Professor Emeritus, Special Education
Special Ed
288 Ed Bldg (mail code 708)
Champaign (UIUC Campus Mail), IL 61820
For more than 35 years I have been involved in research related to communication and language development of children with disabilities.This program of research has focused on examining both social communication of young children with significant intellectual disability, and the ecological factors that facilitate and discourage communicative growth. I have also worked on developing interventions to encourage more effective and efficient communication by these children.
Recent projects include assessing current dictionaries of prelinguistic forms used by children with severe disabilities to communicate and the functions (e.g., request, protest, comment) these forms serve for the children. In addition, I am interested in investigating the effects of listener (un)responsiveness on the dictionary of forms. An especially interesting area of inquiry is communicative repair. For many of the children with whom I work, their signals are ambiguous and listeners often misunderstand their intent. A major focus of investigation is how do these children "repair" their communicative acts when their first effort is misunderstood? We have found that often they engage in challenging behavior as a repair strategy, because such behavior recruits the attention of adults or results in the intended outcome. Our effort is to teach alternative means of repair that serve the same function and do so more efficiently and effectively than their current forms.
Halle, J. W., & Horner, R. H. (2021). Introduction to an Agenda for Advancing the Field of Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 46(3), 131. link >
Halle, J. (2020). Joe Spradlin, my mentor and friend. Journal of Applied Behavior Analysis, 53(4), 1958-1959. link >
Horner, R. H., & Halle, J. W. (2020). Implications of Emerging Educational Reforms for Individuals With Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 45(2), 75-80. link >
Halle, J. (2019). Avoiding the Humdrum: Recommendations for Improving How We Conceptualize and Assess Social Validity in ECSE. Topics in Early Childhood Special education, 39(3), 139-143. link >
Horner, R. H., & Halle, J. W. (2018). Commentary on “Perspectives on the State of the Art (and Science) of Selected Life-Span Services”. Research and Practice for Persons with Severe Disabilities, 43(2), 90-93. 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 >
Drasgow, E., Wolery, M., Chezan, L. C., Halle, J., & Hajiaghamohseni, Z. (2017). Systematic instruction of students with significant cognitive disabilities. In J. M. Kauffman, D. P. Hallahan, & P. Cullen Pullen (Eds.), Handbook of Special Education (2 ed., pp. 632-648). Taylor and Francis Inc.. 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., 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 >
Chezan, L. C., Drasgow, E., Martin, C. A., & Halle, J. W. (2016). Negatively-Reinforced Mands: An Examination of Resurgence to Existing Mands in Two Children With Autism and Language Delays. Behavior Modification, 40(6), 922-953. 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 >
Sigafoos, J., O’Reilly, M. F., Lancioni, G. E., Carnett, A., Bravo, A., Rojeski, L., & Halle, J. W. (2016). Functional assessment of problematic forms of prelinguistic behavior. In D. Keen, H. Meadan, N. C. Brady, & J. W. Halle (Eds.), Prelinguistic and Minimally Verbal Communicators on the Autism Spectrum (pp. 121-145). Springer. link >
DeThorne, L., Aparicio Betancourt, M., Karahalios, K., Halle, J., & Bogue, E. (2015). Visualizing Syllables: Real-Time Computerized Feedback Within a Speech–Language Intervention. Journal of Autism and Developmental Disorders, 45(11), 3756-3763. link >
Drasgow, E., Martin, C. A., Chezan, L. C., Wolfe, K., & Halle, J. W. (2015). Mand Training: An Examination of Response-Class Structure in Three Children With Autism and Severe Language Delays. Behavior Modification, 40(3), 347-376. link >
Martin, C. A., Drasgow, E., & Halle, J. W. (2015). Training Teachers to Enhance the Play Skills of Young Children With Developmental Disabilities During Outdoor Time by Embedding Instructional Interactions. Journal of Early Intervention, 37(4), 247-269. link >
Schmidt, J. D., Drasgow, E., Halle, J. W., Martin, C. A., & Bliss, S. A. (2014). Discrete-Trial Functional Analysis and Functional Communication Training With Three Individuals With Autism and Severe Problem Behavior. Journal of Positive Behavior Interventions, 16(1), 44-55. link >
