Maureen Conroy

University of Florida | UF · Anita Zucker Center for Excellence in Early Childhood Studies

The Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS) has been widely used to measure the social skills and behaviors of children and adolescents that are challenging. Studies examining the psychometric properties of the SSIS-TRS have been conducted, but the dimensional structure and item properties of the SSIS-TRS have not been exte...

Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers' attem...

This article will provide a brief reflection on Garwood’s summary of research on special education teacher burnout and fidelity of implementation in delivery of evidence-based behavioral interventions. Subsequently, we provide a conceptual and empirical summary of key issues for supporting teachers of and students with emotional and behavioral diso...

There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when fu...

Mixed-methods research (MMR) holds promise for investigating several empirical questions within special education, capitalizing on the strengths of quantitative and qualitative traditions. We present an overview of MMR in special education and quality indicators for conducting and reporting such studies. We look to the future for how MMR may advanc...

The use of singular methodologies has dominated emotional and behavioral disorder (EBD) intervention research, and by extension, the field has not deployed mixed-methods research (MMR). The purpose of this article is to provide an overview of MMR and demonstrate its utility for conducting EBD intervention research. The basic tenants and design prin...

Home–school partnerships between teachers and caregivers of students with or at risk of emotional/behavioral disorders (EBD) are critical to support positive student outcomes. Yet, effective home–school partnerships may be particularly challenging to foster for students with or at risk of EBD, and little is known about how teachers and caregivers v...

Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies. To address t...

While the measurement of treatment integrity is important to determine how much, and how well, interventions are delivered in schools, the science of treatment integrity is not well developed in education research. The purpose of this paper is to describe a program of research that has developed treatment integrity measures over the past 10 years t...

Teacher-reported measures of treatment integrity (the extent to which prescribed practices are delivered as intended by teachers) have the potential to support efforts to evaluate and implement evidence-based interventions in early childhood settings. However, self-report treatment integrity measures have shown poor correspondence with observer-rep...

This study examined the effects of the BEST in CLASS intervention professional development component when delivered online in comparison with in person and a control group. A total of 29 early childhood teachers serving young children demonstrating challenging behaviors were included as participants. Data were collected on teachers’ classroom quali...

Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS—Web, a web-based pro...

The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web. We describe the three-phase iterative development process used to adapt the parent program for delivery...

Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2...

Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher ra...

The far‐reaching impacts of the teacher–child relationship, including academic achievement and social/behavioral adjustment, have been well‐documented. At the same time, literature also suggests that teacher perceptions of teacher–child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching relat...

The far-reaching impacts of the teacher-child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher-child relationships is impacted by the race/ethnicity match or mismatch between teacher and child, with matching relate...

The far-reaching impacts of the teacher-child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher-child relationships is impacted by the race/ethnicity match or mismatch between teacher and child, with matching relate...

Many children exhibit problem behaviors in schools consistent with emotional/behavioral disorders (EBD), and teachers struggle to meet the learning needs of these children. Further, there is a need for Tier-2 programs that can be delivered by teachers in authentic classrooms settings to ameliorate the behavioral challenges presented by children wit...

Although there has been a concerted focus on developing evidence-based programs and practices to support the learning and behavioral needs of children and youth with emotional and behavioral disorders (EBD), there has been less focus on developmental, social and environmental factors that impact the implementation and effectiveness of these approac...

The primary purpose of this paper is to review how BEST in CLASS, an evidence-based program targeting children at risk for emotional and behavior disorders, interacts with a diverse range of social ecological factors to promote successful implementation. Recent findings from two BEST in CLASS studies (BEST in CLASS-Prekindergarten and BEST in CLASS...

Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS–Elementary (BEST in CLASS-E), a Tier 2 intervention delivere...

The purpose of this study was to explore teacher attributions for challenging behavior using both a quantitative measure and semi-structured teacher interviews. RESEARCH QUESTIONS To what factors do early elementary teachers attribute students' challenging behavior? (quantitative) How do early elementary teachers attribute students' challenging beh...

Students’ early experiences at school and home are critical to their social, emotional, and behavioral development. Research has found that family engagement in their child’s school experience can positively impact a child’s educational experience. Unfortunately, research has also demonstrated that teachers and families of students who engage in ch...

