Recent Bridge Briefs<\/h3>\n![\"Bridge](\"https:\/\/in.nau.edu\/institute-human-development\/wp-content\/uploads\/sites\/347\/IDEC-Bridge-Brief-Thumbnail-212x300.png\")
<\/a>Lessons Learned From the Interdisciplinary Developmental Evaluation Clinic<\/figcaption><\/figure>\n![\"Bridge](\"https:\/\/in.nau.edu\/institute-human-development\/wp-content\/uploads\/sites\/347\/DS-Minor-Bridge-Brief-Thumbnail-213x300.png\")
<\/a>Lessons Learned from the NAU Minor in Disability Studies Program<\/figcaption><\/figure>\n <\/p>\n
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\n \n \n 2026 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Lessons Learned from the NAU Minor in Disability Studies Program<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2025 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 3 – LESSONS LEARNED FROM THE INTERDISCIPLINARY DEVELOPMENTAL EVALUATION CLINIC<\/a><\/p>\nIssue 2 – THE GROWING IN BEAUTY PARTNERSHIP PROGRAM (GIBPP): SUPPORTING CHILDREN WITH DISABILITIES IN THE NAVAJO NATION<\/a><\/p>\nIssue 1 – OUT-OF-SCHOOL STEM LEARNING PROGRAMS FOR NEURODIVERSE YOUTH: Tips and Recommendations<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2024 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nFeatured Program – Adaptive Gaming Clinic Helps Individuals with Disabilities Experience the Benefits of Gaming<\/a><\/p>\nIssue 1 – Supporting Inclusive Practices in Colleges: Empowering Students With Intellectual Disabilities to Succeed<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2022 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Changing the Game: Coaching in Tele-AAC<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2021 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Improving Access to Physical Activity Through Adaptive Sports<\/a><\/p>\nIssue 2 – Challenges for Parents of Children with Autism Spectrum Disorder Living in Bilingual Environments<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2020 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Improving Sleep in Navajo Caregivers and Their Young Children with Developmental Disabilities<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2019 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Early Detection of Cerebral Palsy<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2018 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Therapeutic treatment of rapid-onset autoimmune encephalopathies<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2017 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Precision Medicine and Pharmacogenomics<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2016 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Evidence-Based Health Promotion Initiative: Review of Health Promotion Curricula<\/a><\/p>\nIssue 2 – Evidence Based Practice Self-Assessment<\/a><\/p>\nIssue 3 – Arizona Teachers’ Speech: Phonological Features and Listener Perceptions<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2015 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Person-Centered Planning: An Empirically Supported Practice?<\/a><\/p>\nIssue 2 – Explicit Vocabulary Instruction Embedded in Narrative Intervention<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2014 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – The Selection and Appraisal of Curricula and Interventions<\/a><\/p>\nIssue 2 – Family Participation within the Medical Home<\/a><\/p>\nIssue 3 – Early and Accurate Identification of Kindergartners with Language and Decoding Difficulties<\/a><\/p>\nIssue 4 – Exposure to Domestic Violence: Evidence and Implications for Professionals Working with Children<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2013 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – The Use of Scripts to Improve Conversational Independence of Children with Autism<\/a><\/p>\nIssue 2 – Learning Styles: Concepts and Evidence<\/a><\/p>\nIssue 3 – Storybook Reading Interventions for Children with Complex Communication Needs<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2012 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIntroduction to Bridge Brief<\/a><\/p>\nIssue 1 – The Effects of a Narrative Intervention on Preschoolers’ Language Skills<\/a><\/p>\nIssue 2 – An Empirical Investigation of Sensory Integration Interventions for Children with ASD<\/a><\/p>\nIssue 3 – Case Study: An American Indian Student with a Learning Disability<\/a><\/p>\nIssue 4 – Improving Early Screening and Diagnosis of Autism in Under-served Populations<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n <\/p>\n\n
\n \n Contact Institute for Human Development<\/h3>\n <\/div>\n \n \n
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2026 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Lessons Learned from the NAU Minor in Disability Studies Program<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2025 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 3 – LESSONS LEARNED FROM THE INTERDISCIPLINARY DEVELOPMENTAL EVALUATION CLINIC<\/a><\/p>\nIssue 2 – THE GROWING IN BEAUTY PARTNERSHIP PROGRAM (GIBPP): SUPPORTING CHILDREN WITH DISABILITIES IN THE NAVAJO NATION<\/a><\/p>\nIssue 1 – OUT-OF-SCHOOL STEM LEARNING PROGRAMS FOR NEURODIVERSE YOUTH: Tips and Recommendations<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2024 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nFeatured Program – Adaptive Gaming Clinic Helps Individuals with Disabilities Experience the Benefits of Gaming<\/a><\/p>\nIssue 1 – Supporting Inclusive Practices in Colleges: Empowering Students With Intellectual Disabilities to Succeed<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2022 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Changing the Game: Coaching in Tele-AAC<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2021 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Improving Access to Physical Activity Through Adaptive Sports<\/a><\/p>\nIssue 2 – Challenges for Parents of Children with Autism Spectrum Disorder Living in Bilingual Environments<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2020 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Improving Sleep in Navajo Caregivers and Their Young Children with Developmental Disabilities<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2019 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Early Detection of Cerebral Palsy<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2018 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Therapeutic treatment of rapid-onset autoimmune encephalopathies<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2017 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Precision Medicine and Pharmacogenomics<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2016 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Evidence-Based Health Promotion Initiative: Review of Health Promotion Curricula<\/a><\/p>\nIssue 2 – Evidence Based Practice Self-Assessment<\/a><\/p>\nIssue 3 – Arizona Teachers’ Speech: Phonological Features and Listener Perceptions<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2015 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – Person-Centered Planning: An Empirically Supported Practice?