Hedda Meadan is an associate professor at the Department of Special Education at the University of Illinois at Urbana-Champaign, a Goldstick Family Scholar, and a Board Certified Behavior Analyst. Hedda’s areas of interest include social-communication skills and challenging behavior of young children with autism and other developmental disabilities and intervention methods to enhance these spheres of functioning. Hedda and her colleagues have developed a parent-implemented intervention program designed to improve the social-communication skills of young children with disabilities who have very limited expressive language. Two of her current research projects focus on the use of technology to support service providers/therpaists and families of children with disabilities. In the first project telehealth is used to coach service providers/therapists and family members form distance on evidence-based strategies to promote children social-communication skills. The purpose of the second project is to develop an app to help identify the function of and address challenging behavior of children with and without disabilities.
BCBA-D, Board Certified Behavior Analyst- Doctoral, 2012
Ph.D., Special Education, University of Illinois at Urbana-Champaign, 2004
Associate at the Center for Advanced Study University of Illinois at Urbana-Champaign, 2016 - 2016
Goldstick Family Scholar University of Illinois at Urbana-Champaign, 2016 - 2016
Spitze-Mather Faculty Award for Excellence College of Education, University of Illinois at Urbana-Champaign., 2015 - 2015
Marissa Zelinger Research Award College of Education, University of Illinois at Urbana-Champaign., 2014 - 2014
Hardie Faculty Fellow College of Education, University of Illinois at Urbana-Champaign, 2013 - 2013
Arnold O. Beckman Research Award. Research Board, University of Illinois, Urbana-Champaign, IL, 2012 - 2012
Outstanding University Teaching Initiative Award Illinois State University, 2010 - 2010
Outstanding University Research Initiative Award Illinois State University, 2009 - 2009
Special Education scholar receives IES grant (9/16/2016)
Meadan-Kaplansky, H., Ayvazo, S., & Ostrosky, M. (2016) Challenging behavior: The ABC and beyond for parents and educators. Young Exceptional Children 19 (1), 3-15
Meadan-Kaplansky, H., & Daczewitz, M. (2015) Internet-based intervention training for parents of young children with disabilities: A promising service-delivery model. Early Child Development and Care 185, 155-169
Meadan-Kaplansky, H., Stoner, J., & Angell, M. (2015) Fathers of young children with autism: Experiences and needs Early Child Development and Care 18 (10), 1678-1694
Meadan-Kaplansky, H., Angell, M., Stoner, J., & Daczewitz, M. (2014) Parent-Implemented social-pragmatic communication intervention: A pilot study Focus on Autism and Other Developmental Disabilities. 29, 95-110
Meadan-Kaplansky, H., Stoner, J., Angell, M., Daczewitz, D., Cheema, J., & Rugutt, J. (2014) Do you see a difference? Evaluating outcomes of a parent-implemented intervention Journal of Developmental and Physical Disabilities (26), 415-430
Meadan-Kaplansky, H., Blum, C., & Paratte, H. (2013) The role of CHECK IT in 21st century early childhood setting
Meadan-Kaplansky, H., Meyer, L., Snodgrass, M., & Halle, J. (2013) Coaching parents of young children with autism in rural areas using internet-based technologies: A pilot program. Rural Special Education Quarter 23 (3), 3-10
Meadan-Kaplansky, H., Ostrosky, M., Santos, R., & Snodgrass, M. (2013) How can I help?: Prompting procedures to support children’s learning. Young Exceptional Children 16 (4), 32-40
Meadan-Kaplansky, H., Parette, H., & Doubet, S. (2013) Fathers of young children with disabilities: Experiences, involvement, and need
Stoner, J., Meadan-Kaplansky, H., & Angell, M. (2013) A model for coaching parents to implement teaching strategies with their young children with language delay or developmental disabilities. Perspectives on Language Learning and Education (ASHA journal) 20 (3), 112-119
Angell, M., Meadan-Kaplansky, H., & Stoner, J. (2012) Experiences of siblings of individuals with autism spectrum disorders. Autism Research and Treatment Article ID 949586
Meadan-Kaplansky, H., Halle, J., & Kelly, S. (2012) Intentional communication of young children with autism spectrum disorder: Judgments of different communication partners. Journal of Developmental and Physical Disabilities 24 (5), 437-450