Students' early school experiences have a significant and long-term effect on key academic and social/behavioral outcomes. Evidence-based programs that both increase the quantity and quality of positive teacher-student interactions and decrease the frequency of negative teacher-student interactions may be critical for changing negative patterns and...

We conducted a systematic review and summarized the outcomes of single-case research design studies conducted in the last decade that have implemented peer-mediated interventions (PMI) to address the social competence needs of children with autism spectrum disorder (ASD) younger than 8 years of age. Eighteen studies with 53 children with ASD were i...

A growing body of research exists on the effectiveness of classroom-based intervention programs to prevent and ameliorate social, emotional, and learning difficulties demonstrated by young children at risk for emotional and behavioral disorders (EBD). Yet, little research has examined the influence of these targeted intervention programs on the tea...

Emotional Disturbance (ED) is one category under which a student can be evaluated and determined eligible to receive special education and related services. Students who experience ED are at greater risk for a host of negative long-term outcomes that include poor social, behavioral, and academic achievement in school, which in turn may impact gradu...

This study investigated if training and practice-based coaching in an evidence-based program was associated with higher observed treatment integrity (adherence and competence) and if these treatment integrity components were associated with teacher report of child behavioral outcomes in the BEST in CLASS efficacy trial. Participants were 462 childr...

Given the importance of engagement and impact of problem behavior on young children’s behavioral, social, and academic development, these two behaviors are often observed and measured in early childhood settings. The purpose of this brief report is to describe the findings from an examination of the use of multiple direct observation methods to mea...

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems ex...

Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and their perceptions of their workloads predict outcomes of concern, such as burnout and plans to quit teaching. Yet, to date, research provides few insights into feasible strategies school leaders could use to help novices better manage workloads....

The prevention science approach to emotional/behavioral disorders (EBD) focuses on early intervention targeting risk and resilience factors (e.g., early problem behaviors, teacher-child interactions, classroom climate). The current study investigates the effectiveness of BEST in CLASS, a classroom-based indicated preventive intervention targeting y...

Research has consistently linked early problem behavior with later adjustment problems, including antisocial behavior, learning problems and risk for the development of emotional/behavioral disorders (EBDs). Researchers have focused upon developing effective intervention programs for young children who arrive in preschool exhibiting chronic problem...

Teachers sometimes struggle to deliver evidence-based programs designed to prevent and ameliorate chronic problem behaviors of young children with integrity. Identifying factors associated with variations in the quantity and quality of delivery is thus an important goal for the field. This study investigated factors associated with teacher treatmen...

Novice special educators (those in their first 3 years) consistently report their workloads are unmanageable. Yet, it is not clear whether their perceptions of workload manageability contribute to outcomes of concern such as emotional exhaustion (a component of burnout) or intentions to continue teaching in their schools and districts. This pilot i...

Common practice elements were identified from a comprehensive literature review of evidence-based programs and interventions targeting social, emotional, and behavioral outcomes of students with problem behavior in early elementary school classrooms.

Accurate measurement of engagement and problem behaviors in early childhood settings is necessary when designing, measuring, and quantifying the effectiveness of interventions. Researchers often use event-based recording or interval recording to measure behaviors.These systems vary in precision and feasibility which raises questions about the utili...

For many years, the field has struggled to provide effective supports and interventions for students with emotional and behavioral disorders (EBDs). Rarely are EBDs identified and treated early. Additionally, students with EBDs who require intensive supports often have a myriad of needs, which can be difficult to address. Thus, the long-term outcom...

Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core evi...

Summary of teacher and child outcomes from the BEST in CLASS efficacy trial.

The purpose of this study was to compare time-sampling behavioral observation methods (i.e., partial-interval recording, whole-interval recording, and momentary time sampling) to continuous recording when measuring young children’s engagement and problem behaviors in early childhood settings.

The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to decrease challenging behaviors in young children with Autism Spectrum Disorder (ASD). Reviewed studies employed a single-case experimental design, targeted challenging behaviors, included children 3– 8 years old with ASD, and took...

Many young children enter early childhood programs demonstrating problem behavior that places them at elevated risk for developing emotional/behavioral disorders (EBD) and impacts their current and future developmental outcomes. Research shows that when young children and their teachers form positive relationships, child behavior and academic perfo...

