University of Minnesota
Driven to Discover


McConnell

Scott McConnell

Professor

Ctr for Early Ed & Development
Room 351 EdSciB
56 E River Rd
Tel: 612-624-6365
smcconne@umn.edu

Ph.D., University of Oregon

Curriculum Vitae

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 served 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

  1. McConnell, S., Hearst, M.O., & Martin, L. (2012). School readiness and overall development: two sides of one issue for preschoolers in high-poverty neighborhoods? CURA Reporter, 42(3), 28-36.

  2. Greenwood, C. R., Carta, J. J. & McConnell, S. R. (In press). Advances in measurement for universal screening and individual progress monitoring of young children. Journal of Early Intervention.

  3. Greenwood, C. R., & McConnell, S. R. (In press). JEI guidelines for manuscripts describing the development and testing of an assessment instrument or measure. Journal of Early Intervention.

  4. Rafdal, B. H., McMaster, K.L., McConnell, S. R., Fuchs, D., & Fuchs, L. S. (In press). The effectiveness of kindergarten Peer-Assisted Learning Strategies for students with disabilities. Exceptional Children, 77, 299–317.

  5. Missall, K.M., & McConnell, S. R. (2010). Early literacy and language IGDIs for preschool-aged children. J. J. Carta & C. R. Greenwood (Eds.), Individual Growth and Development Indicators: Tools for monitoring progress and measuring growth in very young children. Baltimore, MD: Paul H. Brookes.

  6. McConnell, S. R., & Missall, K. N. (2008). Best practices in monitoring progress for preschool children. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed., pp. 561-573). Washington, D.C.: National Association of School Psychologists.

  7. Missall, K. N., Carta, J. J., McConnell, S. R., Walker, D., & Greenwood, C. R. (2008). Using Individual Growth and Development Indicators to measure early language and literacy. Infants and Young Children, 21, 241-254.

  8. Brown, W. B., Odom, S. L., McConnell, S. R., & Rathel, J. M. (2007). Peer interactions for preschool children with developmental difficulties. In W. B. Brown, S. L. Odom & S. R. McConnell (Eds.), Social competence of young children with disabilities: Risk, disability, and intervention (pp. 141-164). Baltimore: Paul H. Brookes.

  9. Missall, K., Reschly, A., Betts, J., McConnell, S., Heistad, D., Pickart, M., Sheran, C., & Marston, D. (2007). Examination of the predictive validity of preschool early literacy skills. School Psychology Review, 36, 433-452.

  10. Odom, S. L., McConnell, S. R., & Brown, W. B. (2007). Social competence of young children: Conceptualization, assessment, and influences. In W. B. Brown, S. L. Odom & S. R. McConnell (Eds.), Social competence of young children with disabilities: Risk, disability, and intervention (pp. 3-30). Baltimore: Paul H. Brookes.

  11. Missall, K. N., McConnell, S. R. & Cadigan, K. (2006). Early literacy development: Skill growth and relations between classroom variables for preschool children. Journal of Early Intervention, 29, 1–21.

  12. Carta, J. J., Greenwood, C. R., Walker, D., Kaminski, R., Good, R., McConnell, S. R., & McEvoy, M. (2005). Individual growth and development indicators (IGDIs): Assessment that guides intervention for young children. Young Exceptional Children, 4, 15-27.

  13. McConnell, S. R. & Missall, K. N. (2004). Defining “school readiness.” NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 7(1), 10-12.

  14. Shin, J., Espin, C., Deno, S., & McConnell, S. (2004). Use of hierarchical linear modeling and curriculum-based measurement for assessing academic growth and instructional factors for students with learning difficulties. Asia Pacific Education Review, 5(2), 136–148.

  15. McConnell, S. R. (2004). Considering the role of individuals in creating commitment, continuity, and dedication in the science and practice of early education and development: A memorial to Mary A. McEvoy (1953–2002). Journal of Early Intervention, 26, 80–90.

  16. McConnell, S. R. (2002). 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, 32, 351-372.

  17. 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.

  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.

