Beals, K. (2024). Can message-passing anecdotes tell us anything about the validity of RPM and S2C? Evidence-Based Communication Assessment and Intervention. Advance online publication. https://doi.org/10.1080/17489539.2023.2290298
Beals, K. (2024). Illusions of literacy in nonspeaking autistic people: A response to Jaswal, Lampi, & Stockwell, 2024. Evidence-Based Communication Assessment and Intervention. Advance online publication. https://doi.org/10.1080/17489539.2024.2381445
Sarfatti-Larson, M., & Beals, K. (2024). La profesión docente en Estados Unidos: Consideraciones sobre la carencia de un sistema educativo y sus efectos. In H. Monarca (Ed.), Profesionalización docente: Discursos, políticas y prácticas (pp. 162–193). Dykinson.
Beals, K. (2023). Sit down, shut up: A popular treatment in many countries in the world threatens the communication rights of autistic non-speakers. Index on Censorship 52(2), 60–61. https://doi.org/10.1177/03064220231183821
Beals, K. (2022). Cutting-edge language and literacy tools for students on the autism spectrum. IGI Global.
Beals, K. (2022). Students with autism: How to improve language, literacy and academic success. John Catt.
Beals, K. (2022). Why we should not presume competence and reframe facilitated communication: A critique of Heyworth, Chan & Lawson. Evidence-Based Communication Assessment and Intervention, 16(2), 66–76. https://doi.org/10.1080/17489539.2022.2097872
Beals, K. (2021). A recent eye-tracking study fails to reveal agency in assisted autistic communication. Evidence-Based Communication Assessment and Intervention, 15(1), 46–51. https://doi.org/10.1080/17489539.2021.1918890
Beals, K. (2020). Remediation and assistive technologies for communication deficits in autistic spectrum disorders. In Y. Kats (Ed.), Education and technology support of children and young adults with ASD and learning disabilities (pp. 246–274). IGI Global.
Johnson, C., & Beals, K. (2020). Writing history. In A. Belzer and J. Perry (Eds.), Sources for Europe in the modern world with guided writing exercises. Oxford University Press.
Beals, K., & Garelick, B. (2016). Explaining your math. In M. Petici (Ed.), The best writing on mathematics (pp. 196–202). Princeton University Press.
Beals K., Dahl, D., Fink, R., & Linebarger, M. (2015). Speech and language technology for language disorders. De Gruyter.
Beals K. & Hurewitz, F. (2013). Language software for teaching semantics, grammar, and pragmatics to students with autism. In K. Boser, M. Goodwin, & S. Wayland (Eds.), Technology tools for students with autism: Innovations that enhance independence and learning (pp. 107–124). Brooks Publishers.
Beals K. (2011). Conventionalization in indirect speech acts: Evidence from autism. In E. Yuasa, T. Bagchi, & K. Beals (Eds.), Pragmatics and autolexical grammar: In honor of Jerry Sadock (pp. 77–92). John Benjamins Publishers.
Beals K. (2009). Raising a left-brain child in a right-brain world: Strategies for helping bright, quirky, socially awkward children to thrive at home and at school. Trumpeter.
Hurewitz, F., & Beals, K. (2008). A role for grammar in autism CAIs. In J. Cassell (Ed.), Proceedings of the 7th international conference on Interaction design and children (pp. 73–76). Association for Computing Machinery. https://doi.org/10.1145/1463689.1463722
Beals, K. (2005). Everything that linguists have always wanted to know about ironic presuppositions and implicatures* *but were ashamed to ask. In S. Mufwene, E. Francis, & R. Wheeler (Eds.), Polymorphous linguistics: Jim McCawley’s legacy (pp. 411–430). MIT Press.
Beals, K. (2004). Early intervention in deafness and autism: One family's experiences, reflections and recommendations. Infants and Young Children, 17(4), 284–290.
Beals, K. (2003). The ethics of autism: What’s wrong with the dominant paradigms and how to fix them. Mental Retardation and Developmental Disabilities Research Reviews, 9(1) , 32–39. https://doi.org/10.1002/mrdd.10058
