Halle, J. W., & Horner, R. H. (2021). Introduction to an Agenda for Advancing the Field of Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 46(3), 131.  link >

Halle, J. (2020). Joe Spradlin, my mentor and friend. Journal of Applied Behavior Analysis, 53(4), 1958-1959.  link >

Horner, R. H., & Halle, J. W. (2020). Implications of Emerging Educational Reforms for Individuals With Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 45(2), 75-80.  link >

Halle, J. (2019). Avoiding the Humdrum: Recommendations for Improving How We Conceptualize and Assess Social Validity in ECSE. Topics in Early Childhood Special education, 39(3), 139-143.  link >

Horner, R. H., & Halle, J. W. (2018). Commentary on “Perspectives on the State of the Art (and Science) of Selected Life-Span Services”. Research and Practice for Persons with Severe Disabilities, 43(2), 90-93.  link >

Snodgrass, M. R., Chung, M. Y., Meadan, H., & Halle, J. W. (2018). Social validity in single-case research: A systematic literature review of prevalence and application. Research in Developmental Disabilities, 74, 160-173.  link >

Drasgow, E., Wolery, M., Chezan, L. C., Halle, J., & Hajiaghamohseni, Z. (2017). Systematic instruction of students with significant cognitive disabilities. In J. M. Kauffman, D. P. Hallahan, & P. Cullen Pullen (Eds.), Handbook of Special Education (2 ed., pp. 632-648). Taylor and Francis Inc..  link >

Meadan, H., Snodgrass, M. R., Palomo, I., Amenta, C. G., & Halle, J. W. (2017). A Framework for Defining Contextual Features of Training and Coaching Practices. Exceptionality, 25(4), 253-269.  link >

Snodgrass, M. R., Chung, M. Y., Biller, M. F., Appel, K. E., Meadan, H., & Halle, J. W. (2017). Telepractice in Speech-Language Therapy: The Use of Online Technologies for Parent Training and Coaching. Communication Disorders Quarterly, 38(4), 242-254.  link >

Chezan, L. C., Drasgow, E., Martin, C. A., & Halle, J. W. (2016). Negatively-Reinforced Mands: An Examination of Resurgence to Existing Mands in Two Children With Autism and Language Delays. Behavior Modification, 40(6), 922-953.  link >

Chung, M., Snodgrass, M. R., Meadan, H., Akamoglu, Y., & Halle, J. W. (2016). Understanding Communication Intervention for Young Children with Autism and Their Parents: Mixing Behavioral and Social Validity Findings. Journal of Developmental and Physical Disabilities, 28(1), 113-134.  link >

Curtiss, S. L., Pearson, J. N., Akamoglu, Y., Fisher, K. W., Snodgrass, M. R., Meyer, L. E., Meadan, H., & Halle, J. W. (2016). Bringing Instructional Strategies Home: Reaching Families Online. Teaching Exceptional Children, 48(3), 159-167.  link >

Keen, D., Meadan, H., Brady, N. C., & Halle, J. W. (2016). Introduction to prelinguistic and minimally verbal communicators on the autism spectrum. In D. Keen, H. Meadan, N. C. Brady, & J. W. Halle (Eds.), Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. 3-7). Springer.  link >

Keen, D., Meadan, H., Brady, N. C., & Halle, J. W. (2016). Preface. In Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. vii-viii). Springer.  link >

Keen, D., Meadan, H., Brady, N. C., & Halle, J. W. (2016). Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum. Springer.  link >

Meadan, H., Snodgrass, M. R., Meyer, L. E., Fisher, K. W., Chung, M. Y., & Halle, J. W. (2016). Internet-Based Parent-Implemented Intervention for Young Children With Autism: A Pilot Study. Journal of Early Intervention, 38(1), 3-23.  link >

Sigafoos, J., O’Reilly, M. F., Lancioni, G. E., Carnett, A., Bravo, A., Rojeski, L., & Halle, J. W. (2016). Functional assessment of problematic forms of prelinguistic behavior. In D. Keen, H. Meadan, N. C. Brady, & J. W. Halle (Eds.), Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. 121-145). Springer.  link >

DeThorne, L., Aparicio Betancourt, M., Karahalios, K., Halle, J., & Bogue, E. (2015). Visualizing Syllables: Real-Time Computerized Feedback Within a Speech–Language Intervention. Journal of Autism and Developmental Disorders, 45(11), 3756-3763.  link >

