DEC Mentoring Award, Council for Exceptional Children, 2018

Ayvazo, S., Inbar-Furst, H., & Meadan, H. (Accepted/In press). Training Special Education Preservice Teachers: Exploring the Use of the i-PiCS Program. Education and Treatment of Children.  link >

D'Agostino, S. R., Douglas, S. N., & Meadan, H. (2023). Compassionate Care Within Early Intervention Caregiver Coaching: "they Won't Care What You Know until They Know That You Care". Infants and Young Children, 36(2), 147-163.  link >

Douglas, S. N., Meadan, H., Biggs, E. E., Bagawan, A., & Terol, A. K. (2023). Building Family Capacity: supporting multiple family members to implement aided Language modeling. Journal of Autism and Developmental Disorders, 53(7), 2587-2599.  link >

Hacker, R. E., Meadan, H., & Terol, A. K. (2023). Siblings Supporting the Social Interactions of Children Who Use Augmentative and Alternative Communication. American journal of speech-language pathology, 32(1), 201-215.  link >

Haidar, B., & Meadan, H. (Accepted/In press). The COVID-19 Pandemic Experience for Families of Young Children with Autism. Journal of Developmental and Physical Disabilities.  link >

Lee, J. D., Meadan, H., Kang, V. Y., & Terol, A. K. (2023). Balancing Fidelity and Flexibility of Manualized Interventions in Cultural Adaptation: Issues to Consider. Education and Treatment of Children, 46(3), 263-273.  link >

Lee, J. D., Terol, A. K., Yoon, C. D., & Meadan, H. (Accepted/In press). Parent-to-parent support among parents of children with autism: A review of the literature. Autism.  link >

Lee, J. D., Meadan, H., Sands, M. M., Terol, A. K., Martin, M. R., & Yoon, C. D. (Accepted/In press). The Cultural Adaptation Checklist (CAC): quality indicators for cultural adaptation of intervention and practice. International Journal of Developmental Disabilities.  link >

McGuire, S. N., & Meadan, H. (2023). A Five-Step Approach to Replacing Challenging Behavior. Intervention in School and Clinic, 59(2), 126-132.  link >

McGuire, S. N., Meadan, H., & Xia, Y. (2023). Behavior Management Training for Newly Graduated Teachers: A Randomized-Controlled Trial. Behavioral Disorders, 49(1), 3-16.  link >

McGuire, S. N., Meadan, H., & Folkerts, R. (Accepted/In press). Classroom and Behavior Management Training Needs and Perceptions: A Systematic Review of the Literature. Child and Youth Care Forum.  link >

McGuire, S. N., & Meadan, H. (Accepted/In press). Preservice teachers' perspectives and use of behavior management strategies. Psychology in the Schools.  link >

Meadan, H., Sands, M. M., & Chung, M. Y. (2023). Parent-Implemented Telepractice Autism Intervention: A Case Study of Maintenance and Generalization. International journal of environmental research and public health, 20(3), Article 1685.  link >

Meadan, H., Lee, J. D., Sands, M. M., Chung, M. Y., & García-Grau, P. (2023). The Coaching Fidelity Scale (CFS): Development and Evaluation of an Observational Measure of Coaching Fidelity. Infants and Young Children, 36(1), 37-52.  link >

Sands, M. M., McGuire, S. N., Meadan, H., DiPietro-Wells, R., & Hacker, R. E. (2023). Military families with young children with disabilities: Families’ and providers’ perceptions. Early Childhood Research Quarterly, 64, 61-71.  link >

Sands, M. M., Meadan, H., Ramos-Torres, S., & Fanta, A. (2023). The Cultural and Linguistic Adaptation of a Caregiver-Implemented Naturalistic Communication Intervention. Early Childhood Education Journal, 51(1), 43-53.  link >

Sands, M. M., & Meadan, H. (Accepted/In press). Transition to Kindergarten for Children with Disabilities: Parent and Kindergarten Teacher Perceptions and Experiences. Topics in Early Childhood Special education.  link >

