Not teaching this quarter.
West, E., Wang, T., Kemper, T., Koyama, T. (2016) Determining the Impact of Cultural Differences, Word Class and Picture Communication Symbols on Symbol Translucency Ratings. Special Education Association of the Republic of China.
West, E., Travers, J., Kemper, T., Liberty, L., Cote, D., McCollow, M., Stansberry Brusnahan, L. (2016). Racial and ethnic diversity of participants in research supporting evidence-based practices for learners with autism spectrum disorder. Journal of Special Education. http://tinyurl.com/jlzy9nw
Delport, J., Richmond, J., Howard, N., Kemper, T. (2016). Crossing the barriers, expanding knowledge, fostering relationships: Teacher preparation partnering with community organizations. In H., L., Schnackenberg B., A., Burnell (Eds.), Best Practices for Education Professionals (2nd edition). CRC Press. http://tinyurl.com/gq3nr6m
Martin-Hertz, S., Kemper, T., Brownstein, M. (2013). Developmental screening with recent immigrant and refugee children: A preliminary report. EthnoMed: Integrating cultural information into clinical practice. Retrieved from: http://ethnomed.org/. http://tinyurl.com/zrlowv2
Kemper, T., Fleury, V. P., & West, E. A modified book reading intervention for students with complex communication needs who are English learners and have a severe intellectual delay. Manuscript under review.
West, E., Kemper, T., & Slemrod, T. Assistive Technology: Needs of teachers and implications for preservice teacher training programs. Manuscript under review.
Kemper, T., McCollow, M., Stansberry Brusnahan, L., Liberty, L., & Cote, D. Ten Years of Research: Examining Participant Characteristics in a Special Education Journal.
Kemper, T., & Fleury, V. P. Reading Together: Modified Shared Book Reading for Children who have Complex Communication Needs.
Kemper, T., Delport, J., & Slemrod, T. Rural Teacher Perceptions of Inclusion Practices for Students with Moderate to Severe Disabilities.
Kemper, T., & McCollow, M. Evidence Based Practices for Students with Moderate to Severe Disabilities: A Analysis of Participant Characteristics.
Kemper, T., & Fleury, V.P. Increasing Reading Comprehension for Students with Complex Communication Needs who have a Severe Intellectual Delay.
Kemper, T. Online Learning: Perceptions of Pre-service Student Teachers.
Kemper, T., Liberty, L., West, E., Travers, J., McCollow, M., & Brusnahan, L. (2016, April). A review of the diversity of participants in the research used to establish EBPs for learners with ASD. Presentation at the CEC annual conference, St. Louis, Missouri.
Kemper, T. (2016, February). Modifying curriculum for students with severe disabilities in inclusive settings. Presentation at the Equity, Opportunity, and Inclusion for People with Disabilities (CAL-TASH) conference, Sacramento, California.
Kemper, T. (2016, February). Successful high school inclusion for students with severe disabilities. Presentation at Cal-TASH conference, Sacramento, California.
Kemper, T., Liberty, L., McCollow, M., Brusnahan, L., & Alshehri, A. (2016, January). Analysis of participant characteristics published in DADD Journals. Presentation at the DADD annual conference, Honolulu, Hawaii.
Kemper, T. (2016, January). Reading together: A modified dialogic reading approach for children with limited speech. Poster presentation at the DADD annual conference, Honolulu, Hawaii.
Kemper, T., Bercaw, L., & Slemrod, T. (2014, November). Inclusion at Chico State: Past, present and future. California State University system wide video conference on successful inclusive practices.
West, E; Kemper, T.; & Slemrod, T. (2014, April). Assistive Technology: Needs of teachers and implications for preservice teacher training programs. Presentation at the CEC annual conference, Philadelphia, Pennsylvania.
Kemper, T. (2013, April). Promoting listening reading comprehension for nonverbal English learners who have a severe intellectual delay. Poster presentation at the CEC annual conference, San Antonio, Texas.
Fleury, V. P., & Kemper, T. (2011, May). Improving the quality of early literacy experiences for young children with autism and other developmental disabilities. Presentation at the Infant and Early Childhood Conference (IECC) annual state conference, Tacoma, Washington.
Liberty, L. & Kemper, T. (2011, May). Written word work: Using magic squares to promote beginning literacy. Presentation at the IECC annual state conference, Tacoma, Washington.
Kemper, T. (2010, July). Ethnographic study of teaching practices for students who use AAC and are English Language Learners. Presentation at the International Society for Augmentative and Alternative Communication (ISAAC) international conference, Barcelona, Spain.
Kemper, T. & Pamparo, V. (2010, July). Dialogic reading: Adapting shared book reading for young students with Autism and limited verbal ability. Presentation at the ISAAC international conference, Barcelona, Spain.
Kemper, T. (2010, April). After elementary school: How to start a quality high school AAC classroom for students with severe disabilities. Poster presentation at the CEC annual conference, Nashville, Tennessee.
Kemper, T. (2009). After elementary school: How to start a quality high school AAC classroom for students with severe disabilities. Presentation at the International Technology & Persons with Disabilities Conference, Los Angeles, California.
Kemper, T. (2008). Empowering the school community with information to understand and accept students with differences and disabilities. Presentation at the annual CAL- TASH conference, San Francisco, California.
Doering, K. & Kemper, T. (2006). Use of checklists for support and feedback to paraprofessionals. Presentation at the annual CAL-TASH, San Francisco, California.
Project Director and Principal Investigator, Awarded: $1.25M
Lead efforts to respond to special education teacher shortage in Northern California by: providing tuition reimbursements and additional advising; increasing regional recruitment efforts; developing research projects focused specifically in the region; and coordinating annual trainings for regional educators, teacher candidates, families and community members on issues specific to supporting students with low-incidence disabilities
Special Education and Inclusion Consulting Faculty, Awarded: $6.48M
Consulting to: expand program to include special education candidates and classrooms; incorporate inclusive practices and experiences for pre-service STEM and special education teachers; develop online and in-person training on co-teaching in special education and co-teaching in inclusive settings
Faculty Recipient, Awarded: $5,250 maximum
Develop research in the field of reading comprehension for individuals who have complex communication needs and severe intellectual delay