2018 ANNUAL REPORT - University of Oklahoma ZC Annual Report… · Council. • Support, track and...
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2018 ANNUAL REPORT
Transcript of 2018 ANNUAL REPORT - University of Oklahoma ZC Annual Report… · Council. • Support, track and...
2018
ANNUAL REPORT
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University of Oklahoma
Jeannine Rainbolt College of Education
Department of Educational Psychology
Zarrow Center for Learning Enrichment
Annual Report
2018
338 Cate Center Drive, Room 190
Norman, OK 73019-2171
(405) 325-8951
zarrowcenter.ou.edu
https://tagg.ou.edu/tagg/
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Zarrow Center for Learning Enrichment
Annual Report for 2018
University of Oklahoma Mission Statement ................................................................4
Jeannine Rainbolt College of Education Goal Statement .............................................4
Zarrow Center
Purpose .............................................................................................................4
Vision................................................................................................................5
Research Questions...........................................................................................5
Objectives and Action Steps .............................................................................6
Zarrow Center Faculty ..................................................................................................8
Staff ................................................................................................................10
Graduate Sooner Scholars ..............................................................................11
Sooner Scholar Scoop .....................................................................................14
Zarrow Center Alumni ................................................................................................15
Transition Education Scholars ........................................................................15
Zarrow Center Externally Funded Research and Service Grants ...............................18
Zarrow Center Accomplishments ...............................................................................19
Zarrow Center Website ...................................................................................19
TAGG .............................................................................................................21
Annual Oklahoma Transition Institute ...........................................................22
Teaching .........................................................................................................23
Articles Published ...........................................................................................24
Articles in Press ..............................................................................................24
Articles Under Review ...................................................................................24
Articles in Preparation ....................................................................................25
Published Book Chapters................................................................................26
Book Chapters in Press ...................................................................................26
Books in Press ................................................................................................27
Books in Preparation ......................................................................................27
Conference Planning .......................................................................................27
Grant Submissions and Contributions ............................................................27
Webinars, Presentations and Workshops ........................................................28
Professional Service ...................................................................................................32
Awards and Honors ....................................................................................................35
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The Mission of the University of Oklahoma
The mission of the University of Oklahoma is to provide the best possible educational
experience for students through excellence in teaching, research, creative activity, and
through service to the state and society.
The University of Oklahoma recognizes, appreciates and actively pursues its
responsibility to help make Oklahoma a good place in which to live and work.
The university is part of a world community of scholars whose activities impact local,
national and international levels. Graduates of the university hold important leadership
positions in the state, the nation and around the world. To encourage excellence, the
university recruits, develops and retains outstanding faculty and staff; attracts capable
students who will provide future leadership for the state, region and nation; provides
superior library, laboratory, classroom, performance and computer facilities; and engages
in ongoing planning, analysis and management for the effective use of its resources.
The Goal of the Jeannine Rainbolt College of Education
To promote inquiry and practices that foster democratic life and that are fundamental to
the interrelated activities of teaching, research and practice in the multidisciplinary field of
education.
The Purpose of the Zarrow Center for Learning Enrichment
The Zarrow Center for Learning Enrichment’s unique purpose and vision aligns with that
of the University of Oklahoma and the Jeannine Rainbolt College of Education. Developed
in collaboration with faculty and stakeholders, this vision guides all Zarrow Center
activities.
The Zarrow Center for Learning Enrichment promotes successful secondary and
postsecondary educational, vocational and personal outcomes for students and adults with
disabilities through evaluation, research, development, instruction and dissemination of
best educational and support practices. The Zarrow Center also prepares undergraduate and
graduate students to assume leadership roles in schools, universities and support
organizations.
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The Vision of the Zarrow Center for Learning Enrichment
The Zarrow Center creates and facilitates student-directed educational, employment and
adult-living outcomes; fosters innovative educational practices; and prepares educational
leaders. The figure below shows how research, instruction and outreach combine to
facilitate dissemination of Zarrow Center information and products.
Zarrow Center’s Research Questions
The Zarrow Center for Learning Enrichment — through its faculty, staff and students —
develops, implements, evaluates and disseminates strategies and procedures to facilitate
youth and adults with disabilities; those at risk of school failure; and those who learn
differently to attain their desired secondary education, postsecondary education and
employment goals. To that end, Zarrow Center activities will answer these questions:
1. What practices and supports achieve increased middle and high school student
engagement, completion and transition into postsecondary education and
employment?
2. What practices and supports achieve increased student engagement and
completion of postsecondary educational programs and transition into desired
employment or additional educational opportunities?
3. What secondary and postsecondary educational factors impede or facilitate
students’ attainment of educational and vocational goals?
DISSEMINATION
RESEARCH
INSTRUCTION OUTREACH
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Objectives and Action Steps for the Zarrow Center for Learning Enrichment
To answer the research questions, Zarrow Center for Learning Enrichment faculty, staff and
students will:
1. Evaluate current transition practices and their effect on postsecondary
outcomes for students with disabilities.
Action Steps
• Promote familial, cultural and self-determination processes for all
students, with particular focus on individuals with disabilities.
• Promote student-directed educational practices in collaboration with
families and educators.
• Improve families’ knowledge about and participation in transition
planning to advocate for their children’s postsecondary transition
outcomes.
• Collaborate with educators, community service providers and policymakers to
implement and evaluate transition practices and postsecondary outcomes for
students with disabilities.
2. Conduct research activities that influence instruction practices.
Action Steps
• Develop, implement and evaluate culturally and disability-sensitive
secondary, postsecondary and employment assessments and instructional
materials.
• Involve undergraduate and graduate students in the development, field- testing
and dissemination of new assessments and materials.
3. Collaborate with families, educators, support service providers and
policymakers to develop and implement transition education assessments,
instructional materials and practices.
Action Steps
• Demonstrate awareness of needed supports to help secondary youth with
disabilities achieve annual and post-school goals.
• Break down barriers that undermine student/family-determined transition efforts
and successes across cultures and disability categories.
• Develop, implement and evaluate culturally and disability-sensitive
secondary, postsecondary and employment assessments and instructional
materials.
4. Assist school and agency staff to identify and implement strategies that
support the successful integration of students with disabilities in
postsecondary education, employment and adult living.
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Action Steps
• Participate and take a leadership role in the Oklahoma Transition
Council.
• Support, track and provide technical assistance to secondary transition teams
across the state, region and nation.
• Support postsecondary disability support offices at OU and across the state
and nation.
5. Disseminate educational practice and research findings via books, book
chapters, journal articles, the World Wide Web and professional conferences.
Action Steps
• Develop, implement, evaluate and disseminate instructional materials that
demonstrate cultural and disability-sensitivity in transition education practices in
secondary and postsecondary education, adult living and employment settings.
• Write and submit for publication in journal articles, books and book
chapters.
• Submit and deliver presentations at state, national and international
professional conferences.
• Structure the Zarrow Center Web page to serve as a resource for
professionals, teachers, students and families, as well as transition
education and self-determination researchers.
6. Provide classroom and experiential opportunities for graduate students to
become educational leaders and to fully understand transition education, self-
determination and postsecondary student-directed issues, practices and needed
supports.
Action Steps
• Recruit and retain graduate students, including those from multicultural and
disability areas, and prepare them to be knowledgeable and skilled leaders in
special education.
• Provide opportunities for Zarrow Center graduate students to engage in state and
national professional service, research, writing and publication activities.
• Provide opportunities for Zarrow Center graduate students to gain experience in
teaching and supporting undergraduate general and special education majors.
• Provide opportunities for Zarrow Center graduate students to meet and engage
secondary transition and postsecondary transition and self- determination
leaders from across the state, country and world.
• Provide opportunities for Zarrow Center graduate students to become
engaged in state and national professional activities.
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2018 Zarrow Center Faculty
Kendra Williams-Diehm, Ph.D., associate professor of special education, serves as the
interim Zarrow Family Chair in Learning Enrichment and directs the Zarrow Center. She
also serves as the Special Education Program area chair and was awarded the five-year
Brian and Sandra O’Brien Presidential Professorship in 2016. She is currently the PI on
two professional leadership development grants supporting master’s and doctoral students
training in the areas of secondary transition and applied behavior analysis.
Amber McConnell, Ph.D., research associate, serves as the Zarrow Center assistant director
of student affairs and project coordinator on a Zarrow Center project funded by the National
Center for Special Education Research to develop a new transition education assessment for
students with significant cognitive disabilities.
Maeghan Hennessey, Ph.D., associate professor in the Department of Educational
Psychology, devotes a portion of her time to serve as the assessment expert and
assessment statistician on a Zarrow Center project developing new transition assessments
funded by the National Center for Special Education Research.
