Leah Wood

rank Associate Professor email awood17@calpoly.edu office location 02-108 phone 805-756-2126

Education

• 2011 - 2014    Doctor of Philosophy in Special Education, University of North Carolina at Charlotte, Department of Special Education and Child Development
      Emphasis: Moderate and Severe Disabilities
• 2006 - 2009    Master of Arts in Teaching, University of North Carolina at Charlotte, Charlotte, NC, Special Education: Adapted Curriculum
      Emphasis: Adapted Curriculum
• 2000 - 2003    Bachelor of Science in Psychology, Davidson College, Davidson, NC
      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

Select Publications

• Wood, L. (2024). DIG into Social Studies K-2. Verona, WI: Attainment Company.
• Crutchfield, S. & Wood, L. (2023). GoManage. Verona, WI: Attainment Company.
• Wood, L., Thompson, J. L., Root, J., & Gilley, D. (2022). Chapter 9: Development of basic academic skills in childhood. In D. Zager, D. Cihak, & A. K. Stone-MacDonald (Eds.), Autism Spectrum Disorders: Identification, Education, and Treatment, 5th Edition (pp. 205-244). New York, NY: Routledge Taylor & Francis Group.
• Hudson, M., Wood, L., Root, J., & McConomy, A. (2022). Access to the general education curriculum. In J. McLesky, F. Spooner, B. Algozinne, & N. L. Waldron (Eds.), Handbook of Effective Inclusive Elementary Schools, 2nd Edition (pp. 269-285). New York, NY: Rutledge Taylor & Francis Group.
• Wood, L., Browder, D. M., & Spooner, F. (2020). Teaching listening comprehension of science e-texts for students with moderate intellectual disability. Journal of Special Education Technology, 35(4), 272-285. doi:10.1177/0162643419882421
• Knight, V., Wood, L., McKissick, B., & Kuntz, E. (2020). Teaching science content and practices to students with intellectual disability and autism. Remedial and Special Education, 41(6), 327-340. doi:10.1177/0741932519843998
• Crutchfield, S., & Wood, L. (2018). How to use self-management and cognitive behavioral interventions. In R. Simpson (Series Ed.), Pro-Ed How To Series on Autism Spectrum Disorders (book in series). Austin, TX: Pro-Ed
• Wood, L., Root., J., & Thompson, J. (2018). Academics. In B. Jimenez, J. Shurr, & E. Bouck (Eds), Evidence-Based Practices and Instructional Information for Students with Intellectual Disability & Autism Spectrum Disorders (pp. xx-xx). Virginia: Council for Exceptional Children.
• Ahlgrim-Delzell, L. Browder, D. M., Wood, L., Stanger, C., Preston, A., & Kemp-Inman, A. (2016). Systematic instruction of phonics skills using an iPad for students with developmental disabilities who are AAC users, The Journal of Special Education, 50, 86-97. doi: 10.1177/0022466915622140
• 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

View Curriculum Vitae