This bibliography is compiled in conjunction with the 3rd Lien Ying Chow Professorship and the NIE Professorships Summit 2025.
It is based on the NIE Library's collection. Access to licensed resources is only available to NIE staff and students.
Professor Meghan Burke is the 3rd Lien Ying Chow Visiting Professor. She is Professor of Special Education at Vanderbilt University's Peabody College. Her research explores advocacy, disability policy, and the roles of families of individuals with disabilities. She has led the development of the Volunteer Advocacy Project, a widely replicated program empowering families to access and advocate for services.
She serves as associate editor for the Journal of Developmental and Physical Disabilities, Journal of Child and Family Studies, and Physical Disabilities: Education and Related Services, and sits on the editorial boards of journals including Research and Practice for Persons with Severe Disabilities, Journal of Disability Policy Studies, and Intellectual and Developmental Disabilities.
Burke, M., Francis, Grace L., Aleman-Tovar, J. (2020). Family involvement in adolescent transition planning. In K. A. Shogren & M. L. Wehmeyer (Eds.), Handbook of adolescent transition education for youth with disabilities (pp. 138-150). Routledge.
Griffin, M. M., Burke, M. M., & Hodapp, R. M. (2012). Intellectual disabilities. In Ramachandran, V. S. (Ed.), Encyclopedia of human behavior (2nd ed., pp. 444–451). Academic Press.
Turnbull, A. P., Turnbull, H. R., Wehmeyer, M. L., & Shogren, K. A. (2020). Exceptional lives: practice, progress, & dignity in today’s schools (9th ed.). Pearson.
Aleman‐Tovar, J., Burke, M. M., & Monárrez, E. (2023). Mexican–American caregivers’ perceptions of a culturally adapted transition planning program for youth with autism. Journal of Policy and Practice in Intellectual Disabilities, 20(1), 104–116. https://doi.org/10.1111/jppi.12442
Aleman-Tovar, J., Rios, K., & Burke, M. M. (2022). Transition planning: Knowledge and preferences of Latinx families of youth with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 60(2), 128–144. https://doi.org/10.1352/1934-9556-60.2.128
Best, M., Burke, M. M., & Arnold, C. K. (2025). Examining support networks among individuals with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 63(3), 216–229. https://doi.org/10.1352/1934-9556-63.3.216
Brady, A. M., Burke, M. M., Landon, T., & Oertle, K. (2019). Siblings of adults with intellectual and developmental disabilities: Their knowledge and perspectives on guardianship and its alternatives. Journal of Applied Research in Intellectual Disabilities, 32(5), 1078–1087. https://doi.org/10.1111/jar.12597
Buren, M. K., Rios, K., & Burke, M. M. (2022). Advocacy experiences among rural parents of children with disabilities. Rural Special Education Quarterly, 41(1), 12–24. https://doi.org/10.1177/87568705211049337
Burke, M. M. (2015). Going solo while raising children with disabilities. Research and Practice for Persons with Severe Disabilities, 40(4), 307–308.
Burke, M. M., & Lakin, K. C. (2019). The need for research about services and supports for aging individuals with severe disabilities and their families. Research and Practice for Persons with Severe Disabilities, 44(4), 207–210. https://doi.org/10.1177/1540796919881431
Burke, M. M., Fisher, M. H., & Hodapp, R. M. (2012). Relations of parental perceptions to the behavioural characteristics of adolescents with Down syndrome. Journal on Developmental Disabilities, 18(2), 50–58.