Fisher, K. W., Shogren, K. A., & Halle, J. W. (2013). Increasing an AAC User's Classroom Community Membership Through Peer Social Networks: An Ecological Intervention. Inclusion, 1(3), 164-180. 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., 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 >
Hsu, S., Fernhall, B., Hui, S. S. C., & Halle, J. (2011). Psychosocial factors of stages of change among adults with intellectual disabilities. Intellectual and developmental disabilities, 49(1), 14-25. link >
Hailpern, J., Karahalios, K., DeThorne, L., & Halle, J. (2010). VocSyl: Visualizing syllable production for children with ASD and speech delays. In ASSETS'10 - Proceedings of the 12th International ACM SIGACCESS Conference on Computers and Accessibility (pp. 297-298). (ASSETS'10 - Proceedings of the 12th International ACM SIGACCESS Conference on Computers and Accessibility). link >
Meadan, H., Halle, J. W., & Ebata, A. T. (2010). Families with children who have autism spectrum disorders: Stress and support. Exceptional Children, 77(1), 7-36. link >
Hailpern, J., Karahalios, K., Halle, J., DeThorne, L. S., & Coletto, M. K. (2009). A3: HCI coding guideline for research using video annotation to assess behavior of nonverbal subjects with computer-based intervention. ACM Transactions on Accessible Computing, 2(2), Article 8. link >
Hailpern, J., Karahalios, K., & Halle, J. (2009). Creating a spoken impact: Encouraging vocalization through audio visual feedback in children with ASD. In CHI 2009: Digital Life New World - Proceedings of the 27th International Conference on Human Factors in Computing Systems (pp. 453-462). (Conference on Human Factors in Computing Systems - Proceedings). link >
Hailpern, J., Karahalios, K., DeThorne, L., & Halle, J. (2009). Talking points: The differential impact of real-time computer generated audio/visual feedback on speech-like & non-speech-like vocalizations in low functioning children with ASD. In ASSETS'09 - Proceedings of the 11th International ACM SIGACCESS Conference on Computers and Accessibility (pp. 187-194). (ASSETS'09 - Proceedings of the 11th International ACM SIGACCESS Conference on Computers and Accessibility). link >
Dymond, S. K., Renzaglia, A., Halle, J. W., Chadsey, J., & Bentz, J. L. (2008). An Evaluation of Videoconferencing as a Supportive Technology for Practicum Supervision. Teacher Education and Special Education, 31(4), 243-256. link >
Hailpern, J., Karahalios, K. G., Halle, J., DeThorne, L., & Coletto, M. K. (2008). Visualizations: Speech, language & autistic spectrum disorder. 3591-3596. Paper presented at 28th Annual CHI Conference on Human Factors in Computing Systems, Florence, Italy. link >
Halle, J. (2008). A parent-implemented, naturalistic strategy produced increases in vocalizations and appropriate play in two children with autism. Evidence-Based Communication Assessment and Intervention, 2(1), 20-22. link >
Halle, J. W., & Drasgow, E. (2008). Child-initiated opportunities produce faster acquisition than instructor-initiated opportunities for teaching new requesting forms to six young children with autism or pervasive developmental disorders. Evidence-Based Communication Assessment and Intervention, 2(4), 208-212. link >
Halle, J. W., & Dymond, S. K. (2008). Inclusive Education: A Necessary Prerequisite to Accessing the General Curriculum? Research and Practice for Persons with Severe Disabilities, 34(1), 196-198. link >
Hallpern, J., Karahallos, K., Halle, J., Dethorne, L., & Colette, M. K. (2008). A3: A coding guideline for HCI+autism research using video annotation. In ASSETS'08: 10th International ACM SIGACCESS Conference on Computers and Accessibility (pp. 11-18). (ASSETS'08: The 10th International ACM SIGACCESS Conference on Computers and Accessibility). link >
Meadan, H., Halle, J., Ostrosky, M. 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 Disabilities, 23(1), 37-48. link >
Halle, J. (2007). A combined package of responsivity education/prelinguistic milieu teaching (re/pmt) increased intentional communication acts in 2–3-year-old children with developmental disabilities and down syndrome. Evidence-Based Communication Assessment and Intervention, 1(2), 72-73. link >
Halle, J., & Meadan, H. (2007). A Protocol for Assessing Early Communication of Young Children With Autism and Other Developmental Disabilities. Topics in Early Childhood Special education, 27(1), 49-61. link >
Erbas, D., Turan, Y., Ozen, A., & Halle, J. W. (2006). Effect of an adapted "cover write" method to word-naming and spelling to students with developmental disabilities in Turkey. Education and Training in Developmental Disabilities, 41(4), 357-364.
