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James Shriner


Jim Shriner, PhD, is an Associate Professor in the Department of Special Education at the University of Illinois at Urbana-Champaign. Prior to coming to Illinois, he was an Assistant Professor of Education at Clemson University and a Senior Researcher for the National Center of Educational Outcomes (NCEO) at the University of Minnesota, where he received his PhD. His work includes research on the effects of federal and state education policies and priorities on students with disabilities’ educational services. He is Principal Investigator of an Institute of Education Sciences Goal 2 grant, Project IEP Quality – Core: Implementing the Common Core State Standards for Students with Disabilities: Research and Development of Web-based Supports for IEP Team Decisions (R324A120081; 2012 -2016). The goal of this effort is to build the capacity of teachers and schools to help students achieve to high standards.
Shriner currently serves as a member of the Expert Cadre Panel within NCEO and is an advisor to the Student Assessment Divisions for the states of Illinois, South Dakota, and Texas.

Key Professional Appointments

  • Associate Professor, Special Education, University of Illinois, Urbana-Champaign

Research & Service

Jim Shriner's research focuses on the effects of federal and state education policies and priorities on students with disabilities’ educational services. His efforts encompass policy analysis and professional development questions. He has received a dozen federally-or-state funded grants and contracts to investigate topics related to testing, learning standards, and legal / policy requirements such as Individualized Education Programs (IEPs) for students served under the Individuals with Disabilities Education Act.


Wherfel, Q. M., Monda-Amaya, L., & Shriner, J. G. (2022). General education teacher practices: Assessment, decision-making and the influence of co-teaching. Preventing School Failure, 66(1), 42-51.  link >

Goran, L., Harkins Monaco, E. A., Yell, M. L., Shriner, J., & Bateman, D. (2020). Pursuing Academic and Functional Advancement: Goals, Services, and Measuring Progress. Teaching Exceptional Children, 52(5), 333-343.  link >

Yell, M. L., Bateman, D., & Shriner, J. (2020). Developing and Implementing Educationally Meaningful and Legally Sound IEPs: Bringing It All Together. Teaching Exceptional Children, 52(5), 344-347.  link >

Freeman, J., Yell, M. L., Shriner, J. G., & Katsiyannis, A. (2019). Federal Policy on Improving Outcomes for Students With Emotional and Behavioral Disorders: Past, Present, and Future. Behavioral Disorders, 44(2), 97-106.  link >

Yell, M. L., Shriner, J. G., Thomas, S. S., & Katsiyannis, A. (2018). Special Education Law for Leaders and Administrators of Special Education. In J. B. Crockett, B. Billingsley, & M. L. Boscardin (Eds.), Handbook of Leadership and Administration for Special Education (2 ed., pp. 83-115). Routledge.  link >

Yell, M. L., Crockett, J. B., Shriner, J. G., & Rozalski, M. (2017). Free appropriate public education. In J. M. Kauffman, D. P. Hallahan, & P. Cullen Pullen (Eds.), Handbook of Special Education (2 ed., pp. 71-86). Taylor and Francis Inc..  link >

Shriner, J. G. (2014). Ysseldyke, James Edward (1944-    ). In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education: A Reference for the Education of Children, Adolescents, and Adults with Disabilities and Other Exceptional Individuals John Wiley & Sons, Ltd..  link >

Shriner, J. G., Carty, S. J., Rose, C. A., Shogren, K. A., Kim, M., & Trach, J. S. (2013). Effects of Using a Web-Based Individualized Education Program Decision-Making Tutorial. Journal of Special Education, 47(3), 175-185.  link >

Yell, M. L., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence Based-Practices for Educating Students with Emotional and Behavioral Disorders. (2 ed.) Pearson.

Shriner, J. G., & Thurlow, M. L. (2012). Curriculum-Based Measurement, Progress Monitoring, and State Assessments. In C. Espin, K. McMaster, S. Rose, & M. M. Wayman (Eds.), A Measure of Success: The Influence of Curriculum-Based Measurement on Education University of Minnesota Press.

