Our Recent Publications
Published in 2024
Zheng, Q., Snyder, P., & Xu, F. (2024). Characterizing preschool teachers’ use of teaching practices to promote young children’s self-determination skills. Early Childhood Education Journal. Online publication. https://doi.org/10.1007/s10643-024-01705-w
Hu, Y., Sherlock, P., Huang, J., Knopf, H. T., & Hall, J. M. (2024). Unveiling spatial mismatch in childcare supply and demand: An excess commuting analysis of home-to-childcare distance in subsidized families. Journal of Transport Geography, 116, Article 103829. https://doi.org/10.1016/j.jtrangeo.2024.103829
Kothalkar, P. V., Hansen, J. H. L., Irvin, D., & Buzhardt, J. (2024). Child-adult speech diarization in naturalistic conditions of preschool classrooms using room-independent ResNet model and automatic speech recognition-based re-segmentation. The Journal of the Acoustical Society of America, 155(2), 1198-1215. https://doi.org/10.1121/10.0024353
Published in 2023
Conroy, M., Houchins, D., Hitchcock, J., & Anderson, J. (2023). Use of mixed methods in emotional/behavioral disorders intervention research. Behavioral Disorders, 48(3), 163-173. https://doi.org/10.1177/01987429231160283
Granger, K. L., Sutherland, K. S., Conroy, M. A., Dear, E., & Morse, A. (2023). Teacher burnout and supporting teachers of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 31(2), 144-153. https://doi.org/10.1177/10634266221149970
Guerrero, F., Zheng, Q., Kramer, J., Reichow, B., & Snyder, P. (2023). A systematic review of the measurement properties of the Family Empowerment Scale. Disability and Rehabilitation. Advance on-line. https://doi.org/10.1080/09638288.2023.2178528
Harrington, J. F., Snyder, P., Reichow, B., & Sun, S. (2023). Professional development effects on early intervention providers’ implementation of home visiting practices. Journal of Early Intervention. Advance online publication. https://doi.org/10.1177/10538151231206771
Houchins, D. E., Hitchcock, J. H., & Conroy, M. A. (2023). A framework for approaching mixed methods intervention research to address the emotional and behavioral health needs of children. Behavioral Disorders, 48(3), 151-162. https://doi.org/10.1177/01987429221131279
Huang, K., Conroy, M. A., Snyder, P. A., Miller, D., & Sutherland, K. S. (2023). Examining the psychometric integrity of the Social Skills Improvement System Teacher Rating Scale scores for a sample of preschool-aged children. Assessment for Effective Intervention, 48(4), 190-200. https://doi.org/10.1177/15345084231174924
Larson, A. L., Caballero, R., Snyder, P., Griebel, S., Valentin, R., & Bourret, C. (2023). Gathering perspectives on video- and app-based language instruction: A technology-based coaching intervention to increase Spanish-speaking Latino caregivers’ use of naturalistic language intervention strategies. Perspectives of the ASHA Special Interest Groups: Language, Learning, and Education, 8(2), 234-253. https://doi.org/10.1044/2023_PERSP-22-00194
Leko, M. M., Hitchcock, J. H., Love, H. R., Houchins, D. E., & Conroy, M. A. (2023). Quality indicators for mixed methods research in special education. Exceptional Children, 89(4), 432-448. https://doi.org/10.1177/00144029221141031
McLeod, B. D., Sutherland, K. S., Conroy, M. A., Lyon, A. R., Chapman, J. E., Granger, K. L., & Saldana, L. (2023). Study protocol: Multi-level determinants of implementation and sustainment in the education sector. Journal of Emotional and Behavioral Disorders, 31(1), 27-40. https://doi.org/10.1177/10634266221090160
Pages, R., Bailey, D. H., & Duncan, G. J. (2023). The impacts of Abecedarian and Head Start on educational attainment: Reasoning about unobserved mechanisms from temporal patterns of indirect effects. Early Childhood Research Quarterly, 65, 261–274. https://doi.org/10.1016/j.ecresq.2023.07.003
