Barrio, B., Hott, B. (2020). Individualized Education Programs. Special Education Law and Policy: From Foundation to Application. Thousand Oaks, CA: Corwin.
Hollingshead, A., Barrio, B. L. (2018). Working with paraprofessionals to support students with Intellectual Disability and Autism Spectrum Disorders.. Evidence-Based Practices and Instructional Information for Students with Intellectual Disability & Autism Spectrum Disorders.
Morales, M. I., Barrio, B. L. (2017). Learning to understand Mexico from a nondeficit lens. Views from inside: Languages, cultures, and schooling for K-12 educators. Information Age Publishing.
Barrio, B. L., Peak, P. K., Murawski, W. W. (2017). English language learners in Special Education: Best Practices. What Really Works in Special Education. Thousand Oaks, CA: Corwin.
Barrio, B. L., Ferguson, S., Hovey, K., Kluttz-Drye, B., Boedeker, P. (2023). Voices beyond the numbers: a systematic review of qualitative studies of disproportionality in special education. Preventing School Failure. 67(1), 39-47. Taylor & Francis. https://www.tandfonline.com/doi/full/10.1080/1045988X.2022.2101422
Barrio, B. L. (2022). Culturally Responsive Individualized Education Programs: Building Transition Bridges Between Families and Schools. Other. 5(2), 92-99. SAGE Publications. http://dx.doi.org/10.1177/10534512211051071
Barrio, B., Cardon, T., Kelley, J. E., Hsiao, Y. (2022). Autism in the media: Perceptions regarding portrayals of ASD on television. International Forum of Special Education and Child Development. 3, 1-15. http://www.ifspecd.info/volume-3
Cebrian, M., Raposo, M., Perez Cascante, L., Barrio, B. (2021). Teachers' attitudes toward Personalized Learning Environments. AtoZ: Novas Práticas em Informação e Conhecimento.
Kelly, J., Barrio, B. L. (2021). Disability at the Intersections: Expanding Critical Disability Reflective Practices. Other. 1(2), 6-15. Ball State University Library. http://dx.doi.org/10.33043/josep.1.2.6-15
Barrio, B. L. (2021). Understanding culturally responsive practices in teacher preparation: an avenue to address disproportionality in special education. Teaching Education. 32(4), 437-456. Informa UK Limited. http://dx.doi.org/10.1080/10476210.2020.1796956
Aylward, A., Barrio, B. L., Kramarczuk Voulgarides, C. (2021). Exclusion from Educational Opportunity in Diversifying Rural Contexts. Rural Sociology. 86(3), 559-585. Wiley. http://dx.doi.org/10.1111/ruso.12381
Kramarczuk Vougarides, C. M., Barrio, B. (2021). IDEA and the equity imperative: Examining the transition from pre-school to kindergarten. 21(1), . https://meridian.allenpress.com/mvedel/article-abstract/21/1/40/470081/The-Individuals-with-Disabilities-Education-Act
Barrio, B. L., Hsiao, Y., Kelley, J. E., Cardon, T. A. (2021). Representation Matters: Integrating Books With Characters With Autism in the Classroom. Other. 56(3), 172-176. SAGE Publications. http://dx.doi.org/10.1177/1053451220928954
McMahon, D. D., Barrio, B. L., McMahon, A. K., Tutt, K., Firestone, J. (2020). Virtual Reality Exercise Games for High School Students With Intellectual and Developmental Disabilities. Journal of Special Education Technology. 016264341983641. SAGE Publications. http://dx.doi.org/10.1177/0162643419836416
Scheef, A., Hollingshead, A., Barrio, B. L. (2020). Supporting students with intellectual disability in post secondary education. Journal of College Student Development. 61(4), 528-531.
Scheef, A., Caniglia, C., Barrio, B. L. (2020). Disability as Diversity: The Perspectives of Institutions of Higher Education in the U.S. Journal of Diversity in Higher Education. 33(1), 49-61.
