About

Ashley MacSuga-Gage, Ph.D. is a Clinical Associate Professor of Special Education at the University of Florida and serves as the Special Education Program Area leader for the college’s department of Special Education, School Psychology, and Early Childhood Studies (SESPECS). She earned a Ph.D. in Special Education from the University of Connecticut where she studied Positive Behavior Support (PBS), School-Wide Positive Behavior Interventions and Supports (SWPBIS), and Applied Behavioral Analysis (ABA).Her specific research interests include identifying and supporting teachers in the implementation of Class-Wide Positive Behavior Support (CWPBS) practices through the application of Multi-Tiered Systems of Support (MTSS) to professional development (PD) and the implementation, sustainability, and scale-up of SWPBIS efforts. Further, she is a certified SWIS facilitator (including CICO and ISIS-SWIS) and currently serves as a consultant for the Association for Positive Behavior Support (APBS) focusing on network development. Dr. MacSuga-Gage has worked in partnership with the Florida Positive Behavior Intervention and Support (FLPIBIS) Project. Through her work with this project she served as the technical assistance specialist in North Central Florida working with rural and urban school districts. She continues to retain a valid Connecticut State teaching certification in K-12 Special Education and worked as a special education teacher in several urban settings including New York City and Hartford Connecticut. Currently, Dr. MacSuga-Gage coordinates the dual certification special education teacher preparation graduate program at the University of Florida and the disability and society undergraduate minor and graduate certificate program.

Research Interests

Behavior, Behavior Management, Classroom Management, Professional Development, Rural Education, School-wide Positive Behavior Supports, Socialization Issues / Social Competence, Special Education, Teacher Education

Education

• Ph.D. in Special Education, May 2013 University of Connecticut Specializing in Positive Behavior Support, Professional Development, and Measurement/Research Design.Additional Graduate Certificate: Positive Behavior Support (PBS) Dissertation Topic: Supporting Teachers’ Professional Development: Investigating the Impact of Targeted Intervention on Teachers’ Presentation of Opportunities to Respond
• Teaching Credentials: Connecticut State Department of Education Provisional Educator Certificate: Comprehensive Special Education, Grades K-12 (165), valid through 2017
• M.A. in Education: Special Education, May 2006 University of ConnecticutK-12 Special Education Endorsement Research Focus: Vocabulary Intervention Targeting At-Risk Learners (Project VITAL)
• B.S. in Education: Special Education, Concentration in History, May 2005 University of Connecticut Teacher Certification: Special Education Comprehensive K-12 Fulfilled requirements for an interdisciplinary concentration in History Graduated cum laude

Professional Appointments

• Clinical Associate Professor of Special Education, August 2021 - Present University of Florida – College of Education - School of Special Education, School Psychology, and Early Childhood Studies (SESPECS)
• Co-Coordinator of the Unified Elementary Proteach (UEP) Pre-Service Undergraduate Teacher Preparation Program – August 2017 - Present University of Florida – College of Education - School of Special Education, School Psychology, and Early Childhood Studies (SESPECS) & School of Teaching and Learning (STL)
• Coordinator of the Unified Elementary Proteach (UEP) Dual Certification Master’s Program – August 2017 - Present University of Florida – College of Education - School of Special Education, School Psychology, and Early Childhood Studies (SESPECS)
• Technical Assistant Specialist University of Florida’s Positive Behavior Interventions and Supports (FLPBIS) Project – May 2015 – August 2020 University of South Florida (USF) via Subcontract Grant Awarded to the University of Florida (UF)
• Clinical Assistant Professor of Special Education, January 2015 – August 2021 University of Florida – College of Education - School of Special Education, School Psychology, and Early Childhood Studies (SESPECS)
• Program Area Leader of Special Education, January 2014 – Present University of Florida – College of Education - School of Special Education, School Psychology, and Early Childhood Studies (SESPECS)