Meadan, H., Halle, J. W., Watkins, R. V., & Chadsey, J. G. (2006). Examining communication repairs of 2 young children with autism spectrum disorder: The influence of the environment. American journal of speech-language pathology, 15(1), 57-71. link >
Meadan, H., Ostrosky, M. M., & Halle, J. W. (2006). “What?”; “I Don’t Understand’; and “Pardon?”: Using Communication Breakdowns to Encourage Communication. Young Exceptional Children, 9(3), 2-9. link >
Horner, R. H., Carr, E. G., Halle, J., Mcgee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179. link >
Martin, C. A., Drasgow, E., Halle, J. W., & Brucker, J. M. (2005). Teaching a child with autism and severe language delays to reject: Direct and indirect effects of functional communication training. Educational Psychology, 25(2-3), 287-304. link >
Halle, J., Brady, N. C., & Drasgow, E. (2004). Enhancing socially adaptive communicative repairs of beginning communicators with disabilities. American journal of speech-language pathology, 13(1), 43-54. link >
Meadan, H., & Halle, J. W. (2004). Communication repair and response classes. The Behavior Analyst Today, 5(3), 291-303. link >
Meadan, H., & Halle, J. W. (2004). Social Perceptions of Students with Learning Disabilities Who Differ in Social Status. Learning Disabilities Research and Practice, 19(2), 71-82. link >
Phillips, B., & Halle, J. (2004). The Effects of a Teacher-Training Intervention on Student Interns' Use of Naturalistic Language Teaching Strategies. Teacher Education and Special Education, 27(2), 81-96. link >
Sigafoos, J., Drasgow, E., Halle, J. W., O'reilly, M., Seely-York, S., Edrisinha, C., & Andrews, A. (2004). Teaching VOCA use as a communicative repair strategy. Journal of Autism and Developmental Disorders, 34(4), 411-422. link >
Turan, Y., Ostrosky, M. M., Halle, J. W., & Destefano, L. (2004). Acceptability of language interventions: A comparison of preschool and elementary teachers' responses. Journal of Early Intervention, 26(3), 221-233. link >
Woodyatt, G., Marinac, J., Darnell, R., Sigafoos, J., & Halle, J. (2004). Behaviour state analysis in Rett syndrome: Continuous data reliability measurement. International Journal of Disability, Development and Education, 51(4), 383-400. link >
Carey, Y. A., & Halle, J. W. (2002). The Effect of an Idiosyncratic Stimulus on Self-Injurious Behavior During Task Demands. Education and Treatment of Children, 25(1), 131-141.
