VITA

PAUL A. ALBERTO

Department of Educational Psychology & Special EducationGeorgia State UniversityP.O. Box 3979Atlanta, Georgia 30302-3979404-651-2310palberto@gsu.edu

Education

B.A. (1971) Hunter College, City University of New York (Sociology)M.S. (1973) Fordham University (Mental Retardation)Ph.D. (1976) Georgia State University (Severe Disabilities)

Professional Experience

Georgia State University:2012 - Interim Dean2006 Regents' Professor1994-2006 Research Professor of Special Education1987-1994 Professor of Special Education1981-1987 Associate Professor of Special Education1976-1981 Assistant Professor of Special Education

Program Coordinator, Multiple & Severe Disabilities (1976-2012)Director, Bureau for Students with Multiple & Severe Disabilities (1986-2012)Co-Director & faculty, University Area of Focus: Research in Challenges to the

Acquisition of Language and Literacy (2008-present) Faculty, Center for Research on Atypical Development & Learning (1998-

present)Teacher, classes for students with mental retardation (CRMD) and prescriptive reading (grades 2-4), New York City Public Schools, District 12, Bronx, N.Y.

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Professional Activities.Co-Editor, Focus on Autism and Other Developmental Disabilities (2003-2012)

GRANTS and CONTRACTS

Integrated Literacy for Students with Moderate to Severe Intellectual Disabilities (USDOE-IES, 2007-2012)

Bureau for Students with Multiple and Severe Disabilities (GADOE, 1986-2009)

Center for Collaborative Education (GADOE-SIG, 1999-2008)

Literacy for Students with Moderate & Severe Disabilities (GADOE-SIG, 2001-2008)

Statewide Systems Change Project for Education of Students with Severe Disabilities (USDOE-OSERS, 1994-1999)

State Transition Institute (GADOE & DHR, 1995-1999)

Utilization of Best Practices in Transition for Students with Deaf-Blindness (USDOE-OSERS, 1991-1994)

Project SETS Multi-District Outreach (USDOE-OSERS, 1991-1994)

Project SETS: Secondary education and transition services for students with severe disabilities (USDOE-OSERS, 1988-1991)

Project SAMS: Education of students with profound handicaps (USDOE-OSERS, 1989-1992)

Technical Assistance in Deaf-blind Education, Southeast and Southcentral Regions (TRACES Project) (USDOE-OSERS, 1984-1996)

Institute for teachers of students with severe/profound mental handicaps (USDOE-OSERS, 1987-1990)

Personnel Preparation in severe handicaps (USDOE-OSERS, 1976-1985)

Southeastern Regional Coalition for Personnel Preparation to work with the severely/profoundly handicapped (USDOE-OSERS, 1979-1981)

AAESPH/SO3, Project Help, Regional Coordinator (USDOE-OSERS, 1978)

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PUBLICATIONS

TEXTS

Alberto, P., & Troutman, A. (2013). Applied Behavior Analysis for Teachers, (9th Ed.), Columbus, OH: Prentice-Hall-Merrill. [Japanese edition, 2004; Chinese edition, 2005; Korean edition, 2007; Pearson International Edition, 2009]

Heller, K., Forney, P., Alberto, P., Best, S. & Schwartzman, M. (2009). Understanding physical, health, and multiple disabilities. Columbus, OH: Prentice Hall – Merrill

Heller, K., Forney, P., Alberto, P., Schwartzman, M., & Goeckel, T. (2000). Meeting physical and health needs of children with disabilities: Student participation and management. Pacific Grove, CA: Brooks-Cole.

Heller, K., Alberto, P., Forney, P., & Schwartzman, M. (1996). Understanding physical, sensory and health impairments: Characteristics and educational implications. Pacific Grove, CA: Brooks-Cole.

Cihak, D., Alberto, P., Troutman, A., & Flores, M. (2005). Graphing in EXCEL for the classroom: A step-by-step approach. http://wps.prenhall.com/chet_alberto_applied_7.

ARTICLES

Alberto, P., Waugh, R., Fredrick, L., & Davis, D. (2013). Sight Word Literacy: A functional-based approach for identification and comprehension of individuals words and connected text. Education and Training in Autism and Developmental Disabilities, 48, 332-350.

