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Conroy, Maureen



Maureen ConroyCo-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
Affiliate Professor, Institute for Child Health Policy
University of Florida
3022D Norman Hall
PO Box 117050
Gainesville FL 32611
Phone: 352-273-4382
Fax: 352-392-2655
mconroy@coe.ufl.edu

Biography

Maureen Conroy, PhD is the Anita Zucker Endowed Professor, Co-Director of the Anita Zucker Center of Excellence in Early Childhood Studies, 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. Prior to her appointment at the University of Florida in 2010, Dr. Conroy was a professor of special education and psychiatry at Virginia Commonwealth University.

Dr. Conroy began her career as a teacher working with young children with or at risk for disabilities and their families. Over the course of her career, she has been an early childhood teacher serving young children in inclusive programs; an early interventionist working with caregivers to support their infants and toddlers; a director of a local early intervention program; a technical assistance provider to Head Start and local education agencies serving young children with or at risk for disabilities; and a higher education faculty member and administrator.

Dr. Conroy’s research focuses on the promotion of evidence-based programs and practices to support young children’s development and learning with an emphasis on social-emotional development. She has led or co-led a number of externally funded projects 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 several federally funded grants investigating the efficacy and sustainability of a classroom-based intervention model, BEST in CLASS, designed for use by early childhood practitioners working with young children with social-emotional and behavioral learning difficulties and their families.

Dr. Conroy has an extensive publication record in the field of early childhood studies and early intervention with over 100 refereed articles, 20 book chapters, and three books. She has received numerous awards for her contributions to the field and is the former co-editor of Behavioral Disorders. 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

Ph.D. in Special Education, Vanderbilt University, 1986

M.Ed. in Special Education, Vanderbilt University, 1982

B.S.E. in Special Education/Elementary Education, Keene State College, 1979

Key UF Professional Appointments

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

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

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

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

Select Honors, Awards and Appointments

School Psychology Review, Nomination for Best Paper, 2020

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

Inaugural Anita Zucker Professor in Early Childhood Studies, 2015

Review Panels, Advisory Boards, Committees, and Consulting

National

Program Chair, Conference on Research and Innovations in Early Intervention, 2020 – 2022

Program Co-Chair, Conference on Research and Innovations in Early Intervention, 2018 – 2020

Standing Review Panel Member, Early Intervention and Early Childhood Review Panel, Institute of Education Sciences, U.S. Department of Education, 2016 – 2019

External Reviewer, A Study of Early Intervention and Special Education Services and Personnel, Institute of Education Sciences, U.S. Department of Education, 2016

Expert Reviewer, Division of Early Childhood Position Statement on Challenging Behavior, 2016 – 2017

Member, Goal 4 Technical Working Group, Institute of Education Sciences, U.S. Department of Education, 2016

Reviewer, Research Council, Katholieke Universiteit Leuven University, Brussels, 2016

Member, National Center on Intensive Intervention, American Institutes for Research, 2016 – 2018

Member, Mixed Methods Working Group, Council for Exceptional Children, Division of Research, 2015 – 2018

Reviewer, Single Case Design Student Research, Council for Exceptional Children, Division of Research, 2015

Member, Committee for the Kauffman-Hallahan Distinguished Researcher Award, Council for Exceptional Children, Division of Research, 2011 – 2018

Reviewer, Autism Centers of Excellence and Autism Network Centers, National Institutes of Health, 2011

Standing Panel Review Member, Child Psychopathology & Developmental Disabilities, National Institutes of Health, 2010 – 2014

Expert Reviewer, National Center on Quality Teaching and Learning, University of Washington, 2011

Local

Member, Children’s Trust of Alachua County Technical Advisory Committee, 2020

Editorial Appointments

Associate Editor, Journal of Positive Behavioral Interventions, 2014 – 2020

Co-editor, Behavioral Disorders, 2011 – 2014

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

Associate Editor, Journal of Early Intervention, 2007 – 2010

Member, Editorial Board, Topics in Early Childhood Special Education, 2007 – Present

Member, Editorial Board, Exceptional Children, 2012 – Present

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

Member, Editorial Board, Teacher Education and Special Education, 2010 – 2020

Member, Editorial Board, School Mental Health, 2010 – Present

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

Member, Editorial Board, Journal of Positive Behavior Interventions, 2002 – Present

