Clark/Keefe, K., & Haines, S. (2019). Attuning to Crisscross Applesauce as Affective Flow and Material Agency in a Public K-5 Classroom: Studying School-Based Mindfulness Under Sociomaterial Circumstances. Qualitative Inquiry,25(2),140-153. 10.1177/1077800418784331

Kyzar, K. B., Mueller, T. G., Francis, G. L., & Haines, S. J. (2019). Special Education Teacher Preparation for Family–Professional Partnerships: Results From a National Survey of Teacher Educators. Teacher Education and Special Education- The Journal of the Teacher Education Division of the Council for Exceptional Children,42(4),320-337. 10.1177/0888406419839123

Palmer, S. B., Fleming, K. K., Summers, J. A., Erwin, E. J., Maude, S. P., Brotherson, M. J., Stroup-Rentier, V., Haines, S. J., Zheng, Y. Z., Peck, N. F., & Wu, H. (2019). Foundations for Self-Determination in Early Childhood: Preliminary Preschool Study. Advances in Neurodevelopmental Disorders,3(2),188-196. 10.1007/S41252-019-00106-0

Kervick, C. T., Shepherd, K. G., & Haines, S. J. (2019). Fostering inclusive and culturally responsive family-professional partnerships. In M. J. Schuelka, C. J. Johnstone, G. Thomas, & A. J. Artiles (Eds). The SAGE Handbook of Inclusion and Diversity in Education (pp. 262-275). SAGE Publications.

Kyzar, K. B., Mueller, T. G., Francis, G. L., & Haines, S. J. (2019). Special education teacher preparation for family-professional partnerships: Results from a national survey or teacher educators. Teacher Education and Special Education, 42(4), 320-337.

Clark/Keefe, K., & Haines, S. J. (2019). Attuning to crisscross applesauce, leader of the day, and girl-gun as affective flow in a public K-5 classroom: A sociomaterial analysis of school-based mindfulness. Manuscript accepted for publication in Qualitative Inquiry.

Haines, S. J., Francis, G. L., Kyzar, K., Aldersey, H., & Adams, N. B. (2018). Family-Professional Partnerships with Refugee Families of Children with Disabilities. International Review of Research on Developmental Disabilities, 54, 35-70.

Aldersey, H. M., & Haines, S. J. (2018). Teaching and supporting students with intellectual disabilities in Democratic Republic of Congo. Journal of International Special Needs Education, 21(1), 21-31.

Haines, S. J., Francis, G. L., Shepherd, K. G., Zeigler, M.*, & Mabika, G.* (2018). Partnership bound: Using MAPS with transitioning students and families from all backgrounds. Career Development and Transition for Exceptional Individuals, 41(2), 122-126. doi: 2165143417698123

Haines, S. J., Francis, G. L., Mueller, T., Chiu, C. Y., Burke, M., Holdren, N., Shepherd, K. G., Aldersey, H. A., & Turnbull, A. P. (2017). Reconceptualizing family-professional partnership for inclusive schools: A call to action. Inclusion, 5(4), 234-247. doi: 10.1352/2326-6988-5.4.234

Haines, S. J., Summers, J. A., Palmer, S. B., Chu, S. Y., & Stroup-Rentier, V. L. (2017). Immigrant families’ perceptions of fostering their preschoolers’ foundational skills for self-determination. Inclusion, 5(4), 293-305. doi: 10.1352/2326-6988-5.4.293

Francis, G., Haines, S. J., & Nagro, S. (2017). Developing relationships with immigrant families: Learning by asking the right questions. Teaching Exceptional Children. Online First: doi: 10.1177/0040059917720778

Haines, S. J., Clark/Keefe, K., Tinkler, A., Kotsiopoulos, A., Shepherd, K. G., Woodside-Jiron, H., Milhommens, M., & Gerstl-Pepin, C. (2017). “Let’s just stop and take a breath:” Mindfulness practice in a high poverty elementary school. LEARNing Landscapes, 10(2). 189-205.

Haines, S. J., Kervick, C., Shepherd, K. G., & Levitt, M. (2017). Continual forward progress: Our program's emerging framework for keeping up with the field. Teaching and Teacher Education, 66, 24-32.

Aldersey, H. M., & Haines, S. J. (2017). Teaching students with intellectual disabilities in Kinshasa, Democratic Republic of Congo. Journal of International Special Needs Education, 20(2), 90-100.

Haines, S. J., Francis, G. L., Shepherd, K. G., Zeigler, M., & Mabika, G. (2017). Partnership bound: Using MAPS with students from refugee families. Career Development and Transition for Exceptional Individuals. doi: 2165143417698123

Aldersey, H. M., Francis, G.L., Haines, S. J., & Chui, C. Y. (2017). Family quality of life in the Democratic Republic of the Congo. Journal of Policy and Practice in Intellectual Disabilities, 14(1), 78-86. doi:10.1111/jppi.12189

Francis, G. L., Gross, J. M. S., Blue-Banning, M., Haines, S. J., & Turnbull, A. P. (2016). Principals and parents achieving optimal outcomes: Lessons learned from six American schools implementing inclusive practices. Revista Latinoamericana de Inclusión Educativa, 10(1), 61-77. Retrieved from http://www.rinace.net/rlei/numeros/vol10-num1/art2_eng.pdf