Burke, M., Arnold, C., & Owen, A. (2018). Identifying the correlates and barriers of future planning among parents of individuals with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 56(2), 90–100. https://doi.org/10.1352/1934-9556-56.2.90
Burke, M., & Heller, T. (2016). Individual, parent and social–environmental correlates of caregiving experiences among parents of adults with autism spectrum disorder. Journal of Intellectual Disability Research, 60(5), 401–411. https://doi.org/10.1111/jir.12271
Burke, M. M. (2013). Improving parental involvement: Training special education advocates. Journal of Disability Policy Studies, 23(4), 225-234. https://doi-org.libproxy.nie.edu.sg/10.1177/1044207311424910 (Original work published 2013)
Burke, M. M. (2017). Examining empowerment, family–school partnerships, and advocacy among rural and urban latino families of children with disabilities. Rural Special Education Quarterly, 36(2), 56–63. https://doi.org/10.1177/8756870517707218
Burke, M. M., Arnold, C. K., & Owen, A. L. (2015). Sibling advocacy: Perspectives about advocacy from siblings of individuals with intellectual and developmental disabilities. Inclusion, 3(3), 162–175. https://doi.org/10.1352/2326-6988-3.3.162
Burke, M. M., Best, M., Cheung, W. C., DaWalt, L. S., & Taylor, J. L. (2024). Exploring the involvement of autistic youth in decision making about services. Intellectual and Developmental Disabilities, 62(4), 323–333. https://doi.org/10.1352/1934-9556-62.4.323
Burke, M. M., Chan, N., & Neece, C. L. (2017). Parent perspectives of applying mindfulness-based stress reduction strategies to special education. Intellectual and Developmental Disabilities, 55(3), 167–180. https://doi.org/10.1352/1934-9556-55.3.167
Burke, M. M., Cheung, W. C., Best, M., DaWalt, L. S., & Taylor, J. L. (2024). Measuring what matters: Considerations for the measurement of services for individuals with autism. Journal of Developmental and Physical Disabilities, 36(3), 423–439. https://doi.org/10.1007/s10882-023-09916-6
Burke, M. M., Cheung, W. C., & Kim, J. (2023). Understanding the effectiveness and feasibility of a family navigator program for parents of children with autism. Intellectual and Developmental Disabilities, 61(5), 426–439. https://doi.org/10.1352/1934-9556-61.5.426
Burke, M. M., Cheung, W. C., Li, C., DaWalt, L., Segal, J., & Taylor, J. L. (2022). Parental perceptions of service access for transition-aged youth with autism during COVID-19. Intellectual and Developmental Disabilities, 60(5), 369–381. https://doi.org/10.1352/1934-9556-60.5.369
Burke, M. M., & Dalmage, H. (2016). Special education advocacy in the juvenile justice system: Perspectives from probation officers. Exceptionality, 24(3), 151–164. https://doi.org/10.1080/09362835.2015.1064413
Burke, M. M., & Decker, J. R. (2017). Extended school year: Legal and practical considerations for educators. Teaching Exceptional Children, 49(5), 339–346. https://doi.org/10.1177/0040059917692113
Burke, M. M., Fish, T., & Lawton, K. (2015). A comparative analysis of adult siblings’ perceptions toward caregiving. Intellectual and Developmental Disabilities, 53(2), 143–157. https://doi.org/10.1352/1934-9556-53.2.143
Burke, M. M., & Goldman, S. E. (2015). Identifying the associated factors of mediation and due process in families of students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(5), 1345–1353. https://doi.org/10.1007/s10803-014-2294-4
Burke, M. M., & Goldman, S. E. (2017). Documenting the experiences of special education advocates. The Journal of Special Education, 51(1), 3–13. https://doi.org/10.1177/0022466916643714
Burke, M. M., & Goldman, S. E. (2018). Special education advocacy among culturally and linguistically diverse families. Journal of Research in Special Educational Needs, 18(S1), 3–14. https://doi.org/10.1111/1471-3802.12413
