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Jeanette McCollum

Key Professional Appointments

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

Research & Service

My research interests incorporate three interrelated areas of study: (a) social interaction between infants with disabilities and their caregivers and the implications of these interactions for the infant's optimal development; (b) policy issues related to personnel working with young children with disabilities and their families, and (c) professional development designed to assist early childhood practitioners to upgrade their skills in working with young children and their families. I have conducted descriptive studies of parent-child interaction, with the goal of understanding the differences often found in caregiver behavior during interactions with children with and without disabilities, including those from different cultures. I also have sought to describe the work roles and professional qualifications of early childhood personnel and have examined approaches to professional development that result in change in professional practice. My current activities extends on these same areas as I advocate and work on personnel standards for federal and state systems and for university programs, and as I examine professional knowledge and professional development related to fostering emergent content knowledge in young children. I continue to consider the important concept of responsiveness as it applies to all adults who interact with young children in their everyday lives.

Publications

Hsieh, W. Y., & McCollum, J. A. (2019). Teachers’ perceptions of early math concepts learned from unit blocks: A cross-cultural comparison. Early Child Development and Care, 189(12), 1954-1969.  link >

McCollum, J. A., Santos, R. M., & Weglarz-Ward, J. M. (Eds.) (2018). Interaction: Enhancing Children’s Access to Responsive Interactions. (DEC Recommended Practices Monograph Series; No. 5). Division for Early Childhood of the Council for Exceptional Children.

Yorde, S., & McCollum, J. A. (2018). A Workable Problem: Constructing a 3-D Puzzle With Young Children With Disabilities. Journal of Research in Childhood Education, 32(3), 326-342.  link >

Mccollum, J. A., Hemmeter, M. L., & Hsieh, W. Y. (2013). Coaching Teachers for Emergent Literacy Instruction Using Performance-Based Feedback. Topics in Early Childhood Special education, 33(1), 28-37.  link >

Hsieh, W. Y., Hsieh, C. M., Ostrosky, M., & McCollum, J. (2012). Taiwanese first-grade teachers' perceptions of inclusive education. International Journal of Inclusive Education, 16(1), 71-88.  link >

Santos, R. M., Jeans, L. M., McCollum, J., Fettig, A., & Quesenberry, A. (2011). Perspectives of roles during parent-child interactions of Filipino immigrant mothers. Early Child Development and Care, 181(6), 809-826.  link >

Cole, S. A., Mccollum, J. A., Swinford, L., Dewar, G., & Hughes, M. A. (2009). Moving towards relationship-based practices in a crisis nursery setting. Early Child Development and Care, 179(7), 863-877.  link >

Hsieh, W. Y., Hemmeter, M. L., McCollum, J. A., & Ostrosky, M. M. (2009). Using coaching to increase preschool teachers' use of emergent literacy teaching strategies. Early Childhood Research Quarterly, 24(3), 229-247.  link >

McCollum, J. A., & Ostrosky, M. M. (2008). Family roles in young children's emerging peer-related social competence. In W. H. Brown, S. L. Odom, & S. R. McConnell (Eds.), Social competence of young children: Risk, disability, and intervention (pp. 31-59). Paul H Brookes Publishing.

McCollum, J. A., Yates, T. J., Laumann, B., & Hsieh, W. (2007). Replicating a parent-child group model: Case analysis of high- and low-fidelity implementers. Infants and Young Children, 20(1), 38-54.  link >

Santos, R. M., & McCollum, J. A. (2007). Perspectives of Parent-Child Interaction in Filipino Mothers of Very Young Children With and Without Disabilities. Journal of Early Intervention, 29(3), 243-261.  link >

Mccollum, J. (2005). Merle Karnes, Early Childhood Pioneer: 1916—2005. Topics in Early Childhood Special education, 25(2), 69-70.  link >

McCollum, J. A., & Chen, Y. J. (2003). Parent-child interaction when babies have down syndrome: The perceptions of taiwanese mothers. Infants and Young Children, 16(1), 22-32.  link >

Bruns, D. A., & McCollum, J. A. (2002). Partnerships between mothers and professionals in the NICU: caregiving, information exchange, and relationships. Neonatal network : NN, 21(7), 15-23.  link >