The purpose of this review was to critically examine and summarize the impact of school-based interventions designed to facilitate the peer-related social competence of children with autism spectrum disorder (ASD). Reviewed studies employed a single-case experimental design, targeted peer-related social competence, included children 3-12 years old...

The purpose of this article is to describe the practice-based coaching model used in BEST in CLASS, a Tier-2 classroom-based intervention comprised of evi-dence-based instructional practices designed to prevent and ameliorate the chronic problem behaviors of young chil-dren at risk for the development of emotional/behavioral disorders. Following a...

Introduction: Many preschool children exhibit problem behaviors (behavioral, emotional, social) and collateral pre-academic deficits that place them at risk for emotional and behavioral disorders. Evidence-based programs comprised of evidence-based instructional practices delivered by teachers in classrooms have demonstrated positive effects for yo...

Introduction: Research supports the importance of teacher-child interactions in the development and display of young children’s problem behaviors. When young children with significant problem behaviors enter early childhood programs, they often have elevated levels of teacher-child conflict and increasing problem behaviors throughout the school yea...

Article The number of young children in early childhood settings exhibiting problem behavior that interferes with social/ emotional development continues to rise (Brauner & Stephens, 2006; Carter et al., 2010; L. A. McCabe & Frede, 2007). Reported prevalence rates suggest that as many as 14% to 30% of preschool children demonstrate significant prob...

Young children with and at risk for emotional/behavioral disorders (EBD) present challenges for early childhood teachers. Evidence-based programs designed to address these young children's behavior problems exist, but there are a number of barriers to implementing these programs in early childhood settings. Advancing the science of treatment integr...

Children who engage in chronic problem behavior can present challenges for their early childhood teachers, and are more likely to develop negative relationships with these and other adults with whom they interact. Unfortunately, children who develop negative relationships with their teachers early in their school careers are more likely to have lat...

The measurement of treatment integrity is critical to evaluate the efficacy and effectiveness of evidence-based programs (EBPs) designed to improve the developmental outcomes of young children at risk of emotional/behavioral disorders. Unfortunately, the science of treatment integrity measurement lags behind the development and evaluation of EBP fo...

This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching (in...

Introduction: Increasingly children enter pre-kindergarten programs with significant problem behaviors that place them at elevated risk for behavioral and learning difficulties. Unfortunately, many early childhood teachers lack the skills needed to prevent and ameliorate these children’s chronic problem behaviors. BEST in CLASS was developed as a T...

Introduction: The number of young children demonstrating problem behavior in early childhood settings that interferes with social/emotional development continues to rise, and many of these young children will not receive intervention services until approximately age 9, which is alarming as evidence shows early problem behavior is alterable with ear...

This study describes the integrity with which 3 general education middle school teachers implemented functional analyses (FA) of appropriate behavior for students who typically engaged in disruption. A 4-step model consistent with behavioral consultation was used to support the assessment process. All analyses were conducted during ongoing classroo...

As more young children enter school settings to attend early childhood programs, early childhood teachers and school psychologists have been charged with supporting a growing number of young children with chronic problem behaviors that put them at risk for the development of emotional/behavioral disorders (EBDs). There is a need for effective, feas...

The authors provide a brief historical reflection on social-emotional competence intervention research along with their vision for future directions of intervention investigations for young children with developmental delays and difficulties. Specifically, they summarize “what we know” and “what we need to know” in the area of social-emotional deve...

The origins and evolution of the field of emotional/behavioral disorders (E/BD) provide a context for offering suggestions for advancing the field. Building from this historical past and the research of others in the field, four broad recommendations which focus on academic and social needs of students with E/BD are offered: (a) ensuring high fidel...

Deficits in social relatedness with same-age peers are a defining characteristic of children with Autism Spectrum Disorders and are likely to manifest themselves during social interactions with typically developing peers in classroom settings. Researchers have documented that children with Autism Spectrum Disorders engage in low rates of appropriat...

Some 20 years ago, a friend and colleague, Dr. Richard E. Shores, began a presentation strand at the Annual Teacher -Educators of Children with Behavioral Disorders Conference that was dedicated to show-casing and promoting research on issues related to children and youth with emotional-behavioral disorders. Dick was an early and highly influential...