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

Member, Editorial Board, Behavioral Disorders, 1996 – Present

Grants

Early Childhood Policy in Institutions of Higher Education. Funded by Heising-Simons Foundation and the Buffett Early Childhood Fund (7/1/2021 – 6/30/2023)
Role: Faculty
Award: $194,136

Developing and Evaluating the Feasibility of Manualized Tier 3 Problem Behavior Intervention for Young Children with Developmental Delay. Funded by the National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education, R324B200034 (8/1/2020 – 7/31/2024)
Role: External Mentor
Award: $10,000

Practice-based Coaching Data-Informed Decision Making (PBC-DIDM). Funded by Model Demonstration Program, Office of Special Education Programs, U.S. Department of Education, H326M200021 (10/1/2020 – 9/30/2024)
Role: Co-Principal Investigator
Award: $1,600,000

Screening – Early Intervention Workgroup and Tracking System. Florida Office of Early Learning, Florida Department of Education (7/1/2020 – 6/30/2021)
Role: Co-Investigator
Award: $75,000

Multi-level Determinants of Implementation and Sustainment in the Education Sector. Funded by the National Institutes of Health/National Institute of Mental Health, 1R01MH124439-01 (7/1/2020 – 6/30/2024)
Role: Principal Investigator (University of Florida)
Award $1,998,932

Florida Development in Early Childhood: Adversity and Drug Exposure (FL-DECADE) Study. Funded by National Institutes of Health/National Institute Drug Abuse, 1R34DA050299 (9/30/2019 – 3/31/2021)
Role: Investigator
Award: $514,688

A Conceptual Replication of BEST in CLASS: An Efficacy Study of BEST in CLASS – Elementary. Funded by National Center for Education Research, Institute of Education Sciences, U.S. Department of Education, R305A180182 (7/1/2018-6/31/2022)
Role: Co-Principal Investigator
Award: $3,296,798

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. University of Florida City of Gainesville Research Awards (5/1/2017-4/30/2018)
Role: Co-Principal Investigator
Award: $50,000

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 National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education, R324A160158 (8/1/2016 – 7/31/2019)
Role: Principal Investigator
Award: $1,500,000

Preparing Leaders in Early Childhood Studies and Implementation Science. Funded by Office of Special Education Programs, U.S. Department of Education, H325D150079 (1/1/2016 – 12/30/2020)
Role: Principal Investigator
Award: $995,219

BEST in CLASS – Elementary. Funded by National Center for Education Research, Institute of Education Sciences, U.S. Department of Education, R305A150246 (8/15/2015-8/14/2018)
Role: Principal Investigator (University of Florida Site)
Award: $1,499,939

Development and Validation of Treatment Integrity Measures for Classroom-based Instructional Interventions for Early Childhood Settings. Funded by National Center for Education Research, Institute of Education Sciences, U.S. Department of Education, R305A40487 (9/1/2014-8/31/2018)
Role: Principal Investigator (University of Florida Site)
Award: $1,599,981

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 National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education, R324B1200002 (2/15/2012 – 5/14/2016)
Role: Co-Investigator
Award: $642,840

Investigating Prosocial Function-based Interventions in Children with Autism Spectrum Disorders. Funded by University of Florida, Division of Sponsored Research. Research Opportunity Fund (8/1/2012 – 7/31/2014)
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 – #90HC0002) (9/2011 – 9/2015)
Role: Co-Principal Investigator
Award: $887,502

Efficacy of the BEST in CLASS Intervention for Young Children at High Risk for Emotional and Behavioral Disorders. Funded by Institute of Education Sciences, U.S. Department of Education, R324A110173 (8/1/2011 – 7/30/2016)
Role: Principal Investigator
Total Award: $4,134,515

Promoting Social, Emotional, and Behavioral Competence in Young High-Risk Children: A Preventative Classroom-based Early Intervention Model. Funded by Institute of Education Sciences, U.S. Department of Education, R324A080074 (8/1/2008 – 7/30/2011)
Role: Principal Investigator
Total Award: $1,500,000

Selected Publications

Books

Farmer, T. W., Conroy, M. A., Farmer, E. M. Z., & Sutherland, K. S. (Eds). (2020). Handbook of research on emotional and behavioral disorders: Interdisciplinary developmental perspectives on children and youth. Routledge.

