More Publications

Barton, E., Bishop, C., & Snyder, P. (2014). Quality instruction through complete learning trials: Blending intentional teaching with embedded instruction. In K. Pretti-Frontczak, J. Grisham-Brown, & L. Sullivan (Eds.),Blended practices for all children. Young Exceptional Children Monograph, 16, 73-96/

Zhang, L., Jin, R., Leite, W., & Algina, J. (2014). Additive models for MTMM data with a multiplicative trait-method relationship: A simulation study. Structural Equation Modeling: A Multidisciplinary Journal.

Conroy, M.A., Alter, P.J., & Sutherland, K.S. (2014). Classroom-based research in the field of EBD: Future research directions. In Garner, P. & Kauffman, J., & Elliot, J. (Eds.). Handbook of Emotional and Behavioral Difficulties (2nd Ed) (xx-xx). London: SAGE.

Conroy, M., Whalon, K., & Martinez, J. (in press). In J. E. Hart & K. J. Whalon (Eds.). Friendship 101: Developing Social Skills Among Children and Youth with Developmental Disabilities. DADD Prism Monograph Series, Vol. #8.

Conroy, M.A., Alter, P., Boyd, B., & Bettini, E. (2014). Teacher preparation for students who demonstrate challenging behaviors. Handbook of Research on Special Education Teacher Preparation (Sindelar, McCray, Brownell, & Lingnugaris/Kraft (Eds.). Routledge, Taylor, & Francis.

Hemmeter, M.L., Fox, L., & Snyder, P. (2014). Teaching Pyramid observation tool manual – Research edition. Baltimore: Brookes.

Snyder, P., McLean, M., & Bailey, D.B. (2013). Types and technical characteristics of assessment instruments. In M. McLean, M.L. Hemmeter, & P. Snyder (Eds.), Essential elements for assessing infants and preschoolers with special needs. Boston, MA: Pearson.

Snyder, P., McLaughlin, T., & McLean, M. (2013). Recommended practices in assessment. In M. McLean, M. L. Hemmeter, & P. Snyder  (Eds.),  Essential elements for assessing infants and preschoolers with special needs. Boston, MA: Pearson Publishing Co.

Horn, E., & Snyder, P. (2013). Assessing adaptive behavior. In Mclean, M., Hemmeter, M.L., & Snyder, P.A.Essential Elements for assessing infants and preschoolers with special needs. Boston: Pearson.

Snyder, P., Hemmeter, M. L., McLean, M. E., Sandall, S., & McLaughlin, T. (2013). Embedded instruction to support early learning in response-to-intervention frameworks. In V. Buysse & E. Peisner-Feinberg (Eds.),Handbook of response-to-intervention in early childhood. Baltimore, MD: Brookes.

Hemmeter, M. L., Fox, L., & Snyder, P. (2013). A tiered model for promoting social-emotional competence and addressing challenging behavior. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of response-to-intervention in early childhood. Baltimore, MD: Brookes.

Henry, G., Heilbronner, R., Algina, J., & Kaya, Y. (2013) Derivation of the MMPI-2-RF Henry-Heilbronner Index-r (HHI-r) Scale. The Clinical Neuropsychologist, 27, 509-513

Snyder, P., Hemmeter, M.L., Fox, L., Bishop, C., & Miller, D. (2013). Developing and gathering psychometric evidence for a fidelity instrument: The Teaching Pyramid Observation Tool-Pilot Version. Journal of Early Intervention, 35 (2), 150-173. (Special issue on Treatment Fidelity)

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 Behavior Interventions.

McKenney, E.L.W., Waldron, N., & Conroy, M.A. (2013). The effects of training and performance feedback during behavioral consultation on general education middle school teachers integrity to functional analysis procedures. Journal of Educational and Psychological Consultation, 23, 63-85.

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). (Special issue on Treatment Fidelity).

Brown, W.H., Knopf, H., Conroy, M.A., Smith-George, H, & Greer, F. (2013). Preschool inclusion and response to intervention (RTI) for children with disabilities. In V. Buysse & E. Peisner-Feinberg (Eds.). Handbook of Response to Intervention (TRI) in early childhood (341-355). Baltimore: Paul H. Brookes.

