Lalor, A. R., Lalor, G. M., & Lombardi, A. R. (under review). Autism spectrum disorder and socioeconomic status: The case of Tyler H. Developments.
Lalor, A. R., & O’Ryan, K. (in press). Considering disability in supervision. In R. Nassar (Ed.), Identity in supervision: Understanding who works for you and who you work for in higher education. Charlotte, NC: Information Age Publishing.
Stenn, T., Lalor, A. R., Osterholt, D., & Coplan, J. (in press). How entrepreneurship program structure and pedagogue support motivation and activation of entrepreneurial mindsets in neurodiverse student entrepreneurs. In L. Poonamallee, A. Howard, & S. Joy (Eds.), Managing for Social Justice: Harnessing Management Theory and Practice for Collective Well-Being. London, UK: Palgrave Macmillan.
Wong, A. Y., Bryck, R.L., Hutt, S., & Mills, C. (2023). Using a webcam based eye-tracker to understand reading behaviors in neurodivergent classrooms, In LAK23: 13th International Learning Analytics and Knowledge Conference, 453–63. LAK2023. New York, NY, USA: Association for Computing Machinery. https://doi.org/10.1145/3576050.3576115
Rhodes, S., Bryck, R.L., and Gutierrez de Blume, A. (2023). Exploring Factors Influencing Mathematics Problem Solving. Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA).
Rhodes, S., Smithey, M., and Bryck, R.L. (2023) Relationships Between Cognitive and Affective Factors and the Number of Teaching Moves: An Exploratory Study. Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA).
Gutierrez de Blume, A.P., Rhodes, S., Bryck, R.L. (under review). Metacognitive Awareness among Middle School Adolescents: Development and Validation of a Shortened Version of the MAI, Jr.
Lalor, A. R., & Williams, K. (2021). Advocating and collaborating with others around disability. In S. Schoper & A. French (Eds.). Creating inclusivity while providing accommodations: A practical guide to champion individuals with (dis)abilities on campus (pp. 35-42). Washington, D.C.: American College Personnel Association. https://myacpa.org/wp-content/uploads/2021/11/Disability-Monograph-November-2021.pdf
Dukes, L. L., Lalor, A. R., Gelbar, N., Madaus, J. W., & Tarconish, E. (2022). A job analysis of accessibility services administrators in higher education. Journal of Postsecondary Education and Disability, 35(3), 247-259.
Newman, L. A., Madaus, J. W., Lalor, A. R., & Javitz, H. S. (2021). Effect of accessing supports on higher education persistence of students with disabilities. Journal of Diversity in Higher Education, 14(3), 353-363.
Banerjee, M. (2020). How can the education community better support students with different learning and thinking abilities and their teachers during COVID-19? Interview by Association for Supervision and Curriculum Development.
Banerjee, M. & Lalor, A.R. (2021). Critical perspectives on disability documentation in higher education: Current trends and observations. In Learning Disabilities: A Multidisciplinary Journal.
Banerjee, M., Lalor, A. R., Madaus, J. W., & Brinckerhoff, L. (2020). A survey of postsecondary disability services websites post ADA AA: Recommendations for practitioners. Journal of Postsecondary Education and Disability, 33, 301-310.
Banerjee, M., Lalor, A. R., Madaus, J. W., Brinckerhoff, L.C. (2020). Student self-report: Use of self-reported information in accommodations decisions post ADA AA. Journal of Postsecondary Education and Disability.
Banerjee, M., Lalor, A.R., Madaus, J.W. & Brinckerhoff, L.C. (2021). A survey of postsecondary disability service website information. In Learning Disabilities: A Multidisciplinary Journal.
Bryck, R. L., & Fisher, P. A. (2012). Training the brain: Practical applications of neural plasticity from the intersection of cognitive neuroscience, developmental psychology, and prevention/intervention science. American Psychologist, 67(2), 87-100. doi: 10.1037/a0024657
Dahlstrom-Hakki, I., Alstad, Z., & Banerjee, M. (2020). Comparing synchronous and asynchronous online discussions for students with high incidence disabilities: The impact of social presence. In Computers and Education,150, 1-11.
Faggella-Luby, M., Gelbar, N., Dukes, L. L., III, Madaus, J. W., Lalor, A. R., & Lombardi, A. R. (2019). Learning strategy instruction for college students with disabilities: A systematic review of the literature. Journal of Postsecondary Education and Disability, 32, 63-81.
Lalor, A. R., Madaus, J. W., & Dukes, L. L. (2020). Disability-related competencies for student affairs generalists: A Delphi study. College Student Affairs Journal, 38(2), 198-214.
Lalor, A. R., Madaus, J. W., & Newman, L. (2020). Leveraging campus collaboration to better serve all students with disabilities. Journal of Postsecondary Education and Disability, 33, 249-255.
Lalor, A. R., Petcu, S. D., & Madaus, J. W. (2018). Applying to college. In M. Grigal, J. W. Madaus, L. L. Dukes III, & D. Hart (Eds.), Navigating the transition from high school to college for students with disabilities (pp. 126-154). New York, NY: Routledge.
Lombardi, A., Gelbar, N., Dukes, L. L., Kowitt, J., Wei, Y., Madaus, J., Lalor, A. R., & Faggella-Luby, M. (2018). Higher education and disability: A systematic review of assessment instruments designed for students, faculty, and staff. Journal of Diversity in Higher Education, 11(1), 34-50.
Madaus, J. W., Dukes III, L. L., Lalor, A. R., Aquino, K., Faggella-Luby, M., Newman, L. A., Papay, C., Petcu, S., Scott, S., & Wessel, R. (2020). Research Guidelines for higher education and disability. Journal of Postsecondary Education and Disability, 34(4), 319-338.
Madaus, J. W., Gelbar, N., Dukes, L. L., Lalor, A. R., Lombardi, A., Kowitt, J., & Faggella-Luby, M. N. (2018). Literature on postsecondary disability services: A call for research guidelines. Journal of Diversity in Higher Education, 11(2), 133-145. doi: http://dx.doi.org/10.1037/dhe0000045
Marino, M.T., Vasquez, E., Banerjee, M., Parsons, C., Saliba, Y.C., Gallegos, B., & Koch, A. (2020). Coaching as a means to enhance performance and persistence in undergraduate STEM majors with executive function deficits. Higher Education Theory and Practice, 20(5).
NCLD Briefs - Actions to Empower Individuals with Disabilities in Higher Education; invited contribution by Banerjee, M. (Mar.2019). See https://www.ncld.org/wp-content/uploads/2019/03/SASD-Keys-to-Postsecondary-Success-Key-Considerations-for-Higher-Education-Faculty.pdf
Newman, L. A., Madaus, J. W., Lalor, A. R., & Javitz, H. S. (2019). Support receipt: Effect on postsecondary success of students with learning disabilities.Career Development and Transition for Exceptional Individuals, 42(1), 6-16.
Shea, L., Hecker, L., & Lalor, A. R. (2019). From disability to diversity: College success for students with learning disabilities, ADHD, and autism spectrum disorder. Sterling, VA: Stylus.