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Reichow, Brian



BrianReichowPreeminence Faculty Member, Anita Zucker Center for Excellence in Early Childhood Studies Associate Professor, School of Special Education, School Psychology and Early Childhood Studies
Associate Professor, School of Special Education, School Psychology and Early Childhood Studies
University of Florida
3002 Norman Hall
PO Box 110750
Gainesville, FL 32611
352-273-4283
breichow@coe.ufl.edu

Biography

Dr. Reichow’s current research interests include the translation of research to practice, the use of systematic review methods and meta-analytic methods to identify evidence-based practices, and applied research involving young children with or at risk of developing disabilities and their families. Currently, Dr. Reichow is working with colleagues at the University of Florida to examine how professional development can be provided to early intervention providers and preschool teachers to increase the frequency with which parents and caregivers provide embedded learning opportunities to their children with disabilities in everyday routines and activities in the home, community, and at school. He also continues his work as a technical advisor for the World Health Organization related to the development of practice guidelines and training materials to increase the identification, management, and treatment of children with developmental disabilities in lower- and middle-income countries. His research has been supported through numerous external funding agencies, including the Florida Department of Health, the US Department of Education Office of Special Education Programs, and the US Department of Education Institute of Education Sciences.

Dr. Reichow is currently Co-Editor in Chief of the Journal of Early Intervention, the leading journal in the field of early childhood special education and early intervention. He is also an associate editor for Topics in Early Childhood Special Education, Journal of Autism and Developmental Disorders, and Campbell Systematic Reviews and serves on numerous other editorial boards. Dr. Reichow has received numerous awards and recognition for his work including the 2010 Council for Exceptional Children, Division of Research Early Career Publication Award.

Widely published, Dr. Reichow has authored over 75 scholarly articles and chapters. In addition, he was the lead editor for the Handbook of Early Childhood Special Education [B. Reichow, B. A. Boyd, E. E. Barton & S. Odom, 2016]. Prior to his graduate and post-doctoral studies at Vanderbilt University and Yale University, respectively, Dr. Reichow received degrees in elementary education and psychology at the University of North Carolina at Chapel Hill and was a teacher of students with autism in early care and education settings and public elementary schools.

Degrees

Ph.D. in Early Childhood Special Education, Vanderbilt University, 2008

M.S. in Early Childhood Special Education, Vanderbilt University, 2006

A.E.B.D. in Elementary Education and Psychology, University of North Carolina at Chapel Hill, 2000

Fellowships

Global Fellow, University of Florida International Center, 2016

Post-Doctoral Fellow, Yale Child Study Center, 2008 – 2010

Key UF Professional Appointments

Associate Professor, School of Special Education, School Psychology, and Early Childhood Studies, University of Florida, 2014 – present

Preeminence Faculty Member, Anita Zucker Center for Excellence in Early Childhood Studies, University of Florida, 2014 – present

Select Honors, Awards and Appointments

Review Panels, Advisory Boards, Committees, and Consulting

International

Technical Advisor, Developing Global Recommendations for Early Detection and Early Intervention for Children at High Risk for Autism Spectrum Disorder, UNICEF, 2020 – present

Expert Consultant and Technical Advisor, World Health Organization, 2013 – present

National

Member, Planning Committee, Conference on Research Innovation in Early Intervention, 2020 – present

Member, Division for Early Childhood Recommended Practices Committee, 2017 – present

Co-Chair, Division for Early Childhood Recommended Practices Evidence Syntheses Group, 2015 – present

Member, Planning Committee, Conference on Research Innovations in Early Intervention, 2015 – 2018

State

External Evaluator, School Readiness Child Assessments, Florida Department of Education, 2019

Co-Leader, Research to Practice Special Interest Group, Council for Exceptional Children Division for Early Childhood, 2013 – 2018

National Chair, Special Interest Group, Council for Exceptional Children Division for Early Childhood, 2016 – 2017