Shriner, J. G., Plotner, A. J., & Rose, C. A. (2010). Development of Individualized Education Programs for Students with Emotional or Behavioral Disorders: Coordination with Transition Plans. In D. Cheney (Ed.), Transition of Secondary Students with Emotional or Behavioral Disorders: Current Approaches for Positive Outcomes (2 ed.). Research Press.

Mason, L. H., & Shriner, J. G. (2008). Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders. Reading and Writing, 21(1-2), 71-93.  link >

Shriner, J. G., & Ganguly, R. (2007). Assessment and Accommodation Issues Under the No Child Left Behind Act and the Individuals With Disabilities Education Improvement Act: Information for IEP Teams. Assessment for Effective Intervention, 32(4), 231-243.  link >

Yell, M. L., Shriner, J. G., & Katsiyannis, A. (2006). Individuals with disabilities education improvement act of 2004 and IDEA regulations of 2006: Implications for educators, administrators, and teacher trainers. Focus on Exceptional Children, 39(1), 1-24.  link >

Skrtic, T. M., Harris, K. R., & Shriner, J. G. (2005). Special Education Policy and Practice: Accountability, Instruction, and Social Challenges. Love Publishing Co.

Shriner, J. G., & Wehby, J. H. (2004). Accountability and Assessment for Students with Emotional and Behavioral Disorders. In R. B. Rutherford Jr, M. M. Quinn, & S. R. Mathur (Eds.), Handbook of Research in Emotional and Behavioral Disorders Guilford Press.

Shriner, J. G., & DeStefano, L. (2003). Participation and accommodation in state assessment: The role of individualized education programs. Exceptional Children, 69(2), 147-161.  link >

Destefano, L., Shriner, J. G., & Lloyd, C. A. (2001). Teacher decision making in participation of students with disabilities in large-scale assessment. Exceptional Children, 68(1), 7-22.  link >

Shriner, J. G., & Destefano, L. (2001). Participation in Statewide Assessments: Views of District-Level Personnel. Assessment for Effective Intervention, 26(2), 9-16.  link >

Elliott, J. L., Erickson, R. N., Thurlow, M. L., & Shriner, J. G. (2000). State-level accountability for the performance of students with disabilities: Five years of change? Journal of Special Education, 34(1), 39-47.  link >

Rouse, M., Shriner, J., & Danielson, L. (2000). National assessment and special education in the United States and England and Wales: towards a common system for all? In M. McLaughlin, & M. Rouse (Eds.), Special Education and School Reform in the United States and Britain (pp. 66-97). Routledge.  link >

Shriner, J. G. (2000). Legal perspectives on school outcomes assessment for students with disabilities. Journal of Special Education, 33(4), 232-239.  link >

Drasgow, E., Yell, M. L., Bradley, R., & Shriner, J. G. (1999). The IDEA Amendments of 1997: A School-Wide Model for Conducting Functional Behavioral Assessments and Developing Behavior Intervention Plans. Education and Treatment of Children, 22(3), 244-266.

Yell, M. L., & Shriner, J. G. (1998). The Discipline of Students with Disabilities: Requirements of the IDEA Amendments of 1997. Education and Treatment of Children, 21(3), 246-257.

Yell, M. L., & Shriner, J. G. (1997). The IDEA Amendments of 1997: Implications for Special and General Education Teachers, Administrators, and Teacher Trainers. Focus on Exceptional Children, 30(1), X-19.  link >

Ysseldyke, J. E., Vanderwood, M. L., & Shriner, J. (1997). Changes Over the Past Decade in Special Education Referral to Placement Probability: An Incredibly Reliable Practice. Assessment for Effective Intervention, 23(1), 193-201.  link >

Shriner, J. G., & Yell, M. L. (1996). Legal and Policy Developments in the Education of Students with Emotional/Behavioral Disorders. Education and Treatment of Children, 19(3), 371-385.