Owiny, R. L., Hollingshead, A., Barrio, B. L., Stoneman, K. (2019). Engaging Preservice Teachers in Universal Design for Learning Lesson Planning. Other. 7(1), 12-23. American Association on Intellectual and Developmental Disabilities (AAIDD). http://dx.doi.org/10.1352/2326-6988-7.1.12
Scheef, A. R., Walker, Z. M., Barrio, B. L. (2019). Salient employability skills for youth with intellectual and developmental disabilities in Singapore: the perspectives of job developers. Other. 65(1), 1-9. https://api.elsevier.com/content/abstract/scopus_id/85020200434
Barrio, B. L., Miller, D., Ojeme, C., Tamakloe, D. (2019). Teachers' and Parents' Knowledge about Disabilities and Inclusion in Nigeria. Other. Division of International Special Education and Services (DISES). http://dx.doi.org/10.9782/17-00010
Barrio, B. L., Hsiao, Y., Prishker, N., Terry, C. (2019). The Impact of Culture on Parental Perceptions about Autism Spectrum Disorders: Striving for Culturally Competent Practices. Other. 14(1), . Walter de Gruyter GmbH. http://dx.doi.org/10.1515/mlt-2016-0010
Hovey, K., Peterson-Ahmad, M., Barrio, B. L., Lim, O., Peak, P. (2019). Supporting English language learners with learning disabilities: A case study.
Kelley, J. E., Barrio, B. L., Cardon, T. A., Brando-Subis, C., Lee, S., Smith, K. (2018). DSM-5 Autism Spectrum Disorder Symptomology in Award-Winning Narrative Fiction. Education and Training in Autism and Developmental Disabilities. 53(2), 115-127.
Owiny, R. L., Hollingshead, A., Barrio, B. L. (2018). Engaging pre-service teachers in Universal Design for Learning lesson planning. 6(3), .
Scheef, A. R., Barrio, B. L., Poppen, M. I., McMahon, D., Miller, D. (2018). Exploring Barriers for Facilitating Work Experience Opportunities for Students with Intellectual Disabilities Enrolled in Postsecondary Education Programs. Other. 31(3), 209-224.
Barrio, B. L., Miller, D. E., Tamakloe, D., Ojeme, C. (2018). Teachers' and parents' knowledge about disabilities and inclusion in Nigeria. 21(2), .
Carbonneau, K. J., Barrio, B. L., Marley, S. (2018). Manipulative-based imagery strategies: Connecting action to text..
Kelley, J. E., Barrio, B. L., Cardon, T. A., Brando-Subis, C., Lee, S., Overhauser, K. M., (2018). DSM-5 autism spectrum disorder symptomology in award winning narrative fiction.
Scheef, A. R., Barrio, B. L., Poppen, M. I., McMahon, D. D., Miller, D. E. (2018). Exploring barriers for facilitating work experience opportunities for students with Intellectual Disabilities enrolled in post-secondary education programs..
Barrio, B. L., Miller, D. E., Ojeme, C. O., Tamakloe, D. (2018). Teachers' and parents' knowledge about disabilities and inclusion in Nigeria..
Barrio, B. L., Hsiao, Y., Prishker, N., Terry, C. (2018). The impact of culture on parental perceptions of children with autism spectrum disorders: Striving for culturally competent practices.
Kelley, J. E., Barrio, B. L., Cardon, T. A., Brando-Subis, C., Lee, S., Smith, K. (2018). DSM-5 autism spectrum disorder symptomology in award-winning narrative fiction. Education and Training in Autism and Developmental Disabilities. 53(2), 115-127. https://api.elsevier.com/content/abstract/scopus_id/85047102937
Barrio, B. L., Peak, P. K. (2017). Culturally responsive practices in a Response to Intervention model when working with English language learners.
Barrio, B. L., Miller, D. E., Hsiao, Y., Dunn, M., Petersen, S. S., Hollingshead, A., Banks, S. R. (2017). Designing Culturally Responsive and Relevant Individualized Educational Programs. 53(2), 114-119.
Scheef, A. R., Barrio, B. L., Poppen, M. I. (2017). Developing Partnerships With Businesses to Support Job Training for Youth With Disabilities in Singapore. 40(3), 156-164.
Barrio, B. L., Hollingshead, A. (2017). Reaching Out to Paraprofessionals: Engaging Professional Development Aligned With Universal Design for Learning Framework in Rural Communities. Rural Special Education Quarterly. 36(3), 136-145.
