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MacSuga-Gage, Ashley S.



ASMG Headshot Fall 2013Clinical Associate Professor of Special Education and Special Education Program Area Leader
School of Special Education, School Psychology and Early Childhood Studies

College of Education
University of Florida
1801 Norman Hall
PO Box 117050
Gainesville, FL 32611
Phone: 352-294-2757
Fax: 352-392-2655
asmg@coe.ufl.edu

Research Biography

Dr. MacSuga-Gage 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 has 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). In addition to her doctoral studies at the University of Connecticut, she earned a graduate certificate in Positive Behavior Interventions and Supports (PBIS). 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 and the implementation, sustainability, and scale-up of SWPBIS efforts. Other research interests include delivery of instruction, coaching, and mentoring via web-based formats (eSupervision) to support professional development for pre-service and in-service teachers and, supporting the needs of students at-risk for and identified with Emotional and Behavioral Disorders (EBD). In addition to her work at the University of Florida, she is engaged with the University of South Florida’s Positive Behavioral Interventions and Supports (FLPBIS) Project (http://flpbs.fmhi.usf.edu). Aside from her continued work surrounding behavioral support for students, families and practitioners, Dr. MacSuga-Gage is currently working with Dr. James McLeskey and Dr. Penny Cox on Project Restructuring and Improving Teacher Education (RITE). This project focuses on leveraging and infusing technology throughout the graduate pre-service teaching experience of future special educators at the University of Florida.

Dr. MacSuga-Gage has experience working with local schools and statewide initiatives (in Florida, Connecticut, Massachusetts, and Vermont) to provide training and technical assistance surrounding PBIS, SWPBIS, classroom management, the application of data-based decision making to practice, and behavior management. Previously, she worked as a graduate assistant for the Center for Behavioral Education and Research (CBER) under the direction of Dr. George Sugai. Through grant funded projects at the University of South Florida she serves as the primary PBIS contact for four counties in north central Florida including Marion, Alachua, Levy, and Gilchrist. Dr. MacSuga-Gage’s work on the FLPBIS Project allows Her to provide training, technical assistance, and ongoing supports to build district capacity to implement, sustain, and grow MTSS related to behavior and academics. Since moving to Florida she has joined the Florida Association for Positive Behavior Support (FLAPBS) network and is working to form local connections for providing technical assistance. 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 is the co-chair of the Council for Exceptional Children’s (CEC) Council for Children with Behavioral Disorder’s (CCBD) Professional Development Committee (PDC) responsible for planning and executing their bi-annual international conference and serves as an alternate representative of the University of Florida’s College of Education’s Faculty Policy Council (FPC). Dr. MacSuga-Gage is a regular guest reviewer for multiple peer-reviewed publications including Beyond Behavior, Behavioral Disorders, Remedial and Special Education, Education and Treatment of Children, and more. 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. Dr. MacSuga-Gage is the author of several journal articles, a book chapter, and is an active presenter at both local and national/international conferences focusing on supporting the behavioral needs of adults and children.

Degrees

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)

M.A. in Education: Special Education, May 2006
University of Connecticut
K-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

Key Professional Appointments

Clinical Associate Professor of Special Education, August 2021 – Present
University of Florida – School of Special Education, School Psychology, and Early Childhood Studies (SESPECS)

Clinical Assistant Professor of Special Education, January 2015 – August 2021
University of Florida – School of Special Education, School Psychology, and Early Childhood Studies (SESPECS)

Visiting Clinical Assistant Professor of Special Education, August 2013 – December 2014
University of Florida – School of Special Education, School Psychology, and Early Childhood Studies (SESPECS)

Program Area Leader of Special Education, January 2014 – Present
University of Florida – School of Special Education, School Psychology, and Early Childhood Studies (SESPECS)

Activities and Honors

Review & Editorial Activities

Guest Reviewer Journal of Education for Students Placed At-Risk, 2014 – Present

Guest Reviewer Behavioral Disorders, 2013 – Present

Guest Reviewer Beyond Behavior, 2013 – Present

Guest Reviewer Remedial and Special Education, 2013 – Present

Peer Reviewer Journal of Curriculum and Instruction, 2013 – Present

Guest Reviewer Education and Treatment of Children, 2012 – Present

Student Reviewer Beyond Behavior, 2011 – 2013

Council for Exceptional Children (CEC) Convention and Expo Proposal Reviewer – 2013 – Present

Association for Positive Behavior Support (APBS) Conference Session Proposal Reviewer – 2013

Committee Participation

Elected University of Florida College of Education’s Faculty Policy Council’s Alternate representative, May 2015 – present

Faculty advisor for the University of Florida College of Education’s Student chapter of the Florida Educators Association (FEA) a division of the National Education Association (NEA), August 2014 – present

Ex-officio Board Member of the Council for Exceptional Children’s (CEC) Division of the Council for Children with Behavioral Disorders (CCBD), March 2014-present

