DEC Mentoring Award, Council for Exceptional Children, 2016

Cheung, W. C., Ostrosky, M. M., Favazza, P. C., Stalega, M., & Yang, H. W. (2023). Exploring the Perspectives of Preschool Teachers on Implementing Structured Motor Programs in Inclusive Classrooms. Early Childhood Education Journal, 51(2), 361-370.  link >

Cheung, W. C., & Ostrosky, M. M. (Accepted/In press). Supporting Preschoolers’ Motor Development in Virtual Environments: Listening to Teachers’ Voices. Early Childhood Education Journal.  link >

Doubet, S., Ostrosky, M. M., & Quesenberry, A. C. (Accepted/In press). The Impact of Young Children’s Persistent Challenging Behavior on Child Care Providers: “It’s Like Floating in a Sea With No Paddle”. Topics in Early Childhood Special education.  link >

O’grady, C., & Ostrosky, M. M. (2023). Exclusionary Discipline in Early Childhood. Journal of Catholic Education, 26(1), 62-82.  link >

O’Grady, C. E., Jackle, E. M., & Ostrosky, M. M. (2023). Stopping Suspension in Early Childhood: Suggestions and Strategies. Young Exceptional Children, 26(3), 157-169.  link >

O’Grady, C., & Ostrosky, M. M. (2023). Suspension and Expulsion: Early Educators’ Perspectives. Early Childhood Education Journal, 51(1), 115-125.  link >

Yang, H. W., & Ostrosky, M. M. (Accepted/In press). Preschool Teachers’ Perceptions of Children’s Learning: Above and Beyond the Impact of Semi-Structured, Inclusive Motor Play Activities. Early Childhood Education Journal.  link >

Ely, M. S., & Ostrosky, M. M. (2022). Single Case Design: Changing Practices of Early Intervention Professionals Serving Children with Visual Impairments. Early Childhood Education Journal, 50(6), 937-947.  link >

Ely, M. S., Ostrosky, M. M., & Barton, A. (2022). The Social Validity of Using the Matrix Approach in Early Intervention With Children Who Are Blind or Have Low Vision. Journal of Visual Impairment and Blindness, 116(2), 230-239.  link >

Favazza, P. C., Ostrosky, M. M., de Boer, A. A., & Rademaker, F. (2022). How Do We Support the Peer Acceptance of Children with Disabilities? In M. H. Jones (Ed.), Peer Relationships in Classroom Management: Evidence and Interventions for Teaching (pp. 77-94). Routledge.  link >

Schraml-Block, K., & Ostrosky, M. M. (2022). The Meaning and Nature of Parental Advocacy in the Early Years. Exceptionality, 30(3), 157-172.  link >

Wahman, C. L., Pustejovsky, J. E., Ostrosky, M. M., & Santos, R. M. (2022). Examining the Effects of Social Stories™ on Challenging Behavior and Prosocial Skills in Young Children: A Systematic Review and Meta-Analysis. Topics in Early Childhood Special education, 41(4), 267-279.  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 >

DiPietro-Wells, R., Krippel, M. D., Ostrosky, M. M., & Milagros Santos, R. (2020). Debunking Myths to Promote Collaboration With Military Families. Young Exceptional Children, 23(4), 175-186.  link >

Ely, M. S., Ostrosky, M. M., & Burke, M. M. (2020). Self-Efficacy of Providers of Early Intervention Services to Young Children with Visual Impairments and Their Families. Journal of Visual Impairment and Blindness, 114(2), 114-126.  link >

Hemmeter, M. L., Ostrosky, M., & Fox, L. (Eds.) (2020). Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers. Brookes Publishing.

Williams, C. S., & Ostrosky, M. M. (2020). What About MY TOYS? Common Questions About Using a Bagless Approach in Early Intervention. Young Exceptional Children, 23(2), 76-86.  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., Ostrosky, M. M., Cheung, W. C., Yang, H. W., Favazza, P. C., Stalega, M. V., & Aronson-Ensign, K. (2019). Move Together, Communicate Together: Supporting Preschoolers’ Communication Skills Through Physical Activities. Early Childhood Education Journal, 47(6), 677-685.  link >

Beneke, S. J., Ostrosky, M., & Katz, L. G. (2019). The Project Approach for All Learners: A Hands-On Guide for Inclusive Early Childhood Classrooms. Brookes Publishing.