Terol, A. K., Lee, J. D., Martin, M. R., & Meadan, H. (2023). Online training for parents of children with developmental disabilities in a low-resource community: A pilot feasibility study. Journal of Policy and Practice in Intellectual Disabilities, 20(1), 7-17.  link >

Buzhardt, J., & Meadan, H. (2022). Introduction to the Special Issue: A New Era for Remote Early Intervention and Assessment. Journal of Early Intervention, 44(2), 103-109.  link >

Cheung, W. C., Meadan, H., & Xia, Y. (2022). A Longitudinal Analysis of the Relationships Between Social, Communication, and Motor Skills Among Students with Autism. Journal of Autism and Developmental Disorders, 52(10), 4505-4518.  link >

Cheung, W. C., Shen, S., & Meadan, H. (2022). Correlation between Motor, Socio-Emotional Skills, and Academic Performance between Young Children with and without Disabilities. Journal of Developmental and Physical Disabilities, 34(2), 211-231.  link >

Chung, M. Y., Lee, J. D., Meadan, H., Sands, M. M., & Haidar, B. S. (2022). Building Professionals’ Capacity: The Cascading Coaching Model. Journal of Positive Behavior Interventions, 24(4), 313-324.  link >

Douglas, S. N., Meadan, H., & Schultheiss, H. (2022). A Meta-synthesis of Caregivers’ Experiences Transitioning from Early Intervention to Early Childhood Special Education. Early Childhood Education Journal, 50(3), 371-383.  link >

Frantz, R., Douglas, S., Meadan, H., Sands, M., Bhana, N., & D’Agostino, S. (2022). Exploring the Professional Development Needs of Early Childhood Paraeducators and Supervising Teachers. Topics in Early Childhood Special education, 42(1), 20-32.  link >

Kossyvaki, L., Meadan, H., Cristescu, L., Alharbi, H., Sands, M., & Tuite, D. (2022). Telepractice parent-implemented training and coaching in a rural area in the UK: Impact on mothers and their children with autism. Research in Autism Spectrum Disorders, 98, Article 102044.  link >

Lee, J. D., Hacker, R. E., Meadan, H., & Haidar, B. S. (2022). Challenging Behaviors Online Modules for Parents of Young Children with Disabilities: A Pilot Feasibility Study. Education and Treatment of Children, 45(4), 341-355.  link >

Lee, J. D., Meadan, H., & Xia, Y. (2022). Impact of Challenging Behavior Online Modules on Korean Parents of Children With Developmental Disabilities: A Randomized Controlled Trial. Journal of Positive Behavior Interventions, 24(3), 222-235.  link >

Lee, J., Meadan-Kaplansky, H., & Xia, Y. (Accepted/In press). Online training on behavior principles: Impact on Korean parents of children with autism. Journal of Positive Behavior Interventions.

Lee, J. D., Meadan, H., & Oyunbaatar, E. (2022). Parent peer coaching program: A cascading intervention for parents of children with autism in Mongolia. Autism, 26(8), 1999-2014.  link >

Lee, J. D., Meadan, H., Oyunbaatar, E., & Amar, A. (Accepted/In press). Strategies for capacity building in a low-resource setting: Stakeholders’ voices. Autism.  link >

McGuire, S. N., Martin, M. R., Meadan, H., Adams, N. B., Haidar, B., Griffin, C., & Folkerts, R. (Accepted/In press). Black, Mexican American, and White Caregiver Practices to Prevent Challenging Behavior. Early Childhood Education Journal, 51(8), 1441-1454.  link >

McGuire, S. N., Folkerts, R., Meadan, H., Adams, N. B., Lee, J. D., & Kaza, M. (2022). Cross Cultural Caregiver Perceptions of Challenging Behaviors and Responses. Early Childhood Education Journal, 50(8), 1343-1354.  link >

McGuire, S. N., & Meadan, H. (2022). General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders. Behavioral Disorders, 48(1), 16-28.  link >

McGuire, S. N., & Meadan, H. (2022). Social Inclusion of Children with Persistent Challenging Behaviors. Early Childhood Education Journal, 50(1), 61-69.  link >

