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Gail JosephAssistant Professor, Educational Psychology and Early Childhood and Family Studies 322G Miller Hall |
Broadly, my research interests relate to young children’s social emotional development and challenging behavior. To this point, I have focused my research on three topics: a) evaluating the efficacy and replication potential of social emotional curricula for preschoolers; b) understanding normative behavior related to emotional lexicon and interpersonal problem solving skills of preschoolers, and c) identifying the wide-range of practices preschool teachers and administrators employ when children display challenging behaviors – including expulsion.
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
coe@u.washington.edu