1. Carter, E. W., Boehm, T. L., Annandale, N. H., & Taylor, C. (in press). Supporting congregational inclusion for children and youth with intellectual disability or autism and their families. Exceptional Children.
2. Carter, E. W., Boehm, T. L., Biggs, E. E., Annandale, N. H., Taylor, C. E., Loock, A. K., & Liu, R. Y. (2015). Known for my strengths: Positive traits of transition-age youth with intellectual disability and/or autism. Research and Practice for Persons with Severe Disabilities, 40, 101–119. doi: 10.1177/1540796915592158 .
3. Carter, E. W., Brock, M. E., & Trainor, A. A. (2014). Transition assessment and planning for youth with severe intellectual and developmental disabilities. The Journal of Special Education, 47, 245–255. doi: 10.1177/0022466912456241 .
4. Carter, E. W., Ditchman, N., Sun, Y., Trainor, A. A., Swedeen, B., & Owens, L. (2010). Summer employment and community experiences of transition-age youth with severe disabilities. Exceptional Children, 76, 194–212. doi: 10.1177/001440291007600204 .
5. Carter, E. W., & Hughes, C. (2013). Teaching social skills and promoting supportive relationships. In P. Wehman (Ed.), Life beyond the classroom (5th ed., pp. 249–268). Baltimore, MD: Paul H. Brookes.