  19. McConnell, S. R., Rush, K. L., McEvoy, M. A., Carta, J. J., Atwater, J. & Williams, R. (2002). Descriptive and experimental analysis of child-caregiver interactions that promote development of young children exposed prenatally to drugs and alcohol. Journal of Behavioral Education, 11, 131-161.

  20. 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.

  21. 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.

  22. 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. (2001). General growth outcomes: Wait! There’s more! Journal of Early Intervention, 24, 191-192.

  23. 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. (2001). General growth outcomes for children between birth and age eight: Developing a foundation for continuous progress measurement. Journal of Early Intervention 24, 163-180.

  24. 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.

Selected Presentations

  1.  

    Wackerle-Hollman, A., Duran, L., Rodriguez, M., & McConnell, S. (2013, May 16-17). Spanish-English bilingual language development and implications for assessment. Presented at the 2013 Inaugural Bilingual Research Conference in Houston, Texas.

     

  2. Wackerle-Hollman, A., McConnell, S., Duran, L., & Rodriguez, M. (2013, April 20). Spanish-English Bilingual Development and Implications for Assessment. Presented at 2013 Society for Research in Child Development Biennial Meeting in Seattle, Washington.

  3. McConnell, S. R., Bradfield, T. A., & Wackerle-Hollman, A. (2013, March). Individual Growth and Development Indicators in universal screening and progress monitoring for early childhood Response to Intervention. Laptop showcase at annual meeting of Institute of Education Sciences Principal Investigators, Washington D.C

  4. Potter, L. M., Besner, A., Palma, J., & McConnell, S. (2013, February). Using a Partial Credit Model with Picture Naming IGDIs 2.0. Presented at the annual conference for the National Association of School Psychologists in Seattle, WA.

  5. McConnell, S., Clayton, K., & Martin, M. (2012, October). Moving toward community-based response to intervention: In-home language assessments with LENA. Poster presented at the annual meetings of the Division for Early Childhood, Council on Exceptional Children, Minneapolis MN.

  6. Rahn, N. L., & McConnell, S. R. (October, 2012). Practice effects in a preschool picture naming task. Poster presented at the annual meetings of the Division for Early Childhood (DEC), Council on Exceptional Children, Minneapolis, MN.

  7. McConnell, S. R., Seiwert, M., Wackerle-Hollman, A., & Bradfield, T. A. (2012, October). Early childhood in Promise Neighborhoods: Northside Achievement Zone's Early Childhood Action Team. Spotlight symposium presented at the annual meetings of the Division for Early Childhood, Council on Exceptional Children, Minneapolis MN.

  8. McConnell, S. R., Strain, P. S., Goldstein, H., Kohler, F., Odom, S. L., & Sainato, D. M. (2012, October). Thirty years later: Early childhood special education from MECCA to now. Symposium presented at the annual meetings of the Division for Early Childhood, Council on Exceptional Children, Minneapolis MN.

  9. Wackerle-Hollman, A., Bradfield, T., McConnell, S., & Spencer, T. (2012, October). Measuring a response to intervention model in early childhood: Examining assessments for identification, decision making and progress monitoring. Poster presentation at the annual meetings of the Division for Early Childhood (DEC), Council on Exceptional Children, Minneapolis, MN.

  10. Bradfield, T., Wackerle-Holman, A., & McConnell, S. (2012, September 21). Post-summit workshop: Using individual growth and development indicators. Presented at Center for Response to Intervention in Early Childhood (CrTIEC) 4th Annual Summit on RTI in Early Childhood, Santa Ana Pueblo, New Mexico.

  11. McConnell, S., Wackerle-Holman, A., & Bradfield, T. (2012, September 19). IGDIs and beyond: Measurement and decision-making for language and literacy RTI efforts in early childhood education. Presented at Center for Response to Intervention in Early Childhood (CrTIEC) 4th Annual Summit on RTI in Early Childhood, Santa Ana Pueblo, New Mexico.