Co-Chair, Conference Research Strand, Council for Exceptional Children Division for Early Childhood, 2014 – 2016

Editorial Appointments

Associate Editor, Campbell Systematic Reviews, 2020 – present

Co-Editor in Chief, Journal of Early Intervention, 2019 – present

Editorial Board Member, Behavior Disorders, 2018 – present

Editorial Board Member, Research in Autism Spectrum Disorders, 2017 – present

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

Associate Editor, Journal of Autism and Developmental Disorders, 2014 – present

Editorial Board Member, Focus on Autism and Other Developmental Disabilities, 2014 – present

Editorial Board Member, Remedial and Special Education, 2013 – present

Editorial Board Member, Infants and Young Children, 2012 – present

Editorial Board Member, Journal of Autism and Developmental Disorders, 2010 – present

Grants

Development and Evaluation of Tools for Families (TFF): An Intervention to Promote Family Engagement in Embedded Instruction for Early Learning. Funded by the Institute of Education Sciences, US Department of Education, R324A200044 (7/1/2020 – 6/30/2023)
Role: Co-Principal Investigator/Director
Award: $1,400,000

Increasing Social-Emotional Outcomes for Florida’s Early Steps Infants/Toddlers. Funded by the State of Florida, Department of Health, Division of Children’s Medical Services, COQXY (7/1/2019 – 6/30/2022)
Role: Co-Principal Investigator
Award: $1,610,355

Increasing Social-Emotional Outcomes for Florida’s Early Steps Infants/Toddlers: Institutions of Higher Education Supporting the Three Model Demonstration Sites to Implement the Demonstration Site Implementation Plan. Funded by the Florida Department of Health, Children’s Medical Services (7/1/2017 – 6/30/2019)
Role: Co-Director
Award: $467,616

Preparing Leaders in Early Childhood Studies and Implementation Science – Project PLECS-IS. Funded by the U.S. Department of Education, Office of Special Education Programs, H325D150079 (1/1/2016 – 12/31/2019)
Role: Co-Principal Investigator
Award: $995,218

Impact of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices: An Efficacy Trial of Tools for Teachers. Funded by the Institute of Education Sciences, US Department of Education, R324A150076 (7/1/2015 – 6/30/2019)
Role: Investigator
Award: $3,500,000

Adaptation of World Health Organization Caregiver Skills Training for Caregivers of Children with Disabilities in Zambia. UF College of Education, College Research Incentive Fund (8/16/2016 – 8/15/2017)
Role: Principal Investigator
Award: $40,000

Selected Publications

Books

Reichow, B., Boyd, B. A., Barton, E. E., & Odom, S. L. (Eds.). (2016). Handbook of early childhood special education. Springer International.

Book Chapters

Stichter, J. P., Conroy, M. A., 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). Routledge.

Reichow, B. (2016). Evidence-based practice in the context of early childhood special education. In B. Reichow, B. A. Boyd, E. E. Barton, & S. L. Odom (Eds.), Handbook of early childhood special education (pp. 107-124). Springer International.

Peer-Reviewed Publications and Journal Articles

Cook, B. G., Johnson, A. H., Maggin, D. M., Therrien, W. J., Barton, E. E., Lloyd, J. W., Reichow, B., Talbott, E., & Travers, J. C. (2021). Open science and single-case design research. Remedial and Special Education. Advance online publication. https://doi.org/10.1177/0741932521996452

Grasley-Boy, N., Gage, N., Reichow, B., & Lane, H. (2021). A conceptual replication of targeted professional development to increase teachers’ behavior-specific praise. School Psychology Review. Advance online publication. https://doi.org/10.1080/2372966X.2020.1853486

Martinez, J. R., Waters, C. L., Conroy, M. A., & Reichow, B. (2021). Peer-mediated interventions to address 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

Luo, L., Reichow, B., Snyder, P., Harrington, J., & Polignano, J. (2020). Systematic review and meta-analysis of classroom-wide social-emotional competence interventions for preschool children. Topics in Early Childhood Special Education. Advance online publication. https://doi.org/10.1177/0271121420935579