Meadan, H., Lee, J. D., & Chung, M. Y. (2022). Parent-Implemented Interventions via Telepractice in Autism Research: A Review of Social Validity Assessments. Current Developmental Disorders Reports, 9(4), 213-219.  link >

Sands, M. M., & Meadan, H. (2022). A Successful Kindergarten Transition for Children with Disabilities: Collaboration Throughout the Process. Early Childhood Education Journal, 50(7), 1133-1141.  link >

Adams, N. B., McGuire, S. N., Meadan, H., Martin, M. R., Terol, A. K., Haidar, B., & Fanta, A. S. (Accepted/In press). Impact of Challenging Behavior on Marginalized and Minoritized Caregivers of Children With Disabilities. Topics in Early Childhood Special education.  link >

Ayvazo, S., Inbar-Furst, H., & Meadan, H. (2021). Technology-based model to support and enhance field experience in special education training programs in israel. Journal of Higher Education Theory and Practice, 21(9), 15-26.  link >

Cheung, W. C., Meadan, H., & Shen, S. (2021). Motor, Cognitive, and Socioemotional Skills Among Children With Disabilities Over Time. Journal of Special Education, 55(2), 79-89.  link >

Douglas, S. N., Meadan, H., Biggs, E., & Bagawan, A. (2021). The effects of telepractice to support family members in modeling a speech-generating device in the home. American journal of speech-language pathology, 30(3), 1157-1169.  link >

Lee, J. D., & Meadan, H. (2021). Children with Autism Spectrum Disorders in Low-Resource Settings: Reported Experiences and Needs of Parents in Mongolia. Journal of Autism and Developmental Disorders, 51(10), 3586-3599.  link >

Lee, J. D., & Meadan, H. (2021). Parent-Mediated Interventions for Children with ASD in Low-Resource Settings: a Scoping Review. Review Journal of Autism and Developmental Disorders, 8(3), 285-298.  link >

Papoudi, D., Jørgensen, C. R., Guldberg, K., & Meadan, H. (2021). Perceptions, Experiences, and Needs of Parents of Culturally and Linguistically Diverse Children with Autism: a Scoping Review. Review Journal of Autism and Developmental Disorders, 8(2), 195-212.  link >

Pearson, J. N., & Meadan, H. (2021). FACES: An advocacy intervention for African American parents of children with autism. Intellectual and developmental disabilities, 59(2), 155-171.  link >

Yang, H. W., Meadan, H., & Ostrosky, M. M. (2021). A Parent-Implemented Gross Motor Intervention for Young Children with Disabilities. Journal of Early Intervention, 43(3), 275-290.  link >

Akemoglu, Y., Muharib, R., & Meadan, H. (2020). A Systematic and Quality Review of Parent-Implemented Language and Communication Interventions Conducted via Telepractice. Journal of Behavioral Education, 29(2), 282-316.  link >

Akemoglu, Y., Meadan, H., & Towson, J. (2020). Embedding Naturalistic Communication Teaching Strategies During Shared Interactive Book Reading for Preschoolers with Developmental Delays: A Guide for Caregivers. Early Childhood Education Journal, 48(6), 759-766.  link >

Cheung, W. C., Meadan, H., & Yang, H. W. (2020). Effects of Powered Mobility Device Interventions on Social Skills for Children with Disabilities: A Systematic Review. Journal of Developmental and Physical Disabilities, 32(6), 855-876.  link >

Chung, M. Y., Meadan, H., Snodgrass, M. R., Hacker, R. E., Sands, M. M., Adams, N. B., & Johnston, S. S. (2020). Assessing the Social Validity of a Telepractice Training and Coaching Intervention. Journal of Behavioral Education, 29(2), 382-408.  link >

Corr, C., Snodgrass, M. R., Greene, J. C., Meadan, H., & Santos, R. M. (2020). Mixed Methods in Early Childhood Special Education Research: Purposes, Challenges, and Guidance. Journal of Early Intervention, 42(1), 20-30.  link >

Daczewitz, M., Meadan-Kaplansky, H., & Borders, C. (2020). PiCs: Telepractice coaching for a parent of a child who is hard-of-hearing. Deafness and Education International, 22(2), 113-138.  link >