Robert Terry, Ph.D., professor of psychology, devotes a portion of his time to serve as an
assessment statistician and test construction expert on Zarrow Center projects developing new
transition assessments funded by the National Center for Special Education Research.
Kendra Williams-Diehm Amber McConnell
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Thank You, Jim Martin!
James E. Martin, Ph.D., held the Zarrow Family Chair in Learning Enrichment and served
as director of the Zarrow Center from August 2000 until his retirement in December 2017.
He currently holds Professor Emeritus status and is providing expert advice on development
of a new transition assessment for students with significant cognitive disabilities as well as
mentoring students. Dr. Martin devoted his career to investigating transition education and
self-determination practices to improve student retention in secondary school and successful
transition to postsecondary employment and postsecondary education. His immeasurable
contribution to the field of special education is evident in his numerous publications and
national presentations on transition and self-determination. Dr. Martin’s dedication to
ensuring students with disabilities have access to evidence-based transition planning led to
the creation and development of the online Transition Assessment and Goal Generator
(TAGG) in 2015. The TAGG is publicly available and is now being used in all 50 states and
several U.S. territories.
James Martin
Dr. Martin’s passion for students, dedication to the field and contagious optimism has inspired
many educators to increase their transition knowledge in order to benefit their students and help
ensure better post-school outcomes. He will be greatly missed here at the Zarrow Center and at
the University of Oklahoma!
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2108 Zarrow Center Staff
Donna Willis is the administrative assistant and office manager at the Zarrow Center for
Learning Enrichment and served on the TAGG development team. She graduated from the
University of Oklahoma in May 2011 with a bachelor’s degree in psychology and earned an
associate of applied science in horticulture technology-horticulture therapy option from
Oklahoma State University-Oklahoma City in May 2014. She was awarded the 2018 Staff
Senate Distinguished Service Award.
Chad Bailey serves as the webmaster for the online Transition Assessment and Goal Generator
(TAGG), developed by the Zarrow Center with funding by the National Center for Special
Education Research.
From left: OU President David Boren, Donna Willis and Hourly Staff Representative Ross Mehl
at the 2018 Staff Awards Ceremony
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From left: Joshua Pulos, Mindy Lingo, Tracy Sinclair, Andrea Suk, Belkis Choiseul-Praslin and Malarie Deardorff. Sooner
Scholar doctoral students outside the Zarrow Center at Cate 4.
2018 Zarrow Center Graduate Sooner Scholars
The following graduate students contributed their unique experiences and talents to Zarrow
Center research, development and teaching activities.
Belkis Choiseul-Praslin joined the Zarrow Center for Learning Enrichment in the fall of 2017 as
a Sooner Scholar doctoral student. She is pursuing a doctorate in special education with a focus
in transition and applied behavior analysis. Belkis obtained her bachelor’s degree from Florida
State University and was accepted as a D.C. Teaching Fellow with The New Teacher Project in
2013. She began teaching as a special education resource teacher for 11th- and 12th-grade
students in Washington, D.C., and became the D.C. Public Schools transition liaison for her
school. Most recently, Belkis worked as the transition coordinator for a special education
campus, where she oversaw work and community opportunities for adult students with moderate
and severe disabilities. Belkis earned her master’s degree in fall 2016 in education policy and
leadership with a focus on teacher leadership and literacy from American University in
Washington, D.C. Belkis’ research interests include employment skills and work opportunities
for students with severe disabilities, self-determination and transition practices for adult students,
transition education in urban environments, and diversity and cultural awareness.
Malarie Deardorff joined the Zarrow Center in the fall of 2016 as a Sooner Scholar pursuing a
doctorate in special education with a focus in transition and applied behavior analysis. Prior to
her studies at the University of Oklahoma, Malarie taught elementary special education for six
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years in the Tulsa area. Most recently, she taught prekindergarten through sixth grade in a
resource classroom for students with mild/moderate disabilities. In the spring of 2016, Malarie
earned her master’s degree in special education from Concordia University. She holds Oklahoma
teaching certifications in mild/moderate special education, elementary education and early
childhood education. Malarie’s research interests include self-determination and transition
practices for elementary students with disabilities, positive behavior intervention supports and
teacher preparation.
Mindy Lingo joined the Zarrow Center in 2016 as a doctoral Sooner Scholar. Mindy earned her
bachelor’s degree in special education from the University of Central Oklahoma with
certifications in mild-moderate and severe-profound disabilities for students in kindergarten
through 12th grade. Additionally, in 2014, she earned her master’s degree in special education at
the University of Oklahoma, where her specialty focus was transition education. She has 15
years of teaching experience in Texas, Arkansas and Oklahoma. She has served as a special
education department head and district transition leader. She received the Masonic Teacher of
Today award in 2012 and 2014. Mindy’s experience ranges from working with students in self-
contained programs to team teaching in general education at both the elementary and secondary
levels. Her research interests include transition education and behavioral interventions.
Joshua Pulos joined the Zarrow Center for Learning Enrichment in fall of 2016 as a Sooner
Scholar doctoral student. He is pursuing his doctorate in special education with an emphasis in
applied behavior analysis and secondary transition. Prior to beginning his studies at the
University of Oklahoma, Joshua worked for the Oklahoma City Public Schools as an
instructional supervisor in Special Education Services. He coordinated and delivered
professional development for all things special education to both general education teachers and
special education teachers. In October 2015, Joshua was awarded the Andrew Halpern Early
Career Practitioner Award from the Council for Exceptional Children’s Division on Career
Development and Transition. This award honors a secondary teacher who is in his or her first
five years of teaching and who has demonstrated outstanding, innovative and committed services
to the career education and transition of secondary students with disabilities. His research
interests include behavior-analytic interventions to promote positive postsecondary outcomes of
students with disabilities, intellectual/developmental disabilities, self-determination, sexuality
and disability, and transition assessment.
Tracy Sinclair began her doctoral studies in the Educational Psychology Department in fall
2016 as a Dean’s Fellow and Sooner Scholar. Tracy is a current graduate research assistant. She
obtained her undergraduate degree in elementary education with a concentration in early
childhood, fine arts and language arts from the University of Michigan. She taught a second- and
third-grade loop and then kindergarten for four years in Salem, Michigan. She received her
master’s degree in special education from Tennessee Technological University. Upon moving to
Crossville, Tennessee, Tracy took a position at the high-school level teaching courses in basic
geometry and biology in the co-teaching setting. She and her teaching partner taught together for
six years. While at CCHS, she helped to develop and implement a school-wide positive behavior
program, served as the Special Education Department chair for many years and provided key
support for implementation of RTI2 at the high school level. Tracy was named the County Level
Teacher of the Year for grades nine through 12 in the 2015 school year. She has provided
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professional development in positive behavior intervention and supports, successful co-teaching
strategies and best practices in inclusion at the local, regional, state and national levels. Her
research interests include applied behavior analysis/positive behavior intervention and supports,
post-secondary outcomes for all students and teacher preparation programs.
Andrea Suk joined the Zarrow Center in 2016 as a doctoral Sooner Scholar. Andrea obtained
her bachelor’s degree as a learning behavior specialist from Bradley University. She has taught
in both Illinois and Arizona as a high school special education teacher, where she also quickly
developed the role of preparing students for careers after graduation. Upon completing her
master’s degree in transition through the University of Kansas, she became a transition specialist
in Texas. During this time, Andrea completed over 150 transition plans for students in both high
school and middle school settings. She has received distinct recognition for her leadership as the
ACE (Architecture, Construction and Engineering mentor group for high school students)
Mentor of the Year in Phoenix, the Walmart Teacher of the Year (Glendale, Arizona) and is a
Target Grant Field Trip recipient. Andrea is also a certified therapeutic horseback riding
instructor. Her research interests include transition assessment and transition education.
Congratulations, Tracy Sinclair!
Tracy is the Zarrow Center’s first Board Certified Behavior Analyst!
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Sooner Scholar Scoop
The Sooner Scholars are involved in many projects and activities in addition to their doctoral
studies, research and teaching commitments. Students seek opportunities to network and serve in
local and national organizations. Here are some of their 2018 highlights.
Malarie Deardorff won the Kaleidoscope Student
Research Poster Award for qualitative research at the CEC-
TED Conference in Las Vegas. Malarie explored
elementary special educators’ perceptions of self-
determination.
Malarie Deardorff holds her award certificate.
Tracy Sinclair won the 2018
CEC Outstanding Graduate
Student of the Year Award,
which honors the student’s
dedication and contributions
to children and youth with
exceptionalities and to student
activities.