Henry, G. & Algina, J. (2013). Use of the Color Trails Test as an Embedded Measure of Performance Validity.The Clinical Neuropsychologist. http://dx.doi.org/10.1080/13854046.2013.786758

McLaughlin, T., Denney, M., Snyder, P., & Welsh, J. (2012). Behavior support interventions implemented by families: An examination of contextual fit. Journal of Positive Behavior Interventions, 14, 89-100. doi:10.1177/1098300711411305

Snyder, P., Hemmeter, M. L., Meeker, K. A., Kinder, K., Pasia, C., & McLaughlin, T. (2012).  Characterizing key features of the early childhood professional development literature. Infants and Young Children25, 188-212.
doi: 10.1097/IYC.0b013e31825a1ebf

Henry, G., & Algina, J. (2013). Derivation of the MMPI-2-RF Henry-Heilbronner Index-r (HHI-r) Scale. The Clinical Neuropsychologist, 27, 509-515.

Peters, C. D., Smith, S. W., Algina, J., & Daunic, A. P. (2012). Factorial validity of the behavior rating inventory of executive function (BRIEF) teacher form. Child Neuropsychology18, 168-181.

Sutherland, K.S., Conroy, M.A., Vo, A., Abrams, L., & Ogston, P. (2012) An initial evaluation of the Teacher-Child Direct Observation System: Measure teacher-child interaction behaviors in classroom settings. Assessment for Effective Intervention, XX, 1-12.

VanDerHeyden, A., McLaughlin, T.Algina, J., & Snyder, P. (2012). Randomized evaluation of supplemental grade-wide mathematics intervention. American Educational Research Journal, 49, 1251-1284. doi: 10.3102/0002831212462736

Delano, M. & Whalon, K. (2012). Reading instruction for students with ASD. In D. Perner & M. E. Delano (Eds.), Teaching students with autism. Reston, VA:  Council for Exceptional Children.

Snyder, P.Crowe, C., & Crow, R. (2012). Responsive instructional leadership for early intervention. In J. B. Crockett, B. S. Billingsley, & M. L. Boscardin (Eds.), The handbook of leadership and administration (pp. 315-336). New York, NY: Routledge.

Delano, M. & Whalon, K. (2012). Social skills interventions. In D. Perner & M. E. Delano (Eds.), Teaching students with autism. Reston, VA:  Council for Exceptional Children.

Brown, W. H., & Conroy, M. A. (2012). Social-emotional competence in young children with developmental delays: Our reflection and vision for the future. Journal of Early Intervention33, 310-320.

Hart, J. & Whalon, K. (2012). Using video self-modeling via iPads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability.  Education and Training in Autism and Developmental Disabilities, 47(4), 438-446.

Whalon, K. & Hart, J. E. (2011). Adapting an evidence-based reading comprehension strategy for learners with autism spectrum disorder. Intervention in School and Clinic, 46,195-203. doi: 10.1177/1053451210389036

Oakland, T. D., & Algina, J. (2011). Adaptive behavior assessment system-II parent/primary caregiver form: Ages 0-5:  Its factor structure and other implications for practice. Journal of Applied School Psychology,27, 103-117.

Whalon, K. & Hart, J. E. (2011). Children with autism spectrum disorder and literacy instruction: An exploratory study of elementary inclusive settings. Remedial and Special Education, 32, 243-255.

Fox, L., Hemmeter, M. L., Snyder, P., Binder, D., & Clarke, S. (2011). Coaching early childhood special educators to implement a comprehensive model for promoting young children’s social competence. Topics in Early Childhood Special Education, 31, 178-192. doi:10.1177/0271121411404440

Hart, J. E. & Whalon, K. (2011). Creating social opportunities for students with autism spectrum disorder in inclusive settings. Intervention in School and Clinic, 46, 273-279. doi: 10.1177/1053451210395382

Ridgley, R., Snyder, P., McWilliam, R. A., & Davis, J. E. (2011). Development and initial validation of a professional development intervention to enhance the quality of individualized family service plans. Infants and Young Children, 24, 309-328. doi: 10.1097/IYC.0b013e318229e54d

Boyd, B. Conroy, M. A., Asmus, J. M., & McKenney, L. W. (2011). Direct observation of outcomes of peer-related social interactions for young children with autism spectrum disorders. Exceptionality, 19, 94-108.