Drasgow, E., Martin, C. A., Chezan, L. C., Wolfe, K., & Halle, J. W. (2015). Mand Training: An Examination of Response-Class Structure in Three Children With Autism and Severe Language Delays. Behavior Modification, 40(3), 347-376.  link >

Martin, C. A., Drasgow, E., & Halle, J. W. (2015). Training Teachers to Enhance the Play Skills of Young Children With Developmental Disabilities During Outdoor Time by Embedding Instructional Interactions. Journal of Early Intervention, 37(4), 247-269.  link >

Schmidt, J. D., Drasgow, E., Halle, J. W., Martin, C. A., & Bliss, S. A. (2014). Discrete-Trial Functional Analysis and Functional Communication Training With Three Individuals With Autism and Severe Problem Behavior. Journal of Positive Behavior Interventions, 16(1), 44-55.  link >

Fisher, K. W., Shogren, K. A., & Halle, J. W. (2013). Increasing an AAC User's Classroom Community Membership Through Peer Social Networks: An Ecological Intervention. Inclusion, 1(3), 164-180.  link >

Meadan, H., Meyer, L. E., Snodgrass, M. R., & Halle, J. W. (2013). Coaching Parents of Young Children with Autism in Rural Areas Using Internet-Based Technologies: A Pilot Program. Rural Special Education Quarterly, 32(3), 3-10.  link >

Meadan, H., Halle, J. W., & Kelly, S. M. (2012). Intentional Communication of Young Children with Autism Spectrum Disorder: Judgments of Different Communication Partners. Journal of Developmental and Physical Disabilities, 24(5), 437-450.  link >

Hsu, S., Fernhall, B., Hui, S. S. C., & Halle, J. (2011). Psychosocial factors of stages of change among adults with intellectual disabilities. Intellectual and developmental disabilities, 49(1), 14-25.  link >

Hailpern, J., Karahalios, K., DeThorne, L., & Halle, J. (2010). VocSyl: Visualizing syllable production for children with ASD and speech delays. In ASSETS'10 - Proceedings of the 12th International ACM SIGACCESS Conference on Computers and Accessibility (pp. 297-298). (ASSETS'10 - Proceedings of the 12th International ACM SIGACCESS Conference on Computers and Accessibility).  link >

Meadan, H., Halle, J. W., & Ebata, A. T. (2010). Families with children who have autism spectrum disorders: Stress and support. Exceptional Children, 77(1), 7-36.  link >

Hailpern, J., Karahalios, K., Halle, J., DeThorne, L. S., & Coletto, M. K. (2009). A³: HCI coding guideline for research using video annotation to assess behavior of nonverbal subjects with computer-based intervention. ACM Transactions on Accessible Computing, 2(2), Article 8.  link >

Hailpern, J., Karahalios, K., & Halle, J. (2009). Creating a spoken impact: Encouraging vocalization through audio visual feedback in children with ASD. In CHI 2009: Digital Life New World - Proceedings of the 27th International Conference on Human Factors in Computing Systems (pp. 453-462). (Conference on Human Factors in Computing Systems - Proceedings).  link >

Hailpern, J., Karahalios, K., DeThorne, L., & Halle, J. (2009). Talking points: The differential impact of real-time computer generated audio/visual feedback on speech-like & non-speech-like vocalizations in low functioning children with ASD. In ASSETS'09 - Proceedings of the 11th International ACM SIGACCESS Conference on Computers and Accessibility (pp. 187-194). (ASSETS'09 - Proceedings of the 11th International ACM SIGACCESS Conference on Computers and Accessibility).  link >

Dymond, S. K., Renzaglia, A., Halle, J. W., Chadsey, J., & Bentz, J. L. (2008). An Evaluation of Videoconferencing as a Supportive Technology for Practicum Supervision. Teacher Education and Special Education, 31(4), 243-256.  link >

Hailpern, J., Karahalios, K. G., Halle, J., DeThorne, L., & Coletto, M. K. (2008). Visualizations: Speech, language & autistic spectrum disorder. 3591-3596. Paper presented at 28th Annual CHI Conference on Human Factors in Computing Systems, Florence, Italy.  link >

Halle, J. (2008). A parent-implemented, naturalistic strategy produced increases in vocalizations and appropriate play in two children with autism. Evidence-Based Communication Assessment and Intervention, 2(1), 20-22.  link >