Activities and Honors

• Teaching a variety of online (synchronous and asynchronous) and face-to-face undergraduate and graduate courses.
• Advising of special education doctoral candidates
• UF COE Faculty Policy Council Chair-Elect (April 2022 - present)
• UF COE Curriculum Committee (CCC) Chair – (August 2022 - present)
• Program Coordinator UF COE Disability and Society undergraduate minor and graduate certificate programs (January 2022 - present)
• UF COE Budgetary Affairs Committee (BAC) – (August 2020 - present)
• Program Coordinator Graduate Level Dual Certification Unified Elementary Pro-Teach Program (Fall 2017 – Present
• Program Co-Coordinator Undergraduate Level Unified Elementary Pro-Teach Program (Fall 2017 – Present)
• Associate Editor Preventing School Failure, 2022 – present
• Consulting Editor Preventing School Failure, 2017 – 2022
• Guest Reviewer for various peer reviewed journals (2013 - present) - full list in CV
• Unified Elementary Program (UEP) Dual Certification (Special Education and Elementary Education) Mentor to Graduate Level Pre-Service Teachers & Post-Graduate Alumni (Spring 2014 – Present
• Special Education Program Area Leader for the School of Special Education, School Psychology, and Early Childhood Studies (SESPECS; December 2014 – Present)