Co-Chair of the Council for Exceptional Children’s (CEC) Division of the Council for Children with Behavioral Disorders (CCBD) Professional Development Committee (PDC), March 2014-present

Member Association for Positive Behavior Support (APBS) Training and Education Committee, March 2012-present

Member Diversity Committee College of Education at University of Florida, August 2013-May 2015

Member Florida Association for Positive Behavior Support (FLAPBS) Network and Membership Committee, June 2013 – present

Leader Association for Positive Behavior Support (APBS) Student Workgroup, March 2013- June 2014

President Association for Positive Behavior Support (APBS) Student Network & Ex-officio Board Member APBS, March 2012 – March 2013

Member Association for Positive Behavior Support (APBS) Membership Committee, Fall 2012-present

Member Association for Positive Behavior Support (APBS) Student Network, 2011-2013

Awards/Scholarships

Anderson Scholar Faculty Honoree, University of Florida, College of Liberal Arts and Sciences (2014)

Recipient of the Midwest Symposium for Leadership in Behavior Disorders (MSLBD) Doctoral Stipend Award (2013, February)

Neag Graduate Student Outstanding Research Travel Award (2012, Fall)

Recipient of the Lisa Pappanikou Glidden Scholarship (2012, April)

Neag Graduate Student Association Travel Award (2012, Spring)

Neag Graduate Student Association Travel Award (2011, Spring)

Grants

Institute of Educational Sciences (IES) Grant Program, “Project Integrate: Integrating School-Wide Positive Behavior Interventions and Supports and School Mental Health Services Using the Interconnected Systems Framework,” PI’s Nicholas A. Gage, Ashley S. MacSuga-Gage, & Joni Splett – $1,150,369 – Funded (2019 – 2024)

College Research Initiative Fund (CRIF) Grant Program, “Project MTSS-PD: A Data-based Decision-Making Professional Development Package to Increase Teachers’ Use of Evidence-based Classroom Management Practices,” PI’s Nicholas A. Gage & Ashley S. MacSuga-Gage – $5,000 – Funded (2015)

University of South Florida Florida’s Positive Behavior Support Project Grant, “Florida Positive Behavior Support Project,” PI Subcontract Ashley S. MacSuga-Gage – $50,000 per year funded – Funded (Spring 2015 – present)

Florida Department of Education Teacher Quality Partnership Grant Program, “Advancing the Development of Pre-service Teachers Project ADePT,” PI’s Buffy Bondy & Ester De Jong – (worked with grant writing team on conceptualization and Evaluation) – Funded (2014)

University of Florida Opportunity Grant, “Project ENGAGE: Evaluating the Relationship Between Classroom Management and Student Engagement”, PI’s Nicholas A. Gage, Ashley S. MacSuga-Gage, & Timothy Vollmer – Unfunded (2013)

The Wing Institute Graduate Research Funding Program in Evidence-based Education Grant – $5,000.00 – Funded (2012)

Selected Publications

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.

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.

Articles in Peer Refereed Journals (*indicates graduate students)

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)

Gage, N. A., MacSuga-Gage, A. S., & Evanovich, L. L. (2015). Training teachers to use antecedent-based classroom management strategies to support inclusion of students with intellectual disabilities: A feasibility study. Journal of Global Research in Education and Social Science, 6, 168-176. (IF: 1.32, H-Index: NA)

Schmidt, M., MacSuga-Gage, A., Gage, N., Cox, P., & McLeskey, J., (2015). Bringing the field to the supervisor: Innovation in distance supervision for field-based experiences using mobile technologies. Rural Special Education Quarterly, 34(1), 37-43. (IF: NA, H-Index: 16)

MacSuga-Gage, A. S., McNiff, M., Schmidt, M., Gage, N. A. & Schmidt, C. (2015). Is there an app for that? A model to help school-based professionals identify, implement, and evaluate technology for problem behaviors. Beyond Behavior, 24, 24-30. (IF: NA, H-Index: 11)

MacSuga-Gage, A. S., & Gage, N. A. (2015). Student-level effects of increased teacher-directed opportunities to respond. Journal of Behavioral Education, 24, 273-288. doi:10.1007/s10864-015-9223-2 (IF: 1.09, H-Index: 33)

MacSuga-Gage, A. S., & Simonsen, B. (2015). Examining the effects of teacher-directed opportunities to respond on student outcomes: A systematic review of the literature. Education and Treatment of Children, 38, 211-244 (IF: NA H-Index: 36)

Selected Links

Florida’s Positive Behavioral Intervention and Support (FLPBIS) Project http://flpbs.fmhi.usf.edu

Association for Positive Behavior Support http://apbs.org

Council for Children with Behavioral Disorders https://debh.exceptionalchildren.org/

National Technical Assistance Center for Positive Behavior Interventions and Supports http://pbis.org

Dr. MacSuga-Gage’s Curriculum Vitae