Ross, L., Casanova, C., Chapman, K., & Dorn, S. (2023). 1 in 4 Colorado 11th-graders skipped their state’s standardized test—geography and income help explain why [Research brief]. The Conversation. https://theconversation.com/1-in-4-colorado-11th-graders-skipped-their-states-standardized-test-geography-and-income-help-explain-why-205244
Shaw, K. R., Salloum, R. G., & Snyder, P. A. (2023). A translational model for early childhood intervention: Developing, implementing, and scaling-up effective practices. Frontiers in Public Health, 11. https://doi.org/10.3389/fpubh.2023.1198206
Sutherland, K. S., Granger, K., Conroy, M. A., McLeod, B. D., Broda, M., Vallarta, N., & Rosas, A. (2023). Examining the role of student responsiveness in treatment effects of a tier 2 program targeting reductions in problem behavior. Prevention Science, 24(5), 297-984. https://doi.org/10.1007/s11121-023-01537-x
Sutherland, K. S., Wu, E. G., Washington-Nortey, M., McKnight, K. W., McLeod, B. D., & Conroy, M. A. (2023). Caregiver and teacher perspectives on home-school partnerships within a tier 2 intervention. Journal of Emotional and Behavioral Disorders. 31(3), 219-232. https://doi.org/10.1177/10634266221130053
Walker, D., Buzhardt, J., Jia, F., Schnitz, A., Irvin, D. W., & Greenwood, C. R. (2023). Advances in the Technical Adequacy of the Early Problem-Solving Indicator Progress Monitoring Measure for Infants and Toddlers. Topics in Early Childhood Special Education, 42(4), 289–301. https://doi.org/10.1177/02711214221129237
Washington-Nortey, M., Granger, K., Sutherland, K. S., Conroy, M., Kaur, N., Hetrick, A. (2023). Sustaining BEST in CLASS: Teacher-reported evidence-based practice use with students at risk for emotional and behavioral disorders amidst the COVID-19 pandemic. School Mental Health, 15, 470-483. https://doi.org/10.1007/s12310-022-09561-y
Published in 2022
Bishop, C., McLeod, R. H., Artman-Meeker, K., & Hemmeter, M. L. (2022). Using technology to support practice-based coaching implementation. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching (pp. 163-178). Brookes.
Buzhardt, J., Wallisch, A., Irvin, D., Boyd, B., Salley, B., & Jia, F. (2022). Exploring growth in expressive communication for infants and toddlers with autism spectrum disorder. Journal of Early Intervention, 44(1), 3-22. https://doi.org/10.1177/1053815121995578
Conroy, M. A., McLeod, B. D., & Sutherland, K. S. (2022). Applying mixed methods and integration approaches to early childhood intervention research. In J. H. Hitchcock & A. J. Onwuegbuzie (Eds). The Routledge handbook for advancing integration in mixed methods research (pp. 391-404). Routledge. https://doi.org/10.4324/9780429432828
Conroy, M. A., Sutherland, K. S., Granger, K. L., Marcoulides, K. M., Feil, E., Wright, J., Ramos, M., & Montesion, A. (2022). Effects of BEST in CLASS–Web on teacher outcomes: A preliminary investigation. Journal of Early Intervention,44(2), 130-150. https://doi.org/10.1177/10538151211067544
Conroy, M. A., Sutherland, K. S., Granger, K. L. Marcolouides, K. M., Huang, K., & Montesion, A. (2022). Preliminary study of the effects of BEST in CLASS–Web on young children’s social-emotional and behavioral outcomes. Journal of Early Intervention, 44(1), 78-96. https://doi.org/10.1177/10538151211018662
Greenwood, C. R., Higgins, S., McKenna, M., Buzhardt, J., Walker, D., Jun, A., Irvin, D. W., & Grasley-Boy, N. (2022). Remote use of Individual Growth and Development Indicators (IGDIs) for infants and toddlers. Journal of Early Intervention, 44(2), 168-189. https://doi.org/10.1177/10538151211057552
Kranski, T. A., & Steed, E. A. (2022). Practice-based coaching to improve culturally responsive practices in early childhood classrooms: A single-case experimental design. Psychology in the Schools, 59(8), 1587-1608. https://doi.org/10.1002/pits.22703
Lileikyte, R., Irvin, D. W., & Hansen, J. H. L. (2022). Assessing child communication engagement and statistical speech patterns for American English via speech recognition in naturalistic active learning spaces. Speech Communication,140, 98-108. https://doi.org/10.1016/j.specom.2022.01.006
