Select Publications

Books

Cumming TM, 2018, School Success for At-Risk Students, Routledge, http://dx.doi.org/10.4324/9781315101996

Cumming T; Draper Rodriguez C, 2018, School Success for At-Risk Students A Culturally Responsive Tiered Approach, Routledge, Oxon, UK, https://www.routledge.com/School-Success-for-At-Risk-Students-A-Culturally-Responsive-Tiered-Approach/Cumming-Rodriguez/p/book/9781138104884

Cumming TM; Marsh RJ; Higgins K, 2017, School Connectedness for Students with Disabilities From Theory to Evidence-Based Practice, Routledge, http://dx.doi.org/10.4324/9781315112930

Strnadova I; Cumming TM, 2016, Lifespan Transitions and Disability: A Holistic Perspective, Foundations and Futures of Education, ROUTLEDGE, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000372823900014&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1

Cumming TM; Ng W, 2015, Sustaining mobile learning: Theory, research, and practice, Ng W; Cumming T, (ed.), Routledge Research in Higher Education, Routledge, UK, http://www.taylorandfrancis.com/catalogs/new_books_in_education2/1/11/

Cumming TM, 2009, Technology-Enhanced Social Skills Instruction: Motivating Adolescents with Emotional Disabilities, 1st, VDM Verlag, Saarbrucken, Germany

Book Chapters

Cumming T; Strnadova I, 2020, 'Tablet Devices for Students with Disability in the Inclusive Classroom', in Chambers D (ed.), Assistive Technology to Support Inclusive Education, Emerald Publishing Limited, https://www.emerald.com/insight/content/doi/10.1108/S1479-363620200000014009/full/html

O'Neill S; Cumming T; Grima-Farrell C; Strnadova I, 2020, 'Learning disabilities', in Hupp S; Jewell J (ed.), The encyclopedia of child and adolescent development., John Wiley & Sons, Inc, pp. 1 - 12, http://dx.doi.org/10.1002/9781119171492.wecad390

O'Neill SC; Cumming TM; Strnadova I; Grima-Farrell C, 2018, 'Transitions from behind the fence to the community: The Australian experience.', in O'Neill SC (ed.), Incarcerated youth transitioning back to the community: International perspectives., Springer, Singapore, pp. 97 - 113, http://dx.doi.org/10.1007/978-981-13-0752-2_7

Cumming T, 2018, 'Supporting the transition of incarcerated youth back to the community: A Multi-systemic wraparound approach', in O'neill S (ed.), Incarcerated Youth Transitioning Back to Community - International Perspectives, Springer, Singapore, pp. 77 - 94, http://dx.doi.org/10.1007/978-981-13-0752-2_6

Cumming T; O'Neill S; Strnadova I, 2018, 'Youth transitioning from juvenile justice settings back into school: Leadership perspectives.', in Trimmer K; Findlay YS; Dixon R (ed.), The Palgrave handbook of education law for schools (pp.373-396). Cham, Switzerland: Palgrave McMillan, Palgrave McMillan, Cham, Switzerland, pp. 373 - 396, http://dx.doi.org/10.1007/978-3-319-77751-1

Cumming TM; O’Neill S; Strnadová I, 2018, 'Youth Transitioning from Juvenile Justice Settings Back into School: Leadership Perspectives', in The Palgrave Handbook of Education Law for Schools, Springer International Publishing, pp. 373 - 396, http://dx.doi.org/10.1007/978-3-319-77751-1_17

Martin ANDREW; Strnadova I; O'Neill S; Cumming TM, 2017, 'The role of perceived competence in the lives of children with ADHD, emotional and behavioral disorder, learning disability, and developmental disability: A positive psychology perspective.', in Guay E; Marsh H; McInerney I; Craven R (ed.), SELF – Driving Positive Psychology and Wellbeing. Charlotte, NC: Information Age Publishing., edn. Cambridge Studies in Public Opinion and Political Psychology, Information Age Publishing, Charlotte, NC, pp. 1 - 26, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000426619300001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a

Martin A; Cumming TM; O'Neill S; Strnadova I, 2017, 'Social and emotional competence and at-risk children’s wellbeing: The roles of personal and interpersonal agency.', in Frydenberg E; Martin A; Collie R (ed.), Social and Emotional Learning in Australia and the Asia-Pacific Perspectives, Programs and Approaches, Springer, Sydney Australia, pp. 123 - 123

Martin AJ; Cumming TM; O Neill SC; Strnadová I, 2017, 'Social and emotional competence and at-risk children’s well-being: The roles of personal and interpersonal agency for children with ADHD, emotional and behavioral disorder, learning disability, and developmental disability', in Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, Springer, pp. 123 - 145, http://dx.doi.org/10.1007/978-981-10-3394-0_7

Martin AJ; Strnadova I; O'Neill S; Cumming T, 2017, 'The role of perceived competence in the lives of children with ADHD, emotional and behavioral disorder, learning disability, and developmental disability: A positive psychology perspective', in Guay F; Marsh H; Craven R; McInerney D (ed.), SELF – Driving Positive Psychology and Wellbeing, Information Age Publishing, Charlotte, NC