Selected Grants

Selected Publications

Articles

• MacSuga-Gage, A. S., Kaplan, R., Ellis, K., & Gage, N.A. (2022). Outcomes in rural and urban settings for students with disabilities. Rural Special Education Quarterly.
• Grasley-Boy, N. G., Gage, N. A., Reichow, B., MacSuga-Gage, A. S., & Lane, H. B., (2020). A Conceptual Replication of Targeted Professional Development to Increase Teachers’ Behavior-Specific Praise. School Psychology Review. doi: 10.1080/2372966X.2020.1853486
• MacSuga-Gage, A., Gage, N., Katsiyannis, A., Hirsch, S., & Kinser, H. (2020). Disproportionate corporal punishment of students with disabilities and Black and Hispanic students. Journal of Disability Policy Studies. doi:10.1177/1044207320949960 (IF: 0.96, H-Index: 18)
• Katsiyannis, A., Gage, N. A., Rapa, L. J., & MacSuga-Gage, A. S. (2020). Exploring the disproportionate use of restraint and seclusion among students with disabilities, boys, and students of color. Advances in Neurodevelopmental Disorders, 4, 271-278. https://doi.org/10.1007/s41252-020-00160-z (IF: NA, H-Index: NA)
• Gage, N. A., Beahm, L., Kaplan, R., MacSuga-Gage, A. S., & Lee, A. (2020). Using positive behavioral interventions and supports to reduce school suspensions. Beyond Behavior. https://doi.org/10.1177/1074295620950611 (IF: NA, H-Index: 11)
• Gage, N. A., Haydon, T., MacSuga-Gage, A. S., Flowers, E., & Erdy, L. (2020). An evidence-based review and meta-analysis of active supervision. Behavioral Disorders, 45(2), 117–128. https://doi.org/10.1177/0198742919851021 (IF: 1.34, H-Index: 40)
• *Grasley-Boy, N., Gage, N. A., & MacSuga-Gage, A. S. (2019). Multitiered support for classroom management professional development. Beyond Behavior, 28(1), 5–12. https://doi.org/10.1177/1074295618798028 (IF: NA, H-Index: 11)
• Hirsch, S. E., Brown, C. P., Halley, E. A., Beach, J., MacSuga-Gage, A. S., Spence, S. E., & Kennedy, M. (2019). Ten Tips to Consider When Creating and Screening PBIS Films. Beyond Behavior, 28(2), 79–89. https://doi.org/10.1177/1074295619845830 (IF: NA, H-Index: 11)
• Hirsch, S. E., MacSuga-Gage, A. S., Ennis, R. P., Mathews, H. M., Rice, K., & Marcus, K. (2019). Using Videos to Promote Positive Behavioral Interventions and Supports: A Qualitative Study. Journal of Special Education Technology. https://doi.org/10.1177/0162643419836408 (IF: NA, H-Index: 16)
• *Segarra, Z., Gage, N. A., & MacSuga-Gage, A. S. (2018 - in press). Move your clip: Teachers’ perceptions, implementation, and perceived effects of color charts in the classroom. Preventing School Failure: Alternative Education for Children and Youth. (IF: NA, H-Index: 7)
• MacSuga-Gage, A. S., Ennis, R. P., Hirsch, S. E., & Evanovich, L. (2018). Understanding and trumping behavioral concerns in the classroom. Preventing School Failure: Alternative Education for Children and Youth, 62(4), 239-249. (IF: NA, H-Index: 7)
• Gage, N. A., *Grasley-Boy, N., & MacSuga-Gage, A. S. (2018). Professional Development for Teacher Behavior Specific Praise: A Single-Case Design Replication. Psychology in the Schools, 55, 264-277. https://doi.org/10.1002/pits.22106 (IF: 1.14)
• Gage, N. A., Scott, T. M., Hirn, R., & MacSuga-Gage, A. S. (2018). The Relationship between teachers’ implementation of classroom management practices and student behavior in elementary school. Behavioral Disorders, 43, 302-315. doi: 10.1177/0198742917714809 (IF: 1.34, H-Index: 40)
• Ennis, R. P., Hirsch, S. E., MacSuga-Gage, A. S., & Kennedy, M. J. (2018). Positive behavior support in pictures: Using film to support school-wide PBS implementation. Preventing School Failure. Advance online publication doi: 10.1080/1045988X.2017.1287048 (IF: NA, H-Index: 7)
• Cooper, J. T., Gage, N. A., Alter, P. J., LaPolla, S., MacSuga-Gage, A. S., & Scott, T. M. (2018). Educators' self-reported training, use, and perceived effectiveness of evidence-based classroom management practices. Preventing School Failure: Alternative Education for Children and Youth, 62(1), 13-24. (IF: NA, H-Index: 7)
• Schmidt, M. M., Lin, M. G., Paek, S., MacSuga-Gage, A., & Gage, N. A. (2017). Implementing Project SIED: Special education teachers’ perception of a simplified technology decision-making process for app identification and evaluation. Journal of Special Education Technology, 32, 12-22. doi.10.1177/0162643416681160 (IF: NA, H-Index: 16)
• Gage, N. A., Adamson, R., MacSuga-Gage, A. S., & Lewis, T. J. (2017). The relation between the academic achievement of students with emotional and behavioral disorders and teacher characteristics. Behavioral Disorders, 43, 213-222. doi: 10.1177/0198742917713211 (IF: 1.34, H-Index: 40)
• Gage, N. A., MacSuga-Gage, A. S., & *Crews, E. (2017). Increasing Teachers’ Use of Behavior-Specific Praise Using a Multitiered System for Professional Development. Journal of Positive Behavior Interventions, 19(4), 239–251. https://doi.org/10.1177/1098300717693568 (IF: 2.64, H-Index: 52)
• Gage, N. A., & MacSuga-Gage, A. S. (2016). Salient classroom management skills: Finding the most effective skills to increase student engagement and decrease disruptions. Report on Emotional & Behavioral Disorders in Youth, 17, 19-24. (IF: NA, H-Index: NA)
• Hirsch, S. E., MacSuga-Gage, A.S., Park, K., & Dillon, S. (2016). A roadmap to systematically setting-up an effective group contingency. Beyond Behavior, 25(2) 21-29. (IF: NA, H-Index: 11)

