To highlight Stephanie’s commitment to mentoring, italics indicate a student collaborator at time of publication. All of her journal articles are peer reviewed unless otherwise noted.

Cawthon, S.W., Barker, E., Daniel, J., Cooc, N., & Vielma, A. (2022). Longitudinal Models of Reading and Mathematics Achievement in Deaf and Hearing Students. Journal of Deaf Studies and Deaf Education.

Cawthon, S.W. (2022). Bulletin: New Model State Plan for Vocational Rehabilitation Services for Deaf People. The Journal of Deaf Studies and Deaf Education, 27 (3), 210-213. https://doi.org/10.1093/deafed/enac008

Johnson, P., Newman, L., Cawthon, S., Javitz, H. (2022). Parent Expectations, Deaf Youth Expectations, and Transition Goals as Predictors of Postsecondary Education Enrollment. Career Development and Transition for Exceptional Individuals. https://doi.org/10.1177/21651434211067425

Garberoglio, C.L, Gerasimova, D., Shogren, K., Palmer, J., Johnson, P., Ryan, C., Pace, J., Hicks, T, Millen, K., Higgins, J,. & Cawthon, S (2022). The Self-Determination Inventory: Student Report American Sign Language Translation. Journal of Deaf Studies and Deaf Education

Atkins, S., Schley, S., Cawthon, S., Schmitz, K. & Marchetti, C. (2021, in press). Learning from Deaf Students: Student/Faculty Partnerships in Inclusive Pedagogy Development. Learning Communities Journal. 

Cawthon, S.W., Davidson, S., Bond, M., & Jassal, Y. (2021, in press). Relationship between Executive Functioning, Cognitive Load, Inclusive Teaching Strategies, and Ratings of Teaching Effectiveness. Future Review: International Journal of Transition, College, and Career Success. 

Cawthon, S.W., Gholdstone, L., Thurlow, M. & Higgins, J. (2021, in press). Accessibility Planning for Postsecondary Entrance and Placement Exams for Deaf Students. Teaching Exceptional Children.

Cawthon, S. W and Garberoglio C. L. (2021). Evidence-based Practices Deaf Education: A Call to Center Research and Evaluation on the Experiences of Deaf People. Review of Research in Education (45), (published online first, April 8, 2021). 

Schley, S., Cawthon, S., Marchetti, C., & Atkins, S. (2021). From Access to Inclusion: A Faculty Learning Community Curriculum. Journal of Faculty Development. Vol. 35, No. 3. 

Garberoglio, C.L., Johnson, P.M., Sales, A., & Cawthon, S. W. (2021). Change Over Time in Educational Attainment for Deaf Individuals from 2008-2018. Journal of Postsecondary Education and Disabilities.

Cawthon, S.W., Garberoglio, C.L, Palmer, J., Ivanko, T., Davidson, S., Ryan, C., & Johnson, P., (2020) Accessibility of Postsecondary Education and Training for Deaf Individuals: A Proposed Conceptual Framework. Future Review.

Garberoglio, C.L., Guerra, D. H., Sanders, G. T., & Cawthon, S. W. (2020). Community-Driven Strategies for Improving Postsecondary Outcomes of Deaf People. American Annals of the Deaf.

Palmer, J. L., Newman, L., Davidson, S., & Cawthon, S. W.  (2020).  Life after college:  Employment and social-community outcomes for young deaf adults. American Annals of the Deaf, 165(4).

Cawthon, S., Schley, S., & Davidson, S. (2019). Student Observation to Improve Access to Instruction in Postsecondary Education. Journal of Postsecondary Education and Disabilities. 

Marchetti, S., Schley, S., O’Neil, J., Elglaly, Y., Zuchegno, A., Mousley, K., Atkins, S. & Cawthon, S. (2019). Faculty Perspectives on Developing Strategies to Improve Access in Diverse Post-Secondary Classrooms. Learning Communities Journal.

Dawson, K. & Cawthon, S. (2018). Drama Based Pedagogy in the Visual Arts: A Visual Arts Teacher's Action Research Journey. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities.

Dawson, K. Deckart, C., Cawthon, S. and Loblein, H. (2018). Reflection on action plans: Considering systems alignment in the results of an arts-based professional learning intensive for classroom teachers. Youth Theatre Journal. 75-91.https://www.tandfonline.com/doi/abs/10.1080/08929092.2017.1423145

Cawthon, S., Fink, B., Schoffstall, S. and Wendel, E.. (2018) In the Rearview Mirror: Social Skill Development in Deaf Youth, 1990–2015. American Annals of the Deaf pp. 479-485 10.1353/aad.2018.0005  

Johnson, P., Cawthon, S., Fink, B., Schoffstall, S., & Wendel, E. (2018, in press). Trauma and Resilience Among Deaf Individuals. Journal of Deaf Studies and Deaf Education.

