 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
 |
Academic Areas & Divisions
Special Education
 |
Ilene S. Schwartz Chair and Professor, Special Education Miller Hall, Box 353600
|
My research interests are in the area of early childhood special education. Specifically, I am interested in understanding what instructional strategies and environmental arrangements are most effective in facilitating the learning of young children with autism and related disabilities. My research involves identifying and validating instructional strategies for children with autism and other significant disabilities and in understanding how to teach teachers and others to implement these strategies with high fidelity. I am also interested in issues related to social relationships of young children with disabilities, inclusion, applied behavior analysis, and social validity.
Education
Ph.D., University of Kansas, 1989
Publications
Articles
(* indicates refereed publications):
Dunlap, g., Carr, E., Horner, R., Zarcome, J., & Schwartz, I. (in press). Positive Behavior Support and Applied Behavior Analysis: A Familial Alliance. Behavior Modification.
Schwartz, I. S, & Davis, C. A. (2006/7). Early Intervention for Children with Autism Spectrum Disorder. IMPACT -- Supporting Success in School and Beyond for Students with Autism Spectrum Disorders. University of Minnesota, Institute on Community Integration.
* Boulware, G. Schwartz, I.S., Sandall, S.R., & McBride, B.J., (2006). Project DATA for Toddlers: An Inclusive Approach to Very Young Children with ASD. Topics in Early Childhood Special Education.
*Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors or children with high functioning ASD. Journal of Positive Behavior Interventions, 7, 33-46.
*Schilling, D. L. & Schwartz, I. S. (2004). Alternative Seating for Young Children with Autism Spectrum Disorder: Effects on Classroom Behavior. Journal of Autism and Developmental Disorders. 34, 423-432.
* Schwartz, I.S., Sandall, S.R., McBride, B.J., & Boulware, G.L. (2004). Project DATA (Developmentally appropriate Treatment for Autism): An inclusive, school-based approach to educating children with autism. Topics in Early Childhood Special Education. 24, 156-168.
*Jones, C. D. & Schwartz, I. S. (2004). Sibling, peers, and adults: Differentiated effects of models for children with autism. Topics in Early Childhood Special Education. 24, 187-198..
*Sandall, S.R., Schwartz, I.S., & LaCroix, B. (2004). Interventionists’ perspectives about data collection in integrated early childhood classrooms. Journal of Early Intervention, 26(3), 161-174.
Peck, C. A., Staub, D., Gallucci, C., & Schwartz, I. S. (2004). Parent perception of the impacts of inclusion of their nondisabled child. Research and Practice for Persons with Severe Disabilities. 29, 135-143.
Odom, S., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M., Beckman. P., Schwartz, I., & Horn, E. (2004). Preschool inclusion in the United States: a review of research from an ecological systems perspective. Journal of Research in Special Educational Needs, 4 (1), 17–49.
*McBride, B. J. & Schwartz, I.S (2003). Effects of teaching early interventionists to use discrete trials during ongoing classroom activities. Topics in Early Childhood Special Education, 23(1), 5-18.
Rosenberg, N., & Schwartz, I.S. (2003). Autism spectrum disorders: A primer for early childhood educators. Children and Families, 17(4), 21-26.
Saltonstall, B. & Schwartz, I.S. (2003). Fostering learning for children with autism: Strategies for early childhood educators. Children and Families, 17(4), 28-37.
Hampton, E. O., Williams Whitney, D., & Schwartz, I.S (2002). Weaving assessment information into intervention ideas: Planning communication interventions for young children with disabilities. Assessment for Effective Intervention, 27(4), 49-59.
*Garfinkle, A.N., & Schwartz, I.S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22(1), 26-38.
* Garfinkle, A.N., & Schwartz, I.S. (2001). “Hey! I’m talking to you” A naturalistic procedure to teach preschool children to use their AAC systems with peers. Young Exceptional Children. Monograph Series 3, 47-48.
*Odom, S. L., Hanson, M. J., Lieber J., Marquart, J., Sandall, S. R., Wolery, R., Horn, E. M., Schwartz, I.S., Beckman, P. J., Hikido, C., & Chamber, J. (2001). The cost of preschool inclusion. Topics in Early Childhood Special Education, 21(1), 46-55.
*Schwartz, I. S., Boulware, G. L., McBride, B. M., Sandall, S R. (2001). Functional assessment strategies for young children with autism. Focus on Autism and Developmental Disabilities, 16, 222-227, & 231.