Snyder, P., McLaughlin, T., & Denney, M. (2011). Frameworks for guiding program focus and practices in early intervention. In J. M. Kauffman & D. P. Hallahan (Series Eds.) & M. Conroy (Section Ed.), Handbook of special education: Section XII Early identification and intervention in exceptionality (pp. 716-730). New York, NY: Routledge.

Lane, K., Jolivette, K., Conroy, M. A., Nelson, M., & Benner, G. J. (2011). Future directions for the field of E/BD: Standing on the shoulders of giants. Education and Treatment of Children, 34, 423-443.

McLean, M. E., & Snyder, P. A. (Co-Editors). (2011). Gathering information to make informed decisions: Contemporary perspectives about assessment in early intervention and early childhood special education [Monograph]. Young Exceptional Children Monograph, 13, 1-206.

Hemmeter, M. L., Snyder, P., Kinder, K., & Artman, K. (2011). Impact of performance feedback delivered via electronic mail on preschool teachers’ use of descriptive praise. Early Childhood Research Quarterly, 26, 96-109.

Snyder, P. (2011). Implementing randomized controlled trials in preschool settings that include young children with disabilities: Considering the context of Strain and Bovey. Topics in Early Childhood Special Education,31, 162-165. doi: 10.1177/0271121411418005

Snyder, P., Denney, M., Pasia, C., Rakap, S., & Crowe, C. (2011). Professional development in early childhood intervention. In C. Groark (Series Ed.) & L. Kaczmarek (Vol. Ed.), Early childhood intervention program policies for special needs children: Vol. 3. Emerging issues (pp. 169-204). Santa Barbara, CA: Praeger/ABC-CLIO.

Snyder, P., Hemmeter, M. L., & McLaughlin, T. (2011). Professional development in early childhood intervention: Where we stand on the 25th anniversary of P.L. 99-457. Journal of Early Intervention (Special issue in honor of the 25th anniversary of IDEA’s early childhood programs), 33, 357-370.

McLaughlin, T., Snyder, P., & Hemmeter, M. L. (2011). Using embedded instruction to support young children’s learning. Exchange Magazine, September/October Edition, 53-56.

Algina, J., & Keselman, H. J. (2010). Confidence intervals for squared semipartial correlation coefficients: The effect of nonnormality. Educational and Psychological Measurement, 70, 926-940.

Shi, Y., Leite, W., & Algina, J. (2010). The impact of omitting the interaction between cross-classified factors in cross-classified random effects modeling. British Journal of Mathematical and Statistical Psychology, 63, 1-15.

Sutherland, K. S., Conroy, M., Abrams, L., & Vo, A. (2010). Improving interactions between teachers and young children with problem behavior: A strengths-based approach. Exceptionality, 18, 70-81.

Ridgley, R., & Snyder, P. (2010). Quantifying what occurs during early intervention home visits. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 4(1), 1-27.

Conroy, M. A., Sutherland, K., Snyder, A., Al-Hendawi, M. & Vo, A. (2009). Creating a positive classroom atmosphere: Teachers’ use of effective praise and feedback. Beyond Behavior, 18(2), 18 – 26.

Mancil, G. R., Conroy, M. A., & Haydon, T. (2009). Effects of a modified milieu therapy intervention on the social communicative behaviors of young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 149 – 162.

Whalon, K. J., Al Otaiba, S., & Delano, M. (2009). Evidence based reading instruction for individuals with autism spectrum disorders. Focus on Autism and Developmental Disabilities, 24, 3-16.

Al Otaiba, S., Lewis, S., Whalon, K., & Dyrlund, A. (2009). Home literacy environments of young children with Down syndrome. Remedial and Special Education, 30, 96-107.  

