I am an associate professor in the School of Special Education, School Psychology and Early Childhood Studies. I teach courses in direct interventions in school psychology and assessment and evaluation in the Unified PROTEACH Early Childhood program. My primary research interests include aggression and challenging behaviors in early childhood, intervention for challenging behaviors, and teacher beliefs regarding children with special needs.
- School of Special Education School Psychology and Early Childhood Studies
Assessment and Evaluation, Behavior, Conflict / Aggression, Early Childhood, Emotion, Psychological Studies, Socialization Issues / Social Competence
- Ph.D. - The University of North Carolina at Chapel Hill
- M.Ed. - University of North Carolina at Chapel Hill
- B.S. - Wake Forrest University
- Assistant Professor, University of Florida, Department of Educational Psychology
- Associate Professor, School of Special Education, School Psychology, and Early Childhood Studies
Partners in Doctoral Preparation: A Unified Leadership Program in Early Childhood Special Education and School Psychology
- US Department of Education: Office of Special Education and Rehabilitative Services
- Smith-Bonahue, T., Bruehl, A.L., Harman, J., & Castillo, M. (in press). Perceptions of Parents and Teachers of the Social and Behavior Characteristics of Children with Reading Problems. Learning Disabilities: A Contemporary Journal.
- Harman, J.L. & Smith-Bonahue, T. (in press). The Bayley III Adaptive Behavior Scale. In L. Weiss, T. Oakland, & L Aylward (Eds.) Bayley III: Clinical Use and Interpretation. Academic Press.
- Smith-Bonahue, T., Harman, J., & Duncan, T. (2009). Intervention. In S.R. Hooper & W. Umansky (Eds.). Young Children with Special Needs, (418-461). Upper Saddle River, NJ: Pearson.
- Smith-Bonahue, T. (2008). Using the ABAS-II with Infants, Toddlers, and Preschoolers. In P. Harrison & T. Oakland, Adaptive Behavior Assessment System-II: Clinical Use and Interpretation, Elsevier, Inc.
- Smith, T. & Duncan, T. (2004). Intervention. In W. Umansky & S. Hooper (Eds.) Young children with special needs. (4th ed.). Columbus, OH: Prentice Hall.
- Stayton, V., Jones, H.A., Smith-Bonahue, T., Strangis, D. Conroy, M. (2003). Cultural and linguistic diversity in personnel preparation. In V.D. Stayton, P.S. Miller, & L. Dinnebeil (Eds.) Personnel prepation in early childhood special education: Implementing the DEC Recommended Practices. Longmont, CO: SOpris West.
- Duncan, T., Smith, T., Kemple, K., and Jones, H. (2001). Effectiveness of token reinforcement in reducing off-task behaviors of preschool age children. Proven Practice, 3, 75-82.
- Duncan, T. Kemple, K., & Smith, T. (2001). Reinforcement in developmentally appropriate early childhood classrooms. In K.M. & J.H. Munro (Eds.) Annual Editions in Early Childhood Eduction 01/02, 22nd edition.
- Smith, T., Pretzel, R., & Landry, K. (2001). Infant assess
- Duncan, T. Kemple, K., & Smith, T. (2000). Developmentally appropriate practice and the use of reinforcement in inclusive early childhood classrooms. Childhood Education, 76,
- Smith, T. (1999). Temperament and maternal perceptions of infants prenatally exposed to cocaine and other drugs. Infant-Toddler Intervention: A Transdisciplinary Journal, 9,
- Bucy, J., Smith, T., & Landau, S. (1999). Assessment of children with developmental orthopedic, and health impairments. In E.V. Nuttall, I Romero, & J Kalesnik (Eds.) Assessing and screening preschoolers: Psychological and educational dimensions (2nd edition). Boston, MA: Allyn & Bacon. Boston, MA: Allyn & Bacon. 194-203. 69-86.