Tracy Sinclair (left) with other CEC Award Recipients
Andrea Suk is certified in equine-assisted
therapies through PATH, Intl. She and doctoral
student Faye Autry-Schreffler teamed up to
present goal-setting strategies for students with
disabilities in the equine setting at the
Professional Association of Therapeutic
Horsemanship International Conference in
Redmond, Oklahoma.
From left: Faye Autry-Schreffler, two PATH equine therapists and Andrea Suk.
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Employment of Zarrow Center Alumni During 2018
Since opening its doors in the fall of 2000, many OU doctoral students studied and worked at the
Zarrow Center while receiving support for their education from Zarrow Center funds. The partial
list below identifies the alumni and their current positions as of December 2018.
• Jennifer Burnes, ATLAS research associate, University of Kansas
• Jason Herron, assistant professor, Wichita State University, Kansas
• Jodie Martin, assessment researcher, Pro-Ed International Publisher, Texas
• Marsha Herron, assistant professor, chair, Department of Education and Professional
Programs, Langston University, Oklahoma
• Nidal El-Kazimi, education consultant, TalentsLand and Definite Consultation, Doha,
Qatar
• Tammy Pannells, special educator, Little Rock, Arkansas
• Penny Cantley, assistant professor, Oklahoma State University
• Lorrie Sylvester, research clinical professor, OU Health Sciences Center
• Karen Little, monitoring consultant, North Central Region, North Carolina
• Vincent Harper, private educational consultant, Evansville, Indiana
• Chauncey Goff, Oklahoma Department of Health and Human Services
• Juan Portley, education specialist, Northeast Regional Education Cooperative, Santa Fe,
New Mexico
• Chen-Ya Juan, assistant professor, Hsin Sheng College, Taiwan
• Jamie Van Dycke, associate professor, Chair, Department of Education, Fontbonne
University in St. Louis, Missouri
• Lori Peterson, associate professor, University of Northern Colorado, Colorado
• Lee Woods, special education teacher, Montrose, Colorado
• Sandra Ludwig, retired principal, Moore, Oklahoma
Several students studied at the Zarrow Center while working on their master’s degrees and also
received support for their education from Zarrow Center funds. The partial list below identifies
the alumni and their current positions as of December 2018.
• Qi Wang, certified Chinese teacher, Tulsa Public Schools, Oklahoma
• Pik Wah Lam, doctoral research assistant, Texas Tech University, Texas
• Staci Vollmer, reading education instructor, University of Oklahoma, Norman
• Rosemary Jakub, high school special education teacher, Mesa, Arizona
• Bryan Duncan, Ph.D., clinical psychologist, Bastrop, Texas
2018 Transition Education Scholars
In 2012, professors Kendra Williams-Diehm and James Martin were awarded a professional
leadership development grant from the U.S. Department of Education, Office of Special
Education Programs to prepare 40 master’s-level transition education scholars to enhance and
improve transition programs and planning for their students with disabilities. In 2016, they were
awarded a second similar professional leadership development grant to prepare 40 master’s-level
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transition education scholars with emphasis on applied behavior analysis as well as transition. As
of December 2018, 38 of these transition professionals achieved their masters’ degrees in special
education with emphasis in secondary transition education. The list below names the alumni and
their current positions as of December 2018.
• Beverly Carter, Noble Public Schools
• Lori Chesnut, transition specialist, Oklahoma State Department of Education
• Katie Carter, Moore Public Schools
• Mindy Lingo, continuing doctoral studies at the University of Oklahoma
• Kennda Miller, instructional supervisor, Oklahoma City Public Schools
• Jeffrey Newton, Oklahoma City Public Schools
• Marcie Stickney, Norman Public Schools
• Bruce Young, Francis Tuttle Technology Center
• Ty Beasley, Norman Public Schools
• Cynthia Carlton, Middleberg Public Schools
• Whitney Green, Moore Public Schools
• Contessa Hubbard-Bass, Oklahoma City Public Schools
• Rachael Laib, Project SEARCH instructor, Moore Public Schools
• Lindsay Race, athletic academic counselor, Mississippi State University
• Donna Lewis, Children’s Hospital Education Program
• Abigail Bown, Oklahoma Virtual Charter Academy
• Megan Curry, Project SEARCH Academy instructor, Norman Public Schools
• Loni Leforce, College of Education, University of Missouri
• Kylie Lyons, Bishop McGuinness Catholic High School
• Shanda Danielson, Edmond Public Schools
• Cassie Lynch, Bishop McGuinness Catholic High School
• Faye Schreffler, continuing doctoral studies at the University of Oklahoma
• Lisa Barnum, Moore Public Schools
• Bobbie Graumann, Moore Public Schools
• Margaret Johnson, Pauls Valley Public Schools
• Lajuana Pierce, Norman Public Schools
• Joshua Pulos, continuing doctoral studies at the University of Oklahoma
• Lindsey Rhodes, Norman Public Schools
• Mary Crook, Oklahoma City Public Schools
• Denise Griffin, Moore Public Schools
• Shawna Harris, Platt College, Oklahoma City
• Natalie McQueen, New York City Department of Education
• Kim Osmani, Cornell University, New York
• Tusa Scraper, Norman Public Schools
• Shelby Dorsey, continuing doctoral studies at the University of Oklahoma
• Christina Ulmer, Lawton Public Schools
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Zarrow Center Graduate Student 2018 Awards
The Zarrow Center has recruited and supported many outstanding educators through professional
leadership grants from the U.S. Department of Education. Below are two graduate students
recognized for their dedication to the field of special education and, specifically, to the
successful transition of their students into adult life.
Hunter Matusevich won the DCDT Andy
Halpern Early Career Award at the Division on
Career Development and Transition’s 2018
Conference in Cedar Rapids, Iowa. Hunter
works as a Career Counselor with the Delaware
Vocational Rehabilitation Services.
Megan Curry was received the DCDT Iva
Dean Cook Educator of the Year Award at the
Division on Career Development and
Transition’s 2018 Conference in Cedar Rapids,
Iowa. Megan is a Project SEARCH Academy
Instructor for Norman Public Schools.
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2018 Zarrow Center External Funding Accomplishments
(Approximately $14,832,250 to date)
ABA Transition Scholars: Preparing Doctoral Students to Become Higher Education Professors with a Focus in Applied Behavior Analysis and Secondary Transition Education
Funding Source: U.S. Department of Education, Office of Special Education Programs
Directors (PI): Kendra Williams-Diehm, Co-PI Amber McConnell
Time: 1/01/2016 – 12/31/2020
Amount Funded: $1,250,000
Secondary Transition ABA Scholars: Preparing Master Students with a Focus in Applied Behavior Analysis and Secondary Transition Education
Funding Source: U.S. Department of Education, Office of Special Education Programs
Directors (PI): Kendra Williams-Diehm, Co-PI Jim Martin
Time: 1/01/2016 – 12/31/2020
Amount Funded: $1,250,000
TAGG-A: Developing, Validating, and Disseminating a New Secondary Transition Assessment for Students with Significant Cognitive Disabilities Taught to Alternate Achievement Standards
Funding Source: U.S. Department of Education, Institute for Education Sciences
Directors (PI): Amber McConnell
Time: 7/01/2016 – 6/30/2020
Amount Funded: $1,600,000
TAGG and Transition Assessment Workshop Series
Funding Source: Oklahoma State Department of Education, Special Education Services
Directors (PI): Amber McConnell, Co-PI Kendra Williams-Diehm
Time: 8/20/2018 – 6/30/2019
Amount Funded: $21,000
Texas Post-School Outcomes Improvement Plan: Scope of Work for OU Zarrow Center
Funding Source: Texas Education Agency, Garrett Center, Sam Houston State University
Directors (PI): Kendra Williams-Diehm, Co-PI: Amber McConnell Submitted:
September 2018
Amount Requested: $49,982
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Zarrow Center Accomplishments
Zarrow Center Website
The Zarrow Center website provides free resources for special educators and parents of students
with disabilities related to transition and self-determination, including assessments, curricula,
lesson packages, presentation materials and a timeline of transition activities from birth through
22 years of age. A review of the Google Analytics statistics shows the ZC website had over
57,000 users across the world in 2018. Counting both the Zarrow Center and the TAGG web site,
which is described next, 77,705 people from across the world accessed materials and information
from the ZC website.
