Faculty Profiles

Randolph, K. M., Billingsley, G. M., & Thomas, C. N. (2024). Using behavior skills training and virtual simulations to train preservice practitioners in behavior management: An exploratory comparison study. Journal of Special Education Apprenticeship, 13(1), 1–21. https://doi.org/10.58729/2167-3454.1195

Lembke, E., Smith, R. A., & Thomas, C. N. (n.d.). Using assessment data, analyzing instructional practices, and making necessary adjustments that improve student outcomes. In High Leverage Practices (2nd Edition). Routledge.

Donehower, C. P., Walker, J., Thomas, C. N., Taylor, M., Best, Rose, C., & Vasquez, E. (n.d.). Functional analysis in simulated environments. The Journal of Special Education Apprenticeship.

Barth, A., & Thomas, C. (2021). Scaffolding inference-making for adolescents with disabilities that impact reading. Intervention in School and Clinic.

Smith, K. S., Selber, S. K., & Thomas, C. N. (2021). Chapter 8 Harnessing Technology for the Social Good. In Integrating the Grand Challenges Content in the Social Work Curricula and Classroom: Part 1: Stronger Social Fabric: Routledge.

Salac, J., Thomas, C., Butler, C., & Franklin, D. M. (2021). Investigating the role of cognitive abilities in computational thinking for young learners.

Salac, J., Thomas, C. N., Butler, C., & Franklin, D. (2021). Understanding the link between computer science instruction and reading and math performance.

Thomas, C. N., Barth, A. E., Compton, H., & Decker, M. (n.d.). An exploratory study of knowledge-based inference-making error types among middle grade less skilled readers. International Journal of Research in Learning Disabilities.

van Garderen, D., Hanuscin, D., Thomas, C. N., & Sadler, K. (2020). Part III:  The frameworks:  Reframing your instruction. In In D. Hanuscin & D. van Garderen (Eds.) Universal Design for Learning: Re-framing Elementary Science Instruction in Physical Science (Vol. Chapter 12, pp. 246–260). NSTA Press. Retrieved from https://my.nsta.org/resource/121585

van Garderen, D., Thomas, C., & Sadler, K. M. (2020). Part I:  The frameworks:  Reframing instruction with Universal Design for Learning. In In D. Hanuscin & D. van Garderen (Eds.) Universal Design for Learning: Re-framing Elementary Science Instruction in Physical Science (pp. 21–49). Retrieved from https://my.nsta.org/resource/121585

Porterfield, J. A., & Thomas, C. (2020). Authentic Assignment. In In M. D. Elford, H. H. Smith, & S. James (Ed.), GET feedback: Giving, exhibiting, and teaching feedback in special education teacher preparation. SLACK.

Franklin, D., Salac, J. M., Crenshaw, Z., Turimella, S., Klain, Z., Thomas, C., & Anaya, M. (2020). Exploring Student Behavior Using the TIPP&SEE Learning Strategy (pp. 91–101). https://doi.org/https://doi.org/10.1145/3372782.3406257

Franklin, D., Salac, J. P., Thomas, C., Sekou, Z., & Krause, S. (2020). Eliciting student Scratch script understandings via Scratch Charades (pp. 780–786). https://doi.org/https://dl.acm.org/doi/10.1145/3328778.3366911

Salac, J. P., Thomas, C. N., Butler, C., Sanchez, A., & Franklin, D. (2020). TIPP&SEE: A learning strategy to guide students through Use->Modify Scratch activities (pp. 79–85). https://doi.org/https://doi.org/10.1145/3328778.3366821

Salac, J. P., Thomas, C., Twarek, B., Marsland, W., & Franklin, D. q. (2020). Comprehending Code: Understanding the Relationship between Reading and Math Proficiency, and 4th-Grade CS Learning Outcomes, (pp. 268–274). https://doi.org/https://doi.org/10.1145/3328778.3366822

Thomas, C. N., Allen, A., Ciullo, S., Lembke, E. S., Billingsley, G., Goodwin, M., & Judd, L. (2020). Exploring the perceptions of middle school teachers regarding response to intervention for struggling readers. Exceptionality, 30(4), 261–278. https://doi.org/doi.org/10.1080/09362835.2020.1729765

Thomas, C. N., Peeples, K. N., Kennedy, M. J., & Decker, M. (2019). Riding the Technology Wave:  Policy, Obstacles, Recommendations, Actionable Ideas, and Resources. Intervention in School and Clinic.