Fredrick, L., Davis, D., Alberto, P., & Waugh, R. (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(1), 49-66.

Davis, D., Gagne, P., Fredrick, L., Alberto, P., Waugh, R., & Haardorfer, R., (2013). Augmenting visual analysis in single-case research with hierarchical linear modeling. Behavior Modification, 37 (1), 62-89.

Ennis, R., Jolivette, K., Fredrick, L., & Alberto, P. (2013). Using comparison peers as an objective measure of social validity. Focus on Autism and Other Developmental Disabilities. DOI:10.1177/1088357612475078.

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Davis, D., Fredrick, L., Alberto, P., & Gama, R. (2012) Functional communication training without extinction using concurrent schedules of differing magnitudes of reinforcement in classrooms. Journal of Positive Behavior Interventions, 14(3), 162-172.

Dollar, C., Fredrick, L., Alberto, P., & Luke, J. (2012). Using simultaneous prompting to teach independent living and leisure skills to adults with severe intellectual disabilities. Research in Developmental Disabilities, 33, 189-195.

Waugh, R., Alberto, P., & Fredrick, L. (2011). Simultaneous prompting: An instructional strategy for skill acquisition. Education and Training in Autism and Developmental Disabilities, 46, 528-543.

Waugh, R., Alberto, P., & Fredrick, L. (2011). Effects of error correction during assessment probes in the acquisition of sight words for students with moderate intellectual disabilities. Research in Developmental Disabilities, 32, 47-57.

Garrett, J., Heller, K., Fowler, L., Alberto, P. Fredrick, L., & O’Rourke, C. (2011). Using speech recognition software to increase writing fluency for individuals with physical disabilities. Journal of Special Education Technology, 26, 25-41. Alberto, P., Waugh, R., & Fredrick, L. (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., Fredrick, L., & Alberto, P. (2009). Using simultaneous prompting to teach sounds and blending skills to students with moderate intellectual disabilities. Research in Developmental Disabilities, 30, 1435-1447.

Laushey, K., Heflin, J., Shippin, M., Alberto, P., & Fredrick, L. (2009). Concept mastery routines to teach social skills to elementary children with high functioning autism. Journal of Autism and Developmental Disorders, 39, 1435-1448. Cohen, E., Heller, K., Alberto, P., & Fredrick, L. (2008). Using a three-step

decoding strategy with constant time delay to teach word reading to students with mild and moderate mental retardation. Focus on Autism and Other Developmental Disabilities, 23, 67-78.

Cihak, D., Kessler, K., & Alberto, P. (2008). Use of a handheld prompting system to transition independently through vocational tasks for students with moderate and severe intellectual disabilities. Education and Training in Developmental Disabilities, 43, 102-110.

Alberto, P., Fredrick, L., Hughes, M., McIntosh, L., & Cihak, D. (2007). Components of visual literacy: Teaching logos. Focus on Autism and Other Developmental Disabilities, 22, 232-241.

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Cihak, D., Kessler, K., & Alberto, P. (2007). Generalized use of handheld prompting systems. Research in Developmental Disabilities, 28, 397-408. Cihak, D., Alberto, P., & Fredrick, L. (2007). The use of brief functional analysis and intervention evaluation in public settings. Journal of Positive Behavior Interventions, 9, 80-93.

Bradford, S., Shippen, M., Alberto, P., Houchins, D., & Flores, M. (2006). Using systematic instruction to teach decoding skills to middle school students with moderate intellectual disabilities. Education and Training in Developmental Disabilities, 41, 333-343.

Alldred-Hughes, M., Alberto, P., & Fredrick, L. (2006). Self-operated auditory prompting systems as a function-based intervention in public community settings. Journal of Positive Behavior Interventions, 8, 230-243.

Cihak, D., Alberto, P., Taber-Doughty, T., & Gama, R. (2006). A comparison of static picture prompting and video prompting simulation strategies using group instructional procedures. Focus on Autism and Other Developmental Disabilities, 21, 89-99.

Alberto, P., Cihak, D., & Gama, R. (2005). Use of static picture prompts versus video modeling during simulation instruction. Research in Developmental Disabilities. 26, 327-339.

