Comerford, S. A. (2018). An autoethnography of a neurotypical adoptive mother’s journey through adoption into the world(s) of intellectual variety in the early years of the U.S. Education System. Qualitative Social Work,(),147332501876670. 10.1177/1473325018766708
Comerford, S. (2008). The challenge of providing culturally and linguistically accessible human services in rural and increasingly diverse communities: A case example from a small New England state. The Journal of Immigrant and Refugee Services.
Fambrough, M.A. & Comerford, S.A. (2006). The Changing epistemological assumptions of group theory. The Journal of Applied Social Sciences, 42(3), pp. 330 – 349.
Rude, H.A., Paolucci-Whitcomb, P.E., & Comerford, S.A. (2005). Ethical leadership: Supporting human rights in rural communities. Rural Special Education Quarterly, 24(4), pp. 26-31.
Comerford, S.A. (2005). Engaging through learning - learning through engaging: An alternative approach to professional learning about human diversity. Social Work Education, 23(6).
Comerford, S.A. (2004). Strengthening the affective and behavioral dimensions of learning about diversity: Sharing personal narratives on offsite retreats. Journal of Teaching in Social Work.
Comerford, S.A., Henson-Stroud, M., Sionainn, C., & Wheeler, E. (2004). Crone songs: Voices of lesbian’s elders on aging in a rural environment. Affilia: Journal of Women in Social Work.
Comerford, S.A. (2004). Enriching classroom learning about diversity: Supports and strategies from a qualitative study. The Journal of Teaching in Social Work, 24(3-4), pp. 183-200.
Comerford, S. (2003). Confronting power: Undergraduates engage the legislative process in Vermont. The Social Policy Journal, 2(2-3), pp. 123-143.