Halle, J. W., & Drasgow, E. (2008). Child-initiated opportunities produce faster acquisition than instructor-initiated opportunities for teaching new requesting forms to six young children with autism or pervasive developmental disorders. Evidence-Based Communication Assessment and Intervention, 2(4), 208-212.  link >

Halle, J. W., & Dymond, S. K. (2008). Inclusive Education: A Necessary Prerequisite to Accessing the General Curriculum? Research and Practice for Persons with Severe Disabilities, 34(1), 196-198.  link >

Hallpern, J., Karahallos, K., Halle, J., Dethorne, L., & Colette, M. K. (2008). A³: A coding guideline for HCI+autism research using video annotation. In ASSETS'08: 10th International ACM SIGACCESS Conference on Computers and Accessibility (pp. 11-18). (ASSETS'08: The 10th International ACM SIGACCESS Conference on Computers and Accessibility).  link >

Meadan, H., Halle, J., Ostrosky, M. M., & Destefano, L. (2008). Communicative Behavior in the Natural Environment: Case Studies of Two Young Children With Autism and Limited Expressive Language. Focus on Autism and Other Developmental Disabilities, 23(1), 37-48.  link >

Halle, J. (2007). A combined package of responsivity education/prelinguistic milieu teaching (re/pmt) increased intentional communication acts in 2–3-year-old children with developmental disabilities and down syndrome. Evidence-Based Communication Assessment and Intervention, 1(2), 72-73.  link >

Halle, J., & Meadan, H. (2007). A Protocol for Assessing Early Communication of Young Children With Autism and Other Developmental Disabilities. Topics in Early Childhood Special education, 27(1), 49-61.  link >

Erbas, D., Turan, Y., Ozen, A., & Halle, J. W. (2006). Effect of an adapted "cover write" method to word-naming and spelling to students with developmental disabilities in Turkey. Education and Training in Developmental Disabilities, 41(4), 357-364.

Meadan, H., Halle, J. W., Watkins, R. V., & Chadsey, J. G. (2006). Examining communication repairs of 2 young children with autism spectrum disorder: The influence of the environment. American journal of speech-language pathology, 15(1), 57-71.  link >

Meadan, H., Ostrosky, M. M., & Halle, J. W. (2006). “What?”; “I Don’t Understand’; and “Pardon?”: Using Communication Breakdowns to Encourage Communication. Young Exceptional Children, 9(3), 2-9.  link >

Horner, R. H., Carr, E. G., Halle, J., Mcgee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179.  link >

Martin, C. A., Drasgow, E., Halle, J. W., & Brucker, J. M. (2005). Teaching a child with autism and severe language delays to reject: Direct and indirect effects of functional communication training. Educational Psychology, 25(2-3), 287-304.  link >

Halle, J., Brady, N. C., & Drasgow, E. (2004). Enhancing socially adaptive communicative repairs of beginning communicators with disabilities. American journal of speech-language pathology, 13(1), 43-54.  link >

Meadan, H., & Halle, J. W. (2004). Communication repair and response classes. The Behavior Analyst Today, 5(3), 291-303.  link >

Meadan, H., & Halle, J. W. (2004). Social Perceptions of Students with Learning Disabilities Who Differ in Social Status. Learning Disabilities Research and Practice, 19(2), 71-82.  link >

Phillips, B., & Halle, J. (2004). The Effects of a Teacher-Training Intervention on Student Interns' Use of Naturalistic Language Teaching Strategies. Teacher Education and Special Education, 27(2), 81-96.  link >

Sigafoos, J., Drasgow, E., Halle, J. W., O'reilly, M., Seely-York, S., Edrisinha, C., & Andrews, A. (2004). Teaching VOCA use as a communicative repair strategy. Journal of Autism and Developmental Disorders, 34(4), 411-422.  link >

Turan, Y., Ostrosky, M. M., Halle, J. W., & Destefano, L. (2004). Acceptability of language interventions: A comparison of preschool and elementary teachers' responses. Journal of Early Intervention, 26(3), 221-233.  link >

Woodyatt, G., Marinac, J., Darnell, R., Sigafoos, J., & Halle, J. (2004). Behaviour state analysis in Rett syndrome: Continuous data reliability measurement. International Journal of Disability, Development and Education, 51(4), 383-400.  link >

Carey, Y. A., & Halle, J. W. (2002). The Effect of an Idiosyncratic Stimulus on Self-Injurious Behavior During Task Demands. Education and Treatment of Children, 25(1), 131-141.

