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Key Professional Appointments

Head and Goldstick Family ScholarSpecial Education, University of Illinois, 2009 - present

ProfessorSpecial Education, University of Illinois, 2007 - present

Associate ProfessorSpecial Education, University of Illinois, 1997 - 2007

Project CoordinatorSpecial Education, Vanderbilt University, 1990 - 1991

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Education

B.A., Special Education/Elementary Education, Clarke College, 1980

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Publications

Yu, S., Ostrosky, M. Young children’s understanding of disabilities: Implications for attitude development and inclusive education. Handbook of research on the education of young children. Lawrence Erlbaum: Mahwah, NJ, .

Meadan, H., Ostrosky, M., Triplett, B., Michna, A., Fettig, A. (2011). Using visual supports with young children with Autism Spectrum Disorders. TEACHING Exceptional Children, 43(6), 28-35.

Fettig, A., Ostrosky, M. (2011). Collaborating with parents in reducing children’s challenging behaviors: Linking functional assessment to intervention. Child Development Research. link>

Thomas, D., Ostrosky, M. (2011). Implementing a new social-emotional philosophy: The struggle in one Head Start classroom. Early Childhood Research & Practice, 13(1). link>

Fowler, S., Yates, T., Ostrosky, M. (2011). Professional development for early childhood intervention: Current status and future directions. Early childhood intervention: Shaping the future for children with special needs and their families, three volumes. ABC-CLIO, Praeger: Santa Barbara, CA, .

Cheatham, G., Ostrosky, M. (2011). Whose expertise?: An analysis of advice giving in early childhood parent-teacher conferences. Journal of Research in Childhood Education, 25(1), 24-44. link>

Yu, S., Ostrosky, M., Fowler, S. (2011). Children’s friendship development: A comparative study. Early Childhood Research and Practice, 13(1). link>

Quesenberry, A., Ostrosky, M., Hemmeter, M. (2010). Addressing challenging behaviors in Head Start: A closer look at program policies and procedures. Topics in Early Childhood Special Education,. link>

Zaghlawan, H., Ostrosky, M. (2010). Circle time: An exploratory study of activities and challenging behaviors in Head Start classrooms. Early Childhood Education. link>

Ostrosky, M., Meadan, H. (2010). Helping children play and learn together. Young Children, 65(1), 104-110.

Meadan, H., Ostrosky, M., Zaghlawan, H., Yu, S. (2009). Promoting the social and communicative behavior of young children with Autism Spectrum Disorders: A review of parent-implemented intervention studies. Topics in Early Childhood Special Education, 29(2), 90-104.

Hsieh, W., Hemmeter, M., McCollum, J., Ostrosky, M. (2009). Using coaching to increase preschool teachers’ use of emergent literacy teaching strategies. Early Childhood Research Quarterly, 24(3), 229-147.

Beneke, S., Ostrosky, M. (2009). Teachers’ views of the efficacy of incorporating the project approach into classroom practice with diverse learners. Early Childhood Research and Practice. Retrieved August 7, 2009. link>

Beneke, S., Ostrosky, M., Katz, L. (2008). Calendar time for young children: Good intentions gone awry. Young Children, 63(3), 12-16.

Meadan, H., Halle, J., Ostrosky, M., DeStefano, L. (2008). Communicative behavior in the natural environment: Case studies of two young children with autism and limited expressive language. Focus on Autism and Other Developmental Disorders, 23(1), 37-48.

Hemmeter, M., Ostrosky, M., Artman, K., Kinder, K. (2008). Moving right along: Planning transitions to prevent challenging behavior. Young Children, 63(3), 18-22, 24-25.

Hemmeter, M., Santos, R., Ostrosky, M. (2008). Preparing early childhood educators to address young children’s social-emotional development and challenging behavior: A survey of higher education programs in nine states. Journal of Early Intervention, 30(4), 321-340.

Gaffney, J., Ostrosky, M., Hemmeter, M. (2008). Books as natural support for young children’s literacy learning. Young Children, 63(4).

Quesenberry, A., Ostrosky, M., Corso, R. (2007). Skilled and knowledgeable caregivers: The role of fathers in supporting young children’s social emotional development. Young Exceptional Children, 10(4), 11-19.

Ostrosky, M., McCollum, J., Yu, S. (2007). Linking curriculum to children’s social outcomes: Helping families support children’s peer relationships. Sopris West, 46-54.

Fowler, S., Ostrosky, M., Yates, T. (2007). Teaching and learning in the early years. The SAGE Handbook of special education . : SAGE Publishers, .

McCollum, J., Ostrosky, M. (2007). Family influences on young children’s emerging peer-related social competence. Peer-related social competence of young children. Brookes: Baltimore, .

Ostrosky, M., Laumann, B., Hsieh, W. (2006). Early childhood teachers’ beliefs and attitudes about inclusion: What does the research tell us? Handbook of research on the education of young children. Erlbaum: Mahwah, NJ, .

Halle, J., Ostrosky, M., Hemmeter, M. (2006). Functional communication training. Treatment of language disorders in children: Conventional and controversial treatments. Brookes Publishing Co: Baltimore, .

Meadan, H., Ostrosky, M., Halle, J. (2006). What? I don't understand. Pardon?: The use of communication breakdowns to encourage communication. Young Exceptional Children, 9(3), 2-9.