Thomas, C., van Garderen, D., Sadler, K., Decker, M. A., & Hanuscin, D. (2018). Applying a Universal Design for Learning framework to meet the language demands of science. In M. Koomen, S. Kahn, C. Atchinson, & T. Wild (Eds.), Toward Inclusion of All Learners Through Science Teacher Education.

Lembke, E. S., Smith, R. A., Thomas, C., McMaster, K., & Mason, E. (2018). Using student assessment data, analyzing instructional practices, and making necessary adjustments that improve student outcomes. In High Leverage Practices for Inclusive Classrooms (1st Edition). Routledge, Taylor, and Francis.

Romig, J., Sundeen, T., Thomas, C., Kennedy, M., Phillips, J., Peeples, K., … Matthews, H. (2018). Using multimedia to teach self-regulated strategy development to pre-service teachers. Journal of Special Education Technology, (1–4).

Rock, M., Smith, S. J., Thomas, C., Regan, K., Vasquez, E., Kennedy, M., … Bausch, M. (2017). CEC TED TAM Commentary, Re: An Interview with Joseph Smith, Director, U.S. Office of Educational Technology. Contemporary Issues in Technology in Teacher Education, 17(3), 301–311.

Billingsley, G. M., & Thomas, C. (2017). 5 Ways to help students with learning disabilities manage their anxiety. Learning Disabilities Forum, 2–7. Retrieved from https://council-for-learning-disabilities.org/wp-content/uploads/2017/11/LDF_2017_Dec-2017-_111617.pdf

Kennedy, M. J., Alves, K. D., Miciak, J., Romig, J. E., Mathews, H. M., & Thomas, C. (2016). Evaluating the relationship between naturalistic content acquisition podcast views and course performance. Teacher Education and Special Education, 39(4), 293–307. https://doi.org/10.1177/0888406416659529

van Garderen, D., Hanuscin, D., Thomas, C., Stormont, M., & Lee, E. J. (2016). Self-directed learning to improve science content knowledge for teachers. Intervention School and Clinic, 52(4), 236–242. https://doi.org/10.1177/1053451216659476

Carlisle, A. A., Thomas, C., & McCathren, R. (2016). The Effectiveness of Using a Content Acquisition Podcast to Teach Phonological Awareness, Phonemic Awareness, and Phonics to Preservice Special Education Teachers. Journal of Special Education Technology, 31(2), 87–98. https://doi.org/10.1177/0162643416651723

Thomas, C., Pinter, E. B., Carlisle, A., & Goran, L. G. (2015). Student Response Systems: Learning and Engagement in Preservice Teacher Education. Journal of Special Education Technology, 30(4), 223–237. https://doi.org/10.1177/0162643415623026

Hirsch, S. E., Kennedy, M. J., Haines, S. J., Thomas, C., & Alves, K. A. (2015). Improving preservice teachers’ knowledge and application of functional behavioral assessments using multimedia. Behavior Disorders, 41(1), 38–50.

Smith, C. A., Thomas, C., & Stormont, M. A. (2015). Understanding how mentors build relationships with their mentees: A focus group study. Mentoring & Tutoring: Partnership in Learning, 1–20. https://doi.org/10.1080/13611267.2015.1073566

Ciullo, S., Lembke, E., Carlisle, A., Thomas, C., Goodwin, M., & Judd, L. (2015). Implementation of evidence-based literacy practices in middle-school Response to Intervention: An observation study. Learning Disability Quarterly, 1–14. https://doi.org/10.1177/0731948714566120

Kennedy, M. J., Kellems, R. O., Thomas, C., & Newton, J. R. (2015). Using content acquisition podcasts to deliver core content to preservice teacher candidates. Intervention in School and Clinic, 50(3), 163–168. https://doi.org/10.1177/1053451214542046

Thomas, C., van Garderen, D., Lee, E. J., & Scheuermann, A. (2015). Applying a Universal Design for Learning framework to mediate the language demands of mathematics. Reading and Writing Quarterly, 31(3), 207–234.

Stormont, M. A., & Thomas, C. (2014). Simple strategies for teaching children at-risk, K-5. Summit, NJ: Corwin.

Lewis, T. S., & Thomas, C. (2014). Teacher preparation for RtI, PBIS, and other system reforms. In P. Sindelar, E. McCray, M. Brownell, & B. Lignugaris/Kraft (Eds.), The Handbook of Research on Special Education Teacher Preparation (pp. 371–386). New York: Routledge, Taylor, & Francis.