Halle, J. W., & Lowrey, K. A. (2002). Can Person-Centered Planning Be Empirically Analyzed to the Satisfaction of All Stakeholders? Research and Practice for Persons with Severe Disabilities, 27(4), 268-271.  link >

Drasgow, E., Halle, J. W., & Phillips, B. (2001). Effects of different social partners on the discriminated requesting of a young child with autism and severe language delays. Research in Developmental Disabilities, 22(2), 125-139.  link >

Halle, J. W., Gabler-Halle, D., & Chung, Y. B. (1999). Effects of a peer-mediated aerobic conditioning program on fitness levels of youth with mental retardation: Two systematic replications. Mental Retardation, 37(6), 435-448.  link >

Harbers, H. M., Paden, E. P., & Halle, J. W. (1999). Phonological awareness and production: Changes during intervention. Language, Speech, and Hearing Services in Schools, 30(1), 50-60.  link >

Ostrosky, M. M., Drasgow, E., & Halle, J. W. (1999). “How Can I Help You Get What You Want?”: A Communication Strategy for Students with Severe Disabilities. Teaching Exceptional Children, 31(4), 56-61.  link >

Drasgow, E., Halle, J. W., & Ostrosky, M. M. (1998). Effects of differential reinforcement on the generalization of a replacement mand in three children with severe language delays. Journal of Applied Behavior Analysis, 31(3), 357-374.  link >

Halle, J. (1998). Fidelity: A Crucial Question in Translating Research to Practice. Journal of Early Intervention, 21(4), 294-296.  link >

Brady, N. C., & Halle, J. W. (1997). Functional analysis of communicative behaviors. Focus on Autism and Other Developmental Disabilities, 12(2), 95-104.  link >

Drasgow, E., Halle, J. W., Ostrosky, M. M., & Harbers, H. M. (1996). Using Behavioral Indication and Functional Communication Training to Establish an Initial Sign Repertoire with a Young Child with Severe Disabilities. Topics in Early Childhood Special education, 16(4), 500-521.  link >

Halle, J. W. (1996). Reflections of an Exiting Editor: The State of JASH and its Crucial Role in TASH. Research and Practice for Persons with Severe Disabilities, 21(1), 1-4.  link >

Drasgow, E., & Halle, J. W. (1995). Teaching Social Communication to Young Children with Severe Disabilities. Topics in Early Childhood Special education, 15(2), 164-186.  link >

Ferguson, D. L., & Halle, J. W. (1995). Editorial: Considerations for Readers of Qualitative Research. Research and Practice for Persons with Severe Disabilities, 20(1), 1-2.  link >

Halle, J. W., Reichle, J., Drasgow, E., & Reinoehl, R. B. (1995). Assessment and intervention of severe language delays in children. Journal of Behavioral Education, 5(2), 173-188.  link >

Halle, J. W. (1995). Innovations in Choice-Making Research: An Editorial Introduction. Research and Practice for Persons with Severe Disabilities, 20(3), 173-174.  link >

Halle, J. W. (1994). A dispassionate (if that's possible) observer's perspective. Mental Retardation, 32(4), 311-314.

Halle, J. W., Chadsey-Rusch, J., & Reichle, J. (1994). Editorial Introduction to the Special Topic on Facilitated Communication. Research and Practice for Persons with Severe Disabilities, 19(3), 149-150.  link >

Levine, K., Shane, H. C., Wharton, R. H., Ferguson, D. L., Horner, R. H., Goode, D., Halle, J. W., & Hitzing, W. (1994). What if... A plea to professionals to consider the risk-benefit ratio of facilitated communication. Mental Retardation, 32(4), 300-318.

