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Bechard, S., Karvonen, M, & Erickson K. (2021) Opportunities and challenges of applying cognitive process dimensions to map-based learning and alternate assessment. Frontiers in Education, 6.

Benson-Goldberg, S. & Erickson, K. (2020). Graphic symbols: Improving or impeding comprehension of the Communication Bill of Rights? Assistive Technology Outcomes and Benefits, 14.Ìý

Benson-Goldberg, S. & Erickson, K. (2021). Eye-trackers, digital-libraries, and print-referencing: A single case study in CDKL5. Research in Developmental Disabilities, 112.

Clark, N., D’Ardenne, C., Koppenhaver, D., Noblit, G., Erickson, K. (in press). The intersections of race and severe disability. In Annama, S., Ferri, B., Connor, D. (Eds.) DisCrit Expanded: Inquiries, Reverberations & Ruptures. Teachers College Press

Cross, R., Erickson, K., Geist, L., & Hatch, P. (in press). Vocabulary selection. In L. Lloyd & D. Fuller (Eds).ÌýPrinciples and Practices in Augmentative and Alternative Communication. Slack Publishing

D’Ardenne, C., Erickson, K., Noblit, G., Koppenhaver, D., & Clark, N. (2021). The discursive construction of severe dis/ability in school. In J. N. Lester (Ed.), Discursive Psychology & Disability. Palgrave Macmillan

Dorney, K. & Erickson, K. (2019). Transactions within a classroom-based AAC intervention targeting preschool students with autism spectrum disorders: A mixed-methods investigation.ÌýExceptionality Education International.Ìý29, 42-58.Ìý

Erickson, K. A., & Koppenhaver, D. A. (2020).Ìý.ÌýBaltimore, MD: Brookes

Erickson, K., Geist, L., & Hatch, P. (2017). AAC buy-in at home.ÌýThe ASHA Leader, 22, 46-51.Ìý

Erickson, K., Geist, L., & Hatch, P. (2019). Impact of self-regulated strategy instruction integrated with SOLO® Literacy Suite.ÌýAssistive Technology Outcomes and Benefits, 11, 17-28.Ìý

Erickson, K., Geist, L., Hatch, P., & Quick, N. (2019).Ìý. Chapel Hill, NC: Center for Literacy & Disability Studies, Department of Allied Health Sciences, University of North Carolina at Chapel Hill.

Erickson, K., Geist, L., Hatch, P., & Quick, N. (2020). The challenge of symbolic communication for school-aged students with the most significant cognitive disabilities. In B. Ogletree (Ed.), . San Diego, CA: Plural Publishing

Erickson, K. & Quick, N. (2017). The Profiles of Students with Significant Cognitive Disabilities and Known Hearing Loss. Journal of Deaf Studies and Deaf Education, 22 (1), 35-48.

Geist, L. (2020).ÌýClassroom-based communication instruction: The Project Core implementation model.ÌýClosing the Gap Solutions Annual Resource Directory, 38, 3-8.

Geist, L., & Erickson, K. (2021). Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC.ÌýTEACHING Exceptional Children.Ìý

Geist, L., Erickson, K., Greer, C., & Hatch, P. (2020). Enhancing classroom-based communication instruction for students with significant disabilities and limited language.ÌýExceptionality Education International, 30, 42-54.Ìý

Greer, C., & Erickson, K. A. (2018). A preliminary exploration of uppercase letter-name knowledge among students with significant cognitive disabilities.ÌýReading and Writing, 31(4), 173-183.Ìý

Hatch, P., & Erickson, K. (2018). Teacher experience, text access, and adolescents with significant disabilities.ÌýAssistive Technology Outcomes and Benefits, 12, 56-72.Ìý

Quick, N., & Erickson, K., (2018). A multilinguistic approach to evaluating student spelling in writing samples. Language, Speech, and Hearing Services in the Schools, 49, 509-523.

Quick, N., & Erickson, K. (2019). The most frequently used words: Comparing child-directed speech and young children’s speech to inform vocabulary selection for aided input.ÌýAugmentative and Alternative Communication, 35(2), 120-131.Ìý

Quick, N., Harrison, M., & Erickson, K. (2019). A multilinguistic analysis of spelling among children with cochlear implants.ÌýJournal of Deaf Studies and Deaf Education, 1–13.Ìý

Quick, N., Harrison, M., & Erickson, K. (2021). A multilinguistic spelling analysis of children who are hard of hearing. Journal of Deaf Studies and Deaf Education, 26 (1), 112-129.

Quick, N., Roush, J., Erickson, K., & Mundy, M. (2020). A hearing screening pilot study with students with significant cognitive disabilities.ÌýLanguage, Speech, and Hearing Services in Schools.Ìý

Quick, N.A. & Erickson, K.A. (in preparation). A Proposed Analysis of Spelling Errors in Writing Samples. Journal of Speech Language and Hearing Services in the Schools.

. (2009). A monograph created by the CLDS for the Council for Chief State School Officers.

Sanders, E., & Erickson, K. (2018). Wh- question answering in children with intellectual disability.ÌýJournal of Communication Disorders, 76, 79-90.Ìý

Sheldon, E., & Erickson, K. (2020). Emergent literacy instruction for students with significant disabilities in the regular classroom. Assistive Technology Outcomes & Benefits, 14(1), 135-160.