Halle, J. W., & Lowrey, K. A. (2002). Can Person-Centered Planning Be Empirically Analyzed to the Satisfaction of All Stakeholders? Research and Practice for Persons with Severe Disabilities, 27(4), 268-271. link >
Drasgow, E., Halle, J. W., & Phillips, B. (2001). Effects of different social partners on the discriminated requesting of a young child with autism and severe language delays. Research in Developmental Disabilities, 22(2), 125-139. link >
Halle, J. W., Gabler-Halle, D., & Chung, Y. B. (1999). Effects of a peer-mediated aerobic conditioning program on fitness levels of youth with mental retardation: Two systematic replications. Mental Retardation, 37(6), 435-448. link >
Harbers, H. M., Paden, E. P., & Halle, J. W. (1999). Phonological awareness and production: Changes during intervention. Language, Speech, and Hearing Services in Schools, 30(1), 50-60. link >
Ostrosky, M. M., Drasgow, E., & Halle, J. W. (1999). “How Can I Help You Get What You Want?”: A Communication Strategy for Students with Severe Disabilities. Teaching Exceptional Children, 31(4), 56-61. link >
Drasgow, E., Halle, J. W., & Ostrosky, M. 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. link >
Halle, J. (1998). Fidelity: A Crucial Question in Translating Research to Practice. Journal of Early Intervention, 21(4), 294-296. link >
Brady, N. C., & Halle, J. W. (1997). Functional analysis of communicative behaviors. Focus on Autism and Other Developmental Disabilities, 12(2), 95-104. link >
Drasgow, E., Halle, J. W., Ostrosky, M. M., & Harbers, H. M. (1996). Using Behavioral Indication and Functional Communication Training to Establish an Initial Sign Repertoire with a Young Child with Severe Disabilities. Topics in Early Childhood Special education, 16(4), 500-521. link >
Halle, J. W. (1996). Reflections of an Exiting Editor: The State of JASH and its Crucial Role in TASH. Research and Practice for Persons with Severe Disabilities, 21(1), 1-4. link >
Drasgow, E., & Halle, J. W. (1995). Teaching Social Communication to Young Children with Severe Disabilities. Topics in Early Childhood Special education, 15(2), 164-186. link >
Ferguson, D. L., & Halle, J. W. (1995). Editorial: Considerations for Readers of Qualitative Research. Research and Practice for Persons with Severe Disabilities, 20(1), 1-2. link >
Halle, J. W., Reichle, J., Drasgow, E., & Reinoehl, R. B. (1995). Assessment and intervention of severe language delays in children. Journal of Behavioral Education, 5(2), 173-188. link >
Halle, J. W. (1995). Innovations in Choice-Making Research: An Editorial Introduction. Research and Practice for Persons with Severe Disabilities, 20(3), 173-174. link >
Halle, J. W. (1994). A dispassionate (if that's possible) observer's perspective. Mental Retardation, 32(4), 311-314.
Halle, J. W., Chadsey-Rusch, J., & Reichle, J. (1994). Editorial Introduction to the Special Topic on Facilitated Communication. Research and Practice for Persons with Severe Disabilities, 19(3), 149-150. link >
Levine, K., Shane, H. C., Wharton, R. H., Ferguson, D. L., Horner, R. H., Goode, D., Halle, J. W., & Hitzing, W. (1994). What if... A plea to professionals to consider the risk-benefit ratio of facilitated communication. Mental Retardation, 32(4), 300-318.
