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Michaelene Ostrosky

Educational Background

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

Key Professional Appointments

  • Head and Goldstick Family Scholar, Special Education, University of Illinois, 2009-present
  • Professor, Special Education, University of Illinois, 2007-present
  • Associate Professor, Special Education, University of Illinois, 1997-2007
  • Project Coordinator, Special Education, Vanderbilt University, 1990-1991

Grants

  • Principal Investigator, Establishing the Efficacy of the Special Friends Program, Institute of Education Sciences, 2008-2013
  • Senior Personnel, DELL-D Developing Early Language and Literacy in Danville, U.S. Department of Education, 2007-2011
  • Co-Principal Investigator, Project FOCAL: Focusing On Causality and Assessment to Train Leaders in Children's Communication Disabilities, U.S. Department of Education, 2007-2012
  • Principal Investigator, Center on the Social and Emotional Foundations for Early Learning, U.S. Department of Health and Human Services (Vanderbilt University), 2006-2011
  • Principal Investigator, Teaching Teachers to Teach Social Interaction Skills to Young Children With Autism, Campus Research Board, 2006-2007
  • Principal Investigator, Meginnis Endowment, The Kay Meginnis Endowment for the Enhancement of Special Education Programs, 2005-2006
  • Co-Principal Investigator, Preparing Relationship-Based Early Intervention Personnel (PREP), U.S. Department of Education, 2004-2010
  • Principal Investigator, Center on the Social and Emotional Foundations for Early Learning (CSEFEL), U.S. Department of Health and Human Services, 2001-2006
  • Senior Personnel, Center for Evidence-Based Practice: Young Children with Challenging Behavior, U.S. Department of Education, 2001-2006
  • Co-Principal Investigator, Project TALK: Training Academic Leaders with Knowledge in Communication Disabilities, U.S. Department of Education, 2001-2005

Select 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.
  • Fettig, A., Ostrosky, M. (2011). Collaborating with parents in reducing children’s challenging behaviors: Linking functional assessment to intervention. Child Development Research.
  • Thomas, D., Ostrosky, M. (2011). Implementing a new social-emotional philosophy: The struggle in one Head Start classroom. Early Childhood Research & Practice, 13(1).
  • 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.
  • Yu, S., Ostrosky, M., Fowler, S. (2011). Children’s friendship development: A comparative study. Early Childhood Research and Practice, 13(1).
  • 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.
  • Ostrosky, M., Meadan, H. (2010). Helping children play and learn together. Young Children, 65(1), 104-110.
  • Zaghlawan, H., Ostrosky, M. (2010). Circle time: An exploratory study of activities and challenging behaviors in Head Start classrooms. Early Childhood Education.
  • 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,.
  • 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.
  • 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., 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.
  • 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.
  • Halle, J., Ostrosky, M., Hemmeter, M. (2006). Functional communication training. Treatment of language disorders in children: Conventional and controversial treatments. Brookes Publishing Co: Baltimore.
  • 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.
  • 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.
  • 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.

In The News

Dec. 31, 1969

Dec. 31, 1969

Dec. 31, 1969

Dec. 31, 1969

Dec. 31, 1969

Dec. 31, 1969