Lorusso, L., Bosch, S., Park, N., Shorr, R., Conroy, M., Ahrentzen, S., & Freytes, M. (2022). Investigating the feasibility of multisensory environments to improve the assisted bathing experience for veterans with dementia: A clinical trial. Health Environments Research & Design Journal, 15(2), 180-195. https://doi.org/10.1177/19375867211053861
Luo, Li., Reichow, B., Snyder, P., Harrington, J., & Polignano, J. (2022). Systematic review and meta-analysis of classroom-wide social-emotional interventions for preschool children. Topics in Early Childhood Special Education, 42(1), 4-19. https://doi.org/10.1177/0271121420935579
Martin, M. K., Snyder, P. A., Reichow, B. R., & Bishop, C. D. (2022). Comparing coding viewing and recording methods to quantify embedded instruction learning trials. Journal of Early Intervention, 44(4), 353-370. https://doi.org/10.1177/10538151211069528
McCullough, S. N., Granger, K. L., Sutherland, K. S., Conroy, M. A., & Pandey, T. (2022). A preliminary study of BEST in CLASS–Elementary on teacher self-efficacy, burnout, and attributions. Behavioral Disorders, 47(2), 84-94. https://doi.org/10.1177/01987429211010672
McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Cecilione, J., Cook, C. R., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2022). Examining the correspondence between teacher- and observer-report treatment integrity measures. School Mental Health, 14(1), 20-34. https://doi.org/10.1007/s12310-021-09437-7
McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2022). Development and initial psychometrics of a generic treatment integrity measure designed to assess practice elements targeting social, emotional, and behavioral outcomes in early childhood settings. Prevention Science, 23(4), 488-501. https://doi.org/10.1007/s11121-021-01304-w
Pages, R., Protzko J., & Bailey, D. H. (2022). The breadth of impacts from the Abecedarian Project early intervention on cognitive skills. Journal of Research on Educational Effectiveness, 15(2), 243–262. https://doi.org/10.1080/19345747.2021.1969711
Shannon, D., Snyder, P., Bishop, C., & McLaughlin, T. (2022). Coaching strategies and definitions. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching: Supporting effective practices in early childhood (pp. 57-72). Brookes.
Shannon, D., McLaughlin, T., & Snyder, P. (2022). Effective practices and strengths and needs assessments. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching: Supporting effective practices in early childhood (pp. 73-90). Brookes.
Snyder, P., Hemmeter, M. L., & Fox, L. (2022). Essentials of practice-based coaching: Supporting effective practices in early childhood. Brookes.
Snyder, P., Hemmeter, M. L., & Fox, L. (2022). Overview of practice-based coaching: Theoretical, empirical, and practice-based rationales. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching: Supporting effective practices in early childhood. Brookes.
Snyder, P., Hemmeter, M. L., & Fox, L. (2022). Practice-based coaching framework, components, and formats. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching: Supporting effective practices in early childhood. Brookes.
Snyder, P., Hemmeter, M. L., Fox, L., & Bishop, C. (2022). Goal setting and action planning. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching: Supporting effective practices in early childhood. Brookes.
Snyder, P., Hemmeter, M. L., Fox, L., & Bishop, C. (2022). Introduction to the practice-based coaching framework. In P. Snyder, M. L. Hemmeter, & L. Fox (Eds.), Essentials of practice-based coaching. Brookes.
Sutherland, K. S., McLeod, B. D., Conroy, M. A., Lyon, A. R., & Peterson, N. (2022). Implementation science in special education: Progress and promise. In T. W. Farmer, E. Talbott, K. McMaster, D. Lee, & T. C. Aceves (Eds.), Handbook of special education research: Theory, methods, & leveraging developmental processes (pp. 204-216). Routledge.