Burke, M. M., Goldman, S. E., Hart, M. S., & Hodapp, R. M. (2016). Evaluating the efficacy of a special education advocacy training program. Journal of Policy and Practice in Intellectual Disabilities, 13(4), 269–276. https://doi.org/10.1111/jppi.12183
Burke, M. M., Goldman, S. E., & Li, C. (2023). A tale of two adaptations of a special education advocacy program. Intellectual and Developmental Disabilities, 61(2), 95–109. https://doi.org/10.1352/1934-9556-61.2.95
Burke, M. M., & Griffin, M. M. (2016). Students with developmental disabilities in catholic schools: Examples in primary and secondary settings. Journal of Catholic Education, 19(3), 197–220. https://doi.org/10.15365/joce.1903102016
Burke, M. M., Griggs, M., Dykens, E. M., & Hodapp, R. M. (2012). Defendants with intellectual disabilities and mental health diagnoses: Faring in a mental health court. Journal of Intellectual Disability Research, 56(3), 305–316. https://doi.org/10.1111/j.1365-2788.2011.01422.x
Burke, M. M., & Heller, T. (2017). Disparities in unmet service needs among adults with intellectual and other developmental disabilities. Journal of Applied Research in Intellectual Disabilities, 30(5), 898–910. https://doi.org/10.1111/jar.12282
Burke, M. M., & Hodapp, R. M. (2014). Relating stress of mothers of children with developmental disabilities to family–school partnerships. Intellectual and Developmental Disabilities, 52(1), 13–23. https://doi.org/10.1352/1934-9556-52.1.13
Burke, M. M., & Hodapp, R. M. (2016). The nature, correlates, and conditions of parental advocacy in special education. Exceptionality, 24(3), 137–150. https://doi.org/10.1080/09362835.2015.1064412
Burke, M. M., Johnston, A. N., Cheung, W. C., Li, C., Monárrez, E., & Aleman-Tovar, J. (2024). Exploring the perspectives of parents of individuals with autism from low-resourced communities to inform family navigator programs. Journal of Developmental and Physical Disabilities, 36(2), 271–292. https://doi.org/10.1007/s10882-023-09906-8
Burke, M. M., Lee, C. E., Arnold, C. K., & Owen, A. (2016). Correlates of sibling relationship quality and caregiving reception of adults with disabilities. Journal of Developmental and Physical Disabilities, 28(5), 735–750. https://doi.org/10.1007/s10882-016-9505-1
Burke, M. M., Lee, C. E., Arnold, C. K., & Owen, A. (2017). The perceptions of professionals toward siblings of individuals with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 55(2), 72–83. https://doi.org/10.1352/1934-9556-55.2.72
Burke, M. M., Lee, C. E., Carlson, S. R., & Arnold, C. K. (2020). Exploring the preliminary outcomes of a sibling leadership program for adult siblings of individuals with intellectual and developmental disabilities. International Journal of Developmental Disabilities, 66(1), 82–89. https://doi.org/10.1080/20473869.2018.1519632
Burke, M. M., Lee, C. E., Chung, M. Y., Rios, K., Arnold, C. K., & Owen, A. (2017). Individual and family correlates of community living options among adults with intellectual and developmental disabilities. Inclusion, 5(4), 279–292. https://doi.org/10.1352/2326-6988-5.4.279
Burke, M. M., Lee, C. E., Hall, S. A., & Rossetti, Z. (2019). Understanding decision making among individuals with intellectual and developmental disabilities (IDD) and their siblings. Intellectual and Developmental Disabilities, 57(1), 26–41. https://doi.org/10.1352/1934-9556-57.1.26
Burke, M. M., Li, C., Johnston, A., Carter, R., Zhang, L., Francis, G. L., & Turnbull, A. P. (2024). Examining standards related to family–professional partnerships for education professionals. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 47(2), 110–123. https://doi.org/10.1177/08884064231188389
Burke, M. M., Magaña, S., Garcia, M., & Mello, M. P. (2016). Brief report: The feasibility and effectiveness of an advocacy program for Latino families of children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 46(7), 2532–2538. https://doi.org/10.1007/s10803-016-2765-x