Cheung, W. C., Ostrosky, M., Yang, H. W., Akamoglu, Y., Favazza, P. C., & Aronson-Ensign, K. (2019). Merging Motor and Cognitive Development: There’s So Much to Learn While Being Physically Active! Palaestra, 33(3).

Laumann, B. M., Ostrosky, M. M., & Hsieh, W. (2019). Quality Inclusive Practices for Preschoolers with Disabilities: Providing Access, Opportunities for Participation, and Supports. In O. N. Saracho (Ed.), Handbook of Research on the Education of Young Children (4 ed., pp. 276-283). Routledge.  link >

Yang, H. W., Ostrosky, M. M., Favazza, P. C., Stalega, M. V., & Block, M. E. (2019). Embedding Motor Activities Into Inclusive Preschools. Young Exceptional Children, 22(4), 177-186.  link >

Bhattashali, A., Ostrosky, M. M., & Monda-Amaya, L. (2018). Perceptions of typically developing children in India about their siblings with disabilities. International Journal of Inclusive Education, 22(12), 1257-1271.  link >

Butler, A., & Ostrosky, M. (2018). Reducing Challenging Behaviors during Transitions: Strategies for Early Childhood Educators to Share with Parents. YC Young Children, 73(4), 12-19.

Ely, M. S., & Ostrosky, M. M. (2018). Applying the foundational concepts from early intervention to services provided to young children with visual impairments: A literature review. Journal of Visual Impairment and Blindness, 112(3), 225-238.  link >

Meyer, L. E., & Ostrosky, M. M. (2018). Identifying Classroom Friendships: Teachers’ Confidence and Agreement With Children. Topics in Early Childhood Special education, 38(2), 94-104.  link >

Spence, C. M., Connor, S. M., Burke, T., Cheema, J. R., & Ostrosky, M. M. (2018). Assessing Early Intervention Provider Needs: Insights from One State. Infants and Young Children, 31(1), 53-68.  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 >

Ely, M. S., & Ostrosky, M. M. (2017). Survey results for training and resource needs cited by early intervention professionals in the field of visual impairment. Journal of Visual Impairment and Blindness, 111(6), 527-542.  link >

Favazza, P. C., Ostrosky, M. M., Meyer, L. E., Yu, S. Y., & Mouzourou, C. (2017). Limited representation of individuals with disabilities in early childhood classes: alarming or status quo? International Journal of Inclusive Education, 21(6), 650-666.  link >

Hile, K. A., Weglarz-Ward, J. M., DiPietro-Wells, R. R., Santos, R. M., & Ostrosky, M. (2017). Parenting Under Fire: Supporting Military Families Experiencing Challenging Circumstances. In C. M. Trivette, & B. Keilty (Eds.), Family: Knowing Families, Tailoring Practices, Building Capacity (pp. 43-54). (DEC Recommended Practices Monograph Series; No. 3). Division for Early Childhood of the Council for Exceptional Children.

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 >

Dorsey, E. A., Mouzourou, C., Park, H., Ostrosky, M. M., & Favazza, P. C. (2016). Teacher Perceptions of Two Multi-Component Interventions: Disability Awareness and Science. Topics in Early Childhood Special education, 36(2), 103-114.  link >

Doubet, S. L., & Ostrosky, M. M. (2016). Parents’ Experiences When Seeking Assistance for Their Children With Challenging Behaviors. Topics in Early Childhood Special education, 36(3), 176-185.  link >

Favazza, P. C., Ostrosky, M., & Mouzourou, C. (2016). The Making Friends Program: Supporting Acceptance in Your K-2 Classroom. Brookes Publishing.