Meadan-Kaplansky, H., Ostrosky, M., Zaghlawan, H., & Yu, S. (2012) Using coaching with preschool teachers to support the social skills of children with and without autism spectrum disorders. International Journal of Early Childhood Special Education 4 (2), 74-94
Shulman, C., Meadan-Kaplansky, H., & andhaus, Y. (2012) Young children with disabilities in Israel: System of early intervention service delivery. Infants and Young Children 25 (4), 297-309
Stoner, J., Meadan-Kaplansky, H., Angell, M., & Daczewitz, M. (2012) Evaluation of the parent-implemented communication strategies (PiCS) project using the multiattribute utility (MAU) approach. Educational Assessment, Evaluation and Accountability 24, 57-73
Co-Principal Investigator Preparing Leaders in Education, Access, and Data-based Decision Making in High-Need Schools - Project LEAD, U.S. Department of Education, 2011 - 2017
Principal Investigator Experiences, Needs, and Outcomes of Postsecondary Students with Autism Spectrum Disorders, Hope Institute for Children and Families, 2012 - 2013
Principal Investigator A Long Distance Parent-Implemented Intervention for Children with Autism: A Pilot Study, Campus Research Board, 2012 - 2013
Co-Principal Investigator Teaching Teachers to Teach Social Interaction Skills to Young Children With Autism, Campus Research Board, 2006 - 2007
Co-Principal Investigator Meginnis Endowment, The Kay Meginnis Endowment for the Enhancement of Special Education Programs, 2005 - 2006
Journal of Early Intervention, 2013 - 2015
Topics in Early Childhood Special Education, 2010 - present
Focus on Autism and Other Developmental Disabilities, 2005 - present
Instructional Strategies I Course is designed to provide participants with information on effective instructional practices for working with students with disabilities. Participants are provided with information on generic strategies and principles of learning, instructional formats and strategies for informal assessment. Throughout this course emphasis is placed on methods and strategies for instructing individuals and groups of students. Important consideration is given to legal and ethical issues and an understanding of diverse needs in instructional design and delivery. Course Information: 4 undergraduate hours. 4 graduate hours. Prerequisite: SPED 317 and SPED 517 or consent of instructor.
Ethics & Prof. Behavior Designed to introduce students to ethical issues and challenges that teacher educators and other professionals, including Board Certified Behavior Analysts, may encounter in practice. The topics to be covered all revolve around ethical conduct in practice and research, as well as the decision-making foundations for resolving ethical issues. Students will obtain knowledge and skills through readings, discussion and various case scenarios, reflections, and discussion of the concepts of issues addressed in the reading and assignments. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: Graduate standing. Undergraduate Seniors (with permission).
Single Case Experimntl Design Study of the analysis of behavior in one or a few subjects using advanced time series designs; includes making accurate and reliable assessment of objective behaviors and designing experiments that feature interpretable comparisons among interventions and credible generalizability to subjects, settings, and time periods other than those specifically studied. Classic and current exemplars of these designs are studied and critiqued in depth. Course Information: Same as EPSY 583.
Project Family IMPACT Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Course Information: Additional fees may apply. See Class Schedule. Approved for letter and S/U grading. Class Schedule Information: Some sections may require additional course fees.
Concepts and Issues in SPED II Seminar in current concepts and issues relating to all children with special needs; introduction to grant proposal writing; and introduction to journal reviewing; requires critical review of key readings and preparation of a literature review of a topic of current research in special education. Course Information: Prerequisite: SPED 592 or consent of instructor.
Independent Study Self-directive, independent study, that is, develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. Course Information: May be repeated with approval. Prerequisite: Approval of study outline by advisor and the department head prior to enrollment.