Erbas, D., Yucesoy, S., Turan, Y., Ostrosky, M. (2006). Turkish special education teachers' implementation of functional analysis in classroom settings. Education and Training in Developmental Disabilties, 41(2), 155-162.

Han, J., Ostrosky, M., Diamond, K. (2006). Children's attitudes toward their peers with disabilities: Strategies for supporting positive attitude development. Young Exceptional Children, 10(1), 2-11.

Ostrosky, M., Cheatham, G. (2005). Teaching the use of a problem-solving process to early childhood educators. Young Exceptional Children, 9(1), 12-19.

Beneke, S., Ostrosky, M., Katz, L. (2005). Let's give 'em something to talk about: The language arts and science connection. Sopris West, 87-100.

Turan, Y., Ostrosky, M., Halle, J., DeStefano, L. (2004). Acceptability of language interventions: A comparison of preschool and elementary teachers’ responses. Journal of Early Intervention, 26(3), 221-233.

Ostrosky, M., Lee, H. (2004). Developing culturally and linguistically responsive teams within early intervention: Promising practices. Sopris West, 21-31.

Lee, H., Ostrosky, M., Bennett, T., Fowler, S. (2003). Perspectives of early intervention professionals about culturally appropriate practices. Journal of Early Intervention, 25(4), 281-295.

Horn, E., Ostrosky, M., Jones, H. (2003). Family-based practices. Young Exceptional Children Monograph Series. . Sopris West: Longmont, CO, .

Ostrosky, M., Horn, E. (2002). Young Exceptional Children Monograph Series 4. Assessment: Gathering meaningful information. . Sopris West: Longmont, CO, .

Miller, P., Ostrosky, M., Laumann, B., Thorp, E., Sanchez, S., Fader-Dunne, L. (2002). Quality field experiences underlying performance mastery. DEC personnel preparation in early childhood special education. Sopris West: Longmont, CO, .

Ostrosky, M., Sandall, S. (2001). Young Exceptional Children Monograph Series, Vol. 3: Teaching strategies: What to do to support young children's development. . Sopris West: Longmont, CO, .

Sandall, S., Ostrosky, M. (2000). Natural environments and inclusion. Young Exceptional Children Monograph Series. . Sopris West: Longmont, CO, .

Donegan, M., Ostrosky, M., Fowler, S. (2000). Peer coaching: Teachers supporting teachers. Young Exceptional Children, 3(3), 9-16.

Ostrosky, M., Donegan, M., Fowler, S. (1998). Facilitating transitions across home, community, and school: Developing effective service delivery models. Transitions in prelinguistic communication: Preintentional to intentional and presymbolic to symbolic. Paul Brookes: Baltimore, .

Drasgow, E., Halle, J., Ostrosky, M. (1998). Effects of differential reinforcement on the generalization of a replacement mand in three children with severe language delays. Journal of Applied Behavior Analysis, 31(3), 357-374.

Donegan, M., Ostrosky, M., Fowler, S. (1996). Children enrolled in multiple programs: Characteristics, supports, barriers to teacher communication. Journal of Early Intervention.

Ostrosky, M., Kaiser, A., Odom, S. (1993). Facilitating children’s social communicative interactions through the use of peer-mediated interventions. Enhancing children’s communication. Paul Brookes: New York, .

Ostrosky, M., Kaiser, A. (1991). Arranging preschool classroom environments. Teaching Exceptional Children.

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Grants

Principal InvestigatorEstablishing the Efficacy of the Special Friends Program, Institute of Education Sciences, 2013

Co-Principal InvestigatorProject FOCAL: Focusing On Causality and Assessment to Train Leaders in Children's Communication Disabilities, U.S. Department of Education, 2012

Senior PersonnelDELL-D Developing Early Language and Literacy in Danville, U.S. Department of Education, 2011

Principal InvestigatorCenter on the Social and Emotional Foundations for Early Learning, U.S. Department of Health and Human Services (Vanderbilt University), 2011

Co-Principal InvestigatorPreparing Relationship-Based Early Intervention Personnel (PREP), U.S. Department of Education, 2010

Principal InvestigatorTeaching Teachers to Teach Social Interaction Skills to Young Children With Autism, Campus Research Board, 2007

Principal InvestigatorMeginnis Endowment, The Kay Meginnis Endowment for the Enhancement of Special Education Programs, 2006

Principal InvestigatorCenter on the Social and Emotional Foundations for Early Learning (CSEFEL), U.S. Department of Health and Human Services, 2006

Senior PersonnelCenter for Evidence-Based Practice: Young Children with Challenging Behavior, U.S. Department of Education, 2006

Co-Principal InvestigatorProject TALK: Training Academic Leaders with Knowledge in Communication Disabilities, U.S. Department of Education, 2005

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Courses

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.

Leadership in ECSE Program issues and research on the efficacy of various program models for young children with special needs from infancy to six; implications for program organization variables such as space, personnel roles, and curriculum Course Information: Prerequisite: SPED 465 and concurrent enrollment in SPED 524, or consent of instructor.

Seminar for Advanced Students 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 I Roles and competencies for special education leadership positions; includes literature critique, and preparation and presentation of a major review paper in an area of research interest. Course Information: Prerequisite: Admission to doctoral studies in Special Education or consent of instructor.

Michaelene Ostrosky

Head and Professor, Special Education

Contact

Office

288E Education Building
1310 S. Sixth St.
Champaign, IL 61820