Fullerton, E. K., Conroy, M. A., & Correa, V. (2009). An investigation of early childhood teachers’ use of specific praise during transition activities with young children at high risk for emotional/behavioral disorders. Behavioral Disorders, 34, 118- 135.

VanDerHeyden, A., & Snyder, P. (2009). Training adaptive skills within the context of multi-tiered intervention systems: Application of the instructional hierarchy. Early Childhood Services: An Interdisciplinary Journal of Effectiveness, 3, 143-156.

Snyder, P., Wixson, C., Talapatra, D., & Roach, A. (2008). Assessment in early childhood: Instruction-focused strategies to support response-to-intervention frameworks. Assessment for Effective Intervention, 34, 25-34.

Conroy, M. A., Stichter, J. P. Daunic, A., & Haydon, T. (2008). Classroom-based research in the field of emotional and behavioral disorders: Methodological issues and future research directions. Journal of Special Education, 41, 209-222.

Conroy, M. A., Sutherland, K. S., Snyder, A. L., & Marsh, S. (2008) Classwide interventions: Effective instruction makes a difference. TEACHING Exceptional Children, 40(6), 24 – 31.

Alter, P. Conroy, M., Mancil, G. R., & Haydon, T. (2008). A comparison of functional behavior assessment methodologies with young children: Descriptive methods and functional analysis. Journal of Behavioral Education, 17, 200-219.

Keselman, H. J., Wilcox, R. R., Algina, J., Othman, A. R.,  & Fradette, K. (2008). A comparative study of robust tests of spread: Asymmetric trimming strategies. British Journal of Mathematical and Statistical Psychology,61, 235–253.

Kauffman, J. M., Conroy, M., Gardner, R., & Oswald, D. (2008). Cultural sensitivity in the application of behavior principles to education. Education and Treatment of Children, 31, 239-262.

Boyd, B. A., Conroy, M. A., Asmus, J. M., McKenney, E. L. W., & Mancil, G. R. (2008). Descriptive analysis of classroom setting events on the social behaviors of children with autism spectrum disorder. Education and Training in Developmental Disabilities, 43, 186-197.

Katsiyannis, A., Conroy, M., & Zhang, D. (2008). District level administrator’s perspectives on the implementation of functional behavioral assessment. Behavioral Disorders, 34, 14 – 26.

Whalon, K. & Hanline, M. F. (2008). Effects of reciprocal questioning on the question generation and responding of children with autism spectrum disorders. Education and Training in Developmental Disabilities, 43, 367-387.  

Keselman, H. J., Algina, J., Lix, L., Wilcox, R. R., & Deering, K. (2008). A generally robust approach for testing hypotheses and setting confidence intervals for effect sizes. Psychological Methods, 13, 110-129.

Wei, Y., Oakland, T. D., & Algina, J. (2008). Multigroup confirmatory factor analysis for the parent form, ages 5-21, of the Adaptive Behavior Assessment System-II.  American Journal on Mental Retardation¸ 113, 178-186.

Algina, J., Keselman, H. J., & Penfield, R. D. (2008). Note on a confidence interval for the squared semi-partial correlation coefficient. Educational and Psychological Measurement, 68, 734-741.

Algina, J., & Keselman, H. J. (2008). Population validity and cross validity: Applications of distribution theory for testing hypotheses, setting confidence intervals and determining sample size. Educational and Psychological Measurement, 68, 233-242.

Conroy, M. A., Sutherland, K., Haydon, T., Stormont, M., & Harmon, J. (2008). Preventing and remediating young children’s chronic problem behaviors: An ecological classroom-based approach. Psychology in the Schools, 46, 3- 17.

Snyder, P., Eason, J., Philibert, D., Ridgway. A., & McCaughey, T. (2008). Reliability and validity of the Alberta Infant Motor Scale scores for a sample of infants at dual risk. Physical and Occupational Therapy in Pediatrics, 28, 267-282.

Hart, J. E., & Whalon, K. J. (2008). 20 ways to promote academic engagement and communication of students with autism spectrum disorder in inclusive settings. Intervention in School and Clinic, 44, 116-120.