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

Conroy, M. A. (Section Ed.). (2017). Section XII: Early identification and intervention in exceptionality. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 829). Routledge Press.

Book Chapters

Conroy, M. A., & Sutherland, K. S. (2021). Using positive descriptive feedback to improve children’s behavior. In M. L. Hemmeter, M. Ostrosky, & L. Fox (Eds.), Unpacking the Pyramid Model: A practical guide for preschool teachers(pp. 101-108). Brookes.

Conroy, M. A., Bulotsky-Shearer, R., Morris, C., & Hetrick, A. A. (2020). Prevention and intervention in preschool and early elementary school years. In T. W. Farmer, M. A. Conroy, E. M. Z. Farmer, & K. S. Sutherland (Eds.), Handbook of research in emotional and behavioral disorders (pp. 35-50). Routledge.

Sutherland, K. S., Conroy, M. A., & Granger, K. (2020). BEST in CLASS: A tier-2 program for children with and at risk for emotional/behavioral disorders. In T. W. Farmer, M. A. Conroy, E. M. Z. Farmer, & K. Sutherland (Eds), Handbook of research in emotional and behavioral disorders (pp. 214-227). Routledge.

Conroy, M. A., *McKnight, K., & Sutherland, K. S. (2019). Partnering with families of students at risk for emotional/behavioral disorders. In L. Lusa & Y. Xu (Eds.), Family, school, and community partnerships for individuals with disabilities (pp. 57-69). Springer.

Stichter, J. P., 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. C. Pullen (Eds.). Handbook of special education (2nd ed., pp. 394-410). Rutledge.

Marshall, K., Brown, W. H., Conroy, M. A., & Knopf, H. (2017). Early intervention and prevention of disability: Preschoolers. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 850-864). Routledge.

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

Conroy, M. A., *Alter, P. J., & Sutherland, K. S. (2014). Classroom-based research in the field of EBD: Current practices and future directions. In P. Garner, J. Kauffman, & J. Elliot (Eds.), The SAGE handbook of emotional and behavioral difficulties (2nd ed., pp. 465-478). SAGE Publications Ltd.

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. S. Peisner-Feinberg (Eds.), Handbook of response to intervention in early childhood (pp. 341-355). Brookes Publishing.

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. C. Pianta (Ed.), & W. S. Barnett, L. M. Justice, & S. M. Sheridan (Associate Eds.), Handbook of early childhood education (pp. 416-434). Guilford Press.

Peer-Reviewed Journal Articles

Conroy, M., Sutherland, K. S., Granger, K. L., Marcoulides, K. M., *Huang, K., & Montesion, A. (2021). Preliminary study of the effects of BEST in CLASS – Web on young children’s social-emotional and behavioral outcomes. Journal of Early Intervention. https://doi.org/10.1177/10538151211018662

Granger, K., Conroy, M., Sutherland, K., Feil, E., Wright, J., Huang, K., & Montesion, A. (in press). Adapting an evidence-based early childhood tier 2 social-emotional learning intervention for web-based delivery. Journal of Technology Systems.

*McCullough, S., Granger, K, Sutherland, K., Conroy, M., & *Pandey, T. (in press). A preliminary study of BEST in CLASS – Elementary on teacher self-efficacy, burnout, and attributions. Behavioral Disorders.

McLeod, B. D., Sutherland, K. S., Broda, M., Granger, K. L., Cecilione, J., Cook, C. R., Conroy, M. A., Snyder, P. A., & Southam-Gerow, M. A. (in press). Examining the correspondence between teacher- and observer-report treatment integrity measures. School Mental Health.