  12. Duran, L., Wackerle-Holman, A., & McConnell, S. (2012, September 19). All new Spanish-IGDIs: Bilingual measurement considerations and S-IGDI development. A joint presentation by the University of Utah and the University of Minnesota. Presented at Center for Response to Intervention in Early Childhood (CrTIEC) 4th Annual Summit on RTI in Early Childhood, Santa Ana Pueblo, New Mexico.

  13. McConnell, S.R. (2012, June 25). Assessment and Progress Monitoring in Early Childhood Education. A Head Start Front Porch Webinar, presented by the National Center on Quality Teaching and Learning.

  14. McConnell, S. R. (2012, February). Using teacher judgments and other standards to set cut-scores for RTI tiered intervention. Paper presented at the Conference on Research Innovations in Early Childhood, San Diego CA.

  15. Potter, L., Clayton, K., Rodriguez, M., Schmitt, B., Wackerle-Hollman, A., & McConnell, S. (2012, February). IGDIs 2.0: Practitioner judgments of feasibility, validity and functionality. Poster presented at the annual meetings of the National Association of School Psychologists, Philadelphia PA.

  16. McConnell, S. R. (2011, November). Measuring up: Constructing progress monitoring measures in early intervention and early childhood special education. David Sexton Memorial Lecture, presented at the meetings of the Division of Early Childhood, Council on Exceptional Children, Washington, D. C.

  17. McConnell, S. R., & Greenwood, C. R. (2011, November).  Developing and validating assessment and Tier 2 and Tier 3 intervention tools for RTI in Early Literacy and Language. Part of a Pecha Kucha on Tiered Interventions, presented at 27th Annual International Conference on Young Children with Special Needs and their Families Division of Early Childhood Council on Exceptional Children, National Harbor, Washington DC.

  18. McConnell, S. R., & Rafdal, B. (2011, November). LENA in community-based research: An example and a plan. Paper as part of a symposium, Re-thinking early evaluation and progress monitoring: What can LENA tell us? (Jill Gilkerson Chair), presented at 27th Annual International Conference on Young Children with Special Needs and their Families Division of Early Childhood Council on Exceptional Children, National Harbor, Washington DC.

  19. Clayton, K., Bradfield, T., Schmitt, B., and McConnell, S. (2011, Sept. 27). The Impact of instructional support on oral language Development for preschoolers living in poverty. Poster at the 3rd Annual RTI Early Childhood Summit, Santa Ana Pueblo, NM.

  20. McConnell, S., Bradfield, T., and Wackerle-Hollman, A. (2011, Sept. 26). Using IGDIs for identifying children for tiered early literacy and language support. Presentation at the 3rd Annual RTI Early Childhood Summit, Santa Ana Pueblo, NM.

  21. Hearst, M.O., Martin, L., Rafdal, B., Bloomgren, R., & McConnell, S. (2011, June 15-18). Early childhood development, food access and screen-time behavior in a low-income community: The Five Hundred under Five Social Determinants of Health Pilot Study. ISBNPA. Melbourne.

  22. McConnell, S., & Bruininks, R. (2011, May 10). Research provides good  answers to legislators' early-education questions. MinnPost.com. Retrieved from http://www.minnpost.com/community_voices/2011/05/10/28132/research_provides_
    good_answers_to_legislators_early-education_questions    .

  23. Albano, A. D., Rodriguez, M. C., McConnell, S., Bradfield, T., & Wackerle-Hollman, A. (2011, April). Scaling with measures of early literacy. Paper presented at the meeting of the National Council for Measurement in Education, New Orleans, LA.

  24. Bradfield, T., Wackerle-Hollman, A., McConnell, S., Rodriguez, M. C. & Albano, A. D. (2011, April). Construct identification to support early literacy measurement. Paper presented at the meeting of the National Council for Measurement in Education, New Orleans, LA.

  25. Rodriguez, M. C., Albano, A. D., McConnell, S., Wackerle-Hollman, A. & Bradfield, T. (2011, April). Standard setting with innovative measures of early literacy: Contrasting Groups. Paper presented at the meeting of the National Council for Measurement in Education, New Orleans, LA.