Burke, M. M., Meadan-Kaplansky, H., Patton, K. A., Pearson, J. N., Cummings, K. P., & Lee, C. E. (2018). Advocacy for children with social-communication needs: Perspectives from parents and school professionals. The Journal of Special Education, 51(4), 191–200. https://doi.org/10.1177/0022466917716898
Burke, M. M., Mello, M. P., & Goldman, S. E. (2016). Examining the feasibility of a special education advocacy training program. Journal of Developmental and Physical Disabilities, 28(4), 539–556. https://doi.org/10.1007/s10882-016-9491-3
Burke, M. M., Patton, K. A., & Taylor, J. L. (2016). Family support: A review of the literature on families of adolescents with disabilities. Journal of Family Social Work, 19(4), 252–285. https://doi.org/10.1080/10522158.2016.1214658
Burke, M. M., Rios, K., Aleman‐Tovar, J., Lee, C. E., Arnold, C. K., & Owen, A. (2020). Exploring the nature and correlates of caregiving among parents of adults with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disabilities, 33(6), 1259–1267. https://doi.org/10.1111/jar.12745
Burke, M. M., Rios, K., Garcia, M., & Magaña, S. (2020). Examining differences in empowerment, special education knowledge, and family–school partnerships among Latino and White families of children with autism spectrum disorder. International Journal of Developmental Disabilities, 66(1), 75–81. https://doi.org/10.1080/20473869.2018.1487502
Burke, M. M., Rios, K., Garcia, M., Sandman, L., Lopez, B., & Magaña, S. (2019). Examining the perspectives of Latino families of children with autism spectrum disorder towards advocacy. Exceptionality, 27(3), 201–214. https://doi.org/10.1080/09362835.2018.1433041
Burke, M. M., Rios, K., & Lee, C. E. (2019). Exploring the special education advocacy process according to families and advocates. The Journal of Special Education, 53(3), 131–141. https://doi.org/10.1177/0022466918810204
Burke, M. M., Rios, K., & Lopez, B. (2018). Improvements in proxy individualized education program meeting participation among Latino parents. Education and Training in Autism and Developmental Disabilities, 53(4), 393–404.
Burke, M. M., Rossetti, Z., Aleman‐Tovar, J., & Rios, K. (2021). Examining the relation between empowerment and civic engagement among parents of individuals with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disabilities, 34(6), 1569–1581. https://doi.org/10.1111/jar.12901
Burke, M. M., Rossetti, Z., Aleman-Tovar, J., Rios, K., Lee, J., Schraml-Block, K., & Rivera, J. (2021). Comparing special education experiences among Spanish- and English-speaking parents of children with disabilities. Journal of Developmental and Physical Disabilities, 33(1), 117–135. https://doi.org/10.1007/s10882-020-09736-y
Burke, M. M., Rossetti, Z., Rios, K., Schraml-Block, K., Lee, J. D., Aleman-Tovar, J., & Rivera, J. (2020). Legislative advocacy among parents of children with disabilities. The Journal of Special Education, 54(3), 169–179. https://doi.org/10.1177/0022466920902764
Burke, M. M., & Sandman, L. (2015). In the voices of parents: Suggestions for the next idea reauthorization. Research and Practice for Persons with Severe Disabilities, 40(1), 71–85. https://doi.org/10.1177/1540796915585109
Burke, M. M., & Sandman, L. (2017). The effectiveness of a parent legislative advocacy program. Journal of Policy and Practice in Intellectual Disabilities, 14(2), 138–145. https://doi.org/10.1111/jppi.12173
Burke, M. M., Sandman, L., Perez, B., & O’Leary, M. (2018). The phenomenon of legislative advocacy among parents of children with disabilities. Journal of Research in Special Educational Needs, 18(1), 50–58. https://doi.org/10.1111/1471-3802.12392
Burke, M. M., & Taylor, J. L. (2023). To better meet the needs of autistic people, we need to rethink how we measure services. Autism, 27(4), 873–875. https://doi.org/10.1177/13623613231164495
