Conroy, Maureen

Category: All Faculty, Anita Zucker Center for Excellence in Early Childhood Studies, Applied Behavior Analysis in Early Childhood, Autism Spectrum Disorders, Children & Poverty, Early Childhood, Early Childhood Studies, Evidence-based Practices, Family Engagement, Family-centered Practices, Family-centered Services, Instructional Practices for Young Children at Risk, Prevention Science, Professional Development in Early Childhood, School of Special Education School Psychology & Early Childhood Studies, Social, Emotional, & Behavioral Foundations of Early Learning, Young Children at Risk

Co-Director, Anita Zucker Center for Excellence in Early Childhood Studies,
Anita Zucker Endowed Professor in Early Childhood Studies
Professor, School of Special Education, School Psychology, and Early Childhood Studies

College of Education
University of Florida
1345 Norman Hall
PO Box 117050
Gainesville FL 32611
Phone: 352-273-4382
Fax: 352-392-2655
Email: mconroy@coe.ufl.edu

Research Biography

Dr. Conroy is the Anita Zucker Endowed professor and a professor of special education and early childhood studies in the School of Special Education, School Psychology, and Early Childhood Studies at UF. She is also an affiliate faculty member of the UF Institute for Child Health Policy. Dr. Conroy is recognized for her research focused on developing, validating and evaluating interventions for young children with social and behavioral challenges.

As a principal investigator, Dr. Conroy has led a number of externally funded projects totaling more than $14 million dollars, with much of this support coming from highly competitive federal funding sources such as the Institute of Education Sciences and National Institutes of Health. Currently, she is leading a federally funded grant investigating the efficacy of a classroom-based intervention model designed for use by early childhood teachers working with young children at risk for school failure due to social/emotional and behavioral difficulties.

She has an extensive publication record in the field of early childhood studies and early intervention with over 90 refereed articles, 20 book chapters, and three books. Additionally, Dr. Conroy is a regular presenter at international and national conferences on topics related to early childhood studies and early intervention and has mentored numerous doctoral students throughout her career in higher education.

Degrees

PhD: Special Education, Vanderbilt University, 1986

MEd: Special Education, Vanderbilt University, 1982

BSE: Special Education/Elementary Education, Keene State College, 1979

Key Professional Appointments

Anita Zucker Endowed Professor, University of Florida, 2015 – present

Affiliate Faculty, Institute of Child Health Policy, University of Florida, 2014 – present

Co-Director, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 2011 – present

Professor, School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, 2010 – present

Professor and Director of the Autism Registry, Department of Psychiatry, College of Medicine, Virginia Commonwealth University, 2009 – 2010

Professor, Department of Special Education and Disability Policy, Virginia Commonwealth University, 2007 – 2010

B. O. Smith Research Professor, University of Florida, 2006 – 2007

Associate Professor, Department of Special Education, University of Florida, 2001 – 2006

Assistant Professor, Department of Special Education, University of Florida, 1997 – 2001

Selected Activities and Honors

Professional Service Activities

Member, National Center on Intensive Intervention, American Institutes for Research, 2016 – present

Member, CEC Division of Research, Mixed Methods Working Group, 2015 – present

Member, Implementation Work Group, Child Care Policy Research Consortium, 2015 – present

Member, Alachua County Public Schools Head Start School Readiness Committee & Self Assessment Team, 2015 – present

Member, Advocacy Group for Alachua County Children’s Services Council, 2015 – present

Child Development Services, Ocala, FL, 2012 – present

Alachua County Head Start and ESE-PK programs, 2010 – present

Standing Panel Member, Child Psychopathology and Developmental Disabilities Study Section, National Institutes of Health, 2010 – 2014

Editorial Appointments

Associate Editor, Journal of Positive Behavioral Interventions, 2014 – present

Editorial Board Member, Exceptional Children, 2012 – present

Editorial Board Member, Remedial and Special Education, 2012 – 2014

Co- Editor, Behavioral Disorders, (with Dr. Kevin Sutherland), 2011 – 2014

Editorial Board Member, Teacher Education and Special Education, 2010 – present

Editorial Board Member, School Mental Health, 2010 – present

Associate Editor, Topics in Early Childhood Special Education, 2007 – 2016

Associate Editor, Journal of Early Intervention, 2007 – 2010

Editorial Board Member, Journal of Emotional and Behavioral Disorders, 2006 – present

Editorial Board Member, Journal of Positive Behavioral Interventions, 2002 – present

Editorial Board Member, Journal of Early Intervention, 2002 – present

Editorial Board Member, Behavioral Disorders, 1996 – present

Honors

Outstanding Leadership Award, Council for Children with Behavioral Disorders, Council for Exceptional Children, 2016

Inaugural Anita Zucker Professor in Early Childhood Studies, 2015

Virginia Commonwealth University, School of Education, Outstanding Research Award, 2009

Grants

Preparing Leaders in Early Childhood Studies and Implementation Science
Funded by Office of Special Education Programs, U.S. Department of Education (2016-2020)
Role: Principal Investigator
Award: $995,219 (8% IDC)