Sutherland, K. S., McLeod, B. D., Conroy, M. A., & McCormick, N. (2022). Developing treatment integrity measures for teacher-delivered interventions: Progress, recommendations and future directions. School Mental Health, 14(1), 7-19. https://doi.org/10.1007/s12310-021-09423-z
Wallisch, A., Irvin, D., Kearns, W. D., Luo, Y., Boyd, B., & Rous, B. (2022). Exploring a novel tool to measure wandering behavior in the early childhood classroom. OTJR: Occupation, Participation and Health, 42(2), 137-145. https://doi.org/10.1177/15394492211065705
Published In 2021
Conroy, M. A., & Sutherland, K. S. (2021). Using positive descriptive feedback to improve children’s behavior. In M. L. Hemmeter, M. Ostrosky, & L. Fox (Eds.), Unpacking the Pyramid Model: A practical guide for preschool teachers (pp. 101-108). Brookes.
Granger, K. L., Conroy, M. A., Sutherland, K. S., Feil, E. G., Wright, J., Montesion, A., & Huang, K. (2021). Adapting an evidence-based early childhood tier 2 social-emotional learning intervention for web-based delivery. Journal of Educational Technology Systems, 50(1), 112-133. https://doi.org/10.1177/00472395211016051
Greenwood, C. R., Carta, J. J., Irvin, D. W., & Schnitz, A. G. (2021). Advancing children’s learning through innovations in the measurement of literacy engagement. Topics in Early Childhood Special Education, 41(3), 191-206. https://doi.org/10.1177/02711214211030010
Greenwood, C. R., Carta, J. J., Schnitz, A. G., Higgins, S., Buzhardt, J., Walker, D., Jia, F., & Irvin, D. (2021). Progress toward an Early Social Indicator for infants and toddlers. Journal of Early Intervention, 43(2), 176-195. http://dx.doi.org/10.1177/1053815120945021
Hemmeter, M. L., Fox, L., Snyder, P., Algina, J., Hardy, J. K., Bishop, C., & Veguilla, M. (2021). Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial. Early Childhood Research Quarterly, 54(1), 204-218. https://doi.org/10.1016/j.ecresq.2020.08.004
Hindman, A. H., Farrow, J. M., Anderson, K., Wasik, B. A., & Snyder, P. (2021). Understanding child-directed speech around book reading in toddler classrooms: Evidence from Head Start classrooms. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.719783 [PMID] 34955952.
Irvin, D. W., Luo, Y., Huffman, J. M, Grassley-Boy, N., Rous, B., & Hansen, J. (2021). Capturing talk and proximity in the classroom: Advances in measuring features of young children’s friendships. Early Childhood Research Quarterly, 57, 102-109. https://doi.org/10.1016/j.ecresq.2021.05.003
Lorio, C., Woods, J.W., & Snyder, P. (2021). An exploration of reflective conversations in early intervention caregiver coaching sessions. Journal of Early Intervention. https://doi.org/10.1177/1053815121992132
Lou, L., Snyder, P., Huggins-Manley, A. C., Conroy, M., & Hong, X. (2021). Chinese preschool teachers’ implementation of practices to support young children’s social-emotional competence. Early Education and Development, 32(8), 1083-1102. https://doi.org/10.1080/10409289.2020.1841594
Luo, L., Snyder, P., Qiu, Y., Huggins-Manley, A. C., & Hong, X. (2021). Development and validation of a questionnaire to measure Chinese preschool teachers’ implementation of social-emotional practices. Frontiers in Psychology, 12, Article 699334. https://doi.org/10.3389/fpsyg.2021.699334