Peterson, C. A., Brotherson, M. J., & McCollum, J. (2002). A Tribute to Susan L. McBride: December 5, 1948, to November 7, 2000. Journal of Early Intervention, 25(2), 83-87.  link >

Venn, M. L., & McCollum, J. (2002). Exploring the long- and short-term planning practices of head start teachers for children with and without disabilities. Journal of Special Education, 35(4), 211-223.  link >

Chen, Y. J., & McCollum, J. A. (2001). Taiwanese Mothers' Perceptions of Parent-Infant Interaction with Children with Down Syndrome. Journal of Early Intervention, 24(4), 252-265.  link >

McCollum, J. A., & Chen, Y. J. (2001). Maternal roles and social competence: Parent-infant interactions in two cultures. Early Child Development and Care, 166(1), 119-133.  link >

McCollum, J. A., Gooler, F., Appl, D. J., & Yates, T. J. (2001). PIWI: Enhancing Parent-Child Interaction as a Foundation for Early Intervention. Infants and Young Children, 14(1), 34-45.  link >

Chen, Y. J., & McCollum, J. A. (2000). Taiwanese mothers' perceptions of the relationship between interactions with their infants and the development of social competence. Early Child Development and Care, 162(1), 25-40.  link >

Mccollum, J. A. (2000). Taking the Past Along: Reflecting on Our Identity as a Discipline. Topics in Early Childhood Special education, 20(2), 79-86.  link >

McCollum, J. A., Ree, Y., & Chen, Y. J. (2000). Interpreting Parent - Infant Interactions: Cross-Cultural Lessons. Infants and Young Children, 12(4), 22-33.  link >

Wischnowski, M. W., Fowler, S. A., & McCollum, J. A. (2000). Supports and Barriers to Writing an Interagency Agreement on the Preschool Transition. Journal of Early Intervention, 23(4), 294-307.  link >

Bruns, D. A., McCollum, J. A., & Cohen-Addad, N. (1999). What is and what should be: Maternal perceptions of their roles in the NICU. Infant-Toddler Intervention, 9(3), 281-298.

Catlett, C., Winton, P., Barrera, I., McCollum, J., & Yates, T. (1999). Resources within reason: A place to discover good, inexpensive materials for providing effective services to very young children and their families. Young Exceptional Children, 2(2), 28.  link >

Ivory, J. J., & McCollum, J. A. (1999). Effects of social and isolate toys on social play in an inclusive setting. Journal of Special Education, 32(4), 238-243.  link >

Mccollum, J. A. (1999). Parent Education: What We Mean and What That Means. Topics in Early Childhood Special education, 19(3), 147-149.  link >

Bhagwanji, Y., & McCollum, J. A. (1998). Parent Involvement in Preschool Programs for Children at Risk for Academic Failure. Infant-Toddler Intervention, 8(1), 53-66.

Appl, D. J., Fahl-Gooler, F., & McCollum, J. A. (1997). Inclusive Parent-Child Play Groups: How Comfortable are Parents of Children with Disabilities in the Groups? Infant-Toddler Intervention, 7(4), 235-249.

Bosch, L. A., & McCollum, J. A. (1997). Parent Representation in Policy Development: An Analysis of Parent Representation on Local Interagency Coordinating Councils. Infant-Toddler Intervention, 7(2), 93-101.

Fish, B., & McCollum, J. A. (1997). Building a clinically relevant picture of attachment from case study observations in a parent-infant play group. Child and Adolescent Social Work Journal, 14(3), 153-170.  link >

Mccollum, J. A., & Mcbride, S. L. (1997). Ratings of Parent-Infant Interaction: Raising Questions of Cultural Validity. Topics in Early Childhood Special education, 17(4), 494-519.  link >

Prendergast, S. G., & McCollum, J. A. (1996). Let's talk: The effect of maternal hearing status on interactions with toddlers who are deaf. American Annals of the Deaf, 141(1), 11-18.  link >

Wischnowski, M. W., Yates, T. J., & McCollum, J. A. (1996). Expanding training options for early intervention personnel: Developing a statewide staff mentoring system. Infants and Young Children, 8(4), 49-58.  link >