  26. Wackerle-Hollman, A., Bradfield, T., McConnell, S., Albano, A. D., & Rodriguez, M. C. (2011, April). Task development and item analysis in innovative measures of early literacy. Paper presented at the meeting of the National Council for Measurement in Education, New Orleans, LA.

  27. McConnell, S. R. (2011, February). Discussant, Explicit and Intentional Vocabulary and Early Literacy Interventions in Preschool. Symposium presented at the annual convention of the National Association of School Psychologists, San Francisco, CA.

  28. McConnell, S. R. (2011, February). IGDI,RTI, IRT, PLD…and LBJ: Integrating contemporary measurement methods into General Outcome Measurement R&D to set benchmarks for RTI. Paper presented to Special Education Programs Brown Bag Series, University of Minnesota, Minneapolis, MN.

  29. Davis, S., Kohler, K., & McConnell, S. (2011, February). Child, classroom and family characteristics of Early Reading First Classrooms. Paper presented at the annual convention of the National Association of School Psychologists, San Francisco, CA.

  30. McConnell, S., Rodriguez, M., Schmitt, B., Bradfield, T.A., & Clayton, K. (2011, February). Early Childhood Response to Intervention: Using Second-Generation IGDIs. Symposium presented at annual meetings of the National Association of School Psychologists, San Francisco, CA.

  31. McConnell, S. R. (2011, February). Developing benchmark goals and cut-points for risk:  A contrasting-groups standard-setting approach. Paper presented at the 19th Annual Pacific Coast Research Conference, San Diego, CA.

  32. Bradfield, T.A., & McConnell, S. R. (2011, January) Expanding & improving assessment of early literacy and language development in preschool: IGDIs 2.0. Paper presented to the annual meeting of the Minnesota School Psychologists Association.

  33. McConnell, S., Rodriguez, M., Albano, A., Bradfield, T., & Wackerle-Hollman, A. (2010, October 12). Using Teachers' Judgments of Individual Student Performance for Identification Assessment in Early Childhood RTI. Second Annual Summit on Response to Intervention in Early Childhood, Kansas City, KS.

  34. McConnell, S., & Martin, L. (2010, September 15). Designing Evaluation to Drive Outcomes and Create an Ongoing Learning Community in the North Side Achievement Zone (NAZ). This forum addressed how evaluation will be used to drive outcomes and create an ongoing learning community through NAZ. Northside Achievement Zone (NAZ) Forum.

  35. Buysse, V., Houle, G., & McConnell, S. (2010, August 3). Response to Intervention in Early Childhood. 2010 OSEP Leadership Mega Conference: Collaboration to Achieve Success from Cradle to Grave, Washington, DC.

  36. McConnell, S. (2010, June 23). Keynote Presentation: Defining and Implementing Response to Intervention in Early Childhood, a general overview of Response to Intervention and how it might be adapted for use with young children and communities. Utah Conference on Effective Practices for Teachers and Human Service Professionals: Interventions Across the Lifespan.

  37. McConnell, S. (2010, June 23). Workshop: Progress Monitoring in Early Childhood, Part 1: What to Measure, and How to Measure it, in Progress Monitoring for Language and Literacy Development. Utah Conference on Effective Practices for Teachers and Human Service Professionals: Interventions Across the Lifespan.

  38. McConnell, S. (2010, June 23). Workshop: Progress Monitoring in Early Childhood, Part 2: Collecting and Using Progress Monitoring Data for Language and Literacy Development. Utah Conference on Effective Practices for Teachers and Human Service Professionals: Interventions Across the Lifespan.

  39. McConnell, S., Missal, K., Rodriguez, M., & Wackerle-Hollman, A. (2010, February 25-27). Monitoring Progress on Progress Monitoring: Recent Innovations in the Design and Evaluation of Individual Growth and Development Indicators. A panel presentation to the Conference on Research Innovations in Early Intervention (CRIEI), San Diego, CA. On behalf of the CRtIEC project.


© 2013 Regents of the University of Minnesota. All rights reserved.
The University of Minnesota is an equal opportunity educator and employer
Last modified on February 21, 2013.