Walker, B., Shippen, M., Alberto, P., Houchins, D., & Cihak, D. (2005). Using the Expressive Writing program to improve the writing skills of high school students with learning disabilities. Learning Disabilities Research and Practice, 20, 175-183. [reprinted 2006, Journal of Direct Instruction, 6,35-48]

Cihak, D., Alberto, P., Kessler, K., & Taber, T. (2004). An investigation of scheduling arrangements for community-based instruction. Research in Developmental Disabilities.25, 67-88.

Flores, M., Shippen, M., Alberto, P., & Crowe, L. (2004). Teaching letter-sound correspondence to students with moderate intellectual disabilities. Journal of Direct Instruction, 4, 173-188.

Ivey, M., Heflin, J., & Alberto, P. (2004). The use of social stories to promote independent behaviors in novel events for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19, 174-186.

Taber, T., Alberto, P., Seltzer, A., & Hughes, M. (2003). Obtaining assistance when lost in the community using cell phones. Research and Practice for Persons with Severe Disabilities. 28, 105-116.

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Taber, T., Alberto, P., Hughes, M., & Seltzer, A. (2002). A strategy for students with moderate disabilities when lost in the community. Research and Practices for Persons with Severe Disabilities, 27, 141-152.

Alberto, P., Heflin, J., & Andrews, D. (2002). Use of the timeout ribbon procedure during community-based instruction. Behavior Modification, 26, 297-311.

Stafford, A., Alberto, P., Fredrick, L., Heflin, J., & Heller, K. (2002). Preference variability and the instruction of choice making with students with severe intellectual disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 37, 70-88.

Heflin, J., & Alberto, P. (2001). Establishing a behavioral context for learning for students with autism. Focus on Autism and Other Developmental Disabilities, 16, 93-101.

Alberto, P., & Fredrick, L. (2000). Teaching picture reading as an enabling skill. Teaching Exceptional Children, 33, 60-64.

Brozovic, S., Stafford, A., Alberto, P., & Taber, T. (2000). Variables considered by teachers of students with moderate and severe disabilities when making placement decisions. Journal of Developmental and Physical Disabilities, 12, 131-144.

Gallagher, P., Floyd, J., Stafford, A., Taber, T., Brozovic, S., & Alberto, P. (2000). Inclusion of students with moderate or severe disabilities in educational and community settings: Perspectives from parents and siblings. Education and Training in Mental Retardation and Developmental Disabilities, 35, 135-147.

Alberto, P., Taber, T., & Fredrick, L. (1999). Use of self-operated auditory prompts to decrease aberrant behaviors in students with moderate mental retardation. Research in Developmental Disabilities, 20, (6), 429-439.

Taber, T., Seltzer, A., Heflin, J., & Alberto, P. (1999). Use of self-operated auditory prompts to decrease off-task behavior for a student with autism and moderate mental retardation. Focus on Autism and Other Developmental Disabilities, 14, (3), 159-166.

Taber, T., Alberto, P., & Fredrick, L. (1998). Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks. Research in Developmental Disabilities, 19, (4), 327-345.

Alberto, P., Taber, T., Arnold-Brozovic, S., & Elliott, N. (1997). Continuing issues of collaborative transition planning in the secondary schools. Journal of Vocational Rehabilitation, 8, (3), 197-204.

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Heller, K., Alberto, P., & Meagher, T. (1996). The impact of physical impairments on academic performance. Journal of Developmental and Physical Disabilities, 8, 233-245.

Elliott, N., Alberto, P., Arnold, S., Taber, T., & Bryar, M. (1996). The role of school district interagency transition committees within an overall collaborative structure. Journal of Applied Rehabilitation Counseling, 27, 63-68.

Heller, K., Alberto, P., & Romski, M. (1995). Effect of object and movement cues on receptive communication by preschool children with mental retardation. American Journal on Mental Retardation, 99, 510-521.

Heller, K., Alberto, P., & Bowdin, J. (1995). Promoting effective communication partner interaction with students who are deaf-blind. Journal of Visual Impairment & Blindness, 89, 391-401.

