional Children, 27(3), 18-21.
Alberto, P., Elliott, N., Taber, T., Houser, N., & Andrews, P. (1993). Vocational content for students with moderate and
severe disabilities in elementary and middle grades. Focus on Exceptional Children, 25, 1-10.
CONFERENCE PROCEEDINGS
Duerstock, B., Ranchal, R., Guo, Y., Doughty, T., Robinson, J., & Bain, K. (2011). Assistive note-taking using
speech recognition technology. In Proc. Festival of International Conferences on Caregiving, Disability, Aging and
Technology (FICCDAT): RESNA/ICTA3, Toronto, Canada.