A brief overview of the website offerings includes the AIR, Arc and ChoiceMaker Self-
Determination Assessments as well as the ChoiceMaker Curriculum and Lesson Packages. Tying
the Knot—Marrying English Language Arts Objectives and Transition Competencies is a tool
that aligns Oklahoma English Language Arts Standards and research-identified skills students
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need to obtain employment or participate in further education after high school. The activities
and annual transition goals are arranged on a continuum to accommodate students with the least
support needs to students with more support needs. The graphic below shows just how popular
the ME! Lessons for Teaching Self-Awareness and Self-Advocacy are with over 40,000 educators
(combining #1 + #4) accessing the curriculum in 2018 and the ME! Transition Bell Ringers
provide teachers with brief activities aligned with the curriculum they can easily fit into a busy
school day.
Selected local and national presentations by Zarrow Center faculty and graduate students and
associated handouts are also available to download as well as the presentations and handouts
from previous Oklahoma Transition Institutes. ZC staff are well-known transition experts across
the nation and are frequently invited to present at state transition conferences and for
professional development, and this section is continuously updated with the most recent
presentations. Special educators, transition personnel, education researchers and parents provide
frequent positive feedback on the many and varied resources offered on the Zarrow Center
website.
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Transition Assessment and Goal Generator
(TAGG)
The TAGG is an online transition assessment
developed with funding from the U.S. Department
of Education, Institute of Education Sciences that
measures student mastery of nonacademic and self-
determined behaviors research shows to be
associated with postsecondary further education
and employment. Over the five-year development
process, the TAGG was normed on 1,452 students
with disabilities, along with input from their
teachers and families. Multiple reliability and
validity studies support use of the TAGG in
transition planning.
The TAGG is designed for use with students with mild to moderate disabilities who plan to
someday become competitively employed. The TAGG Professional, Student and Family
versions identify students’ strengths and needs in eight constructs and then produce a results
profile with suggested annual transition goals IEP teams may use for transition planning. The
TAGG was released for sale in October 2014 and is available for
$3 per set, which includes the Professional, Student and Family versions. Educators in all 50
states are using the TAGG to facilitate transition planning for high school students with
disabilities. The TAGG is available in Spanish, Simplified Chinese and Traditional Chinese as
well as American Sign Language.
A TAGG demo account is available for professors and graduate students to use the TAGG at no
cost for classroom activities and research projects. School district administrators may also
request TAGG demo access for professional development and training purposes. More details
can be found at the website: https://tagg.ou.edu/tagg/
A review of the Google Analytics statistics for the TAGG website highlights its popularity across
the United States with nearly 20,000 teachers consistently logging onto the TAGG and 151,983
unique page views in 2018.
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Belkis Choiseul-Praslin, Tracy Sinclair, Joshua Pulos and Andrea Suk at 13th OTI.
Annual Oklahoma Transition Institute
The Oklahoma Transition Council consists of 37 members representing diverse interests and
includes representatives from the Oklahoma State Department of Education, Oklahoma
Department of Rehabilitation Services, Oklahoma Family Network, public school educators,
Oklahoma Department of Human Services, the Parent Training and Information Center of
Oklahoma and university representatives, to name a few. The mission of the Oklahoma
Transition Council is to improve transition education, planning and services that lead to
successful post-school outcomes for students with disabilities.
Based on the model used by New Mexico’s transition leaders, in 2004, the Oklahoma Transition
Council formed to develop the Oklahoma Transition Institute and the local team concept. The
Oklahoma Transition Council divided the state by Career Technology Center locations matched
by available rehabilitation counselors to form regional teams. In 2006, the OTC held its first
Oklahoma Transition Institute with follow-up regional team meetings. Since then, participation
in OTI by secondary special educators, school counselors, transition specialists and vocational
rehabilitation counselors increased to over 500 participants.
The 13th OTI was held in October 2018 with nearly 600 Oklahoma transition stakeholders in
attendance. The OTI has grown consistently over the past decade, and evaluations and feedback
from participants suggest teachers feel they learn helpful strategies and get lots of fresh ideas for
transition planning with their students. Valuable relationships and network connections are
developed between agency representatives and educators in a relaxed and fun environment where
the focus is on successfully transitioning students into adult life.
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2018 Teaching for the Department of Educational Psychology
Choiseul-Praslin, B. (Fall 2018). Instructor for EDSP 3054/5413 Understanding and
Accommodating Students with Exceptionalities (Undergraduate and Graduate Level).
Choiseul-Praslin, B. (Fall 2018). Teaching Assistant for EDSP 4093 Transition and Self-
Determination (Undergraduate Level).
Choiseul-Praslin, B. (Spring 2018). Instructor for EDSP 5393 Transition Practicum (Graduate
Level).
Choiseul-Praslin, B. (Spring 2018). Teaching Assistant for EDSP 3054 Understanding and
Accommodating Students with Exceptionalities (Undergraduate Level).
Deardorff, M. (Fall 2018). Instructor for EDSP 4093 Transition and Self-Determination
(Undergraduate Level).
Deardorff, M. (Spring 2018). Instructor for EDSP 4013 Fundamental Academics (Undergraduate
Level).
Lingo, M. (Fall 2018). Teaching Assistant for EDSP 5970 Teaching Exceptionalities (Graduate
Level).
Lingo, M. (Spring 2018). Co-instructor for EDSP 5393 Transition Practicum (Graduate Level).
Pulos, J. (Fall 2018). Teaching Assistant for EDSP 5093 Transition and Self-Determination
(Graduate Level).
Pulos, J. (Spring 2018). Instructor for EDSP 4053 Language, Literacy, and Communication
Strategies (Undergraduate Level).
Pulos, J. (Summer 2018). Teaching Assistant for EDSP EDSP 5013 Special Education
Instructional Methods and Programs (Undergraduate Level).
Sinclair, T. (Fall 2018). Co-Instructor for EDSP 5143 Behavior Analysis in School Settings
(Graduate Level).
Sinclair, T. (Spring 2018). Instructor for EDSP 3054 Understanding and Accommodating
Students with Exceptionalities (Undergraduate Level).
Sinclair, T. (Summer 2018). Instructor for SWK 2223 Statistics for Social Work (Undergraduate
Level).
Suk, A. (Fall 2018). Teaching Assistant for EDSP 4083 Individual Behavior Supports
(Undergraduate Level).
Suk, A. (Fall 2018). Instructor for EDSP 4112 Advanced Practicum in Special Education
(Undergraduate Level).
Suk, A. (Spring 2018). Instructor for EDSP 5413 Students with Exceptionalities/ Education of
Exceptional Children (Graduate Level).
Suk, A. (Spring 2018). Instructor for EDSP 3054 Students with Exceptionalities/ Education of
Exceptional Children (Undergraduate Level).
24
2018 Articles Published
Gothberg, J., Coyle, J., Sterenberg, A., and Suk, A. L. (2018). NTACT CBI facilitator focus
group report. Prepared for the U.S. Office of Special Education Programs.
Lingo, M. E., Williams-Diehm, K., Martin, J. E., and McConnell, A. E. (2018). Teaching
transition self-determination knowledge and skills using the ME! bell ringer lessons.
Career Development and Transition for Exceptional Individuals, 41, 185-189.
https://doi.org/10.1177/2165143417753582
McConnell, A. E., Osmani, K. J., Williams-Diehm, K. L., and Pulos, J. M. (2018). iJobs summer
work experience: A pilot transition program to enhance job-readiness skills using
evidence-based practices. [Special issue]. Inclusion, 6, 208-223. doi:10.1352/2326-6988-
6.3.208
Suk, A. L., and Willis, D. (2018). The goal before the lesson. Strides, Summer, 16-22.
Williams-Diehm, K. L., Miller, C. R., Sinclair, T. E., and Wronowski, M. L. (2018). Technology
based employability curriculum and culturally diverse learners with disabilities. Journal
of Special Education Technology, 33, 159-170. doi:10.1177/01626434177499933
Williams-Diehm, K., Palmer, S., and Seo, H. (2018). Review of content analysis of goals for
adolescent students with intellectual and developmental disabilities. Advances in
Neurodevelopmental Disabilities. Advance online publication.
https://doi.org/10.1007/s41252-018-0083-3
Williams-Diehm, K. L., Rowe, D. A., Johnson, M. C. and Guilmeus, J. F. (2018). A systematic
analysis of transition coursework required for special education licensure. Career
Development and Transition for Exceptional Individuals, 41, 16-26.
https://doi.org/10.1177/2165143417742404
2018 Articles in Press
Cantley, P. L., Martin, J. E., and Mays, B. (2018). Teaching disability self-awareness and self-
advocacy using the Me! Lesson materials. Journal of the American Academy of Special
Education Professionals.
Suk, A. L., and Willis, D. (2018). Opening the gate to collaboration. Strides.
