Her primary scientific interests are in Developmental psychology, Clinical psychology, Intellectual disability, Augmentative and alternative communication and Intervention. Her study in Developmental psychology is interdisciplinary in nature, drawing from both Cognitive psychology and Transfer of training. Martha E. Snell interconnects Psychological intervention, Intervention effect and MEDLINE in the investigation of issues within Clinical psychology.
The Intellectual disability study combines topics in areas such as Medical model of disability and Association. Her research in Augmentative and alternative communication intersects with topics in Young adult, Gerontology and Developmental disorder. Her studies in Intervention integrate themes in fields like Social psychology, Social skills, Social competence and Autism.
Her primary areas of study are Developmental psychology, Mathematics education, Intervention, Special education and Pedagogy. She studied Developmental psychology and Intellectual disability that intersect with Medical model of disability and Gerontology. Her Mathematics education research incorporates themes from Inclusion and Curriculum.
Her Inclusion research includes elements of Social integration and General education. Her research integrates issues of Autism and Clinical psychology in her study of Intervention. Within one scientific family, she focuses on topics pertaining to Medical education under Pedagogy, and may sometimes address concerns connected to Teaching method, Preschool education, Applied psychology and Self-care skills.
Martha E. Snell mainly investigates Developmental psychology, Intervention, Intellectual disability, Head start and Psychological intervention. Her Developmental psychology research integrates issues from Interpersonal communication, Communication Intervention and Personal construct theory. Martha E. Snell performs multidisciplinary study in the fields of Intervention and Fidelity via her papers.
The study incorporates disciplines such as Medical model of disability and Gerontology in addition to Intellectual disability. The various areas that Martha E. Snell examines in her Head start study include Positive behavior support, Early childhood and Clinical psychology. Her Positive behavior support research is multidisciplinary, incorporating elements of Mathematics education, Classroom management, Self-management and Conflict resolution.
Martha E. Snell mainly focuses on Intellectual disability, Developmental psychology, Clinical psychology, Medical model of disability and Intelligence quotient. Her Intellectual disability research includes themes of School psychology, Gerontology and Best practice. Her Developmental psychology research is multidisciplinary, relying on both Intervention and Prejudice.
Her research investigates the connection between Clinical psychology and topics such as Study Characteristics that intersect with problems in Augmentative and alternative communication. Her studies deal with areas such as Communication Intervention, Young adult and Developmental disorder as well as Augmentative and alternative communication. Martha E. Snell combines subjects such as Inclusion and Association with her study of Medical model of disability.
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Instruction of Students with Severe Disabilities
Fredda E Brown;Martha E. Snell.
Mental retardation: Definition, classification, and systems of supports, 10th ed.
Ruth Luckasson;Sharon Borthwick-Duffy;Wil H. E. Buntinx;David L. Coulter.
Conceptualizing Supports and the Support Needs of People With Intellectual Disability
James R Thompson;Valerie J Bradley;Wil H E Buntinx;Robert L Schalock.
Intellectual and Developmental Disabilities (2009)
The Effects of Social Stories on the Social Engagement of Children with Autism
Monica Delano;Martha E. Snell.
Journal of Positive Behavior Interventions (2006)
The intellectual disability construct and its relation to human functioning.
Michael L. Wehmeyer;Wil H. E. Buntinx;Yves Lachapelle;Ruth A. Luckasson.
Intellectual and Developmental Disabilities (2008)
Integrating Students with Moderate and Severe Disabilities into General Education Classes
Rachel E. Janney;Martha E. Snell;Mary K. Beers;Maria Raynes.
Exceptional Children (1995)
Twenty Years of Communication Intervention Research With Individuals Who Have Severe Intellectual and Developmental Disabilities
Martha E. Snell;Nancy Brady;Lee McLean;Billy T. Ogletree.
Ajidd-american Journal on Intellectual and Developmental Disabilities (2010)
Systematic instruction of the moderately and severely handicapped
Martha E. Snell.
Handbook of Developmental Disabilities.
Samuel L. Odom;Robert H. Horner;Martha E. Snell;Jan Blacher.
Guilford Publications (2007)
Applying Time Delay Procedure to the Instruction of the Severely Handicapped
Martha E. Snell;David L. Gast.
The Journal of The Association for Persons With Severe Handicaps (1981)
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