Silvera-Tawil D; Strnadova I; Cumming TM, 2016, 'Social Stories in Robot Assisted Therapy for Children with ASD', in Kats Y (ed.), Supporting the Education of Children with Autism Spectrum Disorders, IGI, Hershey, PA, USA, pp. 225 - 244, http://dx.doi.org/10.4018/978-1-5225-0816-8.ch012

Ng WM; Howard N, 2015, 'Sustaining innovation in learning with mobile devices: Key challenges', in Ng W; Cumming TM (ed.), Sustaining mobile learning: Theory, research and practice., Routledge, London, pp. 1 - 25, https://books.google.com.au/books/about/Sustaining_Mobile_Learning.html?id=vQktCgAAQBAJ&source=kp_cover&redir_esc=y

Cumming TM; Strnadova I; Dixon R; Verenikina I, 2015, 'Sustaining mobile learning in inclusive environments: A universal design for learning approach', in Ng W; Cumming T (ed.), Sustaining mobile learning: Theory, research, and practice, Routledge, Abingdon, Oxdon, UK, pp. 127 - 148

Ng W; Cumming TM, 2015, 'Preface', in Sustaining Mobile Learning: Theory, Research and Practice, pp. xxiii - xxvi

Draper Rodriguez C; Strnadová I; Cumming TM, 2015, 'Implementing iPad and mobile technologies for students with intellectual disabilities.', in Silton NR (ed.), Recent advances in assistive technologies to support children with developmental disorders, IGI Global, Hershey, PA, pp. 27 - 44, http://dx.doi.org/10.4018/978-1-4666-8395-2.ch002

Cumming T; Rodríguez CD; Strnadová I, 2013, 'Aligning iPad applications with evidence-based practices in inclusive and special education', in K-12 Education: Concepts, Methodologies, Tools, and Applications, pp. 539 - 562, http://dx.doi.org/10.4018/978-1-4666-4502-8.ch032

Cumming T; Rodríguez CD; Strnadová I, 2013, 'Aligning ipad applications with evidence-based practices in inclusive and special education', in Assistive Technologies: Concepts, Methodologies, Tools, and Applications, pp. 397 - 420, http://dx.doi.org/10.4018/978-1-4666-4422-9.ch020

Cumming TM, 2013, 'Does mobile technology have a place in differentiated instruction?', in McConatha D; Penny C; Schugar J; Bolton D (ed.), Mobile pedagogy and perspectives on teaching and learning, IGI Global, Hershey, PA, pp. 132 - 149, http://dx.doi.org/10.4018/978-1-4666-4333-8.ch008

Cumming TM; Draper rodriguez C; Strnadova I, 2013, 'Aligning iPad applications with evidence-based practices in inclusive and special education', in Keengwe J (ed.), Pedagogical Applications and Social Effects of Mobile Technology Integration, Information Science Reference, Hershey, pp. 55 - 78, http://dx.doi.org/10.4018/978-1-4666-2985-1.ch004

Cheney D; Cumming TM; Slemrod T, 2013, 'Secondary Education and Promising Practices for Students with Emotional/Behavioural Disorders', in Walker H; Gresham F (ed.), Handbook of Evidence-Based Practices for Emotional and Behavioral Disorders, Guilford Press., New York, pp. 344 - 360, http://www.guilford.com/cgi-bin/cartscript.cgi?page=pr/walker2.htm&dir=pp/spase

Cumming TM, 'Does Mobile Technology Have a Place in Differentiated Instruction?', in Special and Gifted Education, IGI Global, pp. 2119 - 2137, http://dx.doi.org/10.4018/978-1-5225-0034-6.ch092

Journal articles

Han C; Cumming TM; Strnadova I, 2021, 'The Education of Students With Disabilities in Remote or Rural Areas of China', INTERVENTION IN SCHOOL AND CLINIC, http://dx.doi.org/10.1177/10534512211024940

Martin AJ; Strnadová I; Loblinzk J; Danker JC; Cumming TM, 2021, 'The role of mobile technology in promoting social inclusion among adults with intellectual disabilities', Journal of Applied Research in Intellectual Disabilities, vol. 34, pp. 840 - 851, http://dx.doi.org/10.1111/jar.12869

Basckin C; Strnadová I; Cumming TM, 2021, 'Teacher beliefs about evidence-based practice: A systematic review', International Journal of Educational Research, vol. 106, http://dx.doi.org/10.1016/j.ijer.2020.101727

Cumming T; Strnadova I; Danker J; Basckin C, 2020, '“I Was Taught That My Being Was Inherently Wrong”: Is Applied Behavioural Analysis A Socially Valid Practice?', International Journal of Arts Humanities and Social Sciences Studies, vol. 5, pp. 72 - 72, http://www.ijahss.com/Paper/05122020/1179451317.pdf

