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My teaching interests focus on the application of
behavioral assessment and intervention planning techniques in
school psychology, especially as used in early and preventive
intervention for academic and social problems.
My research interests focus on children's development of
necessary skills for social interaction and school
adjustment, development of tools for measuring that
development, descriptive and intervention studies with
children exposed prenatally to drugs or alcohol, and design
of intervention procedures that promote behavioral
maintenance through access of naturally occurring
reinforcement contingencies. [more
about this research and
Individual Growth and
Development Indicators (IGDIs)]
I am past-director of the Institute
on Community Integration, a University Center for Excellence in
Developmental Disabilities (UCEDD), and am currently the director of
community engagement,
Center
for Early Education and Development. In 2008-2009 I will serve as the
Fesler-Lampert Chair in Urban and Regional Affairs, extending my work to
more fully explore common features in the causes and conditions of school
readiness outcomes and health outcomes for young children living in poor
urban neighborhoods, and to systematically investigate ways to design and
conduct research that both community members and policy makers value.
Selected publications
McConnell, S. R. (2000). Assessment in early
intervention and early childhood special education: Building on the past
to project into our future. Topics in Early Childhood Special
Education, 19, 43-48.
Carta, J. J., Atwater, J. B., Greenwood, C. R.,
McConnell, S. R., McEvoy, M. A., & Williams, R. (2001). Effects of
cumulative prenatal substance exposure and multiple environmental risks
on children’s developmental trajectories. Journal of Clinical and
Consulting Psychology, 30, 327-337.
McConnell, S. R. (2001).
Parent involvement and family support:
Where do we want to go, and how will we know we are headed there?
Journal of Early Intervention, 24, 15-18.
McConnell, S. R., Priest, J. S., Davis, S. D., &
McEvoy, M. A. (2002). Best practices in measuring growth and
development for preschool children. In A. Thomas and J. Grimes (Eds.),
Best practices in school psychology (4th ed.) (pp.
1231 – 1246). Washington DC: National Association of School
Psychologists.
McConnell, S. R., Missall, K. N., Silberglitt, B.,
& McEvoy, M. A. (2002). Promoting social development in preschool
classrooms. In M. Shinn, G. Stoner, & H. M. Walker (Eds.),
Interventions for academic and behavior problems II: Preventive and
remedial approaches (pp. 501-536). Washington, D.C.: National
Association of School Psychologists.
Priest, J.S., McConnell, S. R., Walker, D., Carta,
J. J., Kaminski, R. A., McEvoy, M. A., Good, R. H., Greenwood, C. R., &
Shinn, M. R. (In press). General growth outcomes for children between
birth and age eight: Where do we want young children to go today and
tomorrow? Journal of Early Intervention.
McEvoy, M. A., Priest, J. S., Kaminski, R. S.,
Carta, J. J., Greenwood, C. R., McConnell, S. R., Good, R. H., Walker,
D. & Shinn, M. R. (In press). General growth outcomes: Wait! There’s
more! Journal of Early Intervention.
McConnell, S. R. (In press). Interventions to
facilitate social interaction for young children with autism: Review of
available research and recommendations for educational intervention and
future research. Journal of Autism and Developmental Disorders.
McConnell, S. R., Rush, K. L., McEvoy, M. A., Carta,
J. J., Atwater, J. & Williams, R. (In press). Descriptive and
experimental analysis of child-caregiver interactions that promote
development of young children exposed prenatally to drugs and alcohol.
Journal of Behavioral Education. Complete
vitae [.pdf]
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