Martinez, J. R., Waters, C. L., Conroy, M. A., & Reichow, B. (2021). Peer-mediated interventions to address social competence needs of young children with ASD: Systematic review of single-case research design studies. Topics in Early Childhood Special Education, 40(4), 217-228. https://doi.org/10.1177/0271121419839136
Mason, R. A., Gunersel, A. B., Irvin, D. W., Wills, H. P., Gregori, E., An, Z. G., & Ingram, P. B. (2021). From the frontlines: Perceptions of paraeducators’ roles and responsibilities. Teacher Education and Special Education, 44(2), 97-116. https://doi.org/10.1177/0888406419896627
McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Cecilione, J., Cook, C. R., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2021). Examining the correspondence between teacher- and observer-report treatment integrity measures. School Mental Health, 14, 20-34. https://doi.org/10.1007/s12310-021-09437-7
Prykanowski, D. A., Conroy, M. A., & Reichow, B. (2021). Schedule thinning during functional communication training in the home for young children with autism. Journal of Positive Behavior Interventions, 23(4), 257-271. https://doi.org/10.1177/1098300721994204
Shannon, D. K., Snyder, P. A., Hemmeter, M. L., & McLean, M. (2021). Exploring coach–teacher interactions within a practice-based coaching partnership. Topics in Early Childhood Special Education, 40(4), 229-240. https://doi.org/10.1177/0271121420910799
Snyder, P., Bishop, C., Shannon, D., & McLaughlin, T. (2021). Putting it all together: Implementing Pyramid Model practices to make a difference for children. In M. L. Hemmeter, M. Ostrosky, & L. Fox (Eds.), Unpacking the Pyramid Model: A practical guide for preschool teachers (pp. 161-170). Brookes.
Steed, E. A., & Kranski, T. A. (2021). Culturally responsive early childhood consultation. Journal of Educational and Psychological Consultation, 32(3), 244-265. https://doi.org/10.1080/10474412.2021.1969523
Published In 2020
Bigelow, K. M., Walker, D., Jia, F., Irvin, D., & Turcotte, A. (2020). Text messaging as an enhancement to home visiting: Building parents’ capacity to improve child language-learning environments. Early Childhood Research Quarterly, 51, 416-429. https://doi.org/10.1016/j.ecresq.2019.12.010
Bishop, C., Shannon, D., & Harrington, J. (2020). Progress monitoring within the embedded instruction approach: Collecting, sharing, and interpreting data to inform instruction. In M. Mclean, R. Banerjee, J. Squires, & K. Hebbeler (Eds.), Assessment: Recommended Practices for young children and families: DEC Recommended Practices Monograph Series (No. 7, pp. 135-148). Division for Early Childhood.
Conroy, M. A., Bulotsky-Shearer, R., Morris, C., & Hetrick, A. A. (2020). Prevention and intervention in preschool and early elementary school years. In T. W. Farmer, M. A. Conroy, E. M. Z. Farmer, & K. S. Sutherland (Eds.), Handbook of research on emotional and behavioral disorders: Interdisciplinary developmental perspectives on children and youth (pp. 35-50). Routledge.
Farmer, T. W., Conroy, M. A., Farmer, E. M. Z., & Sutherland, K. S. (Eds). (2020). Handbook of research on emotional and behavioral disorders: Interdisciplinary developmental perspectives on children and youth. Routledge.