Kyzar, K. B., Brady, S. E., Summers, J. A., Haines, S. J., & Turnbull, A. P. (2016). Services and supports, partnership, and FQOL for families of children with deaf-blindness. Exceptional Children, 83(1), 77-91. doi: 10.1177/0014402916655432

Francis, G. L., Blue-Banning, M., Haines, S. J., Turnbull, A. P., Hill, C., & Gross, J. M. (2016). Building “Our School:” Parental perspectives for building trusting family-professional partnerships. Journal of School Failure, 60(4), 329-336. doi: 10.1080/1045988X.2016.1164115

Francis, G. L., Blue-Banning, M., Turnbull, A. P., Hill, C., Haines, S. J., & Gross, J. M. (2016). School culture in inclusive schools: Parental perspectives on trusting family partnerships. Education and Training for Autism and Developmental Disabilities, 51(3), 281–293.

Haines, S.J., Summers, J.A., Turnbull, A.P., & Turnbull, H.R. (2015). Family partnership with a Head Start agency: A case study of a refugee family. National Head Start Research Association’s Dialog, 17(4), 22-49. https://journals.uncc.edu/dialog/article/view/168/354  [abstract]

Haines, S.J., Summers, J.A., Turnbull, A.P., & Turnbull, H.R. (2015). Family partnership with a refugee family: Practical implications from a case study. National Head Start Research Association’s Dialog, 17(4), 124-130.  [abstract]

Haines, S.J., Summers, J.A., Turnbull, A.P. Palmer, S.B., & Turnbull, H.R. (2015). Fostering Habib’s engagement and self-regulation: A case study of a child from a refugee family at home and preschool. Topics in Early Childhood Special Education, 35(1), 28-39. doi: 10.1177/0271121414552905

Haines, S.J. (2015). Picturing words: Using photographs and fiction to enliven writing for ELL students. Schools Journal, 12(1), 9-32.

Haines, S.J., Gross, J.S., Blue-Banning, M., Francis, G.L., & Turnbull, A.P. (2015). Fostering family-school and community-school partnerships in inclusive schools: Using practice as a guide. Research and Practice for Persons with Severe Disabilities, 40(3) 227–239. doi: 10.1177/1540796915594141

Kozleski, E.B., Yu, T., Satter, A.L., Francis, G.L., & Haines, S.J. (2015). A never-ending journey: Inclusive education is a principle of practice, not an end game. Research and Practice for Persons with Severe Disabilities. doi: 10.1177/1540796915600717

Erwin, E.J., Maude, S.P., Palmer, S.B., Summers, J.A., Brotherson, M.J., Haines, S.J., Stroup-Rentier, V., Zheng, Y., & Peck, N.F. (2015). Fostering the foundations of self-determination in early childhood: A process for enhancing child outcomes across home and school. Early Childhood Education Journal. Advance online publication. doi: 10.1007/s10643-015-0710-9

Hirsch, S.E., Kennedy, M.J., Haines, S.J., Thomas, C.N., & Alves, K.D. (2015). Improving preservice teachers’ knowledge and application of functional behavioral assessments using multimedia. Behavior Disorders, 41(1), 38-50. doi: 10.17988/0198-7429-41.1.38

Gross, J.M.S., Haines, S.J., Hill, C., Francis, G.L., Turnbull, A.P., & Blue-Banning, M. (2015). Strong school-community partnerships: A collective endeavor. School-Community Journal, 25(2), 9-35.

Summers, J.A., Brotherson, M.J., Erwin, E.J., Maude, S., Palmer, S.B., Haines, S.J., Stroup-Rentier, V., Wu, H.Y., Peck, N.F., & Zheng, Y.Z. (2014). Family reflections on the foundations of self-determination in early childhood. Inclusion, 2(3), 175-194. doi10.1352/2326-6988-2.03.00

Francis, G.L., McMullen, V.B., Blue-Banning, M., & Haines, S.J. (2013). Increasing the social skills of a student with autism through a literacy-based behavioral intervention. Intervention in School and Clinic, 49(2), 77-83. doi: 10.1177/1053451213493168.

Chiu, C.Y., & Haines, S.J. (2013). Parent Autonomy Support for Children with Low Achievement and Disabilities. Lynchburg College Journal of Special Education. Published online: http://www.lynchburg.edu/mastereducation- special-education/volume-9-2013

Haines, S.J., McCart, A., & Turnbull, A.P. (2013). Family engagement within early childhood Response to Intervention. In V. Buysse and E. Peisner-Feinberg (Eds.) Handbook on Response to Intervention (RTI) in early childhood (pp. 313-324). New York: Brookes.

Haines, S.J., & Turnbull, R. (2013). Busting barriers to fully integrating systems of education: Analyzing IDEA and applying models of disability. In J. Kleinhammer-Tramill, L. Burrello, and W. Sailor (Eds.). Unifying educational systems: Policy and leadership (pp. 67-89). New York: Routledge.

Kennedy, M.J., Newton, J.R., Haines, S.J., Walther-Thomas, C.S., & Kellems, R.O. (2012). A triarchic model for teaching "Introduction to Special Education": Case studies, content acquisition podcasts, and effective feedback. Journal of Technology and Teacher Education, 20(3), 251-276.