Sutherland, K. S., McLeod, B. D., Conroy, M. A., & *McCormick, N. (2021). Developing treatment integrity measures for teacher-delivered interventions: Progress, recommendations and future directions. School Mental Health. Advance online publication. https://doi.org/10.1007/s12310-021-09423-z

*Prykanowski, D., Conroy, M., & Reichow, B. (2021). Schedule thinning during functional communication training in the home for young children with autism. Journal of Positive Behavioral Interventions. Advance online publication. https://doi.org/10.1177/1098300721994204

*Martinez, J. R., Waters, C. L., Conroy, M. A., & Reichow, B. (2021). Peer-mediated interventions to address the social competence needs of young children with ASD: Systematic review of single-case research design studies. Topics in Early Childhood Special Education, 40(4), 217-228. https://doi.org/10.1177/0271121419839136

*Lou, L., Snyder, P. Huggins-Manley, A. C., Conroy, M. & Hong, X. (2020). Chinese preschool teachers’ implementation of practices to support young children’s social emotional competence. Early Education and Development. Advance online publication. https://doi.org/10.1080/10409289.2020.1841594

*Kunemund, R. L., *Nemer, S. L., Williams, C. D., Miller, C. C., Sutherland, K. S., Conroy, M. A., & Granger, K. (2020). The mediating role of teacher self-efficacy in the relation between teacher-child race mismatch and conflict.Psychology in the Schools, 57(11), 1757-1770. https://doi.org/10.1002/pits.22419

*Lorusso, L., Park, N., Bosch, S., Freytes, I. M., Shorr, R., Conroy, M., & Ahrentzen, S. (2020). Sensory environments for behavioral health in dementia: Diffusion of an environmental innovation at the Veterans Health Administration. Health Environments Research & Design Journal, 13(4), 44-56.

Granger, K. L., Sutherland, K. S., Conroy, M. A., Hetrick, A. A., & *Parnell, E. (2020). Barriers and facilitators to implementation of BEST in CLASS. Exceptionality, 28(3), 209-221. https://doi.org/10.1080/09362835.2020.1727335

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Granger, K., Broda, M., & *Kumemund, R. (2020). Preliminary study of the effects of BEST in CLASS-Elementary on outcomes of elementary students with problem behavior. Journal of Positive Behavior Interventions, 22(4), 220-233. https://doi.org/10.1177/1098300719900318

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Granger, K., *Nemer, S. L., *Kunemund, R. L., Johnson, A., & Miles, C. (2019). Adapting an evidence-based early childhood tier 2 program for early elementary school. The Elementary School Journal, 119(4), 542-561. https://doi.org/10.1086/703103

Conroy, M. A., Sutherland, K. S., Algina, J., Ladwig, C., *Werch, B., *Martinez, J., Jessee, G., & Gyure, M. (2019). Outcomes of the BEST in CLASS intervention on teachers’ use of effective practices, self-efficacy, and classroom quality. School Psychology Review, 48(1), 31-45. https://doi.org/10.17105/spr-2018-0003.v48-1

Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44(2), 70-84. https://doi.org/10.1177/0198742918816518

Snyder, P., & Conroy, M. (2018). Core constructs in federal statutes for young children with or at risk for disabilities and their families: Implications for comprehensive early childhood policies and systems. Florida Law Review, 71(1), 61-69.

*Bettini, E. A., Jones, N. D., Brownell, M. T., Conroy, M. A., & Leite, W. L. (2018). Relationships between novice teachers’ social resources and workload manageability. The Journal of Special Education, 52(2), 113-126. https://doi.org/10.1177/0022466918775432

*Prykanowski, D. A., *Martinez, J. R., Reichow, B., Conroy, M. A., & *Huang, K. (2018). Brief Report: Measurement of young children’s engagement and problem behavior in early childhood settings. Behavioral Disorders, 44(1), 53-62. https://doi.org/10.1177/0198742918779793

Sutherland, K. S., Conroy, M. A., McLeod, B. D., *Kunemund, R., & McKnight, K. (2018). Common practice elements for improving social, emotional, and behavioral outcomes of young elementary school students. Journal of Emotional and Behavioral Disorders, 27(2), 76-85. https://doi.org/10.1177/1063426618784009

Hemmeter, M. L., & Conroy, M. A. (2018). Advancement of evidence-based programs for young children with social and emotional learning difficulties. School Mental Health, 10(3), 199-201. https://doi.org/10.1007/s12310-018-9275-2

Sutherland, K. S., Conroy, M. A., McLeod, B. D., Algina, J., & *Kunemund, R. L. (2018). Factors associated with teacher delivery of a classroom-based tier 2 prevention program. Prevention Science, 19(2), 186-196. https://doi.org/10.1007/s11121-017-0832-y

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. AREA Open, 4(1), 1-16. https://doi.org/10.1177/2332858417750376

