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AUCD Experts

Rose Iovannone, PhD

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Center:
FL-Florida Center for Inclusive Communities, UCEDD
Contact Information:
813-974-1696
Leadership:
Primary Activity Coordinators:
Clinical Services
Discipline Coordinators:
Project/Program/Clinic Contacts:
PI, Interdisciplinary Center for Evaluation & Intervention
Discipline(s):
Disability Studies
Education/Special Education
Education: Early Intervention/Early Childhood
Family/Parent/Youth Advocacy
Mental and Behavioral Health
Psychology
AUCD Council Membership:
No Council Membership
Vita/Bio:
Service:
special interest groups, outreach
Linked Projects
Florida Diagnostic and Learning Resource System
Florida Diagnostic and Learning Resource System - ARRA
Florida Diagnostic and Learning Resource System
Florida Diagnostic and Learning Resource System
Florida Diagnostic and Learning Resource System
Linked Products
ICEI Brochure
The FBA/BIP Technical Adequacy Tool for Evaluation (TATE): Applications for Improving Practice
Power and control: Useful functions or explanatory fictions?
Prevent-Teach-Reinforce Model: A Tier 3 Behavior Intervention Process
FBA/BIP Technical Adequacy: Building Effective School-Based Practices
Using the FBA/BIP Technical Adequacy Evaluation Tool (TATE) to Determine how well your District is doing
Prevent-Teach-Reinforce: Making an Individualized Behavior Intervention Process Feasible for Implementation
Evaluating the Technical Adequacy of School-Based FBAs and BIPs
Inter-rater agreement of the Individualized Behavior Rating Scale Tool (IBRS-T)
An evaluation of a self-management intervention to increase on-task behavior with individuals diagnosed with attention-deficit hyperactivity disorder.
Uses of DBR in individual interventions.
Prevent-Teach-Reinforce: Making an Individualized FBA/BIP Process Feasible and Acceptable for School Implementation.
Building State or District Capacity for Evidence-based FBA/BIP Processes: Prevent-Teach-Reinforce.
Multi-tiered Systems of Support: Developing a Results-Driven Tier 3 System.
Uses of DBR in individual interventions.
Understanding setting events: What they are and how to identify them.
Building capacity to support students with autism spectrum disorder: combining multi-tiered prevention frameworks with a modular approach to intervention.
Common Tier 3 Myths.
Prevent-Teach-Reinforce: A school-based model of individualized positive behavior support
The prevent-teach-reinforce FBA/BIP model for middle and high school students.
Prevent-Teach-Reinforce (PTR): An evidence-based functional behavior assessment/behavior intervention process.
Thinking Small to Think Big: Modular Approach for Autism Programming in Schools (MAAPS).
Evaluating the effectiveness of prevent-teach-reinforce (PTR) for high-school students with emotional and behavioral disorders.
An evaluation of the Prevent-Teach-Reinforce Model within a multi-tiered intervention system.
An extra set of hands: A qualitative analysis of stakeholder perspectives on implementation of a modular approach to school adoption of evidence-based interventions for students with autism spectrum disorder.
Prevent-Teach-Reinforce (PTR) for Transition Aged Youth and Adults with IDD
Promoting implementation of class-wide behavioral practices for students with ED
Is your district producing high-quality FBA/BIPs? The TATE and improving practice.
Prevent-Teach-Reinforce (PTR): Improving FBA/BIP outcomes for students.
So you want to do Tier 3: Considerations for systems and practices.
A modular-based approach for implementing class-wide evidence-based behavior strategies for students with emotional disabilities.
Promoting implementation of class-wide behavioral practices for students with ED.
A modular-based approach for implementing class-wide evidence-based behavior strategies for students with emotional disturbance.
Critical issues and trends in the implementation of evidence-based practices in educational settings for students with autism: A 20-year update
Evaluating the Prevent-Teach-Reinforce model for high school students with autism spectrum disorder.
Conducting randomized controlled trials to evaluate school-based interventions for students on the autism spectrum: Common challenges and mitigation strategies
Are we still off-course? FBA and BIP practices in schools
A review of state-level guidance to school districts for conducting functional behavior assessments and developing behavior intervention plans.
Prevent-Teach-Reinforce: A function-based approach to addressing challenging behavior in the classroom.
Is your district producing high-quality FBA/BIPs? The TATE and improving practice
Modular interventions and coaching protocols to enhance intervention implementation.
Coaching to build educator capacity to implement evidence-based interventions.
Are we on course yet? Functional behavior assessment and behavior intervention plan technical adequacy in schools.
Implementation of the Prevent-Teach-Reinforce Model for Elementary School Students Needing Intensive Behavior Intervention.
Quality of State FBA/BIP Guidance Provided to Districts.
Conducting randomized controlled trials to evaluate school-based interventions for students on the autism spectrum: Common challenges and mitigation strategies. Journal of Developmental and Physical Disabilities
Tier 3 data collection systems brief: Data for team-based decision making.
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