2018 Articles Under Review
Agran, M., Dymond, S., Roney, M., and Martin. J. (2018). Examining whether student
participation in school sponsored extracurricular activities is represented in IEPs.
Manuscript submitted for publication.
Araka-Moriasi, P., and Martin, J. E. (2018). African American special education teachers’
perception of disproportional representation of African American students. Manuscript
submitted for publication.
Choiseul-Praslin, B., and McConnell, A. (2018). Increasing work skills for students with
significant disabilities: A six-step model for transition worksite programs. Manuscript
submitted for publication.
Deardorff, M., Lingo, M., Reynolds, M. and Williams-Diehm, K. (2018). Poverty, disabilities,
and postsecondary outcomes. Division on Career Development and Transition – Fast
Fact. Manuscript submitted for publication.
Deardorff, M., Lingo, M., & Williams-Diehm, K. (2018). Self-monitoring intervention:
strategies to curb off-task talking behaviors. Manuscript submitted for publication.
25
Peltier, C., Vannest, K. J., Morin, K. L., Sallese, M. R., Pulos, J. M., Fuller, M., Liao, C. Y., and
Smith, S. (2018). Screening decisions utilizing mathematics curriculum-based measures:
Current validity evidence and future directions. Manuscript submitted for publication.
Pulos, J., Choiseul-Praslin, B., and Williams-Diehm, K. (20018). Teacher hidden bias. Division
on Career Development and Transition – Fast Fact. Manuscript submitted for publication.
Pulos, J. M., Peltier, C., Williams-Diehm, K. L., and Martin, J. E. (2018). Promoting academic
and non-academic behaviors of students with EBD using the self-determined learning
model of instruction: A mathematics example. Manuscript submitted for publication.
Sinclair, T. E., and Hong, J. Y. (2018). Against the odds: A narrative analysis of Carter’s road to
graduation. Manuscript submitted for publication.
Suk, A. L., Martin, J. E., McConnell, A. E., and Biles, T. (2018). States decrease the age when
secondary transition planning must begin. Manuscript submitted for publication.
Suk, A., Sinclair, T. E., Osmani, K., and Williams-Diehm, K. L. (2018). Transition planning:
Keeping cultural competence in mind. Manuscript submitted for publication.
Trainor, A. A., Carter, E. W., Karpur, A., Martin, J. E., Mazzotti, V. L., Morningstar, M. E.,
Newman, L., and Rojewski, J. W. (2018). A framework for research in transition:
Identifying future investments for the field. Manuscript submitted for publication.
Williams-Diehm. K. L., Lynch, P. S., Lingo, M., and Cantley, P. (2018). A comparison of
adolescents’ goals for one and five years after high school graduation. Manuscript
submitted for publication.
Williams-Diehm, K. L., Wronowski, M. L., and Johnson, M. (2018). Postsecondary goal
attainment for all students exiting high school: A comparison between educational
placement and ethnicity. Manuscript submitted for publication.
2018 Articles in Preparation
Choiseul-Praslin, B. (2018). Building Rome: Evaluating effectiveness of work experience
program for youth with significant disabilities. Manuscript in preparation.
Deardorff, M. E. (2018). Victory and strife: Elementary educator perceptions of self-
determination. Manuscript in preparation.
Deardorff, M. E., Lingo, M. E., and Reynolds, M. (2018). Facilitating positive post-school
outcomes for individuals with disabilities from rural and impoverished areas. Manuscript
in preparation.
Deardorff, M. E., Pulos, J. M., Suk, A. L., and McConnell, A. E. (2018). Transition assessments
for students with significant disabilities: A multistate survey of educational stakeholders.
Manuscript in preparation.
Deardorff, M.E., Sinclair, T. E., and Suk, A. L. (2018). Stepping-up transition practices.
Manuscript in preparation.
Lingo, M. E., and Sinclair, T. E. (2018). Current research on student involvement in the IEP
process. Manuscript in preparation.
Martin, J. E., Wu, P. F., and Lingo, M. E. (2018). Teaching students with visual impairments to
actively participate in their secondary IEP meetings. Manuscript in preparation.
McConnell, A. E., Martin, J. E., Cameto, R., and Sanford, C. (2018). Skills associated with
employment, further education, and independent living for individuals with significant
cognitive disabilities. Manuscript in preparation.
26
McConnell, A. E., Martin, J. E., and Herron, J. P. (2018). Measures of non-academic skills
associated with post-school employment and education across disability categories.
Manuscript in preparation.
Peltier, C., Morin, K. L., Bouck, E. C., Lingo, M. E., Pulos, J. M., Autry-Schreffler, F. A., Suk,
A. L., Mathews, L. A., Sinclair, T. E., and Deardorff, M. E. (2018). Effects of
mathematics manipulatives on student outcomes: A meta-analysis. Manuscript in
preparation.
Peltier, C., Vannest, K. J., Tomaszewski, B. R., Morin, K. L., Pulos, J. M., and Sallese, M. R.
(2018). Criterion validity of a computer adaptive universal screener to an end-of-year
state mathematics assessment. Manuscript in preparation.
Peltier, C., Vannest, K. J., Morin, K. L., Haas, A., Pulos, J. M., and Sallese, M. R. (2018). A
meta-analysis of single case experimental designs implementing student mediated
interventions on the mathematical performance of students with an emotional or
behavioral disorder. Manuscript in preparation.
Pulos, J. M. (2018). The lived experiences of transition: Exploring the impact of evidence-based
practices and in-school predictors of postsecondary success on college graduates with
disabilities. Manuscript in preparation.
Sinclair, T. E., and Lingo, M. E. (2018). Most used transition assessments and the states using
them. Manuscript in preparation.
Sinclair, T. E., Lingo, M. E., McConnell, A. E., and Martin, J. E. (2018). TAGG consequential
validity. Manuscript in preparation.
Sinclair, T. E., and Martella, R. C. (2018). Building relationships while breaking down
behaviors: A case study. Manuscript in preparation.
Sinclair, T. E., Martella, R. C., and Martin, J. E. (2018). Transitioning to postsecondary success
through positive behavior intervention and supports. Manuscript in preparation.
Sinclair, T. E., Martella, R. C., and Williams-Diehm, K. L. (2018). Motivation. Manuscript in
preparation.
2018 Published Book Chapters
Pulos, J. M., and Martin, J. E. (2018). Transition assessment. In L. L. S. Brusnahan, R. A.
Stodden, and S. H. Zucker (Eds.), Tackling transition: Work, community, and educational
success (pp. 19-34). Arlington, VA: Council for Exceptional Children.
2018 Book Chapters in Press
Martin, J. E., Pulos, J. M., and Sale, P. (in press). Assessing and teaching critical self-
determination skills to transition-age youth with disabilities. In P. Wehman and J. Kregel
(Eds.), Functional curriculum for elementary and secondary students with special needs
(4th ed.). Austin, TX: Pro Ed.
McConnell, A. E., Williams-Diehm, K. L., Sinclair, T. E., Suk, A. E., and Willis, D. (in press).
Transition assessment and goal generator (TAGG): Useful tools to assess non-academic
skills. In M. Yeun, W. Beamish, and V. S. Solberg (Eds.), Careers for students with
special educational needs—Perspectives on development and transitions from the Asia-
Pacific region. New York, NY: Springer.
27
McConnell, A., Williams-Diehm, K., Sinclair, T, Suk, A, and Willis, D. (in press) Transition
assessment and implications for transition success. In M. Yuen, W. Beamish, and V.S.
Solberg (Eds.), Careers for students with special education needs: Perspectives on
development and transitions from the Asia-Pacific region (pp. xx-xx). Springer CAISE
Series.
National Academies of Sciences, Engineering, and Medicine. (in press). Opportunities for
improving programs and services for children with disabilities. Washington, DC: The
National Academies Press. doi:https://doi.org/10.17226/XXXXX. NOTE: J. E. Martin
served as a Consensus Study Panel Member.
Pulos, J. M., and Martin, J. E. (in press). Transition assessment. In L. L. S. Brusnahan, R. A.
Stodden, and S. H. Zucker (Eds.), Transition from high school to adulthood. Arlington,
VA: Council for Exceptional Children.
Williams-Diehm, K. McConnell, A., Lingo, M., and Choiseul-Praslin, B. (in press) Personnel
preparation to ensure successful adult transition outcomes for students with disabilities.
In M. Yuen, W. Beamish, and V.S. Solberg (Eds.), Careers for students with special
education needs: Perspectives on development and transitions from the Asia-Pacific
region. Springer CAISE Series.
2018 Books in Press
Marshall, L. H., De Pry, R., Will, C., and Martin, J. E. (in press). Choosing and reaching my
behavior goals: Student centered social skills development and self-monitoring. Crystal
City, VA: CEC Publications.
