Leah Wood

 

rank Assistant Professor
email awood17@calpoly.edu
office location 02-108
phone

805-756-2126

Education


  • 2014 Doctor of Philosophy, Department of Special Education and Child Development, The University of North Carolina at Charlotte, Specialization in Moderate and Severe Disabilities, Emphasis in General Curriculum Access, Comprehension, and Technology
  • 2009 Master in Art of Teaching, Department of Special Education and Child Development, The University of North Carolina at Charlotte, Specialization in Moderate and Severe Disabilities
  • 2003 Bachelor of Science, Davidson College, Major: Psychology, Concentration: Education

Research Interests


  • Comprehension of expository texts
  • Literacy acquisition for students who are nonverbal 
  • Technological supports in academic learning
  • General curriculum access
  • Quantitative research methods, including single case research
  • Applied Behavior Analysis, including Systematic Instruction

Publications


  • Browder, D. M., Root, J., Wood, L., & Allison, C. (in press). Effects of a story mapping procedure using the iPad on the comprehension of narrative texts by students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities.
  • Spooner, F., Kemp Inman, A., Ahlgrim-Delzell, L., Wood, L. & Ley Davis, L., (in press). Generalization of literacy skills through portable technology for students with severe disabilities. Research and Practice for Persons with Severe Disabilities.
  • Browder, D. M., Ahlgrim-Delzell, L., & Wood, L. (2015). Early Reading Skills Builder. Verona, WI: Attainment Company.
  • Wood, L., Browder, D. M., & Flynn, L. (2015). Teaching students with intellectual disability to use a self-questioning strategy to comprehend social studies text for an inclusive setting. Research and Practice for Persons with Severe Disabilities. Advance online publication. doi: 10.1177/1540796915592155
  • Ahlgrim-Delzell, L., Browder, D. M., & Wood, L. (2014). Effects of systematic instruction and an augmentative communication device on phonics skills acquisition for students with moderate intellectual disability who are nonverbal. Education and Training in Autism and Developmental Disabilities, 49, 517-532.
  • Browder, D. M., Hudson, M. E., & Wood, L. (2014). How do we use principles of high quality instruction in the general education classroom in providing access to the general education curriculum? In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of research and practice for effective inclusive schools (pp. 339-351). New York, NY: Routledge.
  • Browder, D. M., Wood, L., & Allison, C. (2014). Evidence-based practices in severe disabilities: Higher education lesson plans and professional development materials (CEEDAR Center).
  • Browder, D. M., Root, J., Wood, L., & Allison, C. (2014). Conducting and using student assessment. In F. Brown, J. McDonnell, & M. Snell (Eds.), Instruction of Students with Severe Disabilities, 8th Edition (pp. xx-xx). Boston, MA: Pearson.
  • Lee, A., Wood, L., & Browder, D. M. (2014). Systematic instruction. In R. L. De Pry, F. Brown, & J. Anderson (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings (pp. 229-243). Baltimore, MD: Paul H. Brookes.
  • Plavnick, J. B., Marchand-Martella, N., Martella, R., Thompson, J., & Wood, L. (2014). Explicit academic instructional programs and children with autism spectrum disorder: A review of the literature. Review Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s40489-014-0036-3
  • Spooner, F., Ahlgrim-Delzell, L., Kemp Inman, A., & Wood, L. (2014). Using an iPad2® to teach shared stories for elementary-aged students with developmental disabilities. Research and Practice for Persons with Severe Disabilities, 39, 30-46.
  • Wood, L., & Allison, C. (2014). Teaching science comprehension to students with severe Disabilities. DADD Online Journal, 1, 24-36.
  • Wood, L., Browder, D. M., & Mraz, M. (2014). Passage comprehension and read-alouds. In D. M. Browder & F. Spooner (Eds.) More language arts, math, and science for students with severe disabilities (pp. 63-84). Baltimore, MD: Paul H. Brookes.
  • Browder, D. M., Hudson, M.E., & Wood, L. (2013). Teaching students with moderate intellectual disability who are emergent readers to comprehend text. Exceptionality, 21, 191-206.
  • Hudson, M. E., Browder, D. M., & Wood, L. (2013). Review of experimental research on academic learning by students with moderate and severe intellectual disability in general education. Research and Practice for Persons with Severe Disabilities, 38, 17-29.

View Curriculum Vitae

Related Content

School of Education
California Polytechnic State University
San Luis Obispo, CA 93407
805.756.2126
soe@calpoly.edu