Keselman, H. J., Wilcox, R. R., Lix, L. M., Algina, J., & Fradette, K. (2007). Adaptive robust estimation and testing. British Journal of Mathematical and Statistical Psychology, 60, 267-294.

Wehry, S., &  Algina, J. (2007). Analyses of unbalanced groups-versus-individual research designs using three alternative approximate degrees of freedom tests: test development and Type I error rates. Journal of Modern Applied Statistical Methods, 6, 53 – 65.

Conroy, M. A., Asmus, J. M., Boyd, B. A., Ladwig, C. N., & Sellers, J. A. (2007). Antecedent classroom factors and disruptive behaviors of children with autism spectrum disorders. Journal of Early Intervention, 30, 19 – 35.

Algina, J., Keselman, H. J., & Penfield, R. D. (2007). Confidence intervals for an effect size measure in multiple linear regression. Educational and Psychological Measurement, 67, 207-218.

Boyd, B.,  Conroy, M. A., Mancil, G. R., Nakao, T., & Alter, P. J. (2007). Effects of circumscribed interests on the social behaviors of children with autism spectrum disorders: Use of structural analysis analogues.Journal of Autism and Developmental Disorders, 37, 1550-1561.

Conroy, M. A. Boyd, B. A., Asmus, J. M., & Maderia, D. (2007). A functional approach for ameliorating social skills deficits in young children with autism spectrum disorders. Infants and Young Children, 20, 242-254.

Whalon, K., Hanline, M. F. & Woods, J. (2007). Interactive storybook reading: Increasing the reading comprehension of young children with autism. Young Exceptional Children 11, 16-27.

VanDerHeyden, A., Snyder, P., Broussard, C., & Ramsdell, K. (2007). Measuring response to early literacy intervention with preschoolers at risk. Topics in Early Childhood Special Education, 27, 232-249.

Payne, L. D., Scott, T. M., & Conroy, M. (2007). A school-based examination of the efficacy of function-based intervention. Behavioral Disorders, 32, 158-174.

Padilla, M. A., & Algina, J. (2007). Type I error rates of the Kenward-Roger adjusted degree of freedom F‑test for a split‑plot design with missing values. Journal of Modern Applied Statistical Methods, 6, 66-80.

Misangi, V. F., LePine, J. A., Algina, J., & Goeddeke, F. (2006). The adequacy of repeated measures regression for multilevel research designs. Organizational Research Methods, 9, 5-26.

Algina, J., Keselman, H. J., & Penfield, R. D. (2006). Confidence interval coverage for Cohen’s effect size statistic. Educational and Psychological Measurement, 66, 945-960.

Algina, J., Keselman, H. J., & Penfield, R. D. (2006). Confidence intervals for an effect size when variances are not equal. Journal of Modern Applied Statistical Methods, 5, 2-13.

Mancil, G. R., Conroy, M. A., Alter, P. J., & Nakao, T. (2006). Functional communication training in the natural environment: A pilot investigation with a young child with autism spectrum disorder. Education and Treatment of Children, 29, 615-633.

Penfield, R., & Algina, J. (2006). A generalized dif effect variance estimator for measuring unsigned differential test functioning in mixed format tests. Journal of Educational Measurement, 43, 295-312.

VanDerHeyden, A., & Snyder, P. A. (2006). Integrating early intervening frameworks from early childhood intervention and school psychology to accelerate growth for young children. School Psychology Review, 35, 519-534. [Special series co-editor]

Kowalchuk, R., Keselman,  H. J., Wilcox, R., & Algina, J. (2006). Multiple comparison procedures, trimmed means, and transformed statistics, Journal of Modern Applied Statistical Methods, 5, 43-64.

Werba, B. E., Eyberg, S. M. Boggs, S. R., & Algina, J. (2006). Predicting outcome in parent-child interaction therapy: success and attrition. Behavior Modification, 30, 618-646.

Dunlap, G., Strain, P. S., Fox, L. Carta, J., Conroy, M., Smith, B., . . .Sowell, C. (2006). Prevention and intervention with young children’s challenging behavior: A summary of current knowledge. Behavioral Disorders, 32, 29-45.