Cynthia O. Vail
Affiliations: | University of Georgia, Athens, Athens, GA, United States |
Area:
Special Education, Individual and Family StudiesGoogle:
"Cynthia Vail"
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Publications
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| Lieberman-Betz RG, Brown JA, Wiegand SD, et al. (2023) Building Collaborative Capacity in Early Intervention Preservice Providers Through Interprofessional Education. Language, Speech, and Hearing Services in Schools. 1-14 |
| Luke SE, Vail CO, Roulston K, et al. (2020) Examining the Expectations of Parents of Young Children with Disabilities from a “Care” Perspective Exceptionality. 1-15 |
| Vail CO, Lieberman-Betz RG, McCorkle LS. (2018) The Impact of Funding on Part C Systems: Is the Tail Wagging the Dog?: Journal of Early Intervention. 40: 229-245 |
| Pendergast E, Lieberman-Betz RG, Vail CO. (2017) Attitudes and Beliefs of Prekindergarten Teachers Toward Teaching Science to Young Children Early Childhood Education Journal. 45: 43-52 |
| Chai Z, Ayres KM, Vail CO. (2016) Using an iPad App to Improve Phonological Awareness Skills in Young English-Language Learners With Disabilities Journal of Special Education Technology. 31: 14-25 |
| Chai Z, Vail CO, Ayres KM. (2015) Using an iPad Application to Promote Early Literacy Development in Young Children With Disabilities Journal of Special Education. 48: 268-278 |
| Appelman M, Vail CO, Lieberman-Betz RG. (2014) The Effects of Constant Time Delay and Instructive Feedback on the Acquisition of English and Spanish Sight Words Journal of Early Intervention. 36: 131-148 |
| Luke S, Vail CO, Ayres KM. (2014) Using Antecedent Physical Activity to Increase On-Task Behavior in Young Children: Exceptional Children. 80: 489-503 |
| Lieberman-Betz RG, Vail CO, Chai Z. (2013) Examining Response to Intervention Using a Framework of Best Practice from Early Childhood Special Education. Exceptionality. 21: 51-67 |
| Kim E, Vail C. (2011) Improving Preservice Teachers’ Perspectives on Family Involvement in Teaching Children With Special Needs Teacher Education and Special Education: the Journal of the Teacher Education Division of the Council For Exceptional Children. 34: 320-338 |