Marshall, L. H., Martin, J. E., Else, K., Markworth, J., Pennell, N., and De Pry, R. (in press).
Leading my education conference: Learning about me to self-advocate and plan my
education. Crystal City, VA: CEC Publications.
Marshall, L. H., Martin, J. E., Vance, K., Pennell, N., Peterson, L. Y., and De Pry, R. (in press).
Choosing and reaching my reading goals: Self-determination skills embedded in reading
instruction and progress monitoring. Crystal City, VA: CEC Publications.
2018 Books in Preparation
Mitchell, V., Williams-Diehm, K., and Deardorff, M. (2018). A practical guide to teaching self-
determination skills within the typical elementary school day. Council for Exceptional
Children Publication. Book proposal accepted, in progress.
2018 Conference Planning
McConnell, A. E. (2018). Second Annual Oklahoma Special Education Legislative Summit.
March 27 and 28, 2018. Oklahoma State Capitol, Oklahoma City, Oklahoma.
2018 Grant Submissions and Contributions McConnell, A. E., Williams-Diehm, K. L., Terry, R., Hennessey, M., and Martin, J. E.
(Submitted 2018). TAGG-MS: Development and validation of the TAGG for middle
school students with disabilities who have postsecondary education and competitive
employment goals. U.S. Department of Education, Institute of Education Sciences.
Award amount: $1,400,000. Under review.
Pulos, J. M. (2018). Effects of the Self-Determined Learning Model of Instruction on academic
and non-academic behaviors: A meta-analysis. Council for Exceptional Children [CEC],
28
Division on Career Development and Transition’s [DCDT] 2019 Graduate Research
Scholarships. Award amount $1,000. Funded.
Pulos, J. M. (2018). The efficacy and feasibility of teacher-implemented brief functional analysis.
Association for Behavior Analysis International [ABAI], Society for the Advancement of
Behavior Analysis’ [SABA] Senior Student Presenter Grant. Award amount $160.00.
Unfunded.
Sinclair, T. E. (2018). Impact of self-evaluation on complex job performance in a dynamic work
environment. DCDT Graduate Student Research Scholarship. Award amount: $1000.
Funded.
Suk, A., and Williams-Diehm, K. L. (2018). Using self-monitoring in the recreational riding
environment to increase attainment of goals for riders with disabilities. University of
Oklahoma Faculty Investment Program. Unfunded.
Williams-Diehm, K. L., McConnell, A. E., Miller, C., and Peltier, C. (2018). Secondary
transition scholars: Preparing master’s level graduates in special education and social
work to serve secondary students with high-intensity needs. U. S. Department of
Education, Office of Special Education and Rehabilitation Services. Award amount:
$1,250,000. Unfunded.
Williams-Diehm K., Palmer, S. B., Deardorff, M., and Lingo, M. (2018). A model to promote
early transition in middle school: Building capacity through self-determination. U.S.
Department of Education, Institute of Education Sciences. Under review.
2018 Webinars, Presentations and Workshops
Invited Webinars
Andersen, J., D’Aguilar, A., Fisher, T., Suk, A. L., Walte, S., and White, A. (December 2018).
Higher education consortium for special education. HECSE Short Course, National
webinar.
Martin, J. E. (2018). Individualized planning. National webinar delivered for Cornell
University’s Institute on Employment and Disability, Ithaca, New York.
Suk, A. L. (August 2018). Graphic display of data for visual inspection. Guest Lecture: Applied
Behavior Analysis. Online, Massachusetts.
Suk, A. L. (April 2018). S.M.A.R.T. Goals. Professional Association of Therapeutic
Horsemanship International. Virtual Conference.
Suk, A. L. (February 2018). Changing leads. Professional Association of Therapeutic
Horsemanship International. National webinar.
National Conference Presentations
Choiseul-Praslin, B. (October 2018). Work experience, what is it good for? Student job readiness
after one semester work experience. Poster presentation at the Division on Career
Development and Transition International conference, Cedar Rapids, Iowa.
Choiseul-Praslin, B. (November 2018). Building Rome: Creating a worksite program for
students with severe/profound needs and increasing job readiness skills. Poster
presentation at the Teacher Education Division Council for Exceptional Children
conference, Las Vegas, Nevada.
Choiseul-Praslin, B., and Deardorff, M. (November 2018). All that and more: University of
Oklahoma Zarrow Center transition resources for educators. Presentation at the Teacher
Education Division Council for Exceptional Children Conference, Las Vegas, Nevada.
29
Choiseul-Praslin, B., Deardorff, M., Lingo, M., and Williams-Diehm, K. (October 2018). Don’t
break the bank: Free transition education tools. Presentation at the Division on Career
Development and Transition International Conference, Cedar Rapids, Iowa.
Deardorff, M., and Choiseul-Praslin, B. (November 2018). Stepping-up transition: A framework
for writing meaningful, effective, and compliant transition services plans. Presentation at
the Teacher Education Division Council for Exceptional Children Conference, Las
Vegas, Nevada.
Deardorff, M. E. (November 2018). Victory and strife: Special educator perceptions of self-
determination practices. Presentation at the Teacher Education Division of the Council
for Exceptional Children Conference, Las Vegas, Nevada.
Deardorff, M. E. (October 2018). Victories and strife: Elementary special educator perceptions
of self-determination practices. Presentation at the Division on Career Development and
Transition Conference, Cedar Rapids, Iowa.
Deardorff, M. E., Lingo, M. E., Choiseul-Praslin, B. D., and Williams-Diehm, K., (October
2018). Don’t break the bank: Free transition education tools provided by the OU Zarrow
Center. Presentation at the Division on Career Development and Transition Conference,
Cedar Rapids, Iowa.
Dojonovic, S., Razeghi, J., Morgan, S., Unger, D., and Williams-Diehm, K., (2018). DCDT
developing a national certification to enhance transition personnel preparation.
Presentation at the Division for Career Development and Transition, Council for
Exceptional Children, Cedar Rapids, Iowa.
Fitzpatrick, H., Suk, A. L., and Osborne, E. (2018, October). Transition for youths with
significant disabilities: Stakeholder’s perceptions of best practices supporting the
transition process. Presentation at the Division on Career Development and Transition
International Conference, Cedar Rapids, Iowa.
Lingo, M. E., and Deardorff, M. (2018) Me! bell-ringers. Presentation at the 2018 Texas
Transition Conference, Houston, Texas.
Lingo, M. E., and Deardorff, M. E. (February 2018). Me! bell ringers. Presentation at the Texas
Transition Council Conference, Houston, Texas.
Lingo, M. E., and Deardorff, M. E. (October 2018). No time to teach transition? Use the
transition education bell ringers. Presentation at the Division on Career Development
and Transition Conference, Cedar Rapids, Iowa.
Lombardi, A., Sinclair, T. E., Reiley, S., Bumble, J. L., Gushanas, C., and Bruno, L. (October
2018). DCDT 2018 grant recipient research showcase. Presentation at the Division on
Career Development and Transition Conference, Cedar Rapids, Iowa.
Lynch, P., Williams-Diehm, K., and Suk, A. (2018). Online learning: Are students as engaged
as we think? Presentation at the Teacher Education Division, Council for Exceptional
Children, Las Vegas, Nevada.
Martin, J. E. (2018). A new transition assessment: Why? How? and What? Presentation at
Georgia State University’s College of Education and Human Development Distinguished
Speaker Series, Atlanta, Georgia.
Martin, J. E. (2018). Self-determination methods to increase eighth grade students’ participation
in their ARD meetings. All day Regional Service Center and Texas Dept of Education
sponsored workshops held in Huntsville and Mansfield, Texas.
30
Martin, J. E., and McConnell, A. E. (2018). Teaching students to become actively involved in
their IEP meetings and transition planning process. Presentation at the Engage Alabama
Transition Conference, Pelham, Alabama.
Martin, J. E., and McConnell, A. E. (2018). Transition assessment. Presentation at the Engage
Alabama Transition Conference, Pelham, Alabama.
Martin, J. E., and McConnell, A. E. (2018). Self-determination methods to increase eighth grade
students’ participation in their ARD meetings. All day Regional Service Center and
Texas Dept of Education sponsored workshops held in Pittsburg, Austin, and San
Angelo, Texas.
Martin, J. E., McConnell A. E., and Sanford, C. (2018). Identifying skills and experiences
students with significant cognitive disabilities need for improved post-school outcomes:
Developing a new transition assessment. Presentation at the Division on Career
Development and Transition Conference, Cedar Rapids, Iowa.
