Biography

Dr. Michaelene M. Ostrosky’s educational background and research focus on early childhood special education with a particular interest in inclusion, social emotional competence, social interaction and peer relationships, challenging behavior, and communication delays and disabilities. Through her work Professor Ostrosky strives to promote caring, inclusive communities where all children are accepted, and differences are celebrated. As a former teacher of young children who were deaf and blind, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations.

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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

Research & Service

Dr. Michaelene M. Ostrosky’s research focuses on early childhood special education with a particular interest in inclusion, social emotional competence, social interaction and peer relationships, challenging behavior, and communication delays and disabilities. She has been the recipient of numerous external grants to fund her scholarship over the past 20+ years. Professor Ostrosky is a prolific scholar with more than 100 publications, and she is the recipient of several college and university awards for her research. Through her research Professor Ostrosky strives to promote caring, inclusive communities where all children are accepted, and differences are celebrated. As a former teacher of young children who were deaf and blind, Professor Ostrosky is committed to making research accessible to practitioners and family members through her writing and presentations.

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Publications

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 >

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

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

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 >

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

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

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 >

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 >

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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., & Horn, E. (2002) Young Exceptional Children Monograph Series 4. Assessment: Gathering meaningful information 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

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

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

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

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

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

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

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Grants

Principal InvestigatorEstablishing the Efficacy of the Special Friends Program, Institute of Education Sciences, 2008 - 2013

Co-Principal InvestigatorProject FOCAL: Focusing On Causality and Assessment to Train Leaders in Children's Communication Disabilities, U.S. Department of Education, 2007 - 2012

Senior PersonnelDELL-D Developing Early Language and Literacy in Danville, U.S. Department of Education, 2007 - 2011

Principal InvestigatorCenter on the Social and Emotional Foundations for Early Learning, U.S. Department of Health and Human Services (Vanderbilt University), 2006 - 2011

Co-Principal InvestigatorPreparing Relationship-Based Early Intervention Personnel (PREP), U.S. Department of Education, 2004 - 2010

Principal InvestigatorTeaching Teachers to Teach Social Interaction Skills to Young Children With Autism, Campus Research Board, 2006 - 2007

Principal InvestigatorMeginnis Endowment, The Kay Meginnis Endowment for the Enhancement of Special Education Programs, 2005 - 2006

Principal InvestigatorCenter on the Social and Emotional Foundations for Early Learning (CSEFEL), U.S. Department of Health and Human Services, 2001 - 2006

Senior PersonnelCenter for Evidence-Based Practice: Young Children with Challenging Behavior, U.S. Department of Education, 2001 - 2006

Co-Principal InvestigatorProject TALK: Training Academic Leaders with Knowledge in Communication Disabilities, U.S. Department of Education, 2001 - 2005

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Courses

Project BLEND seminar 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.

Michaelene Ostrosky

Head and Professor, Special Education

Contact

Office

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

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