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Conroy, Maureen

Category: All Faculty, Behavior, Behavior Management, Classroom Management, Conflict / Aggression, Early Childhood, Early Childhood Studies, Early Intervention, Education Levels, Inclusion, Intervention, Psychological Studies, School Curriculum Areas & Issues, School of Special Education School Psychology & Early Childhood Studies, Severe / Multiple Disabilities, Single Case Design, Social/Behavioral Interventions, Special Education, Student / Client Issues

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. Maureen Conroy is the Anita Zucker Endowed Professor, a Professor of Special Education and Early Childhood Studies in the Department of Special Education, School Psychology, and Early Childhood Studies and Co-Director of the Anita Zucker Center for Excellence in Early Childhood Studies at the University of Florida. Dr. Conroy has extensive experience in conducting early intervention research with children who are at risk for or have social and behavioral disabilities. She has served as PI on a number of externally funded projects. Currently, she is PI on an Institute of Educational Sciences grant investigating the efficacy of a classroom-based intervention model designed for use by early childhood teachers. Her research interests and expertise focus primarily on intervention research to prevent and ameliorate social, emotional, and behavioral challenges of young children. Dr. Conroy has an extensive publication record in the field of autism, early intervention, and behavioral disorders with over 100 referred articles and chapters. Additionally, she is a regular presenter at international conferences on topics related to early childhood. Several additional accomplishments include (1) co-editor for the journal Behavioral Disorders, (2) awarded the B.O. Smith Research Professorship at the University of Florida; (2) associate editor for the Journal of Early Intervention and Topics in Early Childhood Special Education; (3) the School of Education, VCU Outstanding Research Award; and (4) standing panel member on the Standing Panel Member for the National Institute of Health, Child Psychopathology & Developmental Disabilities Study Section.

Degrees

PhD: Major – Special Education, Vanderbilt University, 1986

MEd: Special Education, Vanderbilt University, 1982

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

Key Professional Appointments

Co-Director, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 2010 – present
Professor and Anita Zucker Endowed Professor, 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
O. Smith Research Professor, University of Florida, 2006 – 2007
Associate Professor, Department of Special Education, University of Florida, 1997 – 2001

Activities and Honors

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

Outstanding Faculty Award in Research, East Tennessee State University, 1996

Mental Retardation Trainee Award, Kennedy Center, Vanderbilt University, 1983

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, 2011 – 2014

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

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

Editorial Board Member, School Mental Health, 2010 – present

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

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

Grants

Current Awards

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)

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 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)

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)

Select Past Awards

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)

Promoting Social, Emotional, and Behavioral Competence in Young High-Risk Children: A Preventative Classroom-based Early Intervention Model
Funded by Institute of Educational Sciences, U.S. Department of Education, (2008 – 2011)
Role: Principal Investigator
Total Award: $1,500,000 (26.6% IDC)

An Examination of the Effectiveness of Manipulative Letter Instruction on the Decoding Skills of Young Children with Autism Spectrum Disorders
Funded by Organization of Autism Research (2008)
Role: Principal Investigator
Total Award: $30,000

Investigating Functions of Prosocial Behavior in Young Children with Autism
Funded by National Institute of Health (2006-2008)
Role: Principal Investigator
Total Award: $146,600 (46.6% IDC)

Selected Publications

Select book chapters and monographs

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.

Conroy, M.A., Stichter, J. P., & Gage, N. (2011). Current issues and trends in the education of children and youth with Autism Spectrum Disorders. In J. M. Kauffman & D. P. Hallahan (Eds.). Handbook of special education (pp. 277-290). New York: Rutledge Press.

Marshall, K., Brown, W.H., Conroy, M.A., & Knopf, H. (2011). Early intervention and prevention of disability. In J.M. Kauffman & D.P. Hallahan (Eds.). Handbook of special education (pp. 703-715). New York: Rutledge Press.

Select Peer-Reviewed Journal Articles

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.

Lane, K., Jolivette, K., Conroy, M.A., Nelson, M., & Benner, G.J. (2011). Future directions for the field of E/BD: Standing on the shoulders of giants. Education and Treatment of Children, 34(4), 423-443.

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.

Boyd, B. Conroy, M.A., Asmus, J.M., & McKenney, L.W. (2011). Direct observation of outcomes of peer-related social interactions for young children with autism spectrum disorders. Exceptionality, 19(2), 94-108.