Fettig, A., Schultz, T. R., & Ostrosky, M. M. (2016). Storybooks and Beyond: Teaching Problem Solving Skills in Early Childhood Classrooms. Young Exceptional Children, 19(3), 18-31.  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 >

Meyer, L. E., & Ostrosky, M. M. (2016). Impact of an Affective Intervention on the Friendships of Kindergarteners With Disabilities. Topics in Early Childhood Special education, 35(4), 200-210.  link >

Ostrosky, M. M., Santos, R. M., & Zaghlawan, H. Y. (2016). Early Intervention and Early Childhood Education. In M. L. Wehmeyer, & K. A. Shogren (Eds.), Handbook of Research-Based Practices for Educating Students with Intellectual Disability (pp. 367-382). Taylor and Francis Inc..  link >

Price, C. L., Ostrosky, M. M., & Mouzourou, C. (2016). Exploring Representations of Characters with Disabilities in Library Books. Early Childhood Education Journal, 44(6), 563-572.  link >

Price, C. L., Ostrosky, M. M., & Santos, R. M. (2016). Reflecting on Books That Include Characters With Disabilities. YC Young Children, 71(2), 30-37.

yu, S., Ostrosky, M. M., Meyer, L. E., Favazza, P. C., Mouzourou, C., & Van Luling, L. (2016). Using Teacher Impression Journals to Improve Intervention Effectiveness. Topics in Early Childhood Special education, 35(4), 245-255.  link >

Zaghlawan, H. Y., & Ostrosky, M. M. (2016). A Parent-Implemented Intervention to Improve Imitation Skills by Children with Autism: A Pilot Study. Early Childhood Education Journal, 44(6), 671-680.  link >

Beneke, S., & Ostrosky, M. M. (2015). Effects of the Project Approach on Preschoolers with Diverse Abilities. Infants and Young Children, 28(4), 355-369.  link >

Doubet, S. L., & Ostrosky, M. M. (2015). The Impact of Challenging Behavior on Families: I Don't Know What to Do. Topics in Early Childhood Special education, 34(4), 223-233.  link >

Hughes, M. A., Spence, C. M., & Ostrosky, M. M. (2015). Early Childhood Mental Health Consultation: Common Questions and Answers. Young Exceptional Children, 18(3), 36-51.  link >

Meyer, L. E., Ostrosky, M. M., Yu, S. Y., Favazza, P. C., Mouzourou, C., van Luling, L., & Park, H. (2015). Parents' responses to a kindergarten-classroom lending-library component designed to support shared reading at home. Journal of Early Childhood Literacy, 16(2), 256-278.  link >

Ostrosky, M. M., Mouzourou, C., Dorsey, E. A., Favazza, P. C., & Leboeuf, L. M. (2015). Pick a Book, Any Book: Using Children’s Books to Support Positive Attitudes Toward Peers With Disabilities. Young Exceptional Children, 18(1), 30-43.  link >

Yu, S., Ostrosky, M. M., & Fowler, S. A. (2015). The Relationship Between Preschoolers’ Attitudes and Play Behaviors Toward Classmates With Disabilities. Topics in Early Childhood Special education, 35(1), 40-51.  link >

Fowler, S. A., Ostrosky, M. M., & Yates, T. J. (2014). Teaching and Learning in the Early Years. In L. Florian (Ed.), The SAGE Handbook of Special Education (2 ed., pp. 613-632). SAGE Publishing.  link >

Meyer, L. E., & Ostrosky, M. M. (2014). Measuring the Friendships of Young Children With Disabilities: A Review of the Literature. Topics in Early Childhood Special education, 34(3), 186-196.  link >

Muwana, F. C., & Ostrosky, M. M. (2014). Factors related to pre-service teachers' attitudes towards inclusion: A case for Zambia. International Journal of Inclusive Education, 18(8), 763-782.  link >

Park, H., & Ostrosky, M. M. (2014). What Typically Developing Children's Parents Say When They Read Books About Disabilities. Topics in Early Childhood Special education, 33(4), 225-236.  link >

Quesenberry, A. C., Hemmeter, M. L., Ostrosky, M. M., & Hamann, K. (2014). Child care teachers' perspectives on including children with challenging behavior in child care settings. Infants and Young Children, 27(3), 241-258.  link >

Beneke, S. J., & Ostrosky, M. M. (2013). The potential of the project approach to support diverse young learners. YC Young Children, 68(2), 22-28.

