Main Menu Summer 2013

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


  • 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

10th anniversary of Goldstick Family Lecture highlights progress in combating communication disorders

Nov. 19, 2014

This year’s Goldstick Family Lecture in the Study of Communication Disorders marked the 10th anniversary of the event, which took place Oct. 30 at the I Hotel and Conference Center in Champaign. Read more...

Faculty-alumnus partnership fosters child development by transforming project into not-for-profit service

Jul. 17, 2014

Educators and researchers in the field understand that federal funding for projects doesn’t last forever. Read more...

Program for children with disabilities finds new home in Special Education

Jan. 22, 2014

In dreaming of their future children, most expecting parents imagine red hair or blonde, blue eyes or brown, left-handed or right. For parents of children with disabilities, though, their time is often spent imagining a better world for their child. Read more...