Jo Hendrickson

Jo Hendrickson
University of Iowa | UI · Department of Teaching and Learning

PhD

About

66
Publications
6,890
Reads
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1,097
Citations
Citations since 2017
0 Research Items
250 Citations
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201720182019202020212022202301020304050
201720182019202020212022202301020304050
Additional affiliations
August 1989 - January 2016
University of Iowa
Position
  • Professor & Director of UI REACH, emerita
August 1989 - June 2016
University of Iowa
Position
  • Professor & UI REACH Director Emerita

Publications

Publications (66)
Article
A phenomenon is spreading across institutions of higher education (IHEs)-the participation of students with intellectual disabilities (ID) in inclusive postsecondary education programs. Data on two cohorts of first-year students with ID indicate that these students are experiencing college life, as measured by the National Survey of Student Engagem...
Article
Full-text available
This study examined the efficacy of the EDIT Strategy on proofreading skills of postsecondary individuals who attended a campus-based college program for students with developmental disabilities. A random assignment to treatment or control groups and a pre- and posttest with maintenance follow-up design were employed. The EDIT Strategy was taught t...
Article
This investigation explored the use of strategic instruction to improve the essay-test taking skills of young adults who were enrolled in a campus-based, post-secondary education program for individuals with developmental disabilities. A random assignment to treatment or control groups and a pre-and posttest design was used. The participants employ...
Article
Across the United States postsecondary education (PSE) options for young adults with autism and intellectual disabilities (ID) are emerging as a result of parent-professional advocacy group actions and legislation such as the Higher Education Opportunity Act of 2008 (HEOA). In this article the University of Iowa Realizing Educational and Career Hop...
Article
Assessment permeates many aspects of our educational society. With the passage of federal legislation (i.e., No Child Left Behind Act of 2001 and Individuals With Disabilities Education Improvement Act of 2004), assessment in the form of accountability is ever present in our K-12 educational system. Current assessment practices should be used in an...
Article
Reread–Adapt and Answer–Comprehend (RAAC) is a reading intervention designed to target fluency and comprehension for students with disabilities. Previous researchers have demonstrated the effectiveness of the intervention for students with learning disabilities. This study extended the research by using the RAAC intervention with three postsecondar...
Article
Full-text available
This study examined the effectiveness of the ANSWER Strategy (Hughes, Schumaker, & Deshler, 2005) in improving the essay composition skills of post-secondary students with developmental disabilities. The six-step strategy incorporated analyzing essay prompts, creating an outline, generating an essay response, and reviewing the answer. The students...
Article
This study investigated the efficacy of a writing (ANSWER) strategy to improve the essay test responses of students who were enrolled in a campus-based, postsecondary education program for individuals with developmental disabilities. Random assignment to treatment or control groups and a pre- and posttest design were employed. Students used the six...
Article
The combined repeated reading and question generation procedure is a reading intervention designed to target both fluency and comprehension for students with disabilities. Previous research has demonstrated the effectiveness of the intervention for school age children with learning disabilities. This study extended the research by utilizing the pro...
Article
We used the Student Friendship Perception Survey (SFPS) (Hamre-Nielupski, Hendrickson, Nielupski, & Shokoohi-Yekta, 1993; Hendrickson, Shokoohi-Yekta, Hamre-Nietupski, & Gable, 1996) to examine the opinions of 656 American and 289 Iranian high school students (13-18 years old, M= 15.0 and 15.5, respectively) in inclusive settings regarding friendsh...
Article
A peer-rating scale was employed to identify the bullying status and behavior patterns of 27 preadolescents and adolescents with BD who were included in general education classes. Together with responses of 247 peers (total n = 274), results indicated that 11% of the students with BD were labeled bullies (vs. 11% of peers), 33% victims (vs. 9% of p...
Article
The pivotal role of teachers in establishing positive, supportive, inclusive learning environments based on the implementation of empirically-supported teaching strategies (IDEA, 1997, 2004: NCLB, 2002) is uncontestable. Nonetheless, it is not uncommon to find classrooms characterized by teacher reprimands for inappropriate behavior, coercive inter...
Article
In large numbers, students variously categorized as learning disabled, behavior disordered, or mentally retarded, are being educated in the "least restrictive environment" (LRE). The article examines the relationship between carrying out instruction in the LRE and traditional versus contemporary assessment practices. It is shown that the selection...
Article
The empirical, conceptual, and theoretical knowledge of early-career EBD teachers was assessed two years after student teaching and compared to their ratings of the importance of specific instruction and classroom management competencies as well as to their application of those competencies. Twelve teachers, six elementary and six secondary, with m...
Article
