Maureen Conroy, Ph.D.

Anita Zucker Professor in Early Childhood Studies
Co-Director of the Anita Zucker Center for Excellence in Early Childhood Studies
Email: mconroy@coe.ufl.edu

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

  • Outstanding Leadership Award, the Council for Children with Behavioral Disorders, Council for Exceptional Children, 2016
  • Anita Zucker 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

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

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

Whalon, K., Conroy, M.A., *Martinez, J., & *Werch, B. (2015). School-based 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(2), 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: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 Dr. Conroy Publications (pdf)

View Recent Publications for Anita Zucker Center Members

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