Background: The development of joint attention behaviors is one of the central accomplishments of infancy and the early childhood period (Mundy & Newell, 2007). Joint attention has been linked theoretically and empirically to a number of other essential skill sets and developmental processes including language acquisition, affective sharing, social...

Young children who exhibit problem behavior are at-risk for a host of negative developmental outcomes. Early intervention at multiple ecological levels is crucial to interrupt what can be a detrimental transactional cycle between children and their caregivers, including their teachers. In this article we promote a strengths-based approach to improv...

The prevalence of autism spectrum disorder (ASD) is increasing, and the pressure on families to make the "right" intervention choices for their children is not only a legitimate concern but one with great consequences. In this article the author discusses the responsibility and the need for researchers, policy makers, teacher trainers, and practiti...

An alternating treatments design was used to investigate the effects of three types of opportunities to respond (i.e., indi-vidual, choral, and mixed responding) on sight words and syllable practice in six elementary students with behavioral problems. During the mixed responding condition, five out of six students demonstrated a lower rate of disru...

The purpose of this chapter is to highlight issues related to the current policy, practice, and research in the area of functional behavioral assessment (FBA) for students with (or at risk for) emotional/behavioral disorders (EBD). Although a substantial research base exists validating the effectiveness of FBA and function-based interventions for s...

Background: The display of early social communicative behavior is considered a pivotal skill for young children with autism spectrum disorders (ASD) (Koegel et al., 1999). A number of treatments have been prescribed (e.g., adult and peer mediated, antecedent interventions) to remediate early social-communicative skill deficits; however, many of the...

This study investigated the effectiveness of a training designed to increase early childhood teachers' use of specific praise statements to address problem behaviors demonstrated by children at risk for emotional/behavioral disorders. A multiple-baseline across-participants design was employed to examine the teachers' use of specific praise stateme...

The number of young children who demonstrate chronic problem behaviors placing them at high risk for the future development of emotional and behavioral disorders is increasing. These children's problem behaviors often exist prior to entering school and become apparent as they interact with their parents at home. In fact, researchers have suggested...

Since the reauthorization of the Individuals With Disabilities Education Act (IDEA; 1997) through the current reauthorization (IDEA 2004), disciplinary procedures and functional behavioral assessment (FBA) have been widely used in school districts to assist in the prevention and amelioration of problem behaviors. Although researchers have documente...

The purpose of the current study was to evaluate the effectiveness of combining milieu therapy and functional communication training (FCT)] to replace aberrant behavior with functional communicative skills in 3 male preschool or elementary aged children with Autism Spectrum Disorders (ASD). Study activities were conducted in the natural environment...

The use of functional behavior assessment (FBA) to guide the development of behavior intervention plans continues to increase since they were first mandated in IDEA (Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C. Section 1400 et seq, 1997). A variety of indirect and direct instruments have been developed to facilitate thi...

Children with Autism Spectrum Disorder (ASD) are characterized by extreme deficits in social relatedness with same-age peers. The purpose of this descriptive study was to identify naturally occurring antecedent variables (i.e., setting events) in the classroom environments of children with ASD that promoted their engagement in peer-related social b...

Cultural sensitivity is recommended in education, but to our knowledge it has not been defined operationally. We found no research suggesting that behavioral interventions work differently with students differing in ethnicity, gender, or religion, although socialization may play a role in shaping behavior, selecting or responding to particular rein...

Classrooms serving students with or at risk for emotional and behavioral disorders (EBD) are complex environments that include multiple interactions such as those between (a) students and teachers, (b) students and peers, and (c) tem- porally distant or concurrent classroom-setting factors and subsequent behavioral episodes. As a result, the scient...

Use of effective teaching practices at the class-wide level is an essential component of a three-tiered positive behavior support model. When implemented within the primary or universal intervention level, these strategies can be used to proactively manage student behavior, decreasing students' problem behaviors and resulting in more time for teach...

Drug-eluting stents are a recommended treatment for lesions in the coronary arteries. Stent insertion requires the patient remain on antiplatelet medication for a minimum of six months after insertion. A serious consequence of ceasing antiplatelet medication is late stent thrombosis leading to myocardial infarction in the territory of the drug-elut...