Faculty & Staff

 

 

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.

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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.
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.
District Practices Associated With Successful SWPBIS Implementation (2018)
This exploratory study was conducted with the goal of identifying characteristics associated with school districts that have a high proportion of schools implementing SWPBIS with fidelity and sustained positive student discipline outcomes.
Behavioral Skills Training With Teachers: Booster Training for Improved Maintenance (2014)
This study evaluated the effects of a booster training for re-establishing the classroom management proficiencies that teachers had acquired previously, but had declined over a 12-month period.
Prevent-Teach-Reinforce for Young Children: The Early Childhood Model of Individualized Positive Behavior Support (2013)
This book describes a model for resolving serious challenging behaviors of toddlers and preschool-age children: Prevent-Teach-Reinforce for Young Children (PTR-YC). Link to excerpt.
Training Teachers to Conduct Trial-Based Functional Analyses (2013)
The purpose of this study was to determine whether teachers trained via an in-service training would be able to conduct trial-based functional assessments with high procedural integrity.
Using a Modified Pyramidal Training Model to Teach Special Education Teachers to Conduct Trial-Based Functional Analyses (2013)
This study evaluated the effectiveness of a modified pyramidal training procedure in which special education program coordinators were taught to conduct trial-based functional analyses and then provided support to special education teachers who were taught to conduct trial-based functional analyses and to calculate, graph, and analyze data.
Scaling Up School-Wide Positive Behavioral Interventions and Supports: Experiences of Seven States With Documented Success (2013)
This article provides a descriptive summary of the experience from seven states with a history of implementing and scaling School-Wide Positive Behavioral Interventions and Supports (SWPBIS) over the past decade.
Assessing Preference for Social Interactions (2013)
This study examined a procedure to assess preference for social interactions in individuals with intellectual and developmental disabilities

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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.

View more Publication Highlights