Burke, M. M., Taylor, J. L., Urbano, R., & Hodapp, R. M. (2012). Predictors of future caregiving by adult siblings of individuals with intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities, 117(1), 33–47. https://doi.org/10.1352/1944-7558-117.1.33
Burke, M. M., Waitz-Kudla, S. N., Rabideau, C., Taylor, J. L., & Hodapp, R. M. (2019). Pulling back the curtain: Issues in conducting an intervention study with transition-aged youth with autism spectrum disorder and their families. Autism, 23(2), 514–523. https://doi.org/10.1177/1362361317753016
Burke, M., Rossetti, Z., & Li, C. (2022a). Examining the effectiveness of a legislative advocacy program for parents of individuals with intellectual and developmental disabilities. Journal of Policy and Practice in Intellectual Disabilities, 19(3), 270–276. https://doi.org/10.1111/jppi.12402
Burke, M., Rossetti, Z., & Li, C. (2022b). The efficacy and impact of a special education legislative advocacy program among parents of children with disabilities. Journal of Autism and Developmental Disorders, 52(7), 3271–3279. https://doi.org/10.1007/s10803-021-05258-4
Burke, M., Tovar, J., & Rios, K. (2022). Exploring the advocacy process and its products among parents of children with disabilities. Exceptionality, 30(3), 187–200. https://doi.org/10.1080/09362835.2021.1968403
Casale, E. G., Burke, M. M., Urbano, R. C., Arnold, C. K., & Hodapp, R. M. (2021). Getting from here to there: Future planning as reported by adult siblings of individuals with disabilities. Journal of Intellectual Disability Research, 65(3), 246–261. https://doi.org/10.1111/jir.12806
Casale, E. G., Green, A. F., Goldman, S. E., Burke, M. M., & Hodapp, R. M. (2024). Preparing special educators and school principals in special education law: An undervalued area of professional training? Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 47(3), 225–241. https://doi.org/10.1177/08884064241234635
Channell, M. M., Loveall, S. J., & Burke, M. M. (2023). Exploring caregiver perceptions of post-high school employment experiences among young adults with Down syndrome. Intellectual and Developmental Disabilities, 61(2), 158–171. https://doi.org/10.1352/1934-9556-61.2.158
Cheung, W. C., Aleman-Tovar, J., Johnston, A. N., Little, L. M., & Burke, M. M. (2023). A qualitative study exploring parental perceptions of telehealth in early intervention. Journal of Developmental and Physical Disabilities, 35(3), 353–373. https://doi.org/10.1007/s10882-022-09853-w
Dymond, S. K., Rooney-Kron, M., Burke, M. M., & Agran, M. (2020). Characteristics of secondary age students with intellectual disability who participate in school-sponsored extracurricular activities. The Journal of Special Education, 54(1), 51–62. https://doi.org/10.1177/0022466919851194
Ely, M. S., Ostrosky, M. M., & Burke, M. M. (2020). Self-efficacy of providers of early intervention services to young children with visual impairments and their families. Journal of Visual Impairment & Blindness, 114(2), 114–126. https://doi.org/10.1177/0145482X20913138
Fisher, M. H., Burke, M. M., & Griffin, M. M. (2013). Teaching young adults with disabilities to respond appropriately to lures from strangers. Journal of Applied Behavior Analysis, 46(2), 528–533. https://doi.org/10.1002/jaba.32
Francis, G. L., Burke, M., Zhang, L., Carter, R. A., Li, C., & Turnbull, A. P. (2023). Examining the reflection of family–professional partnerships in professional organization standards. The Journal of Special Education, 00224669231165502. https://doi.org/10.1177/00224669231165502
Goldman, S. E., & Burke, M. M. (2017). The effectiveness of interventions to increase parent involvement in special education: A systematic literature review and meta-analysis. Exceptionality, 25(2), 97–115. https://doi.org/10.1080/09362835.2016.1196444
