Home : Leah Wood
Leah Wood
awood17@calpoly.edu
2014 Doctor of Philosophy, Department of Special Education and Child Development, The University of North Carolina at Charlotte, Specialization in Moderate and Severe Disabilities, Emphasis in General Curriculum Access, Comprehension, and Technology
2009 Master in Art of Teaching, Department of Special Education and Child Development, The University of North Carolina at Charlotte, Specialization in Moderate and Severe Disabilities
2003 Bachelor of Science, Davidson College, Major: Psychology, Concentration: Education
Comprehension of expository texts
Literacy acquisition for students who are nonverbal
Technological supports in academic learning
General curriculum access
Quantitative research methods, including single case research
Applied Behavior Analysis, including Systematic Instruction
Crutchfield, S., & Wood, L. (2018). How to use self-management and cognitive behavioral interventions. In R. Simpson (Series Ed.), Pro-Ed How To Series on Autism Spectrum Disorders (book in series). Austin, TX: Pro-Ed
Root, J., Wood, L., & Browder, D. (2018). Assessment and planning. In F. Brown, J. McDonnell, & M. Snell (Eds.), Instruction of Students with Severe Disabilities, (9th ed.). Boston, MA: Pearson.
Wood, L., Root., J., & Thompson, J. (2018). Academics. In B. Jimenez, J. Shurr, & E. Bouck (Eds), Evidence-Based Practices and Instructional Information for Students with Intellectual Disability & Autism Spectrum Disorders (pp. xx-xx). Virginia: Council for Exceptional Children.
Alison, C., Root, J., Browder, D., & Wood, L. (2017). Technology-based shared story reading for students with autism who are English language learners. Journal of Special Education Technology, 11. doi:10.1177/0162643417690606
Browder, D. M., Root, J., Wood, L., & Allison, C. (2017). Effects of a story mapping procedure using the iPad on the comprehension of narrative texts by students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 32, 243-255. doi: 10.1177/1088357615611387
Wood, L. (2017). Investigating expository text comprehension using a multiple probe across participants design. SAGE Research Methods Cases. doi: http://dx.doi.org/10.4135/9781473989696
Wood, L., Thompson, J. L., & Root, J. (2017). Chapter 10: Development of basic academic skills in childhood. In D. Zager, D. Cihak, & A. K. Stone-MacDonald (Eds.), Autism Spectrum Disorders: Identification, Education, and Treatment, 4th Edition (pp. 211-241). New York, NY: Routledge Taylor & Francis Group.
Ahlgrim-Delzell, L. Browder, D. M., Wood, L., Stanger, C., Preston, A., & Kemp-Inman, A. (2016). Systematic instruction of phonics skills using an iPad for students with developmental disabilities who are AAC users, The Journal of Special Education, 50, 86-97. doi: 10.1177/0022466915622140
Spooner, F., Kemp Inman, A., Ahlgrim-Delzell, L., Wood, L. & Ley Davis, L. (2015). Generalization of literacy skills through portable technology for students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 40, 52-70.
Browder, D. M., Ahlgrim-Delzell, L., & Wood, L. (2015). Early Reading Skills Builder. Verona, WI: Attainment Company.
Wood, L., Browder, D. M., & Flynn, L. (2015). Teaching students with intellectual disability to use a self-questioning strategy to comprehend social studies text for an inclusive setting. Research and Practice for Persons with Severe Disabilities. Advance online publication. doi: 10.1177/1540796915592155
Ahlgrim-Delzell, L., Browder, D. M., & Wood, L. (2014). Effects of systematic instruction and an augmentative communication device on phonics skills acquisition for students with moderate intellectual disability who are nonverbal. Education and Training in Autism and Developmental Disabilities, 49, 517-532.
Browder, D. M., Hudson, M. E., & Wood, L. (2014). How do we use principles of high quality instruction in the general education classroom in providing access to the general education curriculum? In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of research and practice for effective inclusive schools (pp. 339-351). New York, NY: Routledge.
Browder, D. M., Wood, L., & Allison, C. (2014). Evidence-based practices in severe disabilities: Higher education lesson plans and professional development materials (CEEDAR Center).
Browder, D. M., Root, J., Wood, L., & Allison, C. (2014). Conducting and using student assessment. In F. Brown, J. McDonnell, & M. Snell (Eds.), Instruction of Students with Severe Disabilities, 8th Edition (pp. xx-xx). Boston, MA: Pearson.
Lee, A., Wood, L., & Browder, D. M. (2014). Systematic instruction. In R. L. De Pry, F. Brown, & J. Anderson (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings (pp. 229-243). Baltimore, MD: Paul H. Brookes.
Plavnick, J. B., Marchand-Martella, N., Martella, R., Thompson, J., & Wood, L. (2014). Explicit academic instructional programs and children with autism spectrum disorder: A review of the literature. Review Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s40489-014-0036-3
Spooner, F., Ahlgrim-Delzell, L., Kemp Inman, A., & Wood, L. (2014). Using an iPad2® to teach shared stories for elementary-aged students with developmental disabilities. Research and Practice for Persons with Severe Disabilities, 39, 30-46.
Wood, L., & Allison, C. (2014). Teaching science comprehension to students with severe Disabilities. DADD Online Journal, 1, 24-36.
Wood, L., Browder, D. M., & Mraz, M. (2014). Passage comprehension and read-alouds. In D. M. Browder & F. Spooner (Eds.) More language arts, math, and science for students with severe disabilities (pp. 63-84). Baltimore, MD: Paul H. Brookes.
Browder, D. M., Hudson, M.E., & Wood, L. (2013). Teaching students with moderate intellectual disability who are emergent readers to comprehend text. Exceptionality, 21, 191-206.
Hudson, M. E., Browder, D. M., & Wood, L. (2013). Review of experimental research on academic learning by students with moderate and severe intellectual disability in general education. Research and Practice for Persons with Severe Disabilities, 38, 17-29.