Bond, M., Garberoglio, C.L., Schoffstall, S., Caemmerer, J., & Cawthon, S. (2017, in press). Validating a Shortened Form of the ARC for Special Populations. Educational Assessment.

Cawthon, S., Fink, B., Johnson, P., Schoffstall, S., & Wendel, E. (2017, in press). Trauma and the use of formal and informal resources in the deaf population: Perspectives from mental health service providers. Journal of American Deafness and Rehabilitation Association.

Stanton, K., Cawthon, S., & Dawson, K. (2017). Self-efficacy, teacher concerns, and levels of implementation among teachers participating in Drama-Based Instruction professional development. Teacher Development. 1-27.

Cawthon, S., Fink, B., Tarantolo-Leppo, R., Wendel, E., & Schoffstall, S. (2017). Ecological systems and vocational rehabilitation service provision for individuals who are deaf or hard of hearing. Journal of Applied Rehabilitation Counseling. 48(2), 31-40. 

Higgins, J., Famularo, L., Cawthon, S., Kurz, C.A., Reis, J.E., & Moers, L.M. (2016). Development of American Sign Language guidelines for K-12 academic assessments, Journal of Deaf Studies and Deaf Education, 21(4): 383-393. doi: 10.1093/deafed/enw051.

Garberoglio, C.L., Schoffstall, S., Caemmerer, J. M., Bond, M., & Cawthon, S. (2016). The antecedents and outcomes of autonomous behaviors: Modeling the role of autonomy in achieving sustainable employment for deaf young adults, Journal of Developmental and Physical Disabilities, 29, 107-129. DOI: 10.1007/s10882-016-9492-2.

Cawthon, S., Wendel, E., Bond, M., & Garberoglio, C.L. (2016) The impact of intensive vocation-related course taking on employment outcomes for individuals who are deaf. Remedial and Special Education, 37(3), 131-145.

Schoffstall, S., Cawthon, S., Dickson, D., Bond, M., Ocuto, O., & Ge, J. (2016). The impact of high school extracurricular involvement on postsecondary outcomes among deaf and hard-of-hearing youth. Journal of Postsecondary Education and Disability, 29(2), 179-197.

Cawthon, S., Johnson, P., Garberoglio, C. L., & Schoffstall, S. (2016). Role models as facilitators of social capital for deaf individuals: A research synthesis. American Annals of the Deaf, 161(2), 115-127. DOI: 10.1353/aad.2016.0021.

Caemmerer, J.M., Cawthon, S.W., & Bond M. (2016). Comparison of students’ achievement: Deaf, learning disabled, and deaf with a learning disability. School Psychology Review, 45(3), 362-371.

Cawthon, S. Leppo, R., Dickson, D., Schoffstall, S,. & Wendel, E. (2015). The art of managing expectations: Vocational rehabilitation counselors as mediators of expectations between clients who are deaf and potential employers. Journal of American Deafness and Rehabilitation Association, 50(1), 1-32.

Cawthon, S. (2015).  From the margins to the spotlight:  Diverse deaf and hard of hearing student populations and standardized assessment accessibility.  American Annals of the Deaf, 160(4), 385-394. DOI:10.1353/aad.2015.0036.

Lee, B. L., Dawson, K. M., & Cawthon, S. (2015). What happens when the apprentice is the master in a cognitive apprenticeship? The experiences of graduate students participating in coursework and fieldwork. International Journal of Teaching and Learning in Higher Education, 28(3), 347-360.

Garberoglio, C. L., Dickson, D., Cawthon, S., & Bond, M. (2015). Leveling the playing field? Communication technology as a predictor of future attainments for deaf young adults. Disability Studies Quarterly, 35(4), 1-20. DOI: http://dx.doi.org/10.18061/.v35i4.4342.

Schoffstall, S., Cawthon, S., Leppo, R., & Wendel, E. (2015). Developing consumer and system-level readiness for effective self-advocacy: Perspectives from vocational rehabilitation counselors working with deaf and hard of hearing individuals in post-secondary settings. Journal of Developmental and Physical Disabilities, 27(4), 533-555. DOI: 10.1007/s10882-015-9435-3.

Wendel, E., Cawthon, S., Ge, J., and Beretvas. N. (2015). Alignment of single-case design research with individuals who are deaf or hard of hearing with the What Works Clearinghouse Standards. Journal of Deaf Studies and Deaf Education, 20(2), 103-114. DOI: 10.1093/deafed/enu049.