McConnell, A. E., and Pulos, J. M. (February 2018). How to identify and teach nonacademic
transition skills using evidence-based materials. Presentation at the Council for
Exceptional Children 2018 Special Education Convention and Expo, Tampa, Florida.
Pulos, J. M., McConnell, A. E., Osmani, K. J., Autry-Schreffler, F. A., Curry, M. A., and
Fearing, J. F. (October 2018). Advocating for change: The dissemination of a state
special education legislative summit toolkit. Poster presentation at the Division on Career
Development and Transition Conference, Cedar Rapids, Iowa.
Pulos, J., Sinclair, T., Choiseul-Praslin, B., and Suk, A. (October 2018). Transition assessment:
Driving the transition planning for students with significant cognitive disabilities.
Presentation at the Division on Career Development and Transition Conference, Cedar
Rapids, Iowa.
Sinclair, T. E. (February 2018). Jets fly high with school-wide positive behavior supports. Poster
presentation at the 2018 Council for Exceptional Children National Conference, Tampa
Bay, Florida.
Sinclair, T. E. (May 2018). Critical transition skills: Can SWPBIS teach skills needed for
postsecondary success? Poster presentation at the Annual ABAI Convention, San Diego,
California.
Sinclair, T. E. (October 2018). Impact of self-evaluation on complex job performance in a
dynamic work environment. Poster presentation at the Division on Career Development
and Transition Conference, Cedar Rapids, Iowa.
Sinclair, T. E., and Lingo, M. E. (October 2018). Why is the cake still on fire? The self-directed
IEP. Presentation at the Division on Career Development and Transition Conference,
Cedar Rapids, Iowa.
Suk, A. L., Autry-Schreffler, F., and Peacock, B. (October 2018). Growing into and out of
special education – A review of court cases related to child find and transition.
Presentation at the Division on Career Development and Transition Conference, Cedar
Rapids, Iowa.
Suk, A. L. and Deardorff, M. (February 2018). Riding through transition. Presentation at the
Council for Exceptional Children Convention, Tampa, Florida.
Suk, A. L., Sinclair, T. E., Deardorff, M. E., Choiseul-Praslin, B. D., Reynolds, M., and
Williams-Diehm, K. (October 2018). WIOA—What teachers know and what they need to
know. Presentation at the Division on Career Development and Transition Conference,
Cedar Rapids, Iowa.
31
Wehmeyer, M. L., Thompson, J. R., McConnell, A. E., Kurth, J. Root, JR., and Grigal, M.
(January 2018). Improving research-based practices for educating students with
intellectual disability. Division on Autism and Developmental Disabilities, Clearwater
Beach, Florida.
Williams-Diehm, K. and McConnell, A. (July 2018). Zarrow Center website: Resources built by
scholars. Presentation at the Office of Special Education Programs Project Director
Conference, Washington, D.C.
State Presentations or Workshops
Choiseul-Praslin, B., Deardorff, M., Sinclair, T., and Lingo, M. (October 2018). All that and
more: University of Oklahoma Zarrow Center transition resources for educators.
Presentation at the Thirteenth Annual Oklahoma Transition Institute, Norman, Oklahoma.
Choiseul-Praslin, B., and Lingo, M. (2018). Transition training. Transition workshop conducted
for Hilldale Public Schools, Muskogee, Oklahoma.
Daman, R. M., and Pulos, J. M. (November 2018). Classroom management and problem
behavior: Strategies for success. Presentation at Oklahoma’s Tenth Annual Statewide
Autism Conference, Midwest City, Oklahoma.
Deardorff, M. E., Choiseul-Praslin, B. D., Pulos, J. P., and Autry-Schreffler, F. A. (February
2018). Secondary transition professional development for special educators. Presentation
for Oklahoma State Department of Education, Poteau, Oklahoma.
Deardorff, M. E., and Lingo, M. E. (April 2018). Transition 101. Pre-Service Teacher
Professional Development, University of Oklahoma, Norman, Oklahoma.
Deardorff, M. E., and McConnell, A. E. (October 2018). Tying the knot: Transition and ELA
activities and annual transition goals. Presentation at the Thirteenth Oklahoma
Transition Institute, Norman, Oklahoma.
DeRennaux, R., and Williams-Diehm, K. (October 2018). Teaching transition through STEM.
Presentation at the annual Oklahoma Transition Institute, Norman, OK.
Lingo, M. E., and Choiseul-Praslin, B. (2018). Transition basics. Presentation at Hilldale Public
Schools, Hilldale, Oklahoma.
Lingo, M. E., and Deardorff, M. E. (October 2018). Me! bell ringers for secondary, elementary,
and more! Presentation at the Thirteenth Oklahoma Transition Institute, Norman,
Oklahoma.
Martin, J. E., and Stickney, M. (2018). Transition 101 and Oklahoma transition institute.
Presentation at the Thirteenth Annual Oklahoma Transition Institute, Norman, Oklahoma.
McConnell, A. E. (March 2018). Transition assessment, writing transition goals, and
EdPlan. Workshop conducted for the Oklahoma State Department of Education, Tulsa,
Oklahoma. McConnell, A. E., Deardorff, M., and Lingo, M. E. (2018). OSDE transition assessment
workshop. Presentation at the Meridian Technology Center, Stillwater, Oklahoma.
McConnell, A. E., Lingo, M. E., and Sinclair, T. E. (November 2018). Transition assessment.
Workshop conducted for the Oklahoma State Department of Education, Lawton,
Oklahoma.
McConnell, A. E., and Pulos, J. M. (November 2018). Transition assessment for students with
significant and multiple disabilities. Workshop conducted for the Oklahoma State
Department of Education, Tulsa, Oklahoma.
32
McConnell, A. E., Sinclair, T. E., Autry-Schreffler, F. A., and Pulos, J. M. (February 2018).
Transition assessment. Workshop conducted for the Oklahoma State Department of
Education, Norman, Oklahoma.
Osborne, E., Fitzpatrick, H., and Suk, A. L. (October 2018). Making connections: The
partnership of stakeholders in the transition process of students with significant support
needs. Presentation at the Thirteenth Annual Oklahoma Transition Institute, Norman,
Oklahoma.
Pulos, J. M. (September 2018). Future aspirations of a third-year doctoral student. Invited
presentation for the University of Oklahoma’s Jeannine Rainbolt College of Education’s
Scholarship Luncheon, Norman, Oklahoma.
Pulos, J. M. (August 2018). Research- and evidence-based practices to prevent problem
behaviors in the classroom environment. Invited presentation for Town and Country
School’s Teacher In-service, Tulsa, Oklahoma.
Pulos, J. M. (June 2018). Alumni leadership journeys. Invited presentation for Teach For
America – Oklahoma 2018 Corps Member Induction Programming, Oklahoma City,
Oklahoma.
Pulos, J., Sinclair, T., Choiseul-Praslin, B., and Suk, A. (October 2018). Creating connections
through transition assessments for students with significant cognitive disabilities.
Presentation at the Thirteenth Annual Oklahoma Transition Institute, Norman, Oklahoma.
Sinclair, T. E. (November 2018). Supporting learners: Questioning strategies and study skills.
Presentation to OU Athletics Learning Specialists, Norman, Oklahoma.
Sinclair, T. E., and Lingo, M. E. (2018). Why is this cake still on fire? Presentation at the
Thirteenth Annual Oklahoma Transition Institute, Norman, Oklahoma.
Suk, A. L., and Autry-Schreffler, F. (August 2018). Horsin’ around. Presentation at the
Professional Association of Therapeutic Horsemanship International, Redmond,
Oklahoma.
Suk, A. L., and Autry-Schreffler, F. (August 2018). Opening the gate to collaboration.
Presentation at the Professional Association of Therapeutic Horsemanship International
Conference, Redmond, Oklahoma.
Suk, A. L., and Choiseul-Praslin, B. (April 2018). Professional development on transition
assessment. Presentation at the Weatherford Public Schools, Weatherford, Oklahoma.
Professional Service
Academy of Sciences, Engineering, and Medicine Panel Member
Martin, J. E. (2018). Panel member, Committee on Improving Health Outcomes for Children
with Disabilities, Washington, D.C.
