Dobler, T. (2015). Positive behavior supports in classrooms and schools: Effective and practical strategies for teachers and other service providers by Storey, K., & Post, M. [Review of the book Positive behavior supports in the classrooms and schools: Effective and practical strategies for teachers]. Research and Practice for Persons with Severe Disabilities, 40(1), 86-88.
Range, B. G. & Yocom, D. J. Connecting Response to Intervention and Grade Retention: Implications for School Leaders. Accepted by School Leadership Review for Summer 2012
Blum, H. T. & Yocom, D. J. The case for common assessment for Literature Circles. National Network of Educational Review National Conference. Denver, CO. October 18-20, 2012
Yocom, D. J. & Blum, H. T. Developing Common Assessments for inclusive middle school classrooms. Teacher Education Division of the Council for Exceptional Children National Conference. Grand Rapids, MI. November 6-10, 2012
Agran, M. (2011-2012). Promoting literacy instruction for people with severe disabilities: Achieving and realizing a literate identity. Research and Practice for Persons with Severe Disabilities, 36 (#3-4), 89-91.
Agran, M. (2011). Health and safety. In P. Wehman & J. Kregel (Eds.), Teaching independent living skills ( 3rd edition, pp. 283-308). Austin, TX: Pro-Ed.
Garner, H.L., Bruce, M.A., & Stellern, J. (2011). Adapting Navajo philosophy and the Native American medicine wheel to conduct group counseling with adolescents. The Journal for Specialists in Group Work, 36(1), 62-77.
Agran, M., & Krupp, M. (2011). Providing choice making in employment programs: The beginning or end of self-determination? Education and Training in Autism and Developmental Disabilities, 45, 565-575.
Agran, M., & Wehmeyer, M. (2010). Promoting self-regulated learning. In A. Mourad & J. de la Fuente Arias (Eds.), International perspectives on applying self-regulated learning in different settings. New York: Peter Lang Publishing.
Wehmeyer, M., Agran, M., Mithaug, D., Martin, J., & Palmer, S. (2010). Promoting self-determined learning. In A. Mourad & J. de la Fuente Arias (Eds.), International perspectives on applying self-regulated learning in different settings. New York: Peter Lang Publishing.
Agran, M., Storey, K., & Krupp, M. (2010). Choosing and choice making are not the same: Asking "what do you want for lunch?" is not self-determination. Journal of Vocational Rehabilitation, 33 (2), 77-88.
Agran, M., & Krupp, M. (2010). A preliminary investigation of parents' opinions about safety skills instruction: An apparent discrepancy between importance and expectation. Education and Training in Autism and Developmental Disabilities, 45, 303-311.
Agran, M., Wehmeyer, W., Cavin, M., & Palmer, S. (2010). Promoting active engagement in the general education classroom and access to the general education curriculum for students with cognitive disabilities. Education and Training in Developmental Disabilities, 45, 163-174.
Benson, T., Agran, M., & Yocom, D. J. (2010). Special education and National Board Certification. Teacher Education and Special Education, 33, 155-168.
Stellern, J. "Advanced Training and Presentation of Emotional Freedom Techniques." San Francisco, California. August, 2010. (Presentation)
Stanbury, S., Bruce, M. A., Jain, S., & Stellern, J. (2009, February 9). The effects of an empathy building program on bullying behavior. Journal of School Counseling, 7(2). Retrieved February 9, 2009 from http://www.jsc.montana.edu/articles/v7n2.pdf.
Bruce, M.A., Suhaila, K., & Stellern, J. "Calm yourself with self-help strategies" Chi Omega Sorority Members. Laramie, Wyoming. November, 2009. (Presentation)
Rusch, F., Hughes, C., Agran, M., Martin, J.E., & Johnson, J. (2009). New transition bridges: Toward an outcomes-oriented definition. Career Development for Exceptional Individuals, 32, 1-7.