BEST in CLASS-Web: A Web-based Intervention Supporting Early Childhood Teachers’ Use of Evidence-based Practices with Young Children at Risk for Emotional/Behavioral Disorders
Funded by the Institute of Education Sciences, U.S. Department of Education (2016-2019)
Role: Principal Investigator
Award: $1,500,000 (50% IDC)

Building a Partnership Between Early Head Start and the Anita Zucker Center for Excellence in Early Childhood Studies to Benefit Young Children and Families in East Gainesville. UF City of Gainesville Research Awards
(2017-2018)
Role: Co-Investigator
Award: $50,000

BEST in CLASS Elementary
Funded by Institute of Education Sciences, U.S. Department of Education (2015-2018)
Role: Principal Investigator (University of Florida Site)
Award: $1,499,939 (50% IDC)

Development and Validation of Treatment Integrity Measures for Classroom-based Instructional Interventions for Early Childhood Settings
Funded by Institute of Education Sciences, U.S. Department of Education (2014-2018)
Role: Principal Investigator (University of Florida Site)
Award: $1,599,981 (50% IDC)

Building Capacity and Forging Collaborations in Autism Research for Underserved Families. Funded by University of Florida Clinical and Translational Science Institute
(2014-2015)
Role: Investigator
Award: $15,000

Postdoctoral Research Training Fellowship in Early Intervention and Early Learning in Special Education
Funded by the Institute of Education Sciences, U.S. Department of Education (2012-2016)
Role: Co-Investigator
Award: $642,840 (8% IDC)

Investigating Prosocial Function-based Interventions in Children with Autism Spectrum Disorders. Funded by The University of Florida, Division of Sponsored Research. Research Opportunity Fund
(2012-2014)
Role: Principal Investigator
Award: $98,310

Efficacy of the BEST in CLASS Intervention for Young Children at High Risk for Emotional and Behavioral Disorders
Funded by Institute of Educational Sciences, U.S. Department of Education, (2011-2016)
Role: Principal Investigator
Total Award: $4,134,515 (46.5% IDC)

Building Capacity and Forging Collaborations in Autism Research for Underserved Families
Funded by University of Florida Clinical and Translational Science Institute (2014-2015)
Role: Investigator
Award: $15,000

Investigating Prosocial Function-based Interventions in Children with Autism Spectrum Disorders
Funded by University of Florida, Division of Sponsored Research, Research Opportunity Fund (2012-2014)
Role: Principal Investigator
Award: $98,310

National Center for Quality Teaching and Learning
Funded by Head Start Bureau, Administration on Children and Families, U.S. Department of Health and Human Services (Subcontract from University of Washington)
(2011-2015)
Role: Co-Principal Investigator
Award: $887,502 (33.6% IDC)

Selected Publications

Books

Stichter, J. P. & Conroy, M. A. (2017). How to teach social skills and plan for peer social interactions with learners with Autism Spectrum Disorders (2^nd Edition). Austin, TX: PRO-Ed.

Stichter, J., Conroy, M. A., & Kauffman, J. (2008). Characteristics of students with high incidence disabilities: A cross-categorical approach. Columbus: Merrill Publishing.

Book Chapters

Stichter, J., Conroy, M., O’Donnell, R., & Reichow, B. (2017). Current issues and trends in the education of children and youth with autism spectrum disorders. In J.M. Kauffman, D.P. Hallahan & P. Pullen (Eds.). Handbook of special education (2^nd Edition). New York: Rutledge Press.

Conroy, M.A. (Section Ed.). (2017). Section XII – Early identification and intervention in exceptionality. In J. M. Kauffman, D. P. Hallahan, & P. Pullen (Eds.). Handbook of special education (2^nd Edition). New York: Rutledge Press.

Conroy, M.A., Whalon, K., & Martinez, J. (2014). How to assess the social competence for instructional planning. In Hart, J.E., & Whalon, K.J. (Eds.). Friendship 101: Developing social skills among children and youth with autism and developmental disabilities (pp. 1-14). Arlington, VA: Council for Exceptional Children.

Conroy, M.A., Alter, P., Boyd, B., & Bettini, E. (2014). Teacher preparation for students who demonstrate challenging behaviors. In P.T. Sindelar, E.D. McCray, M.T. Brownell, & B. Lingnugaris/Kraft (Eds.). Handbook of research on special education teacher preparation (pp. 320-333). New York: Routledge, Taylor, & Francis.

Conroy, M.A., Alter, P.J., & Sutherland, K.S. (2014). Classroom-based research in the field of EBD: Future research directions. In Garner, P. & Kauffman, J., & Elliot, J. (Eds.). Handbook of emotional and behavioral difficulties (2nd Ed) (pp. 465-478). London: SAGE.

Brown, W.H., Knopf, H., Conroy, M.A., Googe, H.S., & Greer, F. (2013). Preschool inclusion and response to intervention (RtI) for children with disabilities. In V. Buysse, & E. Peisner-Feinber (Eds). Handbook of response to intervention in early childhood (pp. 341-355). Baltimore: Paul H. Brookes.