Facilitator
Choiseul-Praslin, B. (2018). Facilitator, Thirteenth Annual Oklahoma Transition Institute
Deardorff, M. (2018). Facilitator, Second Oklahoma Legislative Summit
Lingo, M. (2018). Facilitator, Thirteenth Annual Oklahoma Transition Institute
Pulos, J. (2018). Event Facilitator, Food for Thought: The Academic Job Search: From
Application to Negotiation
Pulos, J. (2018). Facilitator, Thirteenth Annual Oklahoma Transition Institute
33
Pulos, J. (2018). Lead Facilitator, Focus Group Interview for the Gallogly College of
Engineering
Sinclair, T. (2018). Co-organizer and Co-facilitator, DCDT Pre-Conference for Doctoral
Students and Early Career Professors
Sinclair, T. (2018). Facilitator, Thirteenth Annual OTI Conference
Sinclair, T. (2018). Facilitator, OU College of Engineering Focus Group
Suk, A. (2018). Facilitator Trainer, Thirteenth Annual OTI Conference
Suk, A. (2018). Facilitator, 2018 NTACT Capacity Building Institute
Reviewer
Choiseul-Praslin, B. (2018). 2018 Division on Career Development and Transition (DCDT),
Milwaukee, Wisconsin
Choiseul-Praslin, B. (2018). Career Development and Transition for Exceptional Individuals
(CDTEI)
Choiseul-Praslin, B. (2018). Council for Exceptional Children (CEC) Publications Review Panel
Choiseul-Praslin, B. (2018). Forty-first Annual Teacher Education Division (TED), Las Vegas,
Nevada
Choiseul-Praslin, B. (2018). TEACHING Exceptional Children
Deardorff, M. (2018). 2018 Division on Career Development and Transition (DCDT),
Milwaukee, Wisconsin
Deardorff, M. (2018). Career Development and Transition for Exceptional Individuals (CDTEI)
Deardorff, M. (2018). IDEA Panel-B Member of Oklahoma
Deardorff, M. (2018). Item Review and Bias Committee Member for Oklahoma Core Curriculum
McConnell, A. (2018).
McConnell, A. (2018). Inclusion
McConnell, A. (2018). Division of Career Development and Transition (DCDT) conference
proposals
Pulos, J. (2018). Career Development and Transition for Exceptional Individuals (CDTEI)
Pulos, J. (2018). Council for Exceptional Children (CEC) Publications Review Panel
Pulos, J. (2018). Education and Treatment of Children (ETC)
Pulos, J. (2018). Learning Disabilities Research and Practice (LDRP)
Pulos, J. (2018). The National Clearinghouse on Autism Evidence and Practice (NCAEP) Ad
Hoc Reviewer
Pulos, J. (2018). Remedial and Special Education (RASE)
Sinclair, T. (2018). Behavior Disorders
Sinclair, T. (2018). Career Development and Transition for Exceptional Individuals (CDTEI)
Sinclair, T. (2018). Education and Treatment of Children (ETC)
Suk, A. (2018). Career Development and Transition for Exceptional Individuals (CDTEI)
Suk, A. (2018). Council of Exceptional Children (CEC) conference proposals
Suk, A. (2018). Division of Career Development and Transition (DCDT) conference proposals
Suk, A. (2018). National Clearinghouse on Autism Evidence and Practice (NCAEP) single-case
designs
Suk, A. (2018). Professional Association of Therapeutic Horsemanship International (PATH)
Williams-Diehm, K. (2016-2018). Intellectual and Developmental Disabilities
Williams-Diehm, K. (2016-2018). International Journal of Developmental Disabilities
Williams-Diehm, K. (2008-present). Remedial and Special Education
34
Editorial Board Member
Martin, J. (2000-present). Career Development and Transition for Exceptional Individuals
Martin, J. (2012-present). Exceptional Children
Martin, J. (2008-present). Research and Practice for Persons with Severe Disabilities
McConnell, A. (2018). Career Development and Transition for Exceptional Individuals
Williams-Diehm, K. (2010-present). Career Development and Transition for Exceptional
Individuals
Williams-Diehm, K. (2012-present). Disability Policy Studies
Williams-Diehm, K. (2017-present). Inclusion
Organization Service
Choiseul-Praslin, B. (2018). Academic Tutor, Down Syndrome Association of Central Oklahoma
Choiseul-Praslin, B. (2018). Member, Association for Behavioral Analysis International
Choiseul-Praslin, B. (2018). Member, Council for Exceptional Children, multiple divisions
Choiseul-Praslin, B. (2018). Member, Oklahoma Council for Exceptional Children
Choiseul-Praslin, B. (2018). Vice-Chair of the Diversity Committee, Graduate Student
Representative for the Educational Psychology Department.
Deardorff, M. (2018). Member, Association for Behavior Analysis International (ABAI)
Deardorff, M. (2018). Member, Council for Exceptional Children (CEC), multiple divisions
Lingo, M. E. (2018). Member, Association for Behavioral Analysis International
Lingo, M. E. (2018). Member, Council for Exceptional Children, multiple divisions
Lingo, M. E. (2018). Member, Council for Exceptional Children, Division of Career Education’s
Policy and Advocacy committee
Lingo, M. E. (2018). Member, National Institute for Direct Instruction
Martin, J. (2018). Member, Oklahoma Transition Council
Martin, J. (2018). Project Consultant, University of Minnesota’s IES Goal 1 NLTS2 Exploration
Project, Minneapolis, MN.
Martin, J. (2018). Treasurer, Oklahoma Division on Career Development and Transition
McConnell, A. (2018). Chair, Council for Exceptional Children, Publication Committee,
McConnell, A. (2018). Member, Council for Exceptional Children, Research Committee
McConnell, A. (2018). Member, Interprofessional Educators and Practitioners Association
McConnell, A. (2018). Member, Oklahoma Deaf and Hard of Hearing Coalition
McConnell, A. (2018). Member, Oklahoma State Capacity Building Project
McConnell, A. (2018). Member, Oklahoma Transition Council
Pulos, J. (2018). Event Coordinator, HonOUring Diversity: An Event Honoring the Diversity on
the University of Oklahoma Campus
Pulos, J. (2018). Member, Association for Behavior Analysis International (ABAI)
Pulos, J. (2018). Member, Council for Exceptional Children, multiple divisions
Pulos, J. (2018). Member, Oklahoma-Division on Career Development and Transition (OK-
DCDT) State Chapter
Pulos, J. (2018). Secretary, Human Diversity Committee, Graduate Student Senate
Pulos, J. (2018). Volunteer, 2018 Tech-Now State Competition
Sinclair, T. (2018). Member, Association for Behavior Analysis International
Sinclair, T. (2018). Member and Student Representative, Council for Exceptional Children,
multiple divisions
35
Sinclair, T. (2018). Member and Student Representative, Oklahoma-Association for Behavior
Analysis
Suk, A. (2018). Member, Council for Exceptional Children, multiple divisions
Suk, A. (2018). Member, Division on Career Development and Transition Student and Early
Career Subcommittee on Employment Research
Suk, A. (2018). Member, National Education Association (NEA)
Suk, A. (2018). Member, Professional Association of Therapeutic Horsemanship International
(PATH)
Suk, A. (2018). Panelist, Academic Appeals Panel for the University of Oklahoma Graduate
College
Suk, A. (2018). Vice President, Oklahoma Division on Career Development and Transition
Suk, A. (2018). Web Technical Assistant, Division of Career Development and Transition
(DCDT)
Williams-Diehm, K. (2018). Member, Association for Behavior Analysis International-
Oklahoma Chapter
Williams-Diehm, K. (2018). Member, Oklahoma Transition Council
Williams-Diehm, K. (2018). Secretary, American Association for Intellectual and
Developmental Disabilities, Education Interest Network
Williams-Diehm, K. (2018). Member, Strategic Instructional Model Professional Developer –
Center for Research on Learning, Kansas University
Williams-Diehm, K. (2018). Member, Phi Kappa Phi: All-discipline Honor Society
Williams-Diehm, K. (2018). Member, Council for Exceptional Children, multiple divisions
Williams-Diehm, K. (2018). Southwest Membership Representative, CEC’s Divisions: Division
on Career Development and Transition
University Service
Williams-Diehm, K. (2018). Academic Programs Council
Williams-Diehm, K. (2018). Faculty Appeals Panel
Williams-Diehm, K. (2018). Program Area Chair: Special Education
Williams-Diehm, K. (2018). Special Education Search Committee
Williams-Diehm, K. (2018). Technology Committee
Awards and Honors
Awards Choiseul-Praslin, B. (2018). Lissa and Cy Wagner Sooner Heritage Scholarship
Choiseul-Praslin, B. (2018). Will Rogers Endowed Scholarship
Deardorff, M. (2018). Teacher Education Division 2018 Kaleidoscope Student Research First
Place Award for Qualitative Research
Pulos, J. (2018). Paul F. Kleine Graduate Scholarship
Pulos, J. (2018). Sooner Heritage Scholarship
Pulos, J. (2018). Will Rogers Endowed Scholarship
Sinclair, T. (2