Cheatham, G. A., & Ostrosky, M. M. (2013). Goal setting during early childhood parent-teacher conferences: A comparison of three groups of parents. Journal of Research in Childhood Education, 27(2), 166-189.  link >

Fettig, A., Schultz, T. R., & Ostrosky, M. M. (2013). Collaborating With Parents in Using Effective Strategies to Reduce Children's Challenging Behaviors. Young Exceptional Children, 16(1), 30-41.  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 >

Ostrosky, M., & Sandall, S. R. (Eds.) (2013). Addressing Young Children's Challenging Behaviors. (Young Exceptional Children Monograph; No. 15). Division for Early Childhood of the Council for Exceptional Children.

Ostrosky, M. M., Mouzourou, C., Danner, N., & Zaghlawan, H. Y. (2013). Improving Teacher Practices Using Microteaching: Planful Video Recording and Constructive Feedback. Young Exceptional Children, 16(1), 16-29.  link >

Yu, S., & Ostrosky, M. M. (2013). Young children’s understanding of disabilities implications for attitude development and inclusive education. In O. N. Saracho, & B. Spodek (Eds.), Handbook of Research on the Education of Young Children (3 ed., pp. 345-354). Taylor and Francis.  link >

Hemmeter, M. L., Ostrosky, M. M., & Corso, R. M. (2012). Preventing and Addressing Challenging Behavior: Common Questions and Practical Strategies. Young Exceptional Children, 15(2), 32-46.  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 >

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.

Santos, R. M., Ostrosky, M., Yates, T. J., Jeans, L. M., & Meyer, L. E. (2012). Supporting young children’s communication and language development: A research synthesis. University of Illinois Urbana-Champaign.

yu, S., Ostrosky, M. M., & Fowler, S. A. (2012). Measuring Young Children's Attitudes Toward Peers With Disabilities: Highlights From the Research. Topics in Early Childhood Special education, 32(3), 132-142.  link >

Cheatham, G. A., & Ostrosky, M. M. (2011). Whose expertise? An analysis of advice giving in early childhood parent-teacher conferences. Journal of Research in Childhood Education, 25(1), 24-44.  link >

Fettig, A., & Ostrosky, M. M. (2011). Collaborating with Parents in Reducing Children's Challenging Behaviors: Linking Functional Assessment to Intervention. Child Development Research, 2011, 1-10. Article 835941.  link >

Meadan, H., Ostrosky, M. M., Triplett, B., Michna, A., & Fettig, A. (2011). Using Visual Supports with Young Children with Autism Spectrum Disorder. Teaching Exceptional Children, 43(6), 28-35.  link >

Quesenberry, A. C., Hemmeter, M. L., & Ostrosky, M. M. (2011). Addressing Challenging Behaviors in Head Start: A Closer Look at Program Policies and Procedures. Topics in Early Childhood Special education, 30(4), 209-220.  link >

Santos, R. M., Ostrosky, M., Yates, T. J., Fettig, A., Cheatham, G., & Shaffer, L. (2011). Practices in Assessing Young Children's Social-Emotional Competence: It's More Than Just Completing a Checklist. In M. McLean, & P. Snyder (Eds.), Gathering Information to Make Informed Decisions: Contemporary Perspectives about Assessment in Early Intervention and Early Childhood Special Education (pp. 111-132). (Young Exceptional Children Monograph; No. 13). Division for Early Childhood of the Council for Exceptional Children.

Thomas, D. V., & Ostrosky, M. (2011). Implementing a new social-emotional philosophy: The struggle in one head start classroom. Early Childhood Research and Practice, 13(1).

Yu, S. Y., Ostrosky, M., & Fowler, S. A. (2011). Children's friendship development: A comparative study. Early Childhood Research and Practice, 13(1).

Zaghlawan, H. Y., & Ostrosky, M. M. (2011). Circle Time: An Exploratory Study of Activities and Challenging Behavior in Head Start Classrooms. Early Childhood Education Journal, 38(6), 439-448.  link >

Ostrosky, M. M., & Meadan, H. (2010). Helping children play and learn together. YC Young Children, 65(1), 104-110.

Beneke, S., & Ostrosky, M. (2009). Teachers' views of the efficacy of incorporating the project approach into classroom practice with diverse learners. Early Childhood Research and Practice, 11(1).

