Publications

Publications in our database are reports and resource materials produced within the Department of Child and Family Studies, as well as recent journal articles authored by CFS faculty. To view a more thorough listing of recent books, book chapters and articles written or edited by CFS faculty, view our Impact Reports or individual faculty vitas. You may also view the publications by topic on the right of this page.

Foundations of Behavioral Health (2020)

This comprehensive book examines the organization, financing, delivery, and outcomes of behavioral health (i.e., alcohol, drug abuse, and mental health) services from both U.S. andglobal perspectives.

Assessment and Technology: Mapping Future Directions in the Early Childhood Classroom (2019)

Authors highlight unique challenges around issues of developmental appropriateness, item development, psychometric validation, and teacher implementation in the use of future assessment systems.

Fostering Resilience among Couples Coparenting a Young Child with Autism: An Evaluation of Together We Are Stronger (2019)

The purpose of this study was to evaluate a 4-week caregiver training program designed to promote resilience among couples raising a child with Autism Spectrum Disorder (ASD). Seven couples with a child between the ages of 3 and 9 completed a group-based training focused on values, communication, coparenting, and managing stress.

Final Report: Evaluation of Specialized Treatment Programs for Dually Served Youth (2019)

In February 2018, DCF contracted with the University of South Florida to conduct an independent evaluation of specialized treatment programs.

Community-Based Child Abuse Prevention Program Evaluation (2019)

This report presents results of an evaluation of Family Support Services (FSS) provided by six Community-Based Care (CBC) lead agencies in Florida.

Addressing the Need for Progress in Special Education: Understanding Endrew F. and the Role of School Psychologists (2019)

 This paper addresses the history of IDEA, its connection with FAPE, and discuss the seminal cases of Rowley and Endrew F. and their implications for IEP teams. Considerations and recommendations for addressing FAPE for students will be provided, focusing on implications for the IEP, Multi-tiered Systems of Support (MTSS), and Behavior Intervention Plans (BIPs).

Using Data to Support Educators’ Implementation of Positive Classroom Behavior Support (PCBS) Practices (2019)

This paper discusses the types and purposes of data to guide decision-making, describe a cycle for collecting and using data, and share examples of how individual educators and school leadership teams use data to guide implementation of practices to support students and systems to support educators.

Randomization Procedures for Changing Criterion Designs (2019)

The purpose of this study was to develop and illustrate methods that incorporate randomization into the design and analysis of changing criterion designs (CCDs).

Postsecondary Education and Employment for Youth With Autism: Preliminary Results From a Customized Transition Program (2019)

This primary objective of this article, published in Rehabilitation Research, Policy, and Education/Special Issue on Emerging Disabilities, is to provide an overview of a customized transition program, The Learning Academy (TLA), for students with autism.

Defining the Word Bullying: Inconsistencies and Lack of Clarity Among Current Definitions (2019)

The authors briefly review the core elements (i.e., components) of bullying reported in the literature and synthesize the varying definitions of bullying offered by researchers, federal legislation, state legislation, school district policy, school staff members, students, and parents. In addition, the authors discuss factors that are thought to influence individuals’ definitions of bullying. Last, the impact that inconsistent and unclear definitions of bullying may have on assessment and interventions for bullying is considered and future directions are described.