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