There is mounting evidence that the majority of severe and chronic problem behaviors demonstrated by school-aged children and adolescents stem from behavior patterns that are established during early childhood. Without early identification and proactive prevention/intervention among young children at risk, problem behavior is likely to continue to...
Article
This article discusses strategies and procedures for promoting maintenance and generalization of student behavior changes resulting from interventions based on functional behavioral assessment. Strategies include self-management techniques, cognitive mediation, self-advocacy training, use of peers, booster training, environmental modifications, and...
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Full-text available
This article reviews recent medical research on the relationship between young maternal age and the incidence of low birth weight infants. One line of research, "nature," emphasizes biological factors in early adolescence such as immaturity of the female reproductive system and inadequate prenatal weight gain. "Nurture," another research focus, str...
Article
A study examined the records of 99 non-adjudicated students with severe emotional and/or behavior disorders (EBD), 49 of whom were placed in regular schools and 50 who were in segregated schools. Results indicated that students served in regular schools were identified as severely behaviorally disordered at an earlier age. (CR)
Article
A survey on friendships with peers with severe disabilities of 1,137 middle and high school students was conducted across three states. Students indicated that they should try to make friends with peers with severe disabilities and that friendships are most likely to develop when students with disabilities are educated in general education classes,...
Article
A comprehensive classroom behavior management program, the Boy's Town System (BTS), was evaluated in a US school setting. The BTS was used in four programs for emotionally/behaviorally disturbed (EBD) students. Two other EBD programs served as control groups. Academic performance was measured using the Three R's Achievement Test and curriculum base...
Article
Explores the feasibility of casting emotional/behavioral disordered peers in the role of behavior change agents. The advantages of peer-mediated interventions (PMIs) over adult-led interventions are discussed. The article examines studies in which peers have served as behavior modifiers. Discussion centers on the methodology associated with impleme...
Article
Surveyed 312 regular education teachers of kindergarten through high school age students on their perceptions of facilitating friendships between students with moderate, severe, or profound disabilities and nondisabled peers. Ss indicated that such friendships are possible, they should be facilitated by adults, and that they are beneficial to stude...
Article
Full-text available
We used a multiple baseline design across teachers (with a reversal phase for 1 teacher) to evaluate the direct and indirect effects of a structured coaching procedure on the teaching behaviors of 3 day-care teachers. Structured coaching preceding daily caregiver routines resulted in (a) substantial increases in adult delivery of behavioral support...
Article
There is mounting concern among professionals in special education about where students with special needs receive services. The relative dearth of empirical data to guide states, school districts, and teacher preparation programs as teacher roles and instructional responsibilities are redefined is sorely evident. In this study, a factor likely to...
Article
Studies of developmental outcome of neonatal intensive care unit graduates have generally been limited to the first 2 to 3 years of life, with outcome determined by psychometric tests. This study followed neonatal intensive care unit graduates born 1975 through 1983 (n = 457) into the public school system and compared their educational outcomes wit...
Article
An eco-behavioral observation system was developed for use with students with behavior disorders or emotional disturbances. Discussed are the ecosystem definition, the student-instructional setting interface, and the assessment procedure, including evaluation of the quality of academic responding, program evaluation, staff development, and transiti...
Article
Compared the perceptions of teachers of students with emotional and/or behavioral disorders and those of special teacher educators. 111 teachers and 25 teacher trainers (1) estimated the number of hours teachers spend weekly executing various responsibilities/competencies, (2) rated the importance of those competencies to teacher effectiveness, and...
Article
A nine-step model is presented for diagnosing and correcting computation errors in arithmetic. The model, which lends itself to curriculum-based assessment and instruction, involves such steps as identifying error patterns, interviewing the student, and selecting the appropriate corrective strategy. (JDD)
Article
Relatively little is known about the specific strategies teachers use before referning a student for special education. We reviewed the literature and identified 10 frequently recommended prereferral strategies. A survey of teachers' use of these strategies was conducted to ascertain the frequency with which they are employed. The results indicate...
Article
Although adolescents face many potentially life-threatening choices, schools are ill equipped to offer comprehensive guidance for developing personal survival skills. This article outlines four conditions militating against schools' acceptance of this role, advocates collaboration between schools and community-based youth organizations, and describ...
Article
