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Rebecca Waugh

Clinical Assistant Professor    
Education
Ph.D. in education of students with exceptionalities,Georgia State University, 2010
M.Ed. in multiple and severe disabilities,Georgia State University, 2004
B.S. in interrelated special education, North Georgia College and State University, 2000
Specializations
Instructional strategies for students with moderate and severe intellectual disabilities
Literacy instruction for students with moderate and severe intellectual disabilities
Biography

Rebecca Waugh has a Ph.D. in education of students with exceptionalities with a concentration in intellectual disabilities from Georgia State University.

Her research interests include evidence-based instructional strategies and literacy instruction for students with moderate and severe intellectual disabilities.

Publications

Referred Journal Articles:
Alberto, P. A., Waugh, R. E., Fredrick, L. D., & Davis, D. H. (2013). Sight word literacy: A functional-based approach for identification and comprehension of individual words and connected text. Education and Training in Autism and Developmental Disabilities. 48, 332-350.
Fredrick, L. D., Davis, D. H., Alberto, P. A., & Waugh, R. E. (2013). From initial phonics to functional phonics: Teaching word-analysis skills to students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities. 48, 49-66.
Davis, D. H., Gagne, P., Fredrick, L. D., Alberto, P. A., Waugh, R. E., & Haardoerfer, R. (2013). Augmenting visual analysis in single-case research with hierarchical linear growth modeling. Behavior Modification, 37 62-89.
Waugh, R. E., Alberto, P. A., & Fredrick, L. D. (2011). Simultaneous prompting: An instructional strategy for skill acquisition. Education and Training in Autism and Developmental Disabilities, 46, 528-543.
Waugh, R. E., Alberto, P. A., & Fredrick, L. D. (2011). Effects of error correction during assessment probes on the acquisition of sight words for students with moderate intellectual disabilities. Research in Developmental Disabilities,32, 47-57.
Alberto, P. A., Waugh, R. E., & Fredrick, L. D. (2010). Teaching the reading of connected text through sight-word instruction to students with moderate intellectual disabilities. Research in Developmental Disabilities,31, 1467-1474.
Waugh, R. E., Fredrick, L. D., & Alberto, P. A. (2009). Using simultaneous prompting to teach sounds and blending skills to students with moderate intellectual disabilities. Research in Developmental Disabilities, 30, 1435-1447.
Chapter Publications:
Alberto, P., Waugh, R., & Cabrices, D. (2013). Students with moderate and severe intellectual disabilities. In R. P. Colarusso, C. M. O’Rourke, & M. A. Leontovich, Special Education for All Teachers (6th ed.). Dubuque: Iowa, Kendall/Hunt Publishing.
Alberto, P. A., & Waugh, R. (2009). Learning and behavioral characteristics of students with significant intellectual disabilities. In K.W. Heller, P.A. Alberto, P. E. Forney, & M.N. Schwartzman, Understanding Physical, Sensory, and Health Impairments: Characteristics and Educational Implications.

 
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