Alberto, P., Mechling, L., Taber, T., & Thompson, J. (1995). Using videotape to communicate with parents of students with severe disabilities. Teaching Exceptional Children, 27, 18-21.

Schalock, M., Fredericks, B., Dalke, B., & Alberto, P. (1994). The house that TRACES built: A conceptual model of service delivery systems and implications for change. Journal of Special Education, 28, 203-223.

Briggs, A., Logan, K., & Alberto, P. (1994). Achieving educational change through technical assistance. Journal of Visual Impairment & Blindness, 88, 310-316.

Alberto, P., Elliott, N., Taber, T., Houser, E., & Andrews, P. (1993). Vocational content for students with moderate and severe disabilities in elementary and middle school grades. Focus on Exceptional Students, 25, 1-10.

Smith, M., Alberto, P., Briggs, A., & Heller, K. (1991). Special education=s need for assistance in dealing with death and dying. DPH Journal, 12, 35-44.

Alberto, P., & Andrews, D. (1991). Are moral considerations sufficient for selecting nonaversive interventions?: A review of Repp and Singh=s Perspectives on the use of nonaversive and aversive interventions for persons with developmental disabilities. Behavior Analyst, 14, 219-224.

Briggs, A., Alberto, P., Sharpton, W., Berlin, K., McKinley, C., & Ritts, C. (1990). Generalized use of a self-operated audio prompt system. Education and Training in Mental Retardation, 25, 381-389.

Alberto, P., & Sharpton, W. (1987). Prompting strategies that promote student self-management. Teaching Exceptional Children, 19, 54-57.

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Alberto, P., Sharpton, W., Briggs,A., & Stright, M. (1986). Facilitating task acquisition through the use of a self-operated auditory prompting system. Journal of the Association for Persons with Severe Handicaps, 11, 85-91.

Alberto, P., Troutman, A., & Briggs, T. (1983). The use of negative reinforcement to condition a response in a deaf-blind student. Education of the Visually Handicapped, 15, 43-50.

Alberto, P., Garrett, E., Briggs, T., & Umberger, F. (1983). Selection and initiation of nonvocal communication programs for severely handicapped students. Focus on Exceptional children, 15, 1-15.

Alberto, P., Ascroft, S., DuBose, R., Filler, J., et al. (1982). Guidelines for the development of personnel preparation programs designed to train personnel to teach severely handicapped individuals. Teacher Education and Special Education, 5.

Alberto, P., Briggs, T., Sharpton, W., & Goldstein, D. (1981). Teaching a nonverbal yes/no response to severely handicapped students. Journal of Childhood Communication Disorders, 5,90-103.

Alberto, P., Jobes, N., Sizemore, A., & Doran, D. (1980). A comparison of individual and group instruction across response tasks. The Journal of the Association for the Severely Handicapped, 5,285-293.

Alberto, P. (1980). Targeting of standing urination. The Journal for Special Educators, 16, 281-285.

Alberto, P., & Schofield, P. (1979). An instructional interaction pattern for the severely handicapped. Teaching Exceptional Children, 12, 16-19.

Cohen, S., Alberto, P., & Troutman, A. (1979). Selecting and developing educational materials: An inquiry model. Teaching Exceptional Children, 12, 7-11.

Alberto, P. (1979). The Developmental Activities Screening Inventory: A review. Diagnostique, Winter.

Alberto, P., Castricone, N., & Cohen, S. (1978). Mainstreaming: Implications for training regular class teachers. Education and Training of the Mentally Retarded, 13, 112-121.

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CHAPTERS

Heller, K., & Alberto, P. (2010). Reading instruction and adaptations. In S. Best, K. Heller, & J. Bigge (Eds.) Teaching individuals with physical or multipledisabilities. Boston:Pearson.

Alberto, P., Alldred-Hughes, M., & Waugh, R. (2006). Students with moderate and severe mental retardation. In R. Colarusso & C. O'Rourke (Eds.). Special education for all teachers (4th ed.). Dubuque, IA: Kendall Hunt.

Alberto, P., Taber, T., & Cihak, D. (2003). Students with moderate and severe mental retardation. In: R. Colarusso & C. O’Rourke (Eds.). Special education for all teachers (3rd ed.). Dubuque, IA: Kendall Hunt.