Grasley-Boy, N. M., Reichow, B., Dijk, W., & Gage, N. (2020). A systematic review of tier 1 PBIS implementation in alternative educational settings. Behavioral Disorders. Advance online publication. https://doi.org/10.1177/0198742920915648

Germansky, S., Reichow, B., Martin, M., & Snyder, P. (2020). A systematic review of caregiver-implemented functional analyses. Behavior Analysis in Practice, 13(3), 698-713. https://doi.org/10.1007/s40617-019-00404-y

Hur, J. H., Snyder, P., & Reichow, B. (2020). Systematic review of English early literacy interventions for children who are dual language learners. Topics in Early Childhood Special Education, 40(1), 6-23. https://doi.org/10.1177/0271121419894623

Smith, S., Barajas, K., Ellis, B., Moore, C., McCauley, S., & Reichow, B. (2019). A meta-analytic review of randomized controlled trials of the Good Behavior Game. Behavior Modification. Advance online publication.https://doi.org/10.1177/0145445519878670

Harrop, C., Amsbary, J., Towner-Wright, S., Reichow, B., & Boyd, B. A. (2019). That’s what I like: The use of circumscribed interests within interventions for individuals with autism spectrum disorder. A systematic review.Research in Autism Spectrum Disorders, 57, 63-86. https://doi.org/10.1016/j.rasd.2018.09.008

Reichow, B., Lemons, C. J., Maggin, D. M., & Hill, D. R. (2019). Beginning reading interventions for children and adolescents with intellectual disability. Cochrane Database of Systematic Reviews, 2019(12), Article CD011359. https://doi.org/10.1002/14651858.CD011359.pub2

Salomone, E., Pacione, L., Shire, S., Brown, F., Reichow, B., & Servili, C. (2019). Development of the WHO caregiver skills training program for developmental disorders or delays. Frontiers in Psychiatry, 10, Article 769. https://doi.org/10.3389/fpsyt.2019.00769

Odom, S. L., Barton, E. E., Reichow, B., Swaminathan, R., & Pustejovsky, J. E. (2018). Between-case standardized effect size analysis of single case design: Examination of the two methods. Research in Developmental Disabilities, 79, 88-96. https://doi.org/10.1016/j.ridd.2018.05.009

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

Reichow, B., Hume, K., Barton, E. E., & Boyd, B. A. (2018). Early intensive behavioral intervention (EIBI) for young children with autism spectrum disorders (ASD). Cochrane Database of Systematic Reviews, 2018(5), Article CD009260. https://doi.org/10.1002/14651858.CD009260.pub3

Reichow, B., Barton, E. E., & Maggin, D. M. (2018). Development and applications of the single-case design risk of bias tool for evaluating single-case design research study reports. Research in Developmental Disabilities, 79, 53-64. https://doi.org/10.1016/j.ridd.2018.05.008

Barton E. E., Pustejovsky J. E., Maggin D. M., & Reichow, B. (2017). Technology-aided instruction and intervention for students with ASD: A meta-analysis using novel methods of estimating effect sizes for single-case research. Remedial and Special Education, 38(6), 371-386. https://doi.org/10.1177/0741932517729508

Bikic, A., Reichow, B., McCauley, S. A., Ibrahim, K., & Sukhodolsky, D. G. (2017). Meta-analysis of organizational skills interventions for children and adolescents with attention-deficit/hyperactivity disorder. Clinical Psychology Review, 52, 108-123. https://doi.org/10.1016/j.cpr.2016.12.004

Gage, N. A., Cook, B. G., & Reichow, B. (2017). Publication bias in special education meta-analyses. Exceptional Children, 83(4), 428-445. https://doi.org/10.1177/0014402917691016

Selected Links

Anita Zucker Center for Excellence in Early Childhood Studies

Embedded Instruction for Early Learning

School of Special Education, School Psychology and Early Childhood Studies