Germansky, S., Reichow, B., Martin, M., & Snyder, P. (2020). A systematic review of caregiver-implemented functional analyses. Behavior Analysis in Practice, 13(3), 698-713. https://doi.org/10.1007/s40617-019-00404-y
Granger, K. L., Sutherland, K. S., Conroy, M. A., Hetrick, A. A., & Parnell, E. (2020). Barriers and facilitators to implementation of BEST in CLASS. Exceptionality, 28(3), 209-221. https://doi.org/10.1080/09362835.2020.1727335
Greenwood, C. R., Schnitz, A. G., Carta, J. J., Wallisch, A., & Irvin, D. W. (2020). A systematic review of language intervention research with low-income families: A word gap prevention perspective. Early Childhood Research Quarterly Special Issue, 50, 230-245. https://doi.org/10.1016/j.ecresq.2019.04.001
Hur, J. H., Snyder, P., & Reichow, B. (2020). Systematic review of English early literacy interventions for children who are dual language learners. Topics in Early Childhood Special Education, 40(1), 6-23. https://doi.org/10.1177/0271121419894623
Irvin, D. W., Bigelow, K. M., Turcotte, A., Eastwood-Tallmon, N., & Wallisch, A. (2020). Talk Around Town: A mobile phone application to support parent–child talk in the community. Families in Society, 101(1), 21-33. https://doi.org/10.1177/1044389419867008
Kunemund, R. L., Nemer, S. L., Williams, C. D., Miller, C. C., Sutherland, K. S., Conroy, M. A., & Granger, K. (2020). The mediating role of teacher self-efficacy in the relation between teacher-child race mismatch and conflict. Psychology in the Schools, 57(11), 1757-1770. https://doi.org/10.1002/pits.22419
Lorusso, L., Park, N., Bosch, S., Freytes, I. M., Shorr, R., Conroy, M., & Ahrentzen, S. (2020). Sensory environments for behavioral health in dementia: Diffusion of an environmental innovation at the Veterans Health Administration. Health Environments Research & Design Journal, 13(4), 44-56. https://doi.org/10.1177/1937586720922852
Luo, L., Reichow, B., Snyder, P., Harrington, J., & Polignano, J. (2020). Systematic review and meta-analysis of classroom-wide social-emotional competence interventions for preschool children. Topics in Early Childhood Special Education. Advance online publication. https://doi.org/10.1177/0271121420935579
Mason, R. A., Wills, H., Irvin, D., Jia, F., & Kamps, D. M. (2020). Ecobehavioral assessment of paraeducator behaviors that support engagement of students with disabilities. Exceptional Children, 86(4), 413-429. https://doi.org/10.1177/0014402919893693
McLean, M., Banerjee, R., Squires, J., & Hebbeler, K. (Eds.). (2020). Assessment: Recommended practices for young children and families: DEC Recommended Practices Monograph Series (No. 7). Division for Early Childhood.
Pages, R., Lukes, D. J., Bailey, D. H., & Duncan, G. J. (2020). Elusive longer-run impacts of Head Start: Replications within and across cohorts. Educational Evaluation and Policy Analysis, 42(4), 471-492. https://doi.org/10.3102/0162373720948884
Ridgley, R., Snyder, P. A., & McWilliam, R. A. (2020). Individualized family service plan quality and alignment of child-focused outcomes to federal outcomes and state early learning guidelines. Topics in Early Childhood Special Education, 39(4), 200-212. https://doi.org/10.1177/0271121418786434
Steed, E. A., & Kranski, T. A. (2020). Participant characteristics in research on interventions for young children with challenging behavior: A systematic review. Topics in Early Childhood Special Education, 40(2), 110-123. https://doi.org/10.1177/0271121419832969
Sutherland, K. S., Conroy, M. A., & Granger, K. (2020). BEST in CLASS: A tier-2 program for children with and at risk for emotional/behavioral disorders. In T. W. Farmer, M. A. Conroy, E. M. Z. Farmer, & K. Sutherland (Eds), Handbook of research in emotional and behavioral disorders (pp. 214-227). Routledge.
Sutherland, K. S., Conroy, M. A., McLeod, B. D., Granger, K., Broda, M., & Kumemund, R. (2020). Preliminary study of the effects of BEST in CLASS-Elementary on outcomes of elementary students with problem behavior. Journal of Positive Behavior Interventions, 22(4), 220-233. https://doi.org/10.1177/1098300719900318
Published In 2019
Bigelow, K., Carta, J., Irvin, D. W., & Hemmeter, M. L. (2019). Teaching Pyramid Infant-Toddler Observation Scale (TPITOS). Brookes Publishing.
Carta, J., & Snyder, P. A. (2019). Fifty years of research on children with disabilities and their families: From changing behaviors to transforming lives. In B. H. Wasik & S. L. Odom (Eds.), Celebrating 50 years of child development research: Past, present, and future perspectives (pp. 235-254). Brookes.
Conroy, M. A., McKnight, K., & Sutherland, K. S. (2019). Partnering with families of students at risk for emotional/behavioral disorders. In L. Lusa & Y. Xu (Eds.), Family, school, and community partnerships for individuals with disabilities (pp. 57-69). Springer.
