Faculty & Staff


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.

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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.
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.
Development of a Dual Language Narrative Curriculum:Graphical Abstract of Report (2018)
This research project is based on the knowledge that early oral language skills lay the foundation for later reading comprehension and academic success. Young Spanish-speaking English learners, with limited English language, are at risk for academic difficulty. Early and intensive language promotion that builds upon their Spanish language foundation can help prepare English learners for school success and foster bilingualism, which can lead to increased social, vocational and economic opportunities.
Early History, Mealtime Environment, and Parental Views on Mealtime and Eating Behaviors among Children with ASD in Florida (2018)
This study was a cross-sectional study to examine problematic mealtime behaviors among children with autism spectrum disorder (ASD) in Florida. Forty-one parents completed a 48-item survey.
Building Capacity to Support Students with Autism Spectrum Disorder: A Modular Approach to Intervention (2018)
This article describes how a modular intervention framework could be implemented in schools. A case study is used to illustrate implementation of the framework.
The Landfill Is Full: Breaking the Data-Dumping Model (2018)
Students at risk for behavioral difficulties have unique needs that affect their academic, behavioral, and social skills. Many of these students are served in various educational settings, possibly transitioning back and forth from traditional schools to alternative settings. As they transition, there is a chance that the students' behavioral data will not follow them to and from education settings. This study explores systems that are used for tracking students' behavioral data within alternative settings and the transition to traditional public schools. A survey was administered to district staff to ascertain the processes in place for the transition of students and their data between alternative education settings and traditional public schools. Survey results are discussed, school exemplars are presented, and implications for future research and practice at the district level are suggested.
PBS Goes to Middle School: Building Capacity of Peer Buddies to Implement a PBS Intervention with Fidelity (2018)
This study demonstrated how to include peers as contributing members of a Positive Behavior Support (PBS) team.

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Publication Highlights

CFS Faculty and Staff Publish Article on Neurodiversity in HR Florida Review Magazine

Neurodiversity is a term that describes people who think differently, see the world from varying perspectives, or who pick up the details of a task that others may have missed.

Dr. Heather Peshak George Serves as Contribution Editor of Special Issue on PBIS for the Journal of Behavioral Disorders

In addition, CFS faculty Karen Cox, MA, Lauren Evanovich, PhD, Heather Peshak George, PhD,  Devon Minch, PhD and Therese Sandomierski, PhD have published articles in the Special Issue.

Dr. Tina Dillahunt-Aspillaga Serves as Co-editor on a Special Supplement of the Archives of Physical Medicine and Rehabilitation

The issue, to be released in February 2018, consists of articles that represent current thinking about community reintegration (CR) and lays the groundwork for testing interventions to improve CR outcomes for veterans and service members.

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