Lee, B. & Cawthon, S. (2015). What predicts pre-service teacher use of arts-based pedagogies in the classroom? An analysis of the beliefs, values, and attitudes of pre-service teachers. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 11(1), 1-17.

Cole, E. V., & Cawthon, S. (2015). Self-disclosure decisions of university students with learning disabilities. Journal of Postsecondary Education and Disability, 28(2), 163-179.

Cawthon, S., Leppo, R., Ge, J., & Bond, M. (2015). Accommodations use patterns in high school and postsecondary settings for students who are d/Deaf or hard of hearing. American Annals of the Deaf, 160 (1), 9-23. DOI: 10.1353/aad.2015.0012. J

Garberoglio, C. L., Dickson, D., Cawthon, S., & Bond, M. (2015). Bridging the communication divide: Computer-mediated communication and the contribution to deaf individuals’ literacy skills. Language Learning and Technology, 19(2), 118-133.

Cawthon, S., Caemmerer, J., Dickson, D., Ocuto, O., Ge, J., & Bond, M. (2015). Social skills as predictors of postsecondary outcomes for individuals who are deaf. Applied Developmental Science, 19(1), 19-30. DOI: 10.1080/10888691.2014.948157

Cawthon, S., Caemmerer, J., and the RES team (2015). Parents’ perspectives on transition and postsecondary outcomes for their children who are d/Deaf of hard-of-hearing. American Annals of the Deaf, 159(1), 7-21.

Lee, B., Patall, E., Cawthon, S., & Steingut, R. (2015). The effect of drama-based pedagogy on preK-16 outcomes: A meta-analysis of research from 1985 to 2012. Review of Educational Research, 85(1), 3-49.  DOI: 0034654314540477.

Cawthon, S., Garberoglio, C. L., Caemmerer, J., Bond, M., & Wendel, E. (2015). Effect of parent involvement and parent expectations on postsecondary outcomes for individuals who are d/Deaf or hard of hearing. Exceptionality, 23(2), 73-99.

Garberoglio, C. L., Guerra, L. H., Cawthon, S., & Ocuto, O. (2014). A look at national data: Parental expectations shape student achievement. Odyssey, 15, 1-6. (Invited article). Retrieved from: http://www.gallaudet.edu/clerc_center/odyssey/odyssey_extra_2014.html [This issue of the Odyssey was the winner of the 2015 Edward Allen Fay Award from the Conference of Educational Administrators of Schools & Programs for the Deaf]

Cawthon, S., Garberoglio, C. L., and the RES team (2014). Professional preparedness and perspectives on transition for individuals who are deaf or hard-of-hearing. Career Development and Transition for Exceptional Individuals, 39(3), 144-153.

Walsh, E., & Cawthon, S. (2014). The mediating role of depressive symptoms in the relationship between adverse childhood experiences and smoking. Addictive Behaviors. 39, 1471-1476. DOI: 10.1016/j.addbeh.2014.05.020.

Garberoglio, C. L., Schoffstall, S., Cawthon, S., Bond, M., & Ge, J. (2014). The role of self-beliefs in predicting postschool outcomes for deaf young adults.  Journal of Developmental and Physical Disabilities, 26(6), 667-688. DOI 10.1007/s10882-014-9388-y.

Cawthon, S., Schoffstall, S. & Garberoglio, C. L. (2014). How ready are postsecondary institutions for students who are d/Deaf or hard-of-hearing? Educational Policy Analysis Archives, 22(13), 1-25. DOI: http://dx.doi.org/10.14507/epaa.v22n13.2014.

Sligar, S., Cawthon, S., Morere, D., & Moxley, A. (2014) Test equity considerations for individuals who are deaf or hard of hearing. Journal of American Deafness and Rehabilitation Association, 47(1), 110-127.

Cawthon, S., Leppo, R., and the RES team (2013). Accommodations quality for students who are d/Deaf or hard-of-hearing.American Annals of the Deaf, 158(4), 438-452.

Garberoglio, C., Cawthon, S., & Bond, M. (2013). Assessing English literacy as a predictor of postschool outcomes in the lives of deaf individuals. Journal of Deaf Studies and Deaf Education, 19(1), 50-67.

Cawthon, S. & Leppo, R. (2013). Assessment accommodations on tests of academic achievement for students who are deaf or hard-of-hearing: A qualitative meta-analysis of the research literature. American Annals of the Deaf, 158(3), 363-376.