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. School Psychology Review, 48(1), 31-45. https://doi.org/10.17105/spr-2018-0003.v48-1
Greenwood, C. R., Carta, J. J., Schnitz, A. G., Irvin, D. W., Jia, F., & Atwater, J. (2019). Filling an information gap in preschool MTSS and RTI decision making. Exceptional Children, 85(3), 271-290. https://doi.org/10.1177/0014402918812473 (
Hallet, G., Strain, P. S., Smith, B. J., Barton, E. E., Steed, E. A., & Kranski, T. A. (2019). The Pyramid Plus Center: Scaling up and sustaining evidence-based practices for young children with challenging behavior. Young Exceptional Children, 22(1), 22-37. https://doi.org/10.1177/1096250616674333
Hansen, J. H., Najafian, M., Lileikyte, R., Irvin, D., & Rous, B. (2019). Speech and language processing for assessing child–adult interaction based on diarization and location. International Journal of Speech Technology, 22(3), 697-709. https://doi.org/10.1007/s10772-019-09590-0
Little, L. M., Rojas, J. P., Bard, A., Luo, Y., Irvin, D., & Rous, B. (2019). Automated measures to understand communication opportunities for young children with autism in the community: A pilot study. OTJR: Occupation, Participation and Health, 39(2), 124-130. https://doi.org/10.1177/1539449219834911
Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44(2), 70-84. https://doi.org/10.1177/0198742918816518
Shannon, D., Bishop, C., Snyder, P. A., & Jaramillo, J. (2019). Developing a collaborative partnership to enhance teaming: Using a practice-based coaching framework. In P. J. Winton, C. Guillen, & A. G. Schnitz (Eds.), Teaming and collaboration: Building and sustaining partnerships: DEC Recommended Practices Monograph Series (No. 6, pp. 39-52). Division for Early Childhood.
Snyder, P., & McLean, M. (2019). Ongoing child assessment: A guide for program leaders. Head Start National Center on Early Childhood Development, Teaching and Learning.
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(4), 542-561. https://doi.org/10.1086/703103
Windsor, K. S., Woods, J., Kaiser, A. P., Snyder, P., & Salisbury, C. (2019). Caregiver-implemented intervention for communication and motor outcomes for infants and toddlers. Topics in Early Childhood Special Education, 39(2), 73-87. https://doi.org/10.1177/0271121418815250
Published In 2018
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(2), 113-126. https://doi.org/10.1177/0022466918775432
Bishop, C. D., Leite, W. L., & Snyder, P. A. (2018). Using propensity score weighting to reduce selection bias in large-scale data sets. Journal of Early Intervention, 40(4), 347-362. https://doi.org/10.1177/1053815118793430
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. AREA Open, 4(1), 1-16. https://doi.org/10.1177/2332858417750376
Greenwood, C. R., Beecher, C., Atwater J., Petersen, S., Schiefelbusch, J., & Irvin, D. (2018). An ecobehavioral analysis of child academic engagement: Implications for preschool children not responding to intervention. Topics in Early Childhood Special Education, 37(4), 219-233. https://doi.org/10.1177/0271121417741968
Greenwood, C. R., Schnitz, A. G., Irvin, D., Tsai, S. F., Carta, J., & the Bridging the Word Gap National Research Network (2018). Automated Language Environment Analysis: A research synthesis. American Journal of Speech-Language Pathology, 27(2), 853-867. https://doi.org/10.1044/2017_AJSLP-17-0033
Greenwood, C. R., Walker, D., Buzhardt, J. Irvin, D., Schnitz, A. G., & Jia, F. (2018). Update on the EMI for Infants and Toddlers. Topics in Early Childhood Special Education, 38(2), 105-117. https://doi.org/10.1177/0271121418777290
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(3), 199-201. https://doi.org/10.1007/s12310-018-9275-2
Hemmeter, M. L., Snyder, P., & Fox, L. (2018). Using the Teaching Pyramid Observation Tool (TPOT) to support implementation of social-emotional teaching practices. School Mental Health, 10(3), 202-213. https://doi.org/10.1007/s12310-017-9239-y
Irvin, D. W., Bard, A., Wallisch, A., & Little, L. M. (2018). Measuring social communication in the community: Novel tools for advancing family participation. American Journal of Occupational Therapy, 72(6), 1-10. https://doi.org/10.5014/ajot.2018.026310
Irvin, D. W., Crutchfield, S. A., Greenwood, C. R., Kearns, W. D., & Buzhardt, J. (2018). An automated approach to measuring child movement and location in the early childhood classroom. Behavior Research Methods, 50(3), 890-901. https://doi.org/10.3758/s13428-017-0912-8
Irvin, D. W., Ingram, P., Huffman, J., Mason, R., & Wills, H. (2018). Exploring paraprofessional and classroom factors affecting teacher supervision. Research in Developmental Disabilities, 73, 106-114. https://doi.org/10.1016/j.ridd.2017.12.013
Luo, L., Hong, X., & Snyder, P. (2018). The Pyramid Model: A multi-tiered model for promoting young children’s social, emotional, and behavioral development in the United States. Studies in Preschool Education [translated journal title from Chinese], 279, 35-46.
