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Gail Joseph Assistant Professor, Educational Psychology and Early Childhood and Family Studies 322G Miller Hall (206) 685-7469 gjoseph@u.washington.edu

Education Publications Curriculum Vitae

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.  

Education

Ph.D., University Of Washington, 2001

Publications

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.

Chapters, Books, Training Modules and Briefs

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