Mary-alayne Hughes' research interests include families of young children with disabilities and pre-service personnel preparation of individuals (future early interventionists and teachers) who will work with young children with disabilities and their families. Currently, she is the Principal Investigator on a federally-funded personnel preparation grant ("Preparing Culturally Responsive Early Intervention/Early Childhood Special Education Personnel").
As clinical faculty, I do not have a research appointment. However, I am interested in research in the area of personnel preparation. I am currently qualitatively analyzing playgroup practicum data to examine the developmental progression of pre-service playgroup practicum students' competence and confidence in implementing a playgroup intervention approach.
Marsili, A., & Hughes, M. (2009) Finding Kirk's words: An infant mental health approach to preschool intervention Young Exceptional Children 12 (2), 2-15
Cole, S., McCollum, J., Swinford, L., Dewar, G., & Hughes, M. (2009) Moving towards relationship-based practices in a crisis nursery setting Early Child Development and Care 179 (7), 863-877
Hughes, M., Shaffer, L., & Zaghlawan, H. (2008) Inclusive playgroups: Supporting the development of infants and toddlers. Young Exceptional Children Monograph Series Early Intervention for infants and Toddlers and Their Families: Practices and Outcomes Division for Early Childhood of the Council for Exceptional Children: Missoula, MT
Appl, D., Hoffman, B., & Hughes, M.. Readiness skills that support toddlers' transition into preschool Young Exceptional Children/Sage
Hile, K., Santos, R., & Hughes, M.. Preparing Early Interventionists to Implement Family-centered Practices Journal of Early Childhood Teacher Education/Taylor & Francis
Hopkins, A., Hughes, M., & , .. Individualized healthcare plans for children with chronic conditions in the classroom Young Exceptional Children
Hughes, M., Spence, C., & Ostrosky, M.. Early childhood mental health consultation: Common questions and answers Young Exceptional Children
Principal Investigator Preparing Culturally Responsive Early Intervention/Early Childhood Special Education Personnel (PCRP), U.S. Department of Education, 2014 - 2017
Principal Investigator Preparing Relationship-based Early Intervention/Early Childhood Special Education Personnel (PREP), U.S. Department of Education, 2009 - 2016
Co-Principal Investigator Preparing Relationship-Based Early Intervention Personnel (PREP), U.S. Department of Education, 2004 - 2010
Co-Principal Investigator Developing a Community Impact Project to Enhance SPED 338: Families of Children with Special Needs, Community Based Learning Grant, 2004 - 2005
Senior Personnel Relationships Project, Cross-Campus Initiative on Promoting Resiliency, 2004 - 2005
Co-Principal Investigator Enhancing Pre-Service Teachers' Resource Family Experience, The Kay Meginnis Endowment for the Enhancement of Special Education Programs, 2004 - 2004
Young Exceptional Children, 2011 - 2016
Review Panel Member, U.S. Dept. of Education, Office of Special Education Programs, Focus Area A: E U.S. Dept. of Education, Office of Special Education Programs, 2014 - 2014
Heartland Equity & Inclusion Project State Steering Committee, 2010 - 2014
Illinois (IDEC) Sharing A Vision Conference, 2007 - 2014
Illinois (IDEC) Sharing A Vision Conference Planning Committee, 2007 - 2014
Illinois Sharing A Vision Conference (SAV) Evaluation, 2007 - 2014
Illinois Gateways to Opportunity Core Credential Committee, 2009 - 2012
U.S. Department of Education, 2010 - 2011
Promotion & Tenure -- Reviewer University of Memphis, 2010 - 2010
United Way Success by 6 Social-emotional Work Group, 2006 - 2010
B-3 Clearinghouse Advisory Board, 2009 - present
Illinois Division for Early Childhood, 2008 - 2009
Conference proposal reviewer for personnel preparation strand. DEC's International Conference on Young Children with Special Needs, 2008 - 2008
Conference Proposal Reviewr for 2 strands: personnel preparation and administration CEC Division for Early Childhood (DEC) Conference, 2007 - 2007
Illinois Division for Early Childhood, 2006 - 2007
Illinois Division for Early Childhood, 2005 - 2006
Birth to Six Council of Families & Agencies (Champaign County LIC, 2005 - 2006
Chair, Intervention Strand Proposal Reviews CEC Division for Early Childhood (DEC) Conference Proposal Reviews, 2005 - 2005
DEC's International Conference on Young Children with Special Needs, 2004 - 2004
Journal of Early Intervention, 2003 - present
Assessment in ECSE Practice in designing and applying assessment devices and procedures and in using them to make educational decisions for children with special needs, birth through kindergarten age. Course Information: 3 undergraduate hours. No graduate credit. Prerequisite: Credit or concurrent registration in SPED 524 or consent of instructor.
Introduction to ECSE Overview of the history, trends, and issues of the field of Early Childhood Special Education (ECSE) with particular attention to federal and state policy, service system models, and professional roles and ethics. Emphasis is on current research, theory, and practice. Course Information: 2 undergraduate hours. 2 graduate hours. Prerequisite: Junior standing.
Supervised Prac in SPED Supervised practice in one or more settings in which students with mild to severe disabilities are served; practicum settings may include day, residential, special, and regular schools which serve students with disabilities. Course Information: Additional fees may apply. See Class Schedule. Approved for S/U grading only. May be repeated in same or subsequent terms to a maximum of 8 hours. Prerequisite: Admission to the graduate program in special education; consent of supervising faculty member. Class Schedule Information: Student teaching fee required. A per hour fee will be charged. The fee is determined by the yearly total rate approved by the Board of Trustees.
Interdisciplinary Teaming Study of roles and functions of teams in early intervention and special education service delivery; considers models of team process within and between service settings; explores dynamics of interaction on teams, including approaches to decision-making, communication, and conflict resolution; examines professional roles and tasks of team members in the intervention process.
Individual Differences: B to 6 Examines major developmental themes in young children from birth to six. Emphasizes individual differences resulting from environmental and biological factors that influence development, including those resulting from disabilities. Focuses on integration among multiple domains of development. Course Information: Prerequisite: Graduate standing or consent of instructor.