<\/a><\/p>\nIssue 2 – Explicit Vocabulary Instruction Embedded in Narrative Intervention<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2014 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – The Selection and Appraisal of Curricula and Interventions<\/a><\/p>\nIssue 2 – Family Participation within the Medical Home<\/a><\/p>\nIssue 3 – Early and Accurate Identification of Kindergartners with Language and Decoding Difficulties<\/a><\/p>\nIssue 4 – Exposure to Domestic Violence: Evidence and Implications for Professionals Working with Children<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2013 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIssue 1 – The Use of Scripts to Improve Conversational Independence of Children with Autism<\/a><\/p>\nIssue 2 – Learning Styles: Concepts and Evidence<\/a><\/p>\nIssue 3 – Storybook Reading Interventions for Children with Complex Communication Needs<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n \n \n 2012 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n \n \n\nIntroduction to Bridge Brief<\/a><\/p>\nIssue 1 – The Effects of a Narrative Intervention on Preschoolers’ Language Skills<\/a><\/p>\nIssue 2 – An Empirical Investigation of Sensory Integration Interventions for Children with ASD<\/a><\/p>\nIssue 3 – Case Study: An American Indian Student with a Learning Disability<\/a><\/p>\nIssue 4 – Improving Early Screening and Diagnosis of Autism in Under-served Populations<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n\n <\/p>\n\n
\n \n Contact Institute for Human Development<\/h3>\n <\/div>\n \n \n
Issue 1 – Lessons Learned from the NAU Minor in Disability Studies Program<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Issue 3 – LESSONS LEARNED FROM THE INTERDISCIPLINARY DEVELOPMENTAL EVALUATION CLINIC<\/a><\/p>\n Issue 2 – THE GROWING IN BEAUTY PARTNERSHIP PROGRAM (GIBPP): SUPPORTING CHILDREN WITH DISABILITIES IN THE NAVAJO NATION<\/a><\/p>\n Issue 1 – OUT-OF-SCHOOL STEM LEARNING PROGRAMS FOR NEURODIVERSE YOUTH: Tips and Recommendations<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Featured Program – Adaptive Gaming Clinic Helps Individuals with Disabilities Experience the Benefits of Gaming<\/a><\/p>\n Issue 1 – Supporting Inclusive Practices in Colleges: Empowering Students With Intellectual Disabilities to Succeed<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Issue 1 – Changing the Game: Coaching in Tele-AAC<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Issue 1 – Improving Access to Physical Activity Through Adaptive Sports<\/a><\/p>\n Issue 2 – Challenges for Parents of Children with Autism Spectrum Disorder Living in Bilingual Environments<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Issue 1 – Improving Sleep in Navajo Caregivers and Their Young Children with Developmental Disabilities<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Issue 1 – Early Detection of Cerebral Palsy<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Issue 1 – Therapeutic treatment of rapid-onset autoimmune encephalopathies<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Issue 1 – Precision Medicine and Pharmacogenomics<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Issue 1 – Evidence-Based Health Promotion Initiative: Review of Health Promotion Curricula<\/a><\/p>\n Issue 2 – Evidence Based Practice Self-Assessment<\/a><\/p>\n Issue 3 – Arizona Teachers’ Speech: Phonological Features and Listener Perceptions<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Issue 1 – Person-Centered Planning: An Empirically Supported Practice?<\/a><\/p>\n Issue 2 – Explicit Vocabulary Instruction Embedded in Narrative Intervention<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Issue 1 – The Selection and Appraisal of Curricula and Interventions<\/a><\/p>\n Issue 2 – Family Participation within the Medical Home<\/a><\/p>\n Issue 3 – Early and Accurate Identification of Kindergartners with Language and Decoding Difficulties<\/a><\/p>\n Issue 4 – Exposure to Domestic Violence: Evidence and Implications for Professionals Working with Children<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Issue 1 – The Use of Scripts to Improve Conversational Independence of Children with Autism<\/a><\/p>\n Issue 2 – Learning Styles: Concepts and Evidence<\/a><\/p>\n Issue 3 – Storybook Reading Interventions for Children with Complex Communication Needs<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n Introduction to Bridge Brief<\/a><\/p>\n Issue 1 – The Effects of a Narrative Intervention on Preschoolers’ Language Skills<\/a><\/p>\n Issue 2 – An Empirical Investigation of Sensory Integration Interventions for Children with ASD<\/a><\/p>\n Issue 3 – Case Study: An American Indian Student with a Learning Disability<\/a><\/p>\n Issue 4 – Improving Early Screening and Diagnosis of Autism in Under-served Populations<\/a><\/p>\n<\/body><\/html>\n\n <\/div>\n<\/div>\n\n\n \n2025 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2024 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2022 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2021 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2020 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2019 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2018 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2017 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2016 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2015 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2014 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2013 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
2012 Accordion Closed<\/span><\/h4>\n <\/span>\n <\/div>\n <\/a>\n
Contact Institute for Human Development<\/h3>\n <\/div>\n