Associate Professor, Educational Psychology and Early Childhood and Family Studies
322G Miller Hall
Gail Joseph is an assistant professor in the area of Educational Psychology and Early Childhood and Family Studies. She teaches courses, advises students, and conducts research on early childhood topics.
The Head Start Center for Inclusion (HSCI) is funded by the Office of Head Start and works to increase the competence, confidence and effectiveness of Head Start staff members to include children with special needs. The HSCI develops evidence-based training materials and professional development approaches to this end. Presently, we are engaged in evaluating how these materials work in “real world” settings.
The Childcare Quality and Early Learning Center for Research and Training is funded by the Bill and Melinda Gates foundation. Our mission is to play a critical role in efforts to improve the quality of early care and education in Washington State and beyond by providing training, support and monitoring on numerous early childhood assessments, as well as studying the Quality Rating and Improvement System implementation and outcomes. Currently, we are launching a mixed methods study of the QRIS model (called Seeds to Success) in five counties throughout Washington State.
Ph.D., University Of Washington, 2001
Strain, P.S., & Joseph, G.E. (2006). You’ve got to have friends. Young Exceptional Children Monograph Series 8: Social Emotional Development. Longmont, CO: Sopris West
Joseph, G., Webster-Stratton, C. & Reid, M. J. (manuscript under review). How to promote young children's social emotional competence.
Sandall, S., Joseph, G., Chou, H-Y., Schwartz, I., Horn, E., Lieber, J., Odom, S., & Wolery, R. (manuscript under review). Talking to practitioners: Focus group report on curriculum modifications in inclusive preschool classrooms.
Joseph, G. & Strain, P. S. (accepted for publication). Teaching young children interpersonal problem solving skills. Young Exceptional Children
Joseph, G. & Strain, P. S. (2004). Building positive relationships with young children. Young Exceptional Children, 7(4), 21-29.
Strain, P. S. & Joseph, G.E. (2004). Engaged supervision to support evidence-based practices for young children with challenging behavior. Topics in Early Childhood Special Education.
Strain, P.S. & Joseph, G.E. (2004). A not so good job with good job: response to Kohn 2001. Journal of Positive Behavioral Interventions, 6,(1) 55-59.
Joseph, G. & Strain, P. S. (2003). Enhancing emotional vocabulary in young children. Young Exceptional Children, 6 (4), 18-27.
Joseph, G. & Strain, P. S. (2003). Helping young children control anger and handle disappointment. Young Exceptional Children, 7 (1), 21-29.
Strain, P.S., & Joseph, G.E. (2003). Engaged supervision to support evidence-based practices for young children with challenging behavior. In M.A. Conroy (Ed.) Prevention and Early Intervention for Young Children at Risk for Emotional or Behavioral Disorders (pp.13-22). Reston: CCBD
Joseph, G.E. & Strain, P.S. (2003). Comprehensive evidence-based social-emotional curricula for young children: An analysis of efficacious adoption potential. Topics in Early Childhood Special Education, 23:2, 65-76.
Fox, L., Dunalp, G., Hemmeter, M.L., Joseph, G.E., & Strain, P.S. (2003). The teaching pyramid: a model for supporting social competence and preventing challenging behavior in young children. Young Children, July 2003, 48-52.
Askew, G. & Joseph, G. (2001). September 11th: The Head Start Experience. Zero-to-Three Bulletin, Special Issue
Sandall, S., Schwartz, I. & Joseph, G. (2001). A building blocks model for effective instruction in inclusive early childhood settings. Young Exceptional Children, 4, (3), 3-9.
Joseph, G. & Cohen, R. (2000). Celebrating cultural and linguistic diversity in Head Start. Washington, DC: Administration of Children, Youth and Families
Joseph, G. & Catlett, C. (1999). Resources within reason for addressing challenging behavior. Young Exceptional Children Monograph Series. No. 1.Longmont, Co: Sopris West
Janko-Summers, S. & Joseph, G. (1998). Making sense of early intervention in the context of welfare to work. Journal of Early Intervention, 21, (3), 207-210.
Joseph, G., Fox, L., Corso, R. & Yates, T. (under review). Powerful parenting practices: A training module for parents to support the social, emotional, and behavioral development of young children. Center for the Social and Emotional Foundations for Early Learning: University of Illinois: Urbana-Champaign.
Joseph, G. (in press). What works brief: Evaluating social emotional curricula for young children. Center for Social Emotional Foundations for Early Learning.
Joseph, G. (2005). What works brief: Fostering young children’s emotional vocabulary. Center for Social Emotional Foundations for Early Learning.
Joseph, G. & Strain, P. (2003). Social emotional teaching strategies. Administration for Children, Youth, and Families. www.csefel.uiuc.edu
Joseph, G. & Strain, P. (2003). Comprehensive evidence-based social-emotional curricula for young children: A review http://www.challengingbehavior.org
Sandall, S., Schwartz, I., Joseph, G., Chou, H., Horn, E. M., Lieber, J., Odom, S. L. & Wolery, R. (2002). Building blocks for successful early childhood programs: Strategies for including all children. Baltimore: Paul H. Brookes.
Hemmeter, M.L., Joseph, G., Smith, B. & Sandall, S. (2001). DEC recommended practices program assessment. Longmont, CO: Sopris West.
Schwartz, I., Garfinkle, A., Joseph, G. & McBride, B. (1997). Communication and Language
Disorders. In P. Howlin (Ed.), Behavioural Approaches to Problems in Childhood. London: Mac Keith Press.
Joseph, G. (1998). Blended Head Start programs: A procedure manual. Seattle: Seattle Public Schools
College of Education, University of Washington
Box 353600 Seattle, WA 98195-3600