Yell, M. L., & Shriner, J. G. (1996). Inclusive Education: Legal and Policy Implications. Preventing School Failure, 40(3), 101-108.  link >

Shriner, J. G., & Spicuzza, R. J. (1995). Procedural Considerations in the Assessment of Students at Risk for School Failure. Preventing School Failure, 39(2), 33-38.  link >

Shriner, J. G. (1994). Broadening educational outcomes beyond academics. In J. E. Ysseldyke, & M. L. Thurlow (Eds.), Educational Outcomes for Students with Disabilities (pp. 139-154). (Special Services in the Schools; Vol. 9, No. 2). Haworth Press Inc..

Shriner, J. G. (1994). Educational Outcomes and Standards for Students with Behavioral Disorders: It's Not Just Academics. Education and Treatment of Children, 17(3), 277-292.

Shriner, J. G., Ysseldyke, J. E., & Thurlow, M. L. (1994). Standards for All American Students. Focus on Exceptional Children, 26(5), X-19.

Shriner, J. G., Ysseldyke, J. E., Gorney, D., & Franklin, M. J. (1993). Examining Prevalence at the Ends of the Spectrum: Giftedness and Disability. Remedial and Special Education, 14(5), 33-39.  link >

Shriner, J. G., Kim, D-I., Thurlow, M. L., & Ysseldyke, J. E. (1993). Experts' Opinions about the Appropriateness and Feasibility of National Math Standards. (NCEO Technical Report; No. 4). National Center on Educational Outcomes.

Shriner, J. G., Kim, D-I., Thurlow, M. L., & Ysseldyke, J. E. (1993). IEPs and Standards: What They Say for Students with Disabilities. (NCEO Technical Report; No. 5). National Center on Educational Outcomes.

Shriner, J. G., Kim, D-I., Thurlow, M. L., & Ysseldyke, J. E. (1992). Experts' Opinions on National Math Standards for Students with Disabilities. (NCEO Technical Report; No. 3). National Center on Educational Outcomes.

Ysseldyke, J. E., Thurlow, M. L., & Shriner, J. G. (1992). Outcomes are for Special Educators Too: A Thermos Bottle Keeps Things Hot and Cold, But How Does it Know? Teaching Exceptional Children, 25(1), 36-50.  link >

Shriner, J. G., Ysseldyke, J. E., & Christenson, S. L. (1989). Assessment procedures for use in heterogeneous classrooms. In S. Stainback, W. Stainback, & M. Forest (Eds.), Educating All Students in the Mainstream of Regular Education (pp. 159-182). Brookes Publishing.

Ysseldyke, J. E., Shriner, J. G., & Christenson, S. (1989). Special education interventions to increase the academic engaged times of students with mild handicaps. (Instructional Alternatives Project Research Report; No. 20). University of Minnesota.

Shriner, J., & Salvia, J. (1988). Chronic Noncorrespondence between Elementary Math Curricula and Arithmetic Tests. Exceptional Children, 55(3), 240-248.  link >

Ysseldyke, J. E., Bakewell, D., Muyskens, P., Christenson, S., Weiss, J., Shriner, J. G., & Cleary, M. (1988). Alternate explanations for learning disabled, emotionally disturbed, and educable mentally retarded students' reading achievement. (Instructional Alternatives Project Research Report; No. 10 & 11). University of Minnesota.


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

SPED 317: Characteristics & Eligibility (SPED 317) The purpose of this course is to provide an introduction to issues associated with the identification and characteristics of students with disabilities, eligibility for special education, and placement to meet students' educational needs.

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 424: Foundations of Assessment (SPED 424) Course focuses on the theoretical and practical considerations in the psychological and educational assessment of individuals with disabilities. An emphasis will be placed on understanding the technical and practical aspects of current assessment procedures and their application to the education of children and youth with disabilities.

SPED 470: Learning Environments I (SPED 470) Course is designed to provide participants with an introduction to theories and interventions related to school climate and classroom management. Course will focus on using positive behavioral supports to create an effective classroom and school climate.

SPED 510: Legal Aspects of Disabilities (SPED 510) Study of the legal rights of individuals with disabilities and their families, with emphasis on educational aspects; inter-relationship of constitutional, statute, administrative and case law at the federal, state and local levels. Case study simulations and mock due process hearings are included.

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