Barrio, B. L. (2017). Special Education Policy Change: Addressing the Disproportionality of English Language Learners in Special Education Programs in Rural Communities. Rural Special Education Quarterly. 36(2), 64-72.
Barrio, B. L., Miller, D., Hsiao, Y. J., Dunn, M., Petersen, S., Hollingshead, A., Banks, S. (2017). Designing Culturally Responsive and Relevant Individualized Educational Programs. Other. 53(2), 114-119. https://api.elsevier.com/content/abstract/scopus_id/85030127479
Barrio, B. L., Hollingshead, A. (2017). Reaching Out to Paraprofessionals: Engaging Professional Development Aligned With Universal Design for Learning Framework in Rural Communities. 36(3), 136-145. SAGE Publications. http://dx.doi.org/10.1177/8756870517721693
Scheef, A. R., Barrio, B. L., Poppen, M. I. (2017). Developing Partnerships With Businesses to Support Job Training for Youth With Disabilities in Singapore. Other. 40(3), 156-164. https://api.elsevier.com/content/abstract/scopus_id/85024841206
Scheef, A. R., Walker, Z. M., Barrio, B. L. (2017). Salient employability skills for youth with intellectual and developmental disabilities in Singapore: the perspectives of job developers. 1-9. Informa UK Limited. http://dx.doi.org/10.1080/20473869.2017.1335479
Barrio, B. L. (2017). Special Education Policy Change: Addressing the disproportionate representation of English language learners in the learning disabilities category of special education. 36(2), 64-72. SAGE Publications. http://dx.doi.org/10.1177/8756870517707217
Dunn, M., Barrio, B. L., Hsiao, Y. (2016). Do iPad applications help students with developmental disabilities improve literacy and employability?. 17(1), 51-75.
Combes, B. H., Peak, P. W., Barrio, B. L., Lindo, E. J., Hovey, K. A., Lim, O., Peterson-Ahmad, M., Dorel, T. G., Goran, L. (2016). Revisiting Principles of Ethical Practice Using a Case Study Framework. 52(2), 92-101.
Hovey, K. A., Barrio, B. L., Peak, P. K., Peterson-Ahmad, M. B., T. D. (2016). To accommodate or not accommodate: A case study..
Combes, B. H., Peak, P. K., Barrio, B. L., Lindo, E. J., Hovey, K., Lim, O., Peterson-Ahmad, M., Dorel, T. G., Goran, L. (2016). Revisiting Principles of Ethical Practice Using a Case Study Framework. Other. 52(2), 92-101. https://api.elsevier.com/content/abstract/scopus_id/84989823572
Barrio, B. L. (2015). Fueling disproportionality of culturally and linguistically diverse students in special education: Implications for teacher preparation programs.
Barrio, B. L., Lindo, E. J., Combes, B. H., Hovey, K. (2015). Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs. Action in Teacher Education. 37(2), 190-204. https://api.elsevier.com/content/abstract/scopus_id/85027357035
Barrio, B. L., Lindo, E. J., Combes, B. H., Hovey, K. A. (2015). Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs. 37(2), 190-204. Informa UK Limited. http://dx.doi.org/10.1080/01626620.2015.1004603
Barrio, B. L., Combes, B. H. (2015). General education pre-service teachers’ levels of concern on response to intervention (RTI) implementation. Teacher Education and Special Education. 38(2), 121-137. https://api.elsevier.com/content/abstract/scopus_id/84940101956
Barrio, B. L., Combes, B. H. (2014). General Education Pre-Service Teachers' Levels of Concern on Response to Intervention (RTI) Implementation. 38(2), 121-137.
Rinn, A. N., Boazman, J., Jackson, A., Barrio, B. L. (2014). Locus of control, academic self-concept, and academic dishonesty among high ability college students. Journal of the Scholarship of Teaching and Learning. 88-114. IUScholarWorks. http://dx.doi.org/10.14434/v14i4.12770
Rinn, A., Boazman, J., Jackson, A., Barrio, B. L. (2014). Locus of control, academic self-concept, and academic dishonesty among high ability college students. 14(3), 88. IUScholarWorks. http://dx.doi.org/10.14434/v14i4.12770
Hovey, K., Peterson-Ahmad, M., Barrio, B. L., Lim, O., Peak, P. (2019). Supporting English language learners with learning disabilities: A case study.