Miriam C. Boesch

Previous Scheduled Teaching

Published Intellectual Contributions

Abstracts and Proceedings

• Boesch, M.C. (2010). Using the EVIDAAC Systematic Review Scale to guide the process of conducting a systematic review.

Book

• Da Fonte, M.A., Boesch, M.C. (2018). Implementing effective augmentative and alternative communication practices for students with complex communication needs: A handbook for school-based practitioners. 322. New York, NY, Routledge. https://www.routledge.com/Effective-Augmentative-and-Alternative-Communication-Practices-A-Handbook/Da-Fonte-Boesch/p/book/9781138710191

Book Chapter

• Da Fonte, M.A., Boesch, M.C., Clouse, K.A. (2020). Aided communication systems: Using assistive technology to support individuals with complex communication needs. Assistive technology to support inclusive education. 69-89. Bingley, West Yorshire, Emerald.
• Da Fonte, M.A., Boesch, M.C. (2017). Bolivarian Republic of Venezuela. Handbook of international special education. 3 207-221. Santa Barbara, CA, Praeger. https://www.abc-clio.com/ABC-CLIOCorporate/product.aspx?pc=A4262C

Journal Article

• Young, R.D., Da Fonte, M., Boesch, M.C., Shiheiber, H.S., Neff, G.C. (2024). Lighting the path for incoming special education teachers: Advice from special educators on AAC practices.
• Barton-Hulsey, A., Boesch, M.C., Chung, Y., Caswell, T., Miller Sonntag, A., Quach, W. (2024). Emergency and disaster preparedness for individuals who use augmentative and alternative communication: A pilot study on supported planning using a toolkit. American Journal of Speech-Language Pathology. 33 (1) 16-32.
• Boesch, M.C., Da Fonte, M., Holmes, E.E., Nardi, K.L. (2023). Searching for app evaluation tools to make decisions for students with extensive support needs: A systematic literature review. Disability and Rehabilitation.
• Boesch, M.C., Da Fonte, M., Cavagnini, M.J., Shaw, K.R., Deneny, K.E., Davis, M.E. (2023). Designing a valid and reliable AAC app evaluation tool: Differences between team and novice raters. Journal of Special Education Technology.
• Da Fonte, M.A., Boesch, M.C., DeLuca, E.R., Papp, S.K., Mohler, A.E., Holmes, E.E., Clouse, K.A., YoungD., Urbano, R. (2022). Current preparation status in augmentative and alternative communication: A perspective of special education teachers in the United States. Augmentative and Alternative Communication: Journal of ISAAC-ISRAEL. 38 (1) 29-40.
• DeLuca, E.R., Da Fonte, M.A., Boesch, M.C. (2022). Reliability among school-based professionals: Using a feature-matching screening checklist to identify communication systems. Journal of Special Education Technology. 37 (4) 536-549. https://journals.sagepub.com/doi/full/10.1177/01626434211066973
• Boesch, M.C., Begley, E., Blackstone, S., Caswell, T. (2022). Augmentative and Alternative Communication Disaster Preparedness: Roles, Responsibilities, and Opportunities for Speech-Language Pathologists and Other Professionals. Perspectives of the ASHA Special Interest Groups. 7 (5) 1483-1489.
• Boesch, M.C., Da Fonte, M.A., Mohler, A., Papp, S. (2021). A brief outlook of Texas special education teachers’ knowledge and skills in AAC. 11 80-91.
• Kliemann, K.R., Boesch, M.C., Lindo, E.E. (2021). Answering wh-questions with the support of graphic organizers: Effects on 8th graders with autism spectrum disorder.
• Hur, S., Boesch, M.C. (2020). The effects of participant motivation on the effectiveness of video modeling. 20 (2) 113-139.
• Da Fonte, M.A., Boesch, M.C., Wolfe, N.P., Young, R.D. (2019). Communication system identification for individuals with complex communication needs: The need for effective feature matching.. 57 171-228.
• Feldman, S., Boesch, M.C. (2019). Conducting a trial-based functional analysis in the classroom. 19
• Hur, S., Boesch, M.C. (2019). Video-based instruction for social and communication skills in individuals with autism spectrum disorder: A systematic review. 21 (4) 125-160.
• Boesch, M.C., Da Fonte, M.A., Ostroff, A.E., Wilson, J.B., Paranczak, J. (2018). Culturally sensitive considerations: Identifying and using reinforcers in the classroom.. The Journal of the International Association of Special Education. 18 64-69.
• Da Fonte, M.A., Boesch, M.C., Dodd, R.E., Bennett, B.P., Edwards-Bowyer, M.E. (2016). The SETT framework: SETTing the classroom for communication success. 3 (1) 108-122. DADD Online Journal.
• Boesch, M.C., Mehta, S., DeFont, A. (2016). A review comparing AAC intervention components yields a list of studied components, but conclusions regarding comparative effectiveness appear flawed. Evidence-Based Communication Assessment and Intervention. 10 13-19. Taylor & Francis Online. http://dx.doi.org/10.1080/17489539.2016.1200256
• Boesch, M.C., Mehta, S., DeFont, A. (2016). A Review comparing AAC systems yields mixed results indicating that a broad focus may lead to narrow recommendations. Evidence-Based Communication Assessment and Intervention. 10 108-113. Taylor & Francis Online. http://dx.doi.org/10.1080/17489539.2016.1237159
• Boesch, M.C., Mehta, S., Da Fonte, M.A. (2016). Comparing multiple communication modalities yields mixed results indicating that a broad focus may lead to narrow recommendations. Evidence-Based Communication Assessment and Intervention. 10 (2) 108-113.
• Diamond, G.P., Da Fonte, M.A., Boesch, M.C. (2016). I am working for _____: Successfully using token reward systems. The Journal of the International Association of Special Education. 16 (1) 73-76.
• Da Fonte, M.A., Boesch, M.C. (2016). Recommended augmentative and alternative communication competencies for special education teachers. 19 (2) 47-58. Journal of International Special Needs Education.
• Da Fonte, M.A., Boesch, M.C., Edwards-Bowyer, M.E., Restrepo, M.W., Bennett, B.P. (2016). A 3-step reinforcer identification framework: A step-by-step process. Education & Treatment of Children. 39 (3) 389-409.
• Boesch, M.C., Taber-Doughty, T., Wendt, O., Smalts, S.S. (2015). Using a behavioral approach to decrease self-injurious behavior in an adolescent with severe autism: A data-based case study. Education & Treatment of Children. 38 (3) 305-328.
• Boesch, M.C., Da Fonte, M. (2014). Best practices for assessing communication skills prior to preference assessments for students with severe developmental disabilities. Evidence-Based Practice Briefs. 9 (3) 1-9.
• Boesch, M.C., Wendt, O., Subramanian, A., Hsu, N. (2013). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on requesting skills.. Research in Autism Spectrum Disorders. 7 (3) 480-493.
• Boesch, M.C., Wendt, O., Subramanian, A., Hsu, N. (2013). Comparative efficacy of the Picture Exchange Communication System (PECS) versus a speech-generating device: Effects on social-communicative skills and speech development. Augmentative and Alternative Communication: Journal of ISAAC-ISRAEL. 29 (3) 197-209.
• Wendt, O., Boesch, M.C. (2010). Systematic review documents PECS effectiveness for exchanged-based outcome variables, but effects on speech, social or challenging behavior remain unclear. Evidence-Based Communication Assessment and Intervention.
• Boesch, M.C., Wendt, O. (2009). Reducing self-injurious behaviors in individuals with autism: Benefits of functional communication training. Evidence-Based Practice Briefs.