Hemmeter, M.L., & Conroy, M.A. (2012). Promoting social competence in young children with challenging behavior: Research based practices and implementation in early childhood settings. In R. Pianta (Ed.) & L. Justice, S. Barnett, & S. Sheridan (Associate Eds.) Handbook of early education (pp. 416-434). New York: Guilford Press.

Peer-Reviewed Journal Articles

Conroy, M.A., Sutherland, K.S., Algina, J., Werch, B., & Ladwig, C. (2018). Prevention and treatment of problem behaviors in young children: Clinical implications from a randomized controlled trial of BEST in CLASS. American Education Research Journal, 4, 1-16. doi: 10.1177/2332858417750376

Sutherland, K.S., Conroy, M.A., Algina, J., Ladwig, C., Jessee, G., & Gyure, M. (2018). Reducing child problem behaviors: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42, 31-43.

Sutherland, K. S., Conroy, M.A., McLeod, B. D., Algina, J., & Kunemund, R. L. (2017). Factors associated with teacher delivery of a classroom-based tier 2 prevention program. Prevention Science, 1-11.

Bettini, E., Jones, N., Brownell, M., Conroy, M., Leite, W., Park, Y., Crockett, J., & Benedict, A. (2017). Workload manageability among novice special and general educators: Relationships with emotional exhaustion and career intentions. Remedial and Special Education, 38, 1-11. doi: 10.1177/0741932517708327

McLeod, B. D., Sutherland, K. S., Martinez, R. G., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (2017). Identifying common practice elements to improve social-emotional outcomes of young children in early childhood classrooms. Prevention Science, 18 (2), 204-218. doi.10.1007/s11121-016-0703-y

Conroy, M.A. (2016). Moving the dial for students with emotional and behavioral disorders: Ensuring early access to intensive supports. Journal of Emotional and Behavioral Disorders, 24(3), 191-193.

Martinez, J., Werch, B., & Conroy, M. (2016). School-based interventions targeting challenging behaviors exhibited by young children with autism spectrum disorders: A systematic literature review. Education and Training in Autism and Developmental Disabilities, 51(3), 265-280.

Prykanowski, D.A, Gage, N, & Conroy, M.A. (2015). Educational implications of the DSM-5 criteria for autism spectrum disorders. Beyond Behavior, 24(2), 30-38.

Whalon, K., Conroy, M.A., Martinez, J., & Werch, B. (2015). School-based social competence interventions for children with autism spectrum disorders: A meta-analysis and descriptive review of single case research design studies. Journal of Autism and Developmental Disorders, 45, 1513-1531. doi: 10.1007/s10803-015-2373-1

Conroy, M.A., Sutherland, K.S., Algina, J., Wilson, R., Martinez, J., & Whalon, K. (2015). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes. Journal of Emotional and Behavioral Disorders, 23, 144-155. doi:10.1177/1063426614532949

Sutherland, K.S., Conroy, M.A., Vo, A., & Ladwig, C. (2014). Implementation integrity of practice-based coaching: Preliminary results from the BEST in CLASS efficacy trial. School Mental Health, 7, 21-33. doi:10.1007/s12310-014-9134-8

Sutherland, K.S., McLeod, B.D., Conroy, M.A., Abrams, L.M., & Smith, M.M. (2014). Preliminary psychometric properties of the BEST in CLASS adherence and competence scale. Journal of Emotional and Behavioral Disorders, 22, 249-259. doi:10.1177/1063426613497258

Sutherland, K.S., McLeod, B.D., Conroy, M.A., & Cox, J.R. (2013). Measuring treatment integrity in the implementation of evidence-based programs in early childhood settings: Conceptual issues and recommendations. Journal of Early Intervention, 35(2), 129-149. doi:10.1177/1053815113515025

Conroy, M.A., Sutherland, K.S., Vo, A., Carr, S.E., & Ogston, P. (2013). Early childhood teachers’ use of effective instructional practices and the collatoral effects on young children’s behavior. Journal of Positive Behavioral Interventions, 16, 81-92. doi: 10.1177/1098300713478666

McKenney, E., Waldron, N., & Conroy, M. (2013). The effects of training and performance feedback during behavioral consultation on general education middle school teachers’ integrity to functional analysis procedures. Journal of Educational and Psychological Consultation, 23, 63-85.

Conroy, M.A., & Sutherland, K.S. (2012). Effective teachers for students with emotional/behavioral disorders: Active ingredients leading to positive teachers and student outcomes. Beyond Behavior, 22(1), 7-13.

Sutherland, K.S., Conroy, M.A., Vo, A., Abrams, L., & Ogston, P. (2012). The Teacher-Child Direct Observation System: Measuring teacher-child interaction behaviors in classroom settings. Assessment for Effective Instruction, 39(1), 12-23.

Vo, A., Sutherland, K., & Conroy, M.A. (2012). BEST in CLASS: A classroom-based model for ameliorating problem behavior in early childhood settings. Psychology in the Schools, 49(5), 402-415.

Brown, W.H., & Conroy, M.A. (2012). Social-emotional competence in young children with developmental delays: Our reflection and vision for the future. Journal of Early Intervention, 33(4), 310-320.