Leppo, R., Cawthon, S., & Bond, M. (2013). Including deaf and hard-of-hearing students with co-occurring disabilities in the accommodations discussion. Journal of Deaf Studies and Deaf Education, 19(2), 189-202 DOI: 10.1093/deafed/ent029.

Lee, B., Cawthon, S., Dawson, K., & Norris, T.  (2013). Elementary and secondary teacher self-efficacy for teaching and pedagogical conceptual change in a drama-based professional development program. Teaching and Teacher Education, 30, 84-98.

Cawthon, S., Leppo, R. Carr, T., & Kopriva, R., &  (2013). Towards accessible assessments: The promises and limitations of test item adaptations for students with disabilities and English language learners. Educational Assessment, 18(2) 73-98. 

Cawthon, S., Beretvas, S. N., Lockhart, L., & Kaye, A. (2012). Factor structure of Opportunity to Learn for students with and without disabilities. Educational Policy Analysis Archives, 20 (41). http://epaa.asu.edu/ojs/article/view/1043.

Cawthon, S., Dawson, K., Judd-Glossy, L., & Ihorn, S., (2012). Participatory research in an arts integration professional development program, Teacher Development, 16 (2), 217-234. DOI: 10.1080/13664530.2012.688678.

Beretvas, S. N., Cawthon, S., Lockhart, L., & Kaye, A. (2012). Assessing impact, DIF and DFF in accommodated item scores: A comparison of multilevel measurement model parameterizations. Educational and Psychological Measurement, 72 (5), 754–773; first published online on April 24, 2012 as doi:10.1177/0013164412440998.

Garberoglio, C., Gobble, M., & Cawthon, S. (2012). A national perspective on teachers’ efficacy beliefs in deaf education. Journal of Deaf Studies and Deaf Education, 17(3), 367-383.

Cawthon, S., Kaye, A., Lockhart, L. & Beretvas, S. N. (2012). Effects of linguistic complexity and accommodations on estimates of ability for students with learning disabilities. Journal of School Psychology, 50, 293-316.

Cawthon, S. (2011). Education of deaf and hard of hearing students and accountability reform: Issues for the future. American Annals of the Deaf, 156 (4), 424-430 | DOI: 10.1353/aad.2011.0035.

Cawthon, S. & Dawson, K. (2011). Drama-based instruction and educational research: Activating praxis in an interdisciplinary partnership. International Journal of Education and the Arts, 12(17). 22 pages. http://www.ijea.org/v12n17/.

Cawthon, S., Highley, K., & Leppo, R. (2011). Test item modifications for English Language Learners: Review of the empirical literature and recommendations for practice. School Psychology Forum: Research in Practice, 5(2), 28-41.

Cawthon, S. (2011). Test item linguistic complexity and assessments for deaf students. American Annals of the Deaf, 156 (3), 255-69.

Cawthon, S., Winton, S., Garberoglio, C., & Gobble, M. (2011). The effects of American Sign Language as an assessment accommodation for students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 16(2), 198-211.

Dawson, K., Cawthon, S., & Baker, S. (2011). Drama for Schools: Teacher change in an applied theatre professional development model. Research in Drama Education: The Journal of Applied Theatre and Performance, 16 (3), 313-335.

Cawthon, S & the Accommodations Research Lab. (2010). Assessment accommodations for English Language Learners: The case of former-LEPs. Practical Assessment, Research and Evaluation, 15(13). http://pareonline.net/getvn.asp?v=15&n=13.

Friedman Narr, R. & Cawthon, S. (2010). The “Wh” questions of visual phonics: Who, what, where, when, and why. Journal of Deaf Studies and Deaf Education, 16(1): 66-78.

Cawthon, S., Dawson, K. & Ihorn, S. (2010). Activating Student Engagement Through Drama-Based Instruction. International Journal for Learning Through the Arts: A Research Journal on Arts Integration in Schools and Communities, 7(1), http://escholarship.org/uc/item/6qc4b7pt  

Cawthon, S. (2010). Science and evidence of success: Two emerging issues in assessment accommodations for students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 15 (2):185-203. DOI: 10.1093/deafed/enq002.

Cawthon, S. & Cole, E. (2010). Postsecondary students who have a Learning Disability: Student perspectives on accommodations access and obstacles. Journal of Postsecondary Education and Disability, 23 (2), 112-125.

Cawthon, S., Harris, A. & Jones, R (2010). Cognitive apprenticeship in an Online Research Lab for graduate students in psychology. International Journal of Web-Based Learning and Teaching Technologies, 5 (1), 1-15, DOI: 10.4018/jwltt.2010010101.

For journal articles prior to 2010, please see Stephanie’s CV.