Research Report

• Da Fonte, M.A., Boesch, M.C., Mohler, A., Papp, S. (2022). A Snapshot of Self-Reported AAC Knowledge and Skills of Tennessee Special Educators. 1-4. Nashville, TN, Vanderbilt Kennedy Center. https://vkc.vumc.org/assets/files/resources/Report-1-snapshot-of-aac.pdf
• Da Fonte, M.A., Boesch, M.C., Papp, S., Mohler, A. (2022). Reflections on Training in Augmentative and Alternative Communication: The Views of Tennessee Special Education Teachers. 1-5. Nashville, TN, Vanderbilt Kennedy Center. https://vkc.vumc.org/assets/files/resources/Report-2-tn-sped-reflections.pdf
• Da Fonte, M.A., Boesch, M.C., Papp, S., Mohler, A. (2022). Teacher to Teacher: Recommendations on AAC Practices. 1-5. Nashville, TN, Vanderbilt Kennedy Center. https://vkc.vumc.org/assets/files/resources/Report-3-recommendations.pdf

Contracts, Grants and Sponsored Research

Grant - Research

• Carnett, A. (Principal), Mehta, S. (Co-Principal), Boesch, M.C. (Co-Principal), "Effects of video peer modeling vs. self-modeling on functional communication and problem behavior of children with autism," sponsored by Micro Grant Mentoring Program, University of North Texas, $1500 Funded. (2017 - 2018).
• Boesch, M.C. (Co-Principal), "Project STArT: Systematic Training of Autism Teachers," sponsored by Office of Special Education Programs, Federal, $1247881 Funded. (2013 - 2018).

Grant - Service

• Boesch, M.C. (Principal), Aoyama, K. (Co-Principal), Mehta, S. (Co-Principal), "Project Communicate," sponsored by Office of Special Education Programs, Federal, $1244239 Funded. (2022 - 2027).

Grant - Teaching

• Boesch, M.C. (Principal), "8-Week Course Design Institute," sponsored by Center for Learning Enhancement, Assessment, and Redesign, University of North Texas, $1500 Funded. ( - 2016).
• Boesch, M.C. (Other), "Revision of EDSP 5310: Introduction to Autism Spectrum Disorders," sponsored by TII Community of Practice, Center for Learning Enhancement, Assessment, and Redesign, University of North Texas, University of North Texas, $500 Funded. (2014 - 2015).
• Combes, B.H. (Co-Principal), Callahan, K.J. (Co-Principal), Boesch, M.C. (Co-Principal), Mehta, S. (Principal), "Project STArT: Systematic Training of Autism Teachers," sponsored by U.S. Department of Education, FED, Funded. (2013 - 2019).