Douglas, S. N., Meadan, H., & Kammes, R. (2020). Early Interventionists’ Caregiver Coaching: A Mixed Methods Approach Exploring Experiences and Practices. Topics in Early Childhood Special education, 40(2), 84-96.  link >

Inbar-Furst, H., Douglas, S. N., & Meadan, H. (2020). Promoting Caregiver Coaching Practices Within Early Intervention: Reflection and Feedback. Early Childhood Education Journal, 48(1), 21-27.  link >

Meadan, H., Adams, N. B., Hacker, R. E., Ramos-Torres, S., & Fanta, A. (2020). Supporting Spanish-Speaking Families with Children with Disabilities: Evaluating a Training and Coaching Program. Journal of Developmental and Physical Disabilities, 32(3), 489-507.  link >

Pearson, J. N., Meadan, H., Malone, K. M., & Martin, B. M. (2020). Parent and Professional Experiences Supporting African-American Children with Autism. Journal of Racial and Ethnic Health Disparities, 7(2), 305-315.  link >

Yang, H. W., Ostrosky, M. M., & Meadan-Kaplansky, H. (2020). Parental perceptions of participation in physical activities for preschoolers with disabilities. Early Child Development and Care, 190(5), 655-669.  link >

Akamoglu, Y., & Meadan, H. (2019). Parent-Implemented Communication Strategies During Storybook Reading. Journal of Early Intervention, 41(4), 300-320.  link >

Akemoglu, Y., Garcia-Grau, P., & Meadan-Kaplansky, H. (2019). Using Masked Raters to Evaluate Social Validity of a Parent-Implemented Communication Intervention. Topics in Early Childhood Special education, 39(3), 144-155.  link >

Barton, E. E., Meadan, H., & Fettig, A. (2019). Comparison of visual analysis, non-overlap methods, and effect sizes in the evaluation of parent implemented functional assessment based interventions. Research in Developmental Disabilities, 85, 31-41.  link >

Barton, E. E., & Meadan, H. (2019). Innovations and Advances in the Measurement of Social Validity in EI/ECSE Reserach. Topics in Early Childhood Special education, 39(3), 137-138.  link >

Meadan, H., Chung, M. Y., Sands, M. M., & Snodgrass, M. R. (2019). The Cascading Coaching Model for Supporting Service Providers, Caregivers, and Children. Journal of Special Education.  link >

Pearson, J. N., Akamoglu, Y., Chung, M., & Meadan, H. (2019). Building Family–Professional Partnerships with Culturally, Linguistically, and Economically Diverse Families of Young Children. Multicultural Perspectives, 21(4), 208-216.  link >

Akamoglu, Y., Meadan, H., Pearson, J. N., & Cummings, K. (2018). Getting Connected: Speech and Language Pathologists’ Perceptions of Building Rapport via Telepractice. Journal of Developmental and Physical Disabilities, 30(4), 569-585.  link >

Akamoglu, Y., & Meadan, H. (2018). Parent-Implemented Language and Communication Interventions for Children with Developmental Delays and Disabilities: a Scoping Review. Review Journal of Autism and Developmental Disorders, 5(3), 294-309.  link >

Biggs, E. E., & Meadan, H. (2018). Early Communication Interventions for Young Children With Intellectual and Developmental Disabilities: The Roles of Natural Communication Partners. In R. M. Hodapp, & D. J. Fidler (Eds.), International Review of Research in Developmental Disabilities (pp. 1-37). (International Review of Research in Developmental Disabilities; Vol. 55). Academic Press Inc..  link >

Burke, M. M., Meadan-Kaplansky, H., Patton, K. A., Pearson, J. N., Cummings, K. P., & Lee, C. E. (2018). Advocacy for Children With Social-Communication Needs: Perspectives From Parents and School Professionals. Journal of Special Education, 51(4), 191-200.  link >

Meadan, H., Douglas, S. N., Kammes, R., & Schraml-Block, K. (2018). "I'm a Different Coach with Every Family": Early Interventionists' Beliefs and Practices. Infants and Young Children, 31(3), 200-214.  link >

Meadan, H., & Snodgrass, M. R. (2018). Introduction to the special issue on partnering with families of individuals with developmental and intellectual disabilities throughout the lifespan. Intellectual and developmental disabilities, 56(5), 305-306.  link >

Pearson, J. N., & Meadan, H. (2018). African American parents' perceptions of diagnosis and services for children with autism. Education and Training in Autism and Developmental Disabilities, 53(1), 17-32.