A peer coaching approach was developed for use in the Multidisciplinary Diagnostic and Training Program (MDTP) at the University of Florida, in collaboration with Old Dominion University in Virginia. The MDTP provides diagnostic services to elementary-aged children with learning, behavior, and/or medical problems. The peer coaching model includes t...
Article
This step-by-step guide to informal, classroom-based assessment of students with special needs offers a comprehensive presentation of error analysis procedures. The book deals with the following topics in 10 chapters: (1) an overview of traditional academic assessment; (2) enhancing the learning of handicapped preschoolers; (3) errors and error ana...
Article
This investigation examined the extent to which an ecological perspective is taught to teachers of the behaviorally disordered. Questionnaire data were obtained on 139 undergraduate and 144 graduate special education programs. Respondents provided information on course hours and field activities in six training areas common to an ecological approac...
Article
There is growing recognition that the bulk of the traditional, norm-referenced tests fail to help teachers make instructional decisions. In rejecting these measures, diagnosticians and teachers alike are seeking strategies for identifying and directly remediating mistakes students make in arithmetic computation. This article presents a step-by-step...
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This article represents an effort to examine the content of special education teacher-training programs in relationship to the changing role and function of special educators. This investigation involved a national survey of special education undergraduate and graduate programs on the relative amount of emphasis placed on (a) preschool, primary, ad...
Article
Compared the planning and instruction used by 33 teachers of mentally retarded (MR) students (from untestable to IQ 55) with that used by 30 teachers of multiply handicapped (MH) students (moderately to severely mentally and physically handicapped). Results show that Ss engaged in virtually the same instructional acts regardless of diagnostic label...
Article
Traditionally, teachers in preservice special education have been trained according to categories of exceptionality or handicapping condition. Advocates of an emerging noncategorical approach argue that (a) categories are not educationally relevant, (b) categorical groupings overlap with individual differences, and (c) diagnostic labels can lead to...
Article
Researchers have long sought to identify teaching acts that have a predictable effect on learner performance. The contingent use of teacher praise is well documented for its positive influence on the social behavior of handicapped youngsters. However, results of the present study indicate that teachers of the mentally retarded, multihandicapped and...
Article
The two experiments described in this article represent an attempt to functionally analyze the effects of specific peer social initiations on the behavior of withdrawn, handicapped children. The following social approach behaviors were previously found to set the occasion for positive, reciprocal interaction among normally developing preschool chil...
Article
The purpose of this naturalistic study was to identify the kinds of social behaviors that normally developing preschool children exhibit while manipulating various toys and materials found in most preschool settings. One hundred fifteen 3-, 4-, and 5-year-olds in four day-care centers were observed during free play periods. Thirty-eight available t...
Article
The purpose of this observational study on preschool children's interactive behaviors was to produce a set of normative data that could be directly used for the identification of socially withdrawn children and the empirical selection of target behaviors for intervention. A total of 60 children, evenly distributed across three-, four-, and five-yea...
Article
The study compared the effectiveness of two commonly used questioning sequences with four preschool developmentally delayed male children, aged 3 to 5 years, and their four adult trainers. The Full Model to Open Question sequence began with presenting the child with a model of the correct answer and then proceeded to increasingly less restricted ch...
Article
The purpose of this observational study of the activity context in which preschool children engaged in positive social interactions was to produce a data source that could be used to assist in the identification of socially withdrawn children, and to select efficient training contexts in which to develop the social behavior repertoire of withdrawn...
Article
It has been demonstrated repeatedly the LD children are often the targets of negative behavior and social rejection by age-peers. In this review paper, two primary areas of literature are examined: a) the social interactions typical of LD children; and b) peer-mediated strategies for enhancing LD children's social standing. In a final section, we e...
Article
Full-text available
A single?subject multiple?baseline design using within? and across?subject replication was employed to study the acquisition of expanded ?agent?action?object? sentences and the spontaneous generation of this form in the natural environment. Three young language?delayed subjects were trained to describe various agent?action?object relationships with...
Article
The parent training component of early childhood intervention programs was examined with four handicapped children (26 to 29 months old) and their mothers. Antecendent and contingent modeling, two procedures that parents are commonly trained to use with their handicapped children, were investigated. Each modeling procedure was effective in teaching...

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