Biography

Hedda Meadan is an associate professor at the Department of Special Education at the University of Illinois at Urbana-Champaign, a Goldstick Family Scholar, and a Board Certified Behavior Analyst. Hedda’s areas of interest include social-communication skills and challenging behavior of young children with autism and other developmental disabilities and intervention methods to enhance these spheres of functioning. Hedda and her colleagues have developed a parent-implemented intervention program designed to improve the social-communication skills of young children with disabilities who have very limited expressive language. Two of her current research projects focus on the use of technology to support service providers/therpaists and families of children with disabilities. In the first project telehealth is used to coach service providers/therapists and family members form distance on evidence-based strategies to promote children social-communication skills. The purpose of the second project is to develop an app to help identify the function of and address challenging behavior of children with and without disabilities.

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Education

BCBA-D, Board Certified Behavior Analyst- Doctoral, 2012

Ph.D., Special Education, University of Illinois at Urbana-Champaign, 2004

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Awards, Honors, Associations

Goldstick Family Scholar University of Illinois at Urbana-Champaign, 2018 - 2018

University Scholar University of Illinois at Urbana-Champaign, 2018 - 2018

Associate at the Center for Advanced Study University of Illinois at Urbana-Champaign, 2016 - 2016

Spitze-Mather Faculty Award for Excellence College of Education, University of Illinois at Urbana-Champaign., 2015 - 2015

Marissa Zelinger Research Award College of Education, University of Illinois at Urbana-Champaign., 2014 - 2014

Hardie Faculty Fellow College of Education, University of Illinois at Urbana-Champaign, 2013 - 2013

Arnold O. Beckman Research Award. Research Board, University of Illinois, Urbana-Champaign, IL, 2012 - 2012

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Publications

Biggs, E., & Meadan-Kaplansky, H. (2018). Early Communication interventions for young children with intellectual and developmental disabilities: The roles of natural communication partners. International Review of Research in Developmental Disabilities, 55 1-37.

Meadan-Kaplansky, H., Douglas, S., Kammes, R., & Schraml, K. (2018). "I'm a different coach with every family": Early interventionists' beliefs and practices Infants and Young Children, 31 (3), 200-214.

Meadan-Kaplansky, H., Snodgrass, M., Palomo, I., Amenta, C., & Halle, J. (2017). A framework for defining contexts for training and coaching practices. Exceptionality, 4 253-269.

Meadan-Kaplansky, H., Snodgrass, M., Meyer, L., Fisher, K., Chung, M., & Halle, J. (2016). Internet-based parent implemented communication strategies program: A pilot study. Journal of Early Intervention, 38 (1), 3-23.  link >

Akamoglu, Y., Meadan-Kaplansky, H., & , . Parent-implemented communication strategies during storybook reading (PiCSS). Journal of Early Intervention,.

Burke, M., Meadan-Kaplansky, H., Patton, K., Pearson, J., Cummings, K., & Lee, C. (2018). Parent advocacy for children with social-communication needs: Perspectives from parents and school professionals. Journal of Special Education, 51 (4), 191-200.  link >

Snodgrass, M., Chung, M., Meadan-Kaplansky, H., & Halle, J. (2018). Single-case research and social validity evaluation: A systematic literature review of prevalence and application. Research in Developmental Disabilities, 74 160-173.

Meadan-Kaplansky, H., Ayvazo, S., & Ostrosky, M. (2016). Challenging behavior: The ABC and beyond for parents and educators Young Exceptional Children, 19 (1), 3-15.

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

Meadan-Kaplansky, H., Stoner, J., & Angell, M. (2015). Fathers of young children with autism: Experiences and needs. Early Child Development and Care, 18 (10), 1678-1694.

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

Meadan-Kaplansky, H., Stoner, J., Angell, M., Daczewitz, D., Cheema, J., & Rugutt, J. (2014). Do you see a difference? Evaluating outcomes of a parent-implemented intervention. Journal of Developmental and Physical Disabilities, 26 (4), 415-430.  link >

Meadan-Kaplansky, H., Blum, C., & Paratte, H. (2013). The role of CHECK IT in 21st century early childhood setting.