Sutherland, K. S., Conroy, M. A., Algina, J., Ladwig, C., Jessee, G., & Gyure, M. (2018). Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS. Early Childhood Research Quarterly, 42(1), 31-43. https://doi.org/10.1016/j.ecresq.2017.08.001

*Bettini, E., Jones, N., Brownell, M., Conroy, M., Park, Y., Leite, W., 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(4), 246-256. https://doi.org/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, and behavioral outcomes of young children in early childhood classrooms. Prevention Science, 18(2), 204-218. https://doi.org/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. https://doi.org/10.1177/1063426616651602

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

*Prykanowski, D. A, Gage, N. A., & Conroy, M. A. (2015). Educational implications of the DSM-5 criteria for autism spectrum disorders. Beyond Behavior, 24(2), 30-38. doi.org/10.1177/107429561502400205

Whalon, K. J., Conroy, M. A., *Martinez, J. R., & *Werch, B. L. (2015). School-based peer-related social competence interventions for children with autism spectrum disorder: A meta-analysis and descriptive review of single case research design studies. Journal of Autism and Developmental Disorders, 45(6), 1513-1531. https://doi.org/10.1007/s10803-015-2373-1

Conroy, M. A., Sutherland, K. S., Algina, J. J., *Wilson, R. E., *Martinez, J. R., & Whalon, K. J. (2015). Measuring teacher implementation of the BEST in CLASS intervention program and corollary child outcomes. Journal of Emotional and Behavioral Disorders, 23(3), 144-155. https://doi.org/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(1), 21-33. https://doi.org/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(4), 249-259. https://doi.org/10.1177/1063426613497258

Sutherland, K. S., McLeod, B. D., Conroy, M. A., & Cox, J. R. (2013). Measuring implementation of evidence-based programs targeting young children at risk for emotional/behavioral disorders: Conceptual issues and recommendations. Journal of Early Intervention, 35(2), 129-149. https://doi.org/10.1177/1053815113515025

Conroy, M. A., Sutherland, K. S., *Vo, A. K., *Carr, S., & *Ogston, P. L. (2013). Early childhood teachers’ use of effective instructional practices and the collateral effects on young children’s behavior. Journal of Positive Behavior Interventions, 16(2), 81-92. https://doi.org/10.1177/1098300713478666

 *McKenney, E. L. W., 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(1), 63-85. https://psycnet.apa.org/doi/10.1080/10474412.2013.757152

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. https://doi.org/10.1177/107429561202200103

Sutherland, K. S., Conroy, M. A., *Vo, A., Abrams, L., & *Ogston, P. (2012). An initial evaluation of the Teacher-Child Direct Observation System: Measuring teacher-child interaction behaviors in classroom settings. Assessment for Effective Instruction, 39(1), 12-23. https://doi.org/10.1177/1534508412463814

*Vo, A. K., Sutherland, K. S., & 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. https://doi.org/10.1002/pits.21609

Lane, K. L., Jolivette, K., Conroy, M., Nelson, M., & Benner, G. J. (2011). Future research directions for the field of E/BD: Standing on the shoulders of giants. Education and Treatment of Children, 34(4), 423-443. https://doi.org/10.1353/etc.2011.0029

Brown, W. H., & Conroy, M. A. (2011). Social-emotional competence in young children with developmental delays: Our reflection and vision for the future. Journal of Early Intervention, 33(4), 310-320. https://doi.org/10.1177/1053815111429969

*Boyd, B. A., Conroy, M. A., Asmus, J., & *McKenney, E. (2011). Direct observation of peer-related social interaction: Outcomes for young children with autism spectrum disorders. Exceptionality, 19(2), 94-108. https://doi.org/10.1080/09362835.2011.565724

Conroy, M. A. (2010). Seeing the forest among the trees: When data do not speak loud enough. Journal of Early Intervention, 32(2), 99-104. https://doi.org/10.1177/1053815110366656

Sutherland, K. S., Conroy, M., Abrams, L., & *Vo, A. (2010). Improving interactions between teachers and young children with problem behavior: A strengths-based approach. Exceptionality, 18(2), 70-81. https://doi.org/10.1080/09362831003673101

Selected Links

http://ceecs.education.ufl.edu/

https://education.ufl.edu/best-in-class/

https://education.ufl.edu/sespecs/