Goldman, S. E., & Burke, M. M. (2019). The perceptions of school involvement of parents of students with autism spectrum disorders: A systematic literature review. Review Journal of Autism and Developmental Disorders, 6(2), 109–127. https://doi.org/10.1007/s40489-019-00157-y
Goldman, S. E., Burke, M. M., Casale, E. G., Frazier, M. A., & Hodapp, R. M. (2020). Families requesting advocates for children with disabilities: The who, what, when, where, why, and how of special education advocacy. Intellectual and Developmental Disabilities, 58(2), 158–169. https://doi.org/10.1352/1934-9556-58.2.158
Goldman, S. E., Burke, M. M., Mason, C. Q., & Hodapp, R. M. (2017). Correlates of sustained volunteering: Advocacy for students with disabilities. Exceptionality, 25(1), 40–53. https://doi.org/10.1080/09362835.2015.1064420
Goldman, S. E., Burke, M. M., & Mello, M. P. (2019). The perceptions and goals of special education advocacy trainees. Journal of Developmental and Physical Disabilities, 31(3), 377–397. https://doi.org/10.1007/s10882-018-9649-2
Goldman, S. E., Goscicki, B. L., Burke, M. M., & Hodapp, R. M. (2020). Developing special education advocates: What changes during an advocacy training program? Journal of Policy and Practice in Intellectual Disabilities, 17(4), 308–317. https://doi.org/10.1111/jppi.12345
Goscicki, B. L., Goldman, S. E., Burke, M. M., & Hodapp, R. M. (2023). Applicants to a special education advocacy training program: “Insiders” in the disability advocacy world. Intellectual and Developmental Disabilities, 61(2), 110–123. https://doi.org/10.1352/1934-9556-61.2.110
Guillen, C., Burke, M. M., Andrus, N., & Potter, K. (2022). Using the EI/ECSE standards to inform families’ expectations and advocacy efforts. Young Exceptional Children, 25(3), 158–166. https://doi.org/10.1177/10962506221099020
Haines, S. J., Francis, G. L., Mueller, T. G., Chiu, C.-Y., Burke, M. M., Kyzar, K., Shepherd, K. G., Holdren, N., Aldersey, H. M., & Turnbull, A. P. (2017). Reconceptualizing family-professional partnership for inclusive schools: A call to action. Inclusion, 5(4), 234–247. https://doi.org/10.1352/2326-6988-5.4.234
Hodapp, R. M., Burke, M. M., Finley, C. I., & Urbano, R. C. (2016). Family caregiving of aging adults with Down syndrome. Journal of Policy and Practice in Intellectual Disabilities, 13(2), 181–189. https://doi.org/10.1111/jppi.12153
Johnston, A. N., & Burke, M. M. (2024). Family-professional partnerships in low-resourced communities: A systematic literature review. Exceptionality, 32(1), 1–20. https://doi.org/10.1080/09362835.2023.2263598
Kim, J. H., Hughes, O. E., Demissie, S. A., Kunzier, T. J., Cheung, W. C., Monarrez, E. C., Burke, M. M., & Rossetti, Z. (2022). Lessons learned from research collaboration among people with and without developmental disabilities. Intellectual and Developmental Disabilities, 60(5), 405–415. https://doi.org/10.1352/1934-9556-60.5.405
Krippel, M. D., Burke, M. M., & Rios, K. (2020). Learning through interactions: A pilot study of family interventions for at-risk children. Early Child Development and Care, 190(12), 1904–1917. https://doi.org/10.1080/03004430.2018.1551215
Lakin, K. C., & Burke, M. M. (2019). Looking forward: Research to respond to a rapidly aging population. Research and Practice for Persons with Severe Disabilities, 44(4), 280–292. https://doi.org/10.1177/1540796919882356
Lee, C. E., Burke, M., Arnold, C. K., & Owen, A. (2019a). Correlates of current caregiving among siblings of adults with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disabilities, 32(6), 1490–1500. https://doi.org/10.1111/jar.12644
Lee, C. E., & Burke, M. M. (2018). Caregiving roles of siblings of adults with intellectual and developmental disabilities: A systematic review. Journal of Policy and Practice in Intellectual Disabilities, 15(3), 237–246. https://doi.org/10.1111/jppi.12246