Mccollum, J. (1995). Social Competence and IEP Objectives: Where's the Match? Journal of Early Intervention, 19(4), 283-285.  link >

Wischnowski, M. W., & Mccollum, J. A. (1995). Managing Conflict on Local Interagency Coordinating Councils. Topics in Early Childhood Special Education, 15(3), 281-295.  link >

Hughes, M. A., McCollum, J., Sheftel, D., & Sanchez, G. (1994). How Parents Cope With the Experience of Neonatal Intensive Care. Children's Health Care, 23(1), 1-14.  link >

Hughes, M. A., & McCollum, J. (1994). Neonatal Intensive Care: Mothers' and Fathers' Perceptions of What Is Stressful. Journal of Early Intervention, 18(3), 258-268.  link >

Mccollum, J. A., & Yates, T. J. (1994). Technical Assistance for Meeting Early Intervention Personnel Standards: Statewide Processes Based on Peer Review. Topics in Early Childhood Special education, 14(3), 295-310.  link >

McCollum, J. A., & Yates, T. J. (1994). Dyad as focus, triad as means: A family-centered approach to supporting parent-child interactions. Infants and Young Children, 6(4), 54-63.  link >

McCollum, J. A., Rowan, L. R., & Thorp, E. K. (1994). Philosophy as Training in Infancy Personnel Preparation. Journal of Early Intervention, 18(2), 216-226.  link >

Flynn, L. L., & McCollum, J. (1993). Support for Rural Families of Hospitalized Infants: The Parents’ Perspective. Children's Health Care, 22(1), 19-37.  link >

Rowan, L. E., Mc Collum, J. A., & Thorp, E. K. (1993). Collaborative graduate education of future early interventionists. Topics in Language Disorders, 14(1), 72-80.  link >

McCollum, J. A., & Bailey, D. B. (1991). Developing Comprehensive Personnel Systems: Issues and Alternatives. Journal of Early Intervention, 15(1), 57-65.  link >

Lartz, M. N., & McCollum, J. (1990). Maternal questions while reading to deaf and hearing twins: A case study. American Annals of the Deaf, 135(3), 235-240.  link >

Rowan, L. E., Thorp, E. K., & McCollum, J. A. (1990). An interdisciplinary practicum to foster infant—family and teaming competencies in speech-language pathologists. Infants and Young Children, 3(2), 58-66.  link >

Flynn, L. L., & McCollum, J. (1989). Support Systems: Strategies and Implications for Hospitalized Newborns and Families. Journal of Early Intervention, 13(2), 173-182.  link >

McCollum, J., McLean, M., McCartan, K., & Kaiser, C. (1989). Recommendations for Certification of Early Childhood Special Educators. Journal of Early Intervention, 13(3), 195-211.  link >

McCollum, J. A., & Thorp, E. K. (1988). Training of infant specialists: A look to the future. Infants and Young Children, 1(2), 55-65.  link >

McCOLLUM, JEANETTE. A. (1988). Parent playfulness: a case study of infant twins with handicaps. Child: Care, Health and Development, 14(4), 235-253.  link >

McCollum, J. A. (1987). Early Interventionists in Infant and Early Childhood Programs: A Comparison of Preservice Training Needs. Topics in Early Childhood Special education, 7(3), 24-35.  link >

McCollum, J. A. (1987). Looking patterns of mentally retarded and nonretarded infants in play and instructional interactions. American Journal of Mental Deficiency, 91(5), 516-523.

Mccollum, J. A. (1986). Charting Different Types of Social Interaction Objectives in Parent-Infant Dyads. Journal of Early Intervention, 11(1), 28-45.  link >

McCollum, J. A., & Stayton, V. D. (1985). Infant/Parent Interaction: Studies and Intervention Guidelines Based on the SIAI Model. Journal of Early Intervention, 9(2), 125-135.  link >

McCOLLUM, JEANETTE. A. (1984). Social interaction between parents and babies: validation of an intervention procedure. Child: Care, Health and Development, 10(5), 301-315.  link >

Walker Mccollum, J. A. (1982). Teaching Teachers to Teach: A Framework for Preservice Program Planning. Journal of Early Intervention, 6(1), 52-59.  link >

Courses

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.