Maureen Conroy, Ph.D.

Anita Zucker Professor in Early Childhood Studies
Co-Director of the Anita Zucker Center for Excellence in Early Childhood Studies

mconroy@coe.ufl.edu

Biography

Dr. Conroy is the Anita Zucker Endowed professor and a professor of special education and early childhood studies in the School of Special Education, School Psychology, and Early Childhood Studies at UF. She is also an affiliate faculty member of the UF Institute for Child Health Policy. Dr. Conroy is recognized for her research focused on developing, validating and evaluating interventions for young children with social and behavioral challenges.

As a principal investigator, Dr. Conroy has led a number of externally funded projects totaling more than $14 million dollars, with much of this support coming from highly competitive federal funding sources such as the Institute of Education Sciences and National Institutes of Health. Currently, she is leading a federally funded grant investigating the efficacy of a classroom-based intervention model designed for use by early childhood teachers working with young children at risk for school failure due to social/emotional and behavioral difficulties.

She has an extensive publication record in the field of early childhood studies and early intervention with over 90 refereed articles, 20 book chapters, and three books. Additionally, Dr. Conroy is a regular presenter at international and national conferences on topics related to early childhood studies and early intervention and has mentored numerous doctoral students throughout her career in higher education.

Recent Grants

Florida Development in Early Childhood: Adversity and Drug Exposure (FL-DECADE) Study.

  • Funded by National Institutes of Health/NIDA, 1R34DA050299 (9/30/19 – 3/31/21)
  • Role: Investigator
  • Award: $514,688 (52.9% IDC) 

A Conceptual Replication of BEST in CLASS: An Efficacy Study of BEST in CLASS – Elementary.

  • Funded by Institute of Education Sciences, U.S. Department of Education, R305A180182 (7/1/2018-6/31/2022)
  • Role: Co-Principal Investigator
  • Award: $3,296,798 (52.9% IDC)

Building a Partnership Between Early Head Start and the Anita Zucker Center for Excellence in Early Childhood Studies to Benefit Young Children and Families in East Gainesville.

  • University of Florida City of Gainesville Research Awards (5/1/17-4/30/18)
  • Role: Co-Principal Investigator
  • Award: $50,000

BEST in CLASS-Web: A Web-based Intervention Supporting Early Childhood Teachers’ Use of Evidence-based Practices with Young Children at Risk for Emotional/Behavioral Disorders

  • Funded by Institute of Educational Sciences, U.S. Department of Education, R324A160158 (8/1/16-7/31/17)
  • Role: Principal Investigator
  • Award: $1,499,999

Efficacy of the BEST in CLASS Intervention for Young Children at High Risk for Emotional and Behavioral Disorders

  • Funded by Institute of Educational Sciences, U.S. Department of Education, R324A110173 (2011 – 2016)
  • Role: Principal Investigator
  • Award: $4,134,515

Preparing Leaders in Early Childhood Studies and Implementation Science (PLECSIS)

  • Funded by Office of Special Education Programs, U.S. Department of Education, H325D150079 (5/16/15 – 4/15/19)
  • Role: Principal Investigator
  • Award: $995,218

BEST in CLASS Elementary

  • Funded by Institute of Education Sciences, U.S. Department of Education, R305A150246 (8/15/2015-8/14/2018)
  • Role: Principal Investigator (University of Florida Site)
  • Award: $1,500,000

Development and Validation of Treatment Integrity Measures for Classroom-based
Instructional Interventions for Early Childhood Settings

  • Funded by Institute of Education Sciences, U.S. Department of Education, R305A40487 (9/1/2014-8/31/2018)
  • Role: Principal Investigator (University of Florida Site)
  • Award: $1,599,981

Postdoctoral Research Training Fellowship in Early Intervention and Early Learning in Special Education

  • Funded by the Institute of Education Sciences, U.S. Department of Education, R324B1200002 (2/15/12 – 5/14/16)
  • Role: Co-Investigator
  • Award: $642,840

Affiliations

  • Associate Editor, Journal of Positive Behavioral Interventions, 2014 — present
  • Member, CEC Division of Research, Mixed Methods Working Group, 2015 — present

Select Publications

Granger, K.L., Sutherland, K.S., Conroy, M.A., Hetrick, A.A., & Parnell, E. (in press). Barriers and facilitators of implementation of classroom interventions: Examining an evidence-based program targeting children at risk for emotional and behavior disorders. Exceptionality.