Snodgrass, M. R., & Meadan, H. (2018). A boy and his AAC team: building instructional competence across team members. AAC: Augmentative and Alternative Communication, 34(3), 167-179.  link >

Snodgrass, M. R., Chung, M. Y., Meadan, H., & Halle, J. W. (2018). Social validity in single-case research: A systematic literature review of prevalence and application. Research in Developmental Disabilities, 74, 160-173.  link >

Cummings, K. P., Addante, S., Swindell, J., & Meadan, H. (2017). Creating Supportive Environments for Children Who have had Exposure to Traumatic Events. Journal of Child and Family Studies, 26(10), 2728-2741.  link >

Cummings, K. P., Hardin, B. J., & Meadan, H. (2017). Understanding Parental Engagement in Early Learning Opportunities for Families in Rural Communities. Rural Special Education Quarterly, 36(3), 116-127.  link >

Dymond, S. K., Meadan, H., & Pickens, J. L. (2017). Postsecondary Education and Students with Autism Spectrum Disorders: Experiences of Parents and University Personnel. Journal of Developmental and Physical Disabilities, 29(5), 809-825.  link >

Ely, M. S., Meadan-kaplansky, H., & Ostrosky, M. M. (2017). Development of Theory of Mind: Considerations for Children with Visual Impairments. Journal of Blindness Innovation and Research, 7(1).  link >

Meadan, H., Snodgrass, M. R., Palomo, I., Amenta, C. G., & Halle, J. W. (2017). A Framework for Defining Contextual Features of Training and Coaching Practices. Exceptionality, 25(4), 253-269.  link >

Snodgrass, M. R., Meadan-Kaplansky, H., Ostrosky, M., & Cheung, W. C. (2017). One Step at a Time: Using Task Analyses to Teach Skills. Early Childhood Education Journal, 45(6), 855-862.  link >

Snodgrass, M. R., Chung, M. Y., Biller, M. F., Appel, K. E., Meadan, H., & Halle, J. W. (2017). Telepractice in Speech-Language Therapy: The Use of Online Technologies for Parent Training and Coaching. Communication Disorders Quarterly, 38(4), 242-254.  link >

Chung, M., Snodgrass, M. R., Meadan, H., Akamoglu, Y., & Halle, J. W. (2016). Understanding Communication Intervention for Young Children with Autism and Their Parents: Mixing Behavioral and Social Validity Findings. Journal of Developmental and Physical Disabilities, 28(1), 113-134.  link >

Curtiss, S. L., Pearson, J. N., Akamoglu, Y., Fisher, K. W., Snodgrass, M. R., Meyer, L. E., Meadan, H., & Halle, J. W. (2016). Bringing Instructional Strategies Home: Reaching Families Online. Teaching Exceptional Children, 48(3), 159-167.  link >

Keen, D., Meadan, H., Brady, N. C., & Halle, J. W. (2016). Introduction to prelinguistic and minimally verbal communicators on the autism spectrum. In D. Keen, H. Meadan, N. C. Brady, & J. W. Halle (Eds.), Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. 3-7). Springer.  link >

Keen, D., Meadan, H., Brady, N. C., & Halle, J. W. (2016). Preface. In Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. vii-viii). Springer.  link >

Keen, D., Meadan, H., Brady, N. C., & Halle, J. W. (2016). Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum. Springer.  link >

Meadan, H., Snodgrass, M. R., Meyer, L. E., Fisher, K. W., Chung, M. Y., & Halle, J. W. (2016). Internet-Based Parent-Implemented Intervention for Young Children With Autism: A Pilot Study. Journal of Early Intervention, 38(1), 3-23.  link >

Meadan, H., & Keen, D. (2016). Parent involvement in communication interventions. In D. Keen, H. Meadan, N. C. Brady, & J. W. Halle (Eds.), Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. 215-230). Springer.  link >