Alberto, P., & Taber, T. (1999, 1997). Students with moderate and severe mental retardation. In: R. Colarusso & C. O'Rourke (Eds.), Special education for all teachers. Dubuque, IA: Kendall Hunt.

Alberto, P., Logan, K., Waylor-Bowen, T., & Kana, T. (1994). Curriculum and instruction for elementary age students with profound disabilities. In: L. Sternberg (Ed.), Individuals with profound handicaps: Assistive and instructional strategies. Austin, TX: ProEd.

Logan, K., Alberto, P., Kana, T., & Waylor-Bowen, T. (1994). Curriculum development and instructional design for students with profound disabilities. In: L. Sternberg (Ed.), Individuals with profound handicaps: Assistive and instructional strategies. Austin, TX: ProEd.

Alberto, P., Sharpton, W., Sternberg, L., & Waylor-Bowen, T. (1994). Components of an instructional technology. In: L. Sternberg (Ed.), Individuals with profound handicaps: Assistive and instructional strategies. Austin, TX: ProEd.

Alberto, P., & Sharpton, W. (1988). Components of instructional technology. In: L. Sternberg (Ed.), Educating students with severe or profound handicaps, 2nd Ed. Austin, TX: ProEd.

Sharpton, W., & Alberto, P. (1988). Transition programming: Independent living skills development. In: l. Sternberg (Ed.), Educating students with severe or profound handicaps, 2nd Ed. Austin, TX: ProEd.

Alberto, P., Garrett, E., Briggs, T., & Umberger, F. (1988). Selection and initiation of a nonvocal communication program for severely handicapped students. In: E. Meyen, G. Vergason, & R. Whelan (Eds.), Effective instructional strategies for exceptional children. Denver: Love.

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Sharpton, W., & Alberto, P. (1985). Behavior analytic strategies in community settings. In: M. Brady & P. Gunter (Eds.), Integrating moderately and severely handicapped learners: Strategies that work. Springfield, IL: Charles C. Thomas.

Alberto, P. (1983, 1979). The young mentally retarded child. In: S. Garwood (Ed.), Understanding exceptional children: An introduction to early childhood special education. Rockville, MD: Aspen Systems.

Alberto, P., Briggs, T., & Goldstein, D. (1982). Managing learning in handicapped infants. In: S. Garwood & R. Fewell (Eds.), Educating handicapped infants: Issues in development and intervention. Rockville, MD: Aspen Systems.

Kaufman, M., & Alberto, P. (1981). Transfer of training in severely autistic and severely retarded children. In: R. Rutherford, A. Prieto, & J. McGlothlin (Eds.), Behavioral disorders: Severe behavior disorders of children and youth. Reston, VA: CCBD.

Kaufman, M., & Alberto, P. (1976). Research into efficacy of special education with mentally retarded students. In: N. Ellis (Ed.), International Review of Research in Mental Retardation, Vol. 8. NY: Academic Press.

REFERENCE WORKS

Alberto, P., & Fredrick, L. (2005). Applied Behavior Analysis. In M. Hersen, G. Sugai, & R. Horner (Eds.). Encyclopedia of Behavior Modification and Cognitive Behavior Therapy, Volume 3, Educational Applications. Thousand Oaks, CA: Sage Publications, 1137-1143.

Alberto, P., & Heller, K. (1995). Multiple Disabilities. In: A. Dell Orto & R. Marinelli (Eds.), Encyclopedia of disability and rehabilitation. NY: Simon & Schuster.

REPORTS, MONOGRAPHS, MANUALS, & PAPERS

Connor, C., Alberto, P., Compton, D., & O’Connor, R. (2012). Eight yearsof Institute for Education Sciences funded research helping students who struggle with reading from preschool through high school: what have we learned? IES document.

Hughes, M., Cihak, D., & Alberto, P. (2002; 2004). An administrative guide to the instruction of students with disabilities in the least restrictive environment. Monograph for The Center for Collaborative Education, Atlanta, GA.

Brozovic, S., Alberto, P., Hughes, M., Taber, T., & Cihak, D. (2000). A guide to the instruction of students with disabilities in the least restrictive environment. Monograph for The Center for Collaborative Education, Atlanta, GA.