Kennedy, M. J., Aronin, S., Newton, J. R., O’Neal, M., & Thomas, C. (2014). Creating multimedia-based vignettes with embedded evidence-based practices: A tool for supporting struggling learners. Journal of Special Education Technology, 29(4), 15–30.

Kennedy, M. K., Thomas, C., Aronin, S., & Newton, J. R. (2014). Improving teacher candidate knowledge using content acquisition podcasts. Computers & Education, 70, 116–127. Retrieved from http://dx.doi.org/10.1016/j.compedu.2013.08.010

Thomas, C. (2014). Considering the impact of preservice teacher beliefs on future practice. Intervention in School and Clinic, 49(4), 230–236. https://doi.org/10.1177/1053451213509490

Kennedy, M. K., Thomas, C., Meyer, J. P., Alves, K. A., & Lloyd, J. L. (2014). Using Evidence-Based Multimedia to Improve Vocabulary Performance of Adolescents with LD: A UDL Approach. Learning Disability Quarterly, 37(2), 71–86. https://doi.org/10.1177/0731948713507262

Dieker, L. A., Kennedy, M. J., Smith, S., Vasquez III, E., Rock, M., & Thomas, C. (2014). Use of technology in the preparation of pre-service teachers (Document No. IC-11). Retrieved from http://ceedar.education.ufl.edu/tools/innovation-configurations/

van Garderen, D., Thomas, C., Stormont, M., & Lembke, E. S. (2013). An overview of principles for special educators to guide mathematics instruction. Intervention in School and Clinic, 48(3), 131–141. https://doi.org/10.1177/1053451212454006

Ciullo, S., & Thomas, C. (2013). On the 10th Birthday of RTI--An Update on Implications for Practice:  5 Ways to Strengthen Elementary School RTI for Students with LD. LD Forum, the Official Newsletter of the Council for Learning Disabilities.

Kennedy, M. J., Ely, E., Thomas, C., Pullen, P. C., Newton, J. R., Ashworth, K., & Lovelace, S. P. (2012). Using multimedia tools to support teacher candidates’ learning. Teacher Education and Special Education, 35(3), 243–257. https://doi.org/10.1177/0888406412451158

Kennedy, M. K., & Thomas, C. (2012). Effects of content acquisition podcasts to develop preservice teachers’ knowledge of positive behavioral interventions and supports. Exceptionality, 20(1), 1–19. Retrieved from http://dx.doi.org/10.1080/09362835.2011.611088

Thomas, C., Smith, C. A., Zhao, X., Kethley, C. I., Rieth, H. J., Swanson, E. A., & Heo, Y. (2012). The efficacy of technology to teach oral reading fluency assessment to preservice teachers. Journal of Special Education Technology, 27(1).

Thomas, C., Hassaram, B., Rieth, H. J., Raghavan, N. S., Kinzer, C. K., & Mulloy, A. (2012). The Integrated Curriculum Project: Teacher change and student outcomes within a university-school professional development collaboration. Psychology in the Schools, 49(5), 444–463. Retrieved from http://dx.doi.org/10.1002/pits.21612

Stormont, M., Thomas, C., & van Garderen, D. (2012). Building capacity to improve student outcomes through collaboration:  Current issues and innovative approaches. Psychology in the Schools, 49(5). Retrieved from http://dx.doi.org/10.1002/pits.21605

Thomas, C., & Rieth, H. J. (2011). A research synthesis of the literature on multimedia anchored instruction in preservice teacher education. Journal of Special Education Technology, 26(2).

Dray, B. J., & Thomas, C. (2010). Teaching is not a profession:  How general and special education teacher education have failed. In F. E. Obiakor, J. P. Bakken, & A. F. Rotatori (Eds.), Current Issues and Trends in Special Education: Research, Technology, and Teacher Preparation (Vol. 20, pp. 187–203). Bingley, United Kingdom: Emerald Group Publishing Limited.

Thomas, C., & Wexler, J. (2007). 10 Ways to support adolescent readers. Kappa Delta Pi Record, 44(1), 22–27. Retrieved from http://dx.doi.org/10.1080/00228958.2007.10516487

Thomas, C. (2007). Scatter plots and ABC charts:  Two simple ways to make data-based decisions about challenging behavior. LD Forum, 4–7.

Howerton, D., & Thomas, C. (2004). Help for high school students who still can’t read. English Journal, 93(5), 77–81. Retrieved from http://dx.doi.org/10.2307/4128940

Thomas, C. (2004). Technology for All. New Teacher Advocate, 8–9.