Lee, C. E., & Burke, M. M. (2020). Future planning among families of individuals with intellectual and developmental disabilities: A systematic review. Journal of Policy and Practice in Intellectual Disabilities, 17(2), 94–107. https://doi.org/10.1111/jppi.12324
Lee, C. E., & Burke, M. M. (2021). A pilot study of a future planning program for siblings of people with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 59(1), 70–83. https://doi.org/10.1352/1934-9556-59.1.70
Lee, C. E., Burke, M. M., & Arnold, C. K. (2019). Examining the relation between disability severity among older adults with disabilities and sibling caregiving. Research and Practice for Persons with Severe Disabilities, 44(4), 224–236. https://doi.org/10.1177/1540796919879102
Lee, C. E., Burke, M. M., Arnold, C. K., & Owen, A. (2019b). Comparing differences in support needs as perceived by parents of adult offspring with Down syndrome, autism spectrum disorder and cerebral palsy. Journal of Applied Research in Intellectual Disabilities, 32(1), 194–205. https://doi.org/10.1111/jar.12521
Lee, C. E., Burke, M. M., Arnold, C. K., & Owen, A. (2020). Compound sibling caregivers of individuals with intellectual and developmental disabilities. Journal of Applied Research in Intellectual Disabilities, 33(5), 1069–1079. https://doi.org/10.1111/jar.12729
Lee, C. E., Burke, M. M., & Arnold, K. (2021). Sibling participation in service planning meetings for their brothers and sisters with intellectual and developmental disabilities in the United States. Journal of Policy and Practice in Intellectual Disabilities, 18(2), 104–112. https://doi.org/10.1111/jppi.12359
Lee, C. E., Burke, M. M., DaWalt, L. S., Li, C., & Taylor, J. L. (2022). The role of parental advocacy in addressing service disparities for transition-aged youth on the autism spectrum. Autism, 26(4), 1001–1006. https://doi.org/10.1177/13623613211057660
Lee, C. E., Burke, M. M., & Perkins, E. A. (2022). Compound caregiving: Toward a research agenda. Intellectual and Developmental Disabilities, 60(1), 66–79. https://doi.org/10.1352/1934-9556-60.1.66
Lee, C. E., Burke, M. M., & Stelter, C. R. (2019). Exploring the perspectives of parents and siblings toward future planning for individuals with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 57(3), 198–211. https://doi.org/10.1352/1934-9556-57.3.198
Lee, C. E., Hagiwara, M., Burke, M. M., & Arnold, C. K. (2024). Family support and disability policies: Perspectives of siblings of people with intellectual and developmental disabilities. Journal of Disability Policy Studies, 0(0). https://doi.org/10.1177/10442073241289088
Lee, C. E., Urbano, R. C., Burke, M. M., & Hodapp, R. M. (2021). Who lives where and why? Residential changes across adulthood in persons with Down syndrome. Journal of Policy and Practice in Intellectual Disabilities, 18(2), 151–161. https://doi.org/10.1111/jppi.12364
Lewis, M. M., Burke, M. M., & Decker, J. R. (2021). The relation between the individuals with disabilities education act and special education research: A systematic review. American Journal of Education, 127(3), 345–368. https://doi.org/10.1086/713825
Li, C., & Burke, M. M. (2025a). A systematic literature review of the patterns of school-home communication among caregivers of children with autism. Review Journal of Autism and Developmental Disorders, 12(2), 311–322. https://doi.org/10.1007/s40489-023-00396-0
Li, C., & Burke, M. M. (2025b). Correlates of school-home communication from caregivers of children with autism. Intellectual and Developmental Disabilities, 63(1), 14–28. https://doi.org/10.1352/1934-9556-63.1.14
Li, C., Burke, M. M., Taylor, J. L., DaWalt, L. S., & Rossetti, Z. (2024). Establishing an advocacy activities scale for parents of individuals with intellectual and developmental disabilities. Intellectual and Developmental Disabilities, 62(6), 486–499. https://doi.org/10.1352/1934-9556-62.6.486
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