*Strain, P. S. & Schwartz, I. S. (2001). Applied behavior analysis and the development of meaningful social relations for young children with autism. Focus on Autism and Developmental Disabilities, 16, 120-128.
Book Chapters:
Schwartz, I. S. & Davis, C. A. (In press). Effective Services for Young Children with Autistic Spectrum Disorders (ASD). Best practices in school psychology. In A. Thomas & J. Grimes (Eds.). Best Practices in School Psychology V. Washington, DC: National Association of School Psychology.
Schwartz, I. S., & McBride, B. (in press). Getting a Good Start: Effective Practices in Early Intervention. In ,K. D. Buron and P. Wolfberg, (Eds.), Educating Learners on the Autism Spectrum: Translating Theory into Meaningful Practice. Kansas City, KS: Autism Asperger Publishing Company
Strain, P.S., Schwartz, I. S., & Bovey, E. H. (2007). Social Skills Intervention for Young Children with Autism: Programmatic Research Findings and Implementation Issues. In W. H. Brown, S. L. Odom, Ph.D., and S. R. McConnell (Eds.). Social Competence in Young Children. Baltimore: Brookes.
Schwartz, I. S. & Davis, C. A. (2005). Discrimination training. In G. Sugai & R. H. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy (Vol. 3, Educational applications). Thousand Oaks: Sage.
Schwartz, I. S (2005). Inclusion and applied behavior analysis: Mending fences and building bridges. In W. L. Heward et al., (Eds.), Focus on behavior analysis in education: Achievements, challenges, and opportunities (pp. 239-251). Columbus, OH: Pearson.
Schwartz, I. S (2003). Social-validity assessments: Voting on science or acknowledging the roots of applied behavior analysis? In T. Stokes & K. Budd (Eds.), A small matter of proof: The legacy of Donald M. Baer. Reno, NV: Context Press.
Schwartz, I. S., Garfinkle, A., & Davis, C. (2002). Arranging preschool environments to facilitate valued social and educational outcomes. In M. Shinn, H. Walker, & G. Stoner, (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 455-468). Bethesda, MD: National Association of School Psychologists.
Schwartz, I. S., Sandall, S.R., Odom,. S. L., Horn, E., & Beckman, P. J. (2002). “I know if when I see it”: In search of a common definition of inclusion. In S. L. Odom (Ed.), Widening the circle: Including children with disabilities in preschool programs. (pp. 10-24). New York: Teacher’s College Press.
Odom, S. L., Brown, W. H., Schwartz, I. S., Zercher, C., & Sandall, S. R. (2002). Classroom ecology and child participation. . In S. L. Odom (Ed.), Widening the circle: Including children with disabilities in preschool programs. (pp. 24-45). New York: Teacher’s College Press.
Horn, E., Lieber, H., Sandall, S.R., Schwartz, I. S., & Wolery, R. (2002). Classroom models of individualized instruction. . In S. L. Odom (Ed.), Widening the circle: Including children with disabilities in preschool programs. (pp. 46-60). New York: Teacher’s College Press.
Odom, S.L, & Schwartz, I. S. (2002). So what do we know from all this? Synthesis points of research on preschool inclusion. . In S. L. Odom (Ed.), Widening the circle: Including children with disabilities in preschool programs. (pp. 154-174). New York: Teacher’s College Press.
Staub, D. Peck CA, Gallucci, C. & Schwartz, I. S. (2000) Peer relationships. In M. Snell & F. Brown (eds.), Instruction of students with severe disabilities (pp. 381-408). Upper Saddle River, New Jersey: Merrill.
Books
Sandall, S. R., & Schwartz, I. S. (in press). Building blocks for teaching preschoolers with special needs, (2nd edition). Baltimore: Brookes.
Bambara, L. M.., Dunlap, G. & Schwartz, I. S. (Editors) (2004). Positive behavior support: Critical articles on improving practice for individuals with severe disabilities. Austin, TX: Pro-Ed.
Sandall, S. R., & Schwartz, I. S. (2002). Building blocks for teaching preschoolers with special needs. Baltimore: Brookes.
Allen, K.E., & Schwartz, I. S. (2001). The exceptional child: Inclusion in early childhood settings (4th edition). Albany, NY: Delmar Publishing.
Meyer, L., Park, H., Grenot-Scheyer, M., Schwartz, I. S., & Harry, B. (1998). Making friends: The influences of culture and development on the social lives of children and youth. Baltimore: Brookes.
Allen, K.E., & Schwartz, I. S. (1996). The exceptional child: Inclusion in early childhood settings (3rd edition). Albany, NY: Delmar Publishing.
Special Education