Meadan-Kaplansky, H., Meyer, L., Snodgrass, M., & Halle, J. (2013). Coaching parents of young children with autism in rural areas using internet-based technologies: A pilot program Rural Special Education Quarter, 23 (3), 3-10.

Meadan-Kaplansky, H., Ostrosky, M., Santos, R., & Snodgrass, M. (2013). How can I help?: Prompting procedures to support children’s learning Young Exceptional Children, 16 (4), 32-40.  link >

Meadan-Kaplansky, H., Parette, H., & Doubet, S. (2013). Fathers of young children with disabilities: Experiences, involvement, and need.

Stoner, J., Meadan-Kaplansky, H., & Angell, M. (2013). A model for coaching parents to implement teaching strategies with their young children with language delay or developmental disabilities Perspectives on Language Learning and Education (ASHA journal), 20 (3), 112-119.

Angell, M., Meadan-Kaplansky, H., & Stoner, J. (2012). Experiences of siblings of individuals with autism spectrum disorders Autism Research and Treatment, Article ID 949586.  link >

Meadan-Kaplansky, H., Halle, J., & Kelly, S. (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-Kaplansky, H., Ostrosky, M., Zaghlawan, H., & Yu, S. (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-Kaplansky, H., & Sandhaus, Y. (2012). Young children with disabilities in Israel: System of early intervention service delivery Infants and Young Children, 2 (4), 297-309.

Stoner, J., Meadan-Kaplansky, H., Angell, M., & Daczewitz, M. (2012). Evaluation of the parent-implemented communication strategies (PiCS) project using the multiattribute utility (MAU) approach Educational Assessment, Evaluation and Accountability, 24 57-73.  link >

Barton, E., Meadan-Kaplansky, H., & Fettig, A. Comparison of visual analysis and non-overlap methods in the evaluation of parent implemented functional assessment based interventions. Research in Developmental Disabilities,.

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Presentations

Experiences, needs, and outcomes of postsecondary students with autism spectrum disorders (2013).: Chicago, IL.

Coaching parents to implement teaching strategies with their young children with language or developmental disabilitie (2013).: Chicago, IL.

Long-distance parent-Implemented intervention for children with autism: A pilot stud (2013).: Chicago, IL.

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Grants

Co-Principal Investigator Preparing Leaders in Education, Access, and Data-based Decision Making in High-Need Schools - Project LEAD, U.S. Department of Education, 2011 - 2017

Principal Investigator A Long Distance Parent-Implemented Intervention for Children with Autism: A Pilot Study, Campus Research Board, 2012 - 2013

Principal Investigator Experiences, Needs, and Outcomes of Postsecondary Students with Autism Spectrum Disorders, Hope Institute for Children and Families, 2012 - 2013

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

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

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Service

Journal of Early Intervention, 2013 - 2015

Topics in Early Childhood Special Education, 2010 - present

Focus on Autism and Other Developmental Disabilities, 2005 - present

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Courses

Single Case Experimntl Design (EPSY 583) Same as SPED 583. See SPED 583.

Single Case Experimntl Design (SPED 583) Study of the analysis of behavior in one or a few subjects using advanced time series designs; includes making accurate and reliable assessment of objective behaviors and designing experiments that feature interpretable comparisons among interventions and credible generalizability to subjects, settings, and time periods other than those specifically studied. Classic and current exemplars of these designs are studied and critiqued in depth. Same as EPSY 583.

BLEND/ IMPACT/STePS seminar (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Additional fees may apply. See Class Schedule. Approved for letter and S/U grading.

Project BLEND seminar (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Additional fees may apply. See Class Schedule. Approved for letter and S/U grading.

Project Family IMPACT (SPED 590) Seminar in the education of individuals with special needs; open only to persons who have been admitted for graduate study. Additional fees may apply. See Class Schedule. Approved for letter and S/U grading.

Concepts and Issues in SPED 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.

Independent Study (SPED 595) Self-directive, independent study, that is, develops the individual's ability as an independent student and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. May be repeated with approval.

Meadan-Kaplansky, Hedda

Goldstick Family Scholar and Associate Professor, Special Education

Contact

Office

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

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