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Alberto, P. (2000). Use of Scatter Plot Strategy for Functional Assessment. The Georgia Bulletin for Multiple & Severe Disabilities, 12, (2),

Alberto, P., Brozovic, S., & Taber, T. (1999). Structuring Learning for all Students [Video]. (Available from The Bureau for Students with Multiple and Severe Disabilities, Georgia State University, Atlanta, Ga.

Brozovic, S., Taber, T., Alberto, P., & Hughes, M. (1999). A teacher=s guide to the instruction of students with disabilities in the least restrictive environment. Monograph for The Bureau for Students with Multiple and Severe Disabilities, Atlanta, Ga.

Alberto, P., Borsovic, S., & Taber, T. (1997). Least Restrictive Environment: A training manual. Georgia Department of Education, Atlanta, GA.

Alberto, P. (1997). The use of picture prompts. The Georgia Bulletin for Multiple & Severe Disabilities, 10, (1).

Alberto, P. (1997). Developing domestic skills curriculum content. The Georgia Bulletin for Multiple & Severe Disabilities, 9, (3).

Alberto, P., Taber, T., Arnold, S., Cole, S., & Vickers, G. (1996). Preparing for students entering inclusive settings. The Reporter, Winter, 23, 36.

Taber, T., Alberto, P. Elliott, N., & Arnold, S. (1996). The process of transitioning students with moderate and severe disabilities to post-school settings. Monograph for the Bureau for Students with Severe Disabilities, Atlanta, GA.

Alberto, P. (1995). An overview of functional analysis. The Georgia Bulletin for Multiple & Severe Disabilities, 7, (5).

Elliott, N., Houser, E., & Alberto, P. (1993). Administrative guidelines for school Community-based Vocational Instruction based o the Fair Labor Standards Act, 4th Ed., Monograph for the Bureau for Students with Severe Handicaps, Atlanta, GA.

Heller, K., Alberto, P., Schwartzman, M., et al. (1991). Suggested physical health procedures for educators of students with special needs. Monograph for the Bureau for Students with Severe Handicaps, Atlanta, GA.

Alberto, P., & Benson, G. (1989). A collaborative program to improve instruction for students with profound handicaps. Proceedings of the Georgia Learning Resources System, College/University Forum. Macon, GA.

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Alberto, P. (1989). Behavior management and consultation committees. Georgia Bulletin on Severe Handicaps, 2, (1).

Alberto, P., Logan, K., Heller, K., Kanna, T., Andrews, D., & Briggs, A. (1989). Goals and objectives for IEPs and instruction for students with moderate, severe, and profound handicaps. Monograph for the Bureau for Students with Severe Handicaps, Atlanta, GA.

Alberto, P. (1989). Partial participation. Georgia Bulletin on Severe Handicaps, 1, (2).

Alberto, P. (1988). Alternatives to corporal punishment. Education Update, 9, (2).

Alberto, P. (1987). Individual psychological assessment of students with severe/profound handicaps. Journal of the College of Education, Georgia State University, 42-45.

Alberto, P. (1987). Vocabulary measures progress. Education Update, 6, (6).

Alberto, P. (1987). Instructional technology and students with severe handicaps. Proceedings of Profoundly Mentally Handicapped Symposium: ANew Directions.@ Columbia, SC.

Alberto, P., & Briggs, A. (1986). Bayley Scales of Infant Development: The Georgia Profile, Atlanta, GA.

Alberto, P. (1985). Educational strategies with the severely disturbed student. Audio proceedings of the Annual Conference of the Psychoeducational Network of Georgia.

Alberto, P. (1985). Criteria for extended year services. Education Update, 5, (6).

Alberto, P. (1985). Education of the mentally handicapped: Setting an agenda for Georgia. Proceedings of Our Changing Society: networking-An option for Survival,@ Atlanta, GA.

Alberto, P. (1984). And they still ask Why?: The severely/multiply handicapped child in the public schools. Education Update, 4, (4).

Alberto, P. (1984). Planning communication instruction for the severely handicapped student. Education Update, 4, (5).