Cheatham, G. A., & Ostrosky, M. M. (2009). Listening for details of talk: Early childhood parent-teacher conference communication facilitators. Young Exceptional Children, 13(1), 36-49.  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 >

Meadan, H., Ostrosky, M. M., Zaghlawan, H. Y., & yu, S. (2009). Promoting the Social and Communicative Behavior of Young Children With Autism Spectrum Disorders: A Review of Parent-Implemented Intervention Studies. Topics in Early Childhood Special education, 29(2), 90-104.  link >

Yates, T. J., Ostrosky, M., Cheatham, G. A., Fettig, A., Shaffer, L., & Santos, R. M. (2009). Research Synthesis on Screening and Assessing Social Emotional Competence. University of Illinois Urbana-Champaign.

Beneke, S. J., Ostrosky, M. M., & Katz, L. G. (2008). Calendar time for young children: Good intentions gone awry. YC Young Children, 63(3), 12-16.

Gaffney, J. S., Ostrosky, M. M., & Hemmeter, M. L. (2008). Books as Natural Support for Young Children's Literacy Learning. YC Young Children, 63(4), 87-93.

Hemmeter, M. L., Ostrosky, M., Artman, K. M., & Kinder, K. A. (2008). Moving right along... Planning transitions to prevent challenging behavior. YC Young Children, 63(3), 18-25.

Hemmeter, M. L., Santos, R. M., & Ostrosky, M. M. (2008). Preparing Early Childhood Educators to Address Young Children's Social-Emotional Development and Challenging Behavior: A Survey of Higher Education Programs in Nine States. Journal of Early Intervention, 30(4), 321-340.  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.

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 >

Fowler, S. A., Ostrosky, M. M., & Yates, T. J. (2007). Teaching and Learning in the Early Years. In L. Florian (Ed.), The SAGE Handbook of Special Education (pp. 349-359). SAGE Publishing.  link >

Quesenberry, A., Ostrosky, M. M., & Corso, R. (2007). Skilled and Knowledgeable Caregivers: The Role of Fathers in Supporting Young Children's Development. Young Exceptional Children, 10(4), 11-19.  link >

Zaghlawan, H. Y., Ostrosky, M. M., & Al-Khateeb, J. M. (2007). Decreasing the inattentive behavior of Jordanian children: A group experiment. Education and Treatment of Children, 30(3), 49-64.  link >

Erbas, D., Yucesoy, S., Turan, Y., & Ostrosky, M. M. (2006). Turkish special education teachers' implementation of functional analysis in classroom settings. Education and Training in Developmental Disabilities, 41(2), 155-162.

Han, J., Ostrosky, M. M., & Diamond, K. E. (2006). Children's Attitudes Toward Peers With Disabilities: Supporting Positive Attitude Development. Young Exceptional Children, 10(1), 2-11.  link >

Hemmeter, M. L., Ostrosky, M., Santos, R. M., & Joseph, G. (2006). Preschool training module 1: Promoting children's success: Building relationships and creating supportive environments. University of Illinois Urbana-Champaign.

Hemmeter, M. L., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review, 35(4), 583-601.

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 >

Ostrosky, M. M., Gaffney, J. S., & Thomas, D. V. (2006). The interplay between literacy and relationships in early childhood settings. Reading and Writing Quarterly, 22(2), 173-191.  link >

Santos, R. M., Cheatham, G. A., & Ostrosky, M. (2006). Enseñe me: Practical strategies for supporting the social and emotional development of young English language learners. Language Learner, 1(3), 5-9, 24.

Ostrosky, M. M., & Cheatham, G. A. (2005). Teaching the Use of a Problem-Solving Process: To Early Childhood Educators. Young Exceptional Children, 9(1), 12-19.  link >

Santos, R. M., & Ostrosky, M. (2005). The potential misinterpretation of problem behavior: Understanding the impact of language differences on preschoolers' behavior.

Horn, E. M., Ostrosky, M., & Jones, H. (Eds.) (2004). Family-based Practices. (Young Exceptional Children Monograph; No. 5). Division for Early Childhood of the Council for Exceptional Children.

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 524: Supervised Practice in Special Education (SPED 524) Supervised practice in one or more settings in which students with disabilities are served; practicum settings may include day, residential, special, and regular schools which serve students with disabilities.

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 592: Concepts and Issues in Special Education I (SPED 592) Roles and competencies for special education leadership positions; includes literature critique, and preparation and presentation of a major review paper in an area of research interest.

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