Reinoehl, R. B., & Halle, J. W. (1994). Increasing the Assessment Probe Performance of Teacher Aides through Written Prompts. Research and Practice for Persons with Severe Disabilities, 19(1), 32-42. link >
Chadsey-Rusch, J., Drasgow, E., Reinoehl, B., Halle, J., & Collet-Klingenberg, L. (1993). Using General-Case Instruction to Teach Spontaneous and Generalized Requests for Assistance to Learners with Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 18(3), 177-187. link >
Gabler-Halle, D., Halle, J. W., & Chung, Y. B. (1993). The effects of aerobic exercise on psychological and behavioral variables of individuals with developmental disabilities: A critical review. Research in Developmental Disabilities, 14(5), 359-386. link >
Halle, J. (1993). Editorial. Research and Practice for Persons with Severe Disabilities, 18(1), 4-5. link >
Chadsey-Rusch, J., & Halle, J. (1992). The Application of General-Case Instruction to the Requesting Repertoires of Learners with Severe Disabilities. Research and Practice for Persons with Severe Disabilities, 17(3), 121-132. link >
Halle, J. W. (1992). Introduction to a Forum on Sterilization. Research and Practice for Persons with Severe Disabilities, 17(1), 3. link >
O'reilly, M. F., Renzaglia, A., Hutchins, M., Koterba-Buss, L., Clayton, M., Halle, J. W., & Izen, C. (1992). Teaching Systematic Instruction Competencies to Special Education Student Teachers: An Applied Behavioral Supervision Model. Research and Practice for Persons with Severe Disabilities, 17(2), 104-111. link >
Halle, J. W., & Holt, B. (1991). ASSESSING STIMULUS CONTROL IN NATURAL SETTINGS: AN ANALYSIS OF STIMULI THAT ACQUIRE CONTROL DURING TRAINING. Journal of Applied Behavior Analysis, 24(3), 579-589. link >
Halle, J. W. (1989). Identifying stimuli in the natural environment that control verbal responses. Journal of Speech and Hearing Disorders, 54(4), 500-504. link >
Halle, J. W., Schloss, P. J., & Schloss, C. N. (1989). Using Changing-Criterion Methodology to Enhance the Vocational Performance of a Developmentally Disabled Adult: A Home-Based Demonstration. Career Development for Exceptional Individuals, 12(2), 83-95. link >
Halle, J. (1988). Adopting the natural environment as the context of training. In S. N. Calculator, & J. L. Bedrosian (Eds.), Communication Assessment and Intervention for Adults with Mental Retardation (pp. 155-185). Little, Brown.
Halle, J. W. (1985). Enhancing Social Competence Through Language: An Experimental Analysis of a Practical Procedure for Teachers. Topics in Early Childhood Special education, 4(4), 77-92. link >
Halle, J. W. (1984). Arranging the natural environment to occasion language: Giving severely language-delayed children reasons to communicate. Seminars in Speech and Language, 5(3), 185-197. link >
Halle, J. W., Hunt, F. M., & Bjorenson, J. E. (1984). Effects of two antecedent conditions on vocalization frequency of severely retarded children. Journal of Speech and Hearing Disorders, 49(4), 349-359. link >
Halle, J. W., Alpert, C. L., & Anderson, S. R. (1984). Natural Environment Language Assessment and Intervention with Severely Impaired Preschoolers. Topics in Early Childhood Special education, 4(2), 36-56. link >
Schloss, P. J., Halle, J. W., & Sindelar, P. T. (1984). Guidelines for teachers' interpretations of student performance data. Remedial and Special Education, 5(4), 38-43. link >
Halle, J. W., & Sindelar, P. T. (1982). Behavioral observation methodologies for early childhood education. Topics in Early Childhood Special education, 2(1), 43-54. link >
Halle, J. W., Baer, D. M., & Spradlin, J. E. (1981). TEACHERS' GENERALIZED USE OF DELAY AS A STIMULUS CONTROL PROCEDURE TO INCREASE LANGUAGE USE IN HANDICAPPED CHILDREN. Journal of Applied Behavior Analysis, 14(4), 389-409. link >
Halle, J. W., Marshall, A. M., & Spradlin, J. E. (1979). TIME DELAY: A TECHNIQUE TO INCREASE LANGUAGE USE AND FACILITATE GENERALIZATION IN RETARDED CHILDREN. Journal of Applied Behavior Analysis, 12(3), 431-439. 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 599: Thesis Research (SPED 599) Individual direction of research and thesis writing.