Alberto, P. (1983). The use of mild aversive stimuli for control of stereotypic and self-injurious behaviors. Proceedings of the National conference

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on Provision of Services to the Severely emotionally disturbed and Autistic, Memphis, TN.

Alberto, P., Logan, K., & Quinn, C. (1981). Integration of the moderately/severely handicapped student on public school campuses. Proceedings of conference on issues relevant to the integration of handicapped and nonhandicapped students, Atlanta, GA.

Alberto, P. (1980). Establishing individual learning needs of the deaf-blind student. Proceedings of the Southeast Regional Conference on Deaf-blind children, Jackson, MS.

Alberto, P., Bryar, M., Logan, K., et al. (1979). Severely and trainable mentally retarded: Resource manual for program for Exceptional Children. Atlanta, GA: Georgia Department of Education.

Bricker, D., DuBose, R., Alberto, P., et al. (1979). Issues in certification for teachers of the severely handicapped. Special Education Programs for Severely/Profoundly handicapped Individuals, Washington, D.C.: NASDSE.

BOARDS AND COMMITTEES

- Atlanta Alliance on Developmental Disabilities, Board of Directors (2005-2012)

- State Advisory Panel for Special Education (2000-pres., 93-96, 84-87)- Georgia Steering Committee for the Continuous Improvement Monitoring

Process (2000-present)- Georgia Task Force on Curriculum Development for Student with the most

Significant Cognitive Disabilities- Georgia IDEA97 Implementation Committee (1998-2000)- Georgia Alternate Assessment Committee (1998-1999)- State Interagency Committee on Transition (1990-1995)- State CSPD Committee (1993-96)- State Committee-Certification of Behavior Analysts (1993-4)- Handicapped Child Consulting Council, Georgia chapter, American

Academy of Pediatricians (1984-86).- State Task force on Augmentative Communication (1988-90)- State Review Panel for Rules and Regulations in Special Education

(1984, 1987, 1997)- State Deaf-blind Steering Committee (1982-96)- State Teacher Education Council Committee on Certification (1983)- State Task Force: Guidelines for Secondary curriculum for Special

Education (1987)- Georgia Teacher Competency Test in Mental Retardation, Review Panel,

(1987-88)

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PROFESSIONAL PRESENTATIONS

The Association for Persons with Severe Handicaps: National Conference.2011 Teaching students with moderate intellectual disabilities to read logos.2009 Effective phonics instruction for students with moderate disabilities2008 Sight-word Instruction: A component of functional literacy2007 Visual Literacy: A component of functional literacy2004 Effectiveness of strategies for simulation instruction2003 Scheduling Community-based instruction2002 A strategy for what to do when lost for students with moderate retardation 1997 Achievement of IEP objectives by students with moderate and severe

disabilities in inclusive settings1996 Inclusion of students with moderate/severe disabilities: The Georgia Change Project1995 Variables teachers consider when selecting a regular education setting1994 Program concerns for individuals with profound disabilities1992 Schools and the Department of Labor (CBVI)1991 Determining curriculum content for students with profound disabilities1990 Coordinated agency participation for transition1988 Providing inservice/technical assistance in rural areas1986 System for shifting stimulus control in community skills instruction1985 Auditory Prompting: A strategy to increase independence1984 Effects of recorded cues on the acquisition of tasks and task chains by adolescents with mental handicaps1982 Use of negative practice procedures to reduce stereotypic behaviors1980 Effectiveness of various instructional strategies in individual and group teaching conditions1979 Matching instructional strategies to number of students and task1978 Group instruction for the severely handicapped student 1977 Personnel preparation for teachers of students with severe handicaps

The Council for Exceptional Children: National Convention.2010 Sight-word instruction for students with moderate intellectual disabilities2008 Videomodeling as an instructional strategy1998 Decision questions for LRE placement1993 Transition from school to supported employment for young adults with severe disabilities1991 Curriculum & instruction for students with profound disabilities1988 Training models for teachers of students with severe handicaps 1984 Demonstration, research, and training focused on preschool aged

handicapped and severely handicapped children1978 Instruction design for severely/multiply handicapped students1976 The use of simulation in teacher training1975 Mainstreaming: Implications for training regular education teachers

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