McLaughlin, T. W., Snyder, P. A., & Algina, J. (2018). Examining young children’s social competence using functional ability profiles. Disability and Rehabilitation, 40(25), 2987-2997. https://doi.org/10.1080/09638288.2017.1363823
Prykanowski, D. A., Martinez, J. R., Reichow, B., Conroy, M. A., & Huang, K. (2018). Brief report: Measurement of young children’s engagement and problem behavior in early childhood settings. Behavioral Disorders, 44(1), 53-62. https://doi.org/10.1177/0198742918779793
Snyder, P. A., Bishop, C. D., & Crow, R. (2018). Responsive practice-focused leadership for early intervention. In J. B. Crockett, B. Billingsley, & M. L. Boscardin (Eds.), Handbook of leadership and administration for special education (2nd ed., pp. 393-416). Routledge.
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(1), 61-69.
Snyder, P. A., & Hemmeter, M. L. (Eds.). (2018). Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices Monograph Series (No. 4). Division for Early Childhood.
Snyder, P., Hemmeter, M. L., McLean, M., Sandall, S., McLaughlin, T., & Algina, J. (2018). Effects of professional development on preschool teachers’ use of embedded instruction practices. Exceptional Children, 84(2), 213-232. https://doi.org/10.1177/0014402917735512
Snyder, P. A., McLaughlin, T., & Bishop, C. (2018). Maximizing contextually relevant learning opportunities through embedded instruction. In P. A. Snyder & M. L. Hemmeter (Eds.), Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices Monograph Series (No. 4, pp. 51-64). Division for Early Childhood.
Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G., & Gyure, M. (2018). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42, 31-43. https://doi.org/10.1016/j.ecresq.2017.08.001
Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., & Kunemund, R. L. (2018). Factors associated with teacher delivery of a classroom-based tier 2 prevention program. Prevention Science, 19(2), 186-196. https://doi.org/10.1007/s11121-017-0832-y
Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., & Wu, E. (2018). Teacher competence of delivery of BEST in CLASS as a mediator of treatment effects. School Mental Health, 10(3), 214-225. https://doi.org/10.1007/s12310-017-9224-5
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. https://doi.org/10.1177/1063426618784009
Werch, B., Kunemund, R., Wright, J., Conroy, M., & Sutherland, K. (2018). Teacher’s use of effective instructional practices to promote positive outcomes for young children with behavioral challenges. In P. A. Snyder & M. L. Hemmeter (Eds.), Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices Monograph Series (No. 4). Division for Early Childhood.
Woods, J., Snyder, P. A., & Salisbury, C. (2018). Embedded Practices and Intervention with Caregivers (EPIC): Linking instruction and family capacity-building recommended practices. In P. A. Snyder & M. L. Hemmeter (Eds.), Instruction: Effective strategies to support engagement, learning, and outcomes: DEC Recommended Practices Monograph Series (No. 4, pp. 145-158). Division for Early Childhood.