O'Neill S; Strnadova I; Cumming T, 2020, 'A Conceptual Framework for Creating Transition Plans for Incarcerated Youth', Journal of Applied Juvenile Justice Services, pp. 131 - 155, http://npjs.org/jajjs/wp-content/uploads/2020/02/ONeill-Transition-Plans.pdf

Chandroo R; Strnadova I; Cumming TM, 2020, 'Is it Really Student-Focused Planning? Perspectives of Students with Autism', Research in Developmental Disabilities, http://dx.doi.org/10.1016/j.ridd.2020.103783

Cumming T, 2020, 'Using technology to prepare 21st-century educators.', Oxford Research Encyclopedia of Education, http://dx.doi.org/10.1093/acrefore/9780190264093.013.1257

Cumming TM; Strnadova I; Danker J, 2020, 'Transitions of Students with Autism and Intellectual Disabilities in Inclusive Settings: The Nexus Between Recommended and Actual Practice', AUSTRALASIAN JOURNAL OF SPECIAL AND INCLUSIVE EDUCATION, vol. 44, pp. 28 - 45, http://dx.doi.org/10.1017/jsi.2020.1

Davidson JJ; Cumming TM; Strnadová I, 2020, 'Supporting Service Dogs in the Classroom', Intervention in School and Clinic, vol. 55, pp. 313 - 318, http://dx.doi.org/10.1177/1053451219881733

Alshehri A; Cumming TM, 2020, 'Mobile Technologies and Knowledge Management in Higher Education Institutions: Students’ and Educators’ Perspectives', World Journal of Education, vol. 10, pp. 12 - 12, http://dx.doi.org/10.5430/wje.v10n1p12

O’Neill SC; Mathur SR; Cumming TM; Griller-Clark H; Strnadová I, 2020, 'Stakeholder awareness of reintegration practices for incarcerated youth: A cross-national comparison', Preventing School Failure, vol. 65, pp. 1 - 11, http://dx.doi.org/10.1080/1045988X.2020.1799184

Ballam N; Sturgess A, 2019, 'Meeting the Needs of Gifted Learners Who Just Don’t ‘Fit’: Parent Perspectives', Australasian Journal of Gifted Education, pp. 6 - 16, http://dx.doi.org/10.21505/ajge.2019.0012

Chalwell K; Cumming T, 2019, 'Radical Subject Acceleration for Gifted Students: One School's Response', Australasian Journal of Gifted Education, vol. 28, pp. 29 - 46, http://dx.doi.org/10.21505/ajge.2019.0014

Lonergan R; Cumming T; O'Neill S, 2019, 'Delivering inquiry learning in science classrooms: A planning tool.', Teaching Science, vol. 65, pp. 14 - 22

Danker J; Strnadová I; Cumming TM, 2019, '“They don’t have a good life if we keep thinking that they’re doing it on purpose!”: Teachers’ Perspectives on the Well-Being of Students with Autism', Journal of Autism and Developmental Disorders, vol. 49, pp. 2923 - 2934, http://dx.doi.org/10.1007/s10803-019-04025-w

Marsh RJ; Higgins K; Morgan J; Cumming TM; Brown M; McCreery M, 2019, 'Evaluating School Connectedness of Students with Emotional and Behavioral Disorders', CHILDREN & SCHOOLS, vol. 41, pp. 153 - 160, http://dx.doi.org/10.1093/cs/cdz013

Danker J; Strnadová I; Cumming TM, 2019, 'Picture my well-being: Listening to the voices of students with autism spectrum disorder', Research in Developmental Disabilities, vol. 89, pp. 130 - 140, http://dx.doi.org/10.1016/j.ridd.2019.04.005

Cumming TM; O’Neill SC, 2019, 'Using Data-Based Individualization to Intensify Behavioral Interventions', Intervention in School and Clinic, vol. 54, pp. 280 - 285, http://dx.doi.org/10.1177/1053451218819203

Xiong Q; Cumming T; Li Z, 2019, 'The Teaching Efficacy of Inclusive Education in Regular Classes', Chinese Journal of Special Education, vol. 2019, pp. 50 - 57

Han C; Cumming TM, 2019, 'Behavioural supports for students with autism spectrum disorders: practice, policy, and implications for special education reform in China', International Journal of Inclusive Education, http://dx.doi.org/10.1080/13603116.2019.1629120

O'Neill S; Cumming T, 2018, 'The Ins and Outs: How principals can smooth transitions between school and juvenile justice centres', Australasian Journal of Special Education, vol. 42, pp. 158 - 170, http://dx.doi.org/10.1017/jsi.2018.15

Chandroo R; Strnadova I; Cumming TM, 2018, 'A systematic review of the involvement of students with autism spectrum disorder in the transition planning process: Need for voice and empowerment.', Research in Developmental Disabilities, vol. 83, pp. 8 - 17, http://dx.doi.org/10.1016/j.ridd.2018.07.011

Cumming T; Strnadova I; O'Neill S, 2018, 'Transition Planning Processes for Young People Serving Custodial Sentences in New South Wales, Australia', Australasian Journal of Special and Inclusive Education, http://dx.doi.org/10.1017/jsi.2018.1


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