Cohen, J. (2001). Social and emotional education: Core concepts and practices. In J. Cohen (Ed.), Caring classrooms/intelligent schools: The social emotional education of young children (Chapter 1). New York, NY: Teachers College Press.
Hymel, S., Schonert-Reichl, K. A., & Miller, L. (2006). Reading, ‘riting, ‘rithmetic and relationships: Considering the social side of education. Exceptionality Education Canada, 16(3), 1-44.
As communication boards serve as extensions of a learners' voice, the use of communication boards can be incorporated in individualized education plans (IEP) and 504 plans, and can be integrated throughout classroom, curricular and life skill activities inside and outside of the classroom.
Moffett, L., Weissman, A., McCormick, M., Weiland, C., Hsueh, J., Snow, C., & Sachs, J. (2022). Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time?. Journal of Educational Psychology, 115(3), 460-474.
Meiklejohn, J., Phillips, C., Freedman, M. L., Griffin, M. L., Biegel, G., Roach, A., ... & Isberg, R. (2012). Integrating mindfulness training into K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3(4), 291-307.
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
Blatto-Vallee, G., Kelly, R. R., Gaustad, M. G., Porter, J., & Fonzi, J. (2007). Visual - spatial representation in mathematical problem solving by deaf and hearing students. The Journal of Deaf Studies and Deaf Education, 12(4), 432-448.
Carpentieri, J.D. & Frumkin, L. (2010) Adult numeracy: A review of research. National Research and Development Centre for Literacy and Numeracy (NRDC), Institute of Education, University of London.
Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143.
Davis-Kean, P. E. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19(2), 294-304.
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