Books / Book Chapters

• Gage, N. A., Han, H., MacSuga-Gage, A. S., Prykanowski, D., & Harvey, A. (2019). A generalizability study of a direct observation screening tool of teachers’ classroom management skills. In B. Cook, T. Landrum, & M. Tankersley (Eds.). Emerging Research and Issues in Behavioral Disabilities (Advances in Learning and Behavioral Disabilities, Vol. 30) (pp. 29-50). Bingley, UK: Emerald Group Publishing Limited. https://doi.org/10.1108/S0735-004X20180000030004
• Jolivette, K., MacSuga-Gage, A.S., & Evanovich, L. (2018). Students with emotional and behavioral disorders. Y. Bui & E. Meyen (Eds.), Exceptional children in today’s schools: What teachers need to know (4th ed.) (pp. 217-239). Love Publishing Company.
• MacSuga-Gage, A. S. (2013). Engaging students through opportunities to respond. In Classroom Management: An A to Z Guide. To be retrieved from SAGE Publications online.
• MacSuga-Gage, A. S. (2013). Application of positive behavioral interventions and supports to school-wide and classroom settings. In Classroom Management: An A to Z Guide. To be retrieved from SAGE Publications online.

Presentations

• MacSuga-Gage, A. S. (2020). APBS Network Lunch Session. 17th International Conference on Positive Behavior Support, Miami, FL.
• MacSuga-Gage, A. S. (2020). APBS Network Ignite Session. 17th International Conference on Positive Behavior Support, Miami, FL.
• Hirsch, S., Walters, S., & MacSuga-Gage, A. S. (2020). Digital Discussion: How Digital Media Can Enhance Tier I PBIS. 17th International Conference on Positive Behavior Support, Miami, FL.
• Hirsch, S., Beach, J., Rodgers, J., George, J., & MacSuga-Gage, A. S. (2020). 11th Annual PBIS Film Festival. 17th International Conference on Positive Behavior Support, Miami, FL.
• Grasley-Boy, N., Gage, N. A., & MacSuga-Gage, A. S. (2020). Implementing multi-tiered support for classroom management professional development in your school. 17th International Conference on Positive Behavior Support, Miami, FL.
• Gage, N. A, MacSuga-Gage, A. S., Grasley-Boy, N., George, H., & Elfner, K. (2020). The impact of SWPBIS on student outcomes in Florida. 17th International Conference on Positive Behavior Support, Miami, FL.
• MacSuga-Gage, A.S., & Hirsch, S. (2019, October). Using Film to Support Positive Behavior: Film Screening and Tips. Teacher Educators for Children with Behavioral Disorders, Tempe, AZ.
• MacSuga-Gage, A.S., Martinez, S., & Sandomiersk, T. (2019, October). Introducing Pre-Service and In-Service Teachers to Issues of Equity: Awareness Without Blame. Teacher Educators for Children with Behavioral Disorders, Tempe, AZ.
• Grasley-Boy, N., Wilkinson, S., & MacSuga-Gage, A.S., (2019, October). Classroom Management Planning: Building Your Repertoire of Strategies for Your Classroom. Paper presented at the Teacher Educators for Children with Behavioral Disorders, Tempe, AZ.
• MacSuga-Gage, A.S (2019, June). Implementing Evidence-Based Classroom Management. Southeast Conference on Positive Behavior Interventions and Support, Savannah, GA. (invited presentation)
• Hirsch, S. & MacSuga-Gage, A.S (2019, April). Positive Behavior Interventions and Supports (PBIS) Film Festival - Part 2. Southeastern School Behavioral Health Conference, Myrtle Beach, SC. (invited presentation)
• Hirsch, S. & MacSuga-Gage, A.S (2019, April). Positive Behavior Interventions and Supports (PBIS) Film Festival - Part 1. Southeastern School Behavioral Health Conference, Myrtle Beach, SC. (invited presentation)
• MacSuga-Gage, A.S. (2019, February). Structured Networking Session for Existing APBS Networks. 16th International Conference on Positive Behavior Support, Washington, D.C. (Invited Presentation).