Sutherland, K.S., Conroy, M.A., McLeod, B.D., Granger, K., Nemer, S.L., Kunemund, R.L., Johnson, A., & Miles, C. (2019). Adapting an evidence-based early childhood tier 2 program for early elementary school. The Elementary School Journal, 119-214. doi:128.172.048.202

Conroy, M.A., Sutherland, K.S., Algina, J., Ladwig, C., *Werch, B., *Martinez, J., Jessee, G., & Gyure, M. (2019). Outcomes of the BEST in CLASS intervention on teachers’ use of effective practices, self-efficacy, and classroom quality. Psychology Review, 48(1), 31-45. https://doi.org/10.17105/SPR-2018-0003.V48-1

Snyder, P. & Conroy, M. (2018). Core constructs in federal statutes for young children with or at risk for disabilities and their families: Implications for comprehensive early childhood policies and systems. Florida Law Review, 71, 61-60.

Mitchell, B., Kern, L., & Conroy, M.A. (2018). Supporting students with EBD: State of the field. Behavioral Disorders, 44(2), 70-84. http://doi.org/10.1177/0198742918816518 

*Bettini, E.A., Jones, N.D., Brownell, M.T., Conroy, M.A., & Leite, W.L. (2018). Relationships between novice teachers’ social resources and workload manageability. The Journal of Special Education, 52, 113-126. doi:10.1177/0022466918775432.

*Prykanowski, D.A., *Martinez, J.R., Reichow, B., Conroy, M.A., & *Huang, K. (2018). Measurement of young children’s engagement and problem behavior in early childhood settings. Behavioral Disorders, 44, 53-62. doi: 10.1177/01198742918779793.

Sutherland, K.S., Conroy, M.A., McLeod, B.D., Kunemund, R., & McKnight, K. (2018). Common practice elements for improving social, emotional, and behavioral outcomes of young elementary school students. Journal of Emotional and Behavioral Disorders, 27(2), 76 – 85. doi: 10.1177/1063426618784009

Hemmeter, M.L. & Conroy, M.A. (2018). Advancement of evidence-based programs for young children with social and emotional learning difficulties. School Mental Health, 10, 199-201. doi.org/10.1007/x12310-018-9275-2

Sutherland, K. S., Conroy, M.A., McLeod, B. D., Algina, J., & Kunemund, R. L. (2017). Factors associated with teacher delivery of a classroom-based tier 2 prevention program. Prevention Science, 18, 186-196. doi.10/1007/s11121-017-0832-y

Bettini, E., Jones, N., Brownell, M., Conroy, M., Leite, W., Park, Y., Crockett, J., & Benedict, A. (2017). Workload manageability among novice special and general educators: Relationships with emotional exhaustion and career intentions. Remedial and Special Education, 38, 246-256, 1-11. doi: 10.1177/0741932517708327

Conroy, M.A., Sutherland, K.S., Algina, J., Werch, B., & Ladwig, C. (2018). Prevention and treatment of problem behaviors in young children: Clinical implications from a randomized controlled trial of BEST in CLASS. American Education Research Journal Open, 4, 1-16: doi: 10.1177/2332858417750376

Sutherland, K.S., Conroy, M.A., Algina, J., Ladwig, C., Jessee, G., & Gyure, M. (2018). Reducing child problem behaviors: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42, 31-43. doi.10.1016/j.ecresq.2017.08.001

Conroy, M.A. (2016) Moving the dial for students with emotional and behavioral disorders: Ensuring early access to intensive supports. Journal of Emotional and Behavioral Disorders, 24, 191-193. doi.org/10.1177/106342661665160 

McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2017). Identifying common practice elements to improve social-emotional outcomes of young children in early childhood classrooms. Prevention Science, 18, 204-218. doi.10.1007/s11121-016-0703-y

*Martinez, J., *Werch, B., & Conroy, M. (2016). School-based interventions targeting challenging behaviors exhibited by young children with autism spectrum disorders: A systematic literature review. Education and Training in Autism and Developmental Disabilities, 51, 265-280. https://www.jstor.org/stable/24827523

*Prykanowski, D.A, Gage, N, & Conroy, M.A. (2015). Educational implications of the DSM-5 criteria for autism spectrum disorders. Beyond Behavior, 24, 30-38. doi.org/10.1177/107429561502400205 

Whalon, K., Conroy, M.A., Martinez, J., & Werch, B. (2015). School-based peer-related social competence interventions for children with autism spectrum disorders: A meta-analysis and descriptive review of single case research design studies. Journal of Autism and Developmental Disorders, 45, 1513-1531. doi:10.1007/s10803-015-2373-1

Conroy, M.A., Sutherland, K.S., Algina, J., Wilson, R., Martinez, J., & Whalon, K. (2015). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes. Journal of Emotional and Behavioral Disorders, 23, 144-155. doi:10.1177/1063426614532949

Sutherland, K.S., Conroy, M.A., Vo, A., & Ladwig, C. (2014). Implementation integrity of practice-based coaching: Preliminary results from the BEST in CLASS efficacy trial. School Mental Health, 7, 21-33. doi:10.1007/s12310-014-9134-8

Sutherland, K.S., McLeod, B.D., Conroy, M.A., & Cox, J.R. (2013). Measuring treatment integrity in the implementation of evidence-based programs in early childhood settings: Conceptual issues and recommendations. Journal of Early Intervention, 35, 129-149. doi:10.1177/1053815113515025

Sutherland, K.S., McLeod, B.D., Conroy, M.A., Abrams, L.M., & Smith, M.M. (2014). Preliminary psychometric properties of the BEST in CLASS adherence and competence scale. Journal of Emotional and Behavioral Disorders, 22, 249-259. doi:10.1177/1063426613497258

Conroy, M.A., Sutherland, K.S., Vo, A., Carr, S.E., & Ogston, P. (2013). Early childhood teachers’ use of effective instructional practices and the collateral effects on young children’s behavior. Journal of Positive Behavioral Interventions, 16, 81–92. doi:10.1177/1098300713478666

View full list of publications (pdf)

View recent publications for Anita Zucker Center members

Patricia Snyder, Ph.D.

Education

  • Ph.D. in Special Education,
    Vanderbilt University,
    Tennessee
  • M.Ed. in Special Education, George Peabody College of Education, Vanderbilt University, Tennessee
  • B.S.E. in Special Education/ Elementary Education, Keene State College, NH

Awards & Appointments

  • Standing Panel Member, Early Intervention and Early Childhood Panel, Institutes of Education Sciences, U.S. Department of Education 2016 – 2019
  • Outstanding Leadership Award, the Council for Children with Behavioral Disorders, Council for Exceptional Children, 2015
  • Anita Zucker Endowed Professor in Early Childhood Studies, 2015 – Present
  • Associate Editor, Journal of Positive Behavioral Intervention, 2014 – Present
  • Associate Editor, Topics in Early Childhood Special Education, 2007 – 2016
  • Co-Editor, Behavioral Disorders, 2011 – 2014
  • Member Scientific Review Panel for the National Institutes of Health, Child Psychopathology
    & Developmental Disabilities Study Section, 2010 – 2014
  • Outstanding Research Award, School of Education, Virginia Commonwealth University, 2009
  • Associate Editor, Journal of Early Intervention, 2007 – 2010
  • B.O. Smith Research Professorship at the University of Florida, 2006 – 2007
  • Outstanding Faculty Award in Research, East Tennessee State University, 1996 – 1997