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Academic Areas & Divisions
Special Education
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Elizabeth WestAssistant Professor, Special Education 102H Miller Hall, Box 353600
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Dr. West’s research agenda focuses on transforming communities to increase access and to improve outcomes for students with low incidence disabilities.
Specific research interests include: a) identifying instructional variables that will facilitate and enhance skill acquisition and generalization by students with low incidence disabilities, b) developing effective practices to positively influence outcomes for students with low incidence disabilities who are culturally and linguistically diverse, c) online course development, implementation, and use of technology to facilitate teacher and student learning and, d) establishing positive behavioral supports for a diverse society.
Education
PhD, University of Washington, 2003
Publications
Refereed Journals, Published
West, E. (2008 – in press). Chapter 12: Technology. In Boutot, A. and Myles, B. (Co-Ed.) Autism Education and Practice. Allyn and Bacon.
West, E. (2008 – in press). Fading From Instructor Prompts To Pictorial Versus Verbal Natural Cues In Children With Autism. Accepted for publication by Focus on Autism and Other Developmental Disabilities.
West, E. & Jones, P. (2008 – in press). A framework for planning in technology: Considerations for low incidence teacher preparation programs that serve rural communities. Accepted for publication by Rural Special Education Quarterly.
West, E., Leon-Guerrero, R.M., & Stevens, D. (Winter, 2007) Establishing codes of acceptable behavior in a multicultural society. Beyond Behavior, 32-38.
West, E., Jones, P., & Stevens, D. (September, 2006). Teachers of students with low incidence disabilities Talk about their own learning: An international insight. Research and Practice for Persons with Severe Disabilities, 39(3), 121-142.
Jones, P., West, E., & Stevens, D. (2006). Nurturing moments of transformation in teachers – comparative perspectives on the challenges of professional development. British Journal of Special Education, 33(2), 82-90.
West, E., & Billingsley, F. (June, 2005). Improving the system of least prompts: A comparison of procedural variations. Education and Training in Developmental Disabilities, 40(2), 131-144.
Hourcade, J., Everhart, T., West, E., & Parette, P. (December, 2004). A History of Augmentative and Alternative Communication (AAC) for Individuals with Severe and Profound Disabilities. Focus on Autism and Other Developmental Disabilities, 19(4),235-244.
Under Review
West, E., & Jones, P. (2008). Lessons learned: Student evaluations of hybrid/online courses in special education. Under review by Journal of Special Education Technology (CEC).
West, E. & Jegatheesan, B. (2008). Rethinking functional skills for minority children with severe disabilities. Under review by Research and Practice for Persons with Severe Disabilities.
Jones, P. & West, E. (2008). Reflections Upon USA Teacher Education In Severe Disabilities: A shared concern of quantity and quality issues. Under review by British Journal of Special Education.
Courses Taught
Meeting the Needs of Students, Spring 2007
Instruction for Students with Severe Disabilities, Spring 2007
Issues in Working with Families of Students with Disabilities, Autumn
2006 and 2007
Assistive Technology, Spring 2004; Fall 2004; Spring 2005; Fall 2005;
Spring 2006
Teaching Students with Exceptional Needs at the Secondary Level, Fall
2003; Spring 2004; Fall 2005; Spring 2006
Positive Behavior Interventions, Spring 2005; Spring 2006
Contemporary Practices in Severe Disabilities, Spring 2006
Teaching Secondary Students with Exceptional Needs at the Secondary Level,
Fall 2003; Spring 2004; Fall 2004; Spring 2005
Students with Emotional and Behavioral Disorders, Fall 2004; Fall 2005
Families, Professionals and Exceptional Children, Summer 2002
Exceptional Children, Summer 2002
Inclusion and Collaboration, Summer 2001
Transitioning Adolescents with Disabilities, Summer 2000
Educating Students with Autism or Severe Behavior Disorders, with Dr.
Deborah Staub, Spring 1999
