*Garwood, J. D., Werts, M. G., Mason, L. H., Harris, B., Austin, M. B., Ciullo, S., Koppenhaver, D. A., & Shin, M. (in press). Improving persuasive science writing for secondary students with emotional and behavioral disorders educated in residential treatment facilities.  Behavioral Disorders.

*Garwood, J. D., & Ampuja, A. A. (in press). Inclusion of students with learning, emotional, and behavioral disabilities through strength-based approaches. Intervention in School and Clinic.

Van Loan, C. L., & Garwood, J. D. (in press). Measuring relationships between adolescents with emotional and behavioral disorders and their teachers: A psychometric report. Assessment for Effective Intervention.

Garwood, J. D., & Brunsting, N. C. (in press). Does self-regulated strategy development work for all students with and at risk for emotional and behavioral disorders? A meta-review. Special Education Research, Policy and Practice.

Garwood, J. D., & Van Loan, C. L. (in press). Pre-service educators’ dispositions toward inclusive practices for students with emotional and behavioural disorders. International Journal of Inclusive Education.

Van Loan, C. L., Garwood, J. D., Smith, S. W., & Daunic, A. P. (in press). Take CHARGE! A randomized controlled trial of a social problem-solving curriculum to support students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders.

Garwood, J. D., & Van Loan, C. L. (in press). Using social stories with students with social, emotional, and behavioral disorders: The promise and the perils. Exceptionality.

Garwood, J. D. (2018). Literacy interventions for secondary students formally identified with emotional and behavioral disorders: Trends and gaps in the research. Journal of Behavioral Education, 27, 23-52.

*Garwood, J. D., Werts, M. G., Varghese, C., & Gosey, L. (2018). Mixed-methods analysis of rural special educators’ role stressors, behavior management, and burnout. Rural Special Education Quarterly, 37, 30-43.

Vernon-Feagans, L., Bratsch-Hines, M., Varghese, C., Cutrer, E. A., & Garwood, J. D. (2018). Improving struggling readers' early literacy skills through a tier 2 professional development program for rural classroom teachers: The Targeted Reading Intervention. The Elementary School Journal, 118, 525-548.

Garwood, J. D., Van Loan, C. L., & Werts, M. G. (2018).  Mindset of paraprofessionals serving students with emotional and behavioral disorders. Intervention in School and Clinic, 53, 206-211. [selected for special issue]

Mason, L. H., Cramer, A. M., Garwood, J. D., Varghese, C., Hamm, J., & Murray, A. (2017). Efficacy of self-regulated strategy development instruction for developing writers with and without disabilities in rural schools: A randomized controlled trial. Rural Special Education Quarterly, 36, 168-179.

Garwood, J. D., Vernon-Feagans, L., & the Family Life Project Key Investigators. (2017). Classroom management affects literacy development of students with emotional and behavioral disorders. Exceptional Children, 83, 123-142.

Bratsch-Hines, M. E., Vernon-Feagans, L., Varghese, C., & Garwood, J. D. (2017).  Child skills and teacher qualifications: Associations with elementary classroom teachers’ reading instruction for struggling readers. Learning Disabilities Research & Practice, 32, 270-283.

Marlowe, M. J., Garwood, J. D., & Van Loan, C. L. (2017). Psychoeducational approaches for pre-service teachers regarding emotional and behavioral disorders and the relationship-driven classroom. International Journal of Special Education, 32, 858-876.

Garwood, J. D., Varghese, C., & Vernon-Feagans, L. (2017). Internalizing behaviors and hyperactivity/inattention: Consequences for young struggling readers, and especially boys. Journal of Early Intervention, 39, 218-235.

Garwood, J. D., Ciullo, S., & Brunsting, N. (2017). Supporting students with emotional and behavioral disorders’ comprehension and reading fluency. TEACHING Exceptional Children, 49, 391-401.

Garwood, J. D. (2017). Multimodal exercise as intervention for school-aged children and youth with emotional and behavioral disorders. Journal of Yoga and Physiotherapy, 2(4), 1-3. [invited manuscript]

Garwood, J. D., Harris, A. H., & Tomick, J. K. (2017). Starting at the beginning: An intuitive choice for classroom management. Teacher Education and Practice, 30, 77-97.

Varghese, C., Garwood, J. D., Bratsch-Hines, M., & Vernon-Feagans, L. (2016). Exploring magnitude of change in teacher efficacy and implications for students’ early literacy growth. Teaching and Teacher Education, 55, 228-239.

Tichnor-Wagner, A., Garwood, J. D., Bratsch-Hines, M. E., & Vernon-Feagans, L. (2016). Home literacy environments and foundational literacy skills for struggling and non-struggling readers in rural early elementary schools. Learning Disabilities Research and Practice, 31, 6-21.

Able, H., Sreckovic, M. A., Schultz, T., Garwood, J. D., & Sherman, J. (2015). Views from the trenches: Teacher and student supports needed for full inclusion of students with ASD.  Teacher Education and Special Education, 38, 44-57.

Garwood, J. D., Brunsting, N. C., & Fox, L. C. (2014). Improving reading comprehension and fluency outcomes for adolescents with emotional-behavioral disorders: Recent research synthesized. Remedial and Special Education, 35, 181-194.

Garwood, J. D. (2013). A review of teaching about disabilities through children’s literature. Educational Studies, 49, 285-289.