Meadan-Kaplansky, H., Ayvazo, S., & Ostrosky, M. (2016). The ABCs of Challenging Behavior: Understanding Basic Concepts. Young Exceptional Children, 19(1), 3-15.  link >

Meadan-Kaplansky, H., Stoner, J. B., & Angell, M. E. (2015). Fathers of children with autism: perceived roles, responsibilities, and support needs. Early Child Development and Care, 185(10), 1678-1694.  link >

Meadan-Kaplansky, H., & Daczewitz, M. E. (2015). Internet-based intervention training for parents of young children with disabilities: a promising service-delivery model. Early Child Development and Care, 185(1), 155-169.  link >

Meadan, H., Angell, M. E., Stoner, J. B., & Daczewitz, M. E. (2014). Parent-implemented social-pragmatic communication intervention: A pilot study. Focus on Autism and Other Developmental Disabilities, 29(2), 95-110.  link >

Meadan-Kaplansky, H., Stoner, J. B., Angell, M. E., Daczewitz, M. E., Cheema, J., & Rugutt, J. K. (2014). Do You See a Difference? Evaluating Outcomes of a Parent-Implemented Intervention. Journal of Developmental and Physical Disabilities, 26(4), 415-430.  link >

Mason, L. H., Meadan-Kaplansky, H., Hedin, L., & Taft, R. (2013). Self-Regulating Informational Text Reading Comprehension: Perceptions of Low-Achieving Students. Exceptionality, 21(2), 69-86.  link >

Meadan, H., Meyer, L. E., Snodgrass, M. R., & Halle, J. W. (2013). Coaching Parents of Young Children with Autism in Rural Areas Using Internet-Based Technologies: A Pilot Program. Rural Special Education Quarterly, 32(3), 3-10.  link >

Meadan, H., Parette, H. P., & Doubet, S. (2013). Fathers of young children with disabilities experiences, involvement, and needs. In J. Pattnaik (Ed.), Father Involvement in Young Children's Lives: A Global Analysis (pp. 153-167). (Educating the Young Child; Vol. 6). Springer.  link >

Meadan, H., Ostrosky, M. M., Santos, R. M., & Snodgrass, M. R. (2013). How Can I Help? Prompting Procedures to Support Children's Learning. Young Exceptional Children, 16(4), 31-39.  link >

Angell, M. E., Meadan, H., & Stoner, J. B. (2012). Experiences of Siblings of Individuals with Autism Spectrum Disorders. Autism Research and Treatment, 2012, 1-11.  link >

Mason, L. H., Meadan, H., Hedin, L. R., & Cramer, A. M. (2012). Avoiding the struggle: Instruction that supports students' motivation in reading and writing about content material. Reading and Writing Quarterly, 28(1), 70-96.  link >

Meadan, H., Halle, J. W., & Kelly, S. M. (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.  link >

Meadan, H., Ostrosky, M. M., Zaghlawan, H. Y., & Yu, S. Y. (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, H., & Sandhaus, Y. (2012). Young children with disabilities in Israel: System of early intervention service delivery. Infants and Young Children, 25(4), 297-309.  link >

Stoner, J. B., Meadan, H., Angell, M. E., & Daczewitz, M. (2012). Evaluation of the Parent-implemented Communication Strategies (PiCS) project using the Multiattribute Utility (MAU) approach. Educational Assessment, Evaluation and Accountability, 24(1), 57-73.  link >

SPED 199: Undergraduate Open Seminar (SPED 199) Topics will vary. See course schedule.

SPED 391: Thesis (SPED 391) Prerequisite: Senior standing.

SPED 395: Independent Study (SPED 395) Study of problems not considered in other courses; designed for students who excel in self-direction and intellectual curiosity.

SPED 590: Seminar for Advanced Students (SPED 590) Seminar in the education of individuals with disabilities; open only to persons who have been admitted for graduate study.

SPED 593: Concepts and Issues in Special Education II (SPED 593) 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.

SPED 599: Thesis Research (SPED 599) Individual direction of research and thesis writing.