Reinoehl, R. B., & Halle, J. W. (1994). Increasing the Assessment Probe Performance of Teacher Aides through Written Prompts. Research and Practice for Persons with Severe Disabilities, 19(1), 32-42.  link >

Chadsey-Rusch, J., Drasgow, E., Reinoehl, B., Halle, J., & Collet-Klingenberg, L. (1993). Using General-Case Instruction to Teach Spontaneous and Generalized Requests for Assistance to Learners with Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 18(3), 177-187.  link >

Gabler-Halle, D., Halle, J. W., & Chung, Y. B. (1993). The effects of aerobic exercise on psychological and behavioral variables of individuals with developmental disabilities: A critical review. Research in Developmental Disabilities, 14(5), 359-386.  link >

Halle, J. (1993). Editorial. Research and Practice for Persons with Severe Disabilities, 18(1), 4-5.  link >

Chadsey-Rusch, J., & Halle, J. (1992). The Application of General-Case Instruction to the Requesting Repertoires of Learners with Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 17(3), 121-132.  link >

Halle, J. W. (1992). Introduction to a Forum on Sterilization. Research and Practice for Persons with Severe Disabilities, 17(1), 3.  link >

O'reilly, M. F., Renzaglia, A., Hutchins, M., Koterba-Buss, L., Clayton, M., Halle, J. W., & Izen, C. (1992). Teaching Systematic Instruction Competencies to Special Education Student Teachers: An Applied Behavioral Supervision Model. Research and Practice for Persons with Severe Disabilities, 17(2), 104-111.  link >

Halle, J. W., & Holt, B. (1991). ASSESSING STIMULUS CONTROL IN NATURAL SETTINGS: AN ANALYSIS OF STIMULI THAT ACQUIRE CONTROL DURING TRAINING. Journal of Applied Behavior Analysis, 24(3), 579-589.  link >

Halle, J. W. (1989). Identifying stimuli in the natural environment that control verbal responses. Journal of Speech and Hearing Disorders, 54(4), 500-504.  link >

Halle, J. W., Schloss, P. J., & Schloss, C. N. (1989). Using Changing-Criterion Methodology to Enhance the Vocational Performance of a Developmentally Disabled Adult: A Home-Based Demonstration. Career Development for Exceptional Individuals, 12(2), 83-95.  link >

Halle, J. (1988). Adopting the natural environment as the context of training. In S. N. Calculator, & J. L. Bedrosian (Eds.), Communication Assessment and Intervention for Adults with Mental Retardation (pp. 155-185). Little, Brown.

Halle, J. W. (1985). Enhancing Social Competence Through Language: An Experimental Analysis of a Practical Procedure for Teachers. Topics in Early Childhood Special education, 4(4), 77-92.  link >

Halle, J. W. (1984). Arranging the natural environment to occasion language: Giving severely language-delayed children reasons to communicate. Seminars in Speech and Language, 5(3), 185-197.  link >

Halle, J. W., Hunt, F. M., & Bjorenson, J. E. (1984). Effects of two antecedent conditions on vocalization frequency of severely retarded children. Journal of Speech and Hearing Disorders, 49(4), 349-359.  link >

Halle, J. W., Alpert, C. L., & Anderson, S. R. (1984). Natural Environment Language Assessment and Intervention with Severely Impaired Preschoolers. Topics in Early Childhood Special education, 4(2), 36-56.  link >

Schloss, P. J., Halle, J. W., & Sindelar, P. T. (1984). Guidelines for teachers' interpretations of student performance data. Remedial and Special Education, 5(4), 38-43.  link >

Halle, J. W., & Sindelar, P. T. (1982). Behavioral observation methodologies for early childhood education. Topics in Early Childhood Special education, 2(1), 43-54.  link >

Halle, J. W., Baer, D. M., & Spradlin, J. E. (1981). TEACHERS' GENERALIZED USE OF DELAY AS A STIMULUS CONTROL PROCEDURE TO INCREASE LANGUAGE USE IN HANDICAPPED CHILDREN. Journal of Applied Behavior Analysis, 14(4), 389-409.  link >

Halle, J. W., Marshall, A. M., & Spradlin, J. E. (1979). TIME DELAY: A TECHNIQUE TO INCREASE LANGUAGE USE AND FACILITATE GENERALIZATION IN RETARDED CHILDREN. Journal of Applied Behavior Analysis, 12(3), 431-439.  link >

SPED 199: Undergraduate Open Seminar (SPED 199) Topics will vary. See course schedule.

SPED 391: Thesis (SPED 391) Prerequisite: Senior standing.

SPED 395: Independent Study (SPED 395) Study of problems not considered in other courses; designed for students who excel in self-direction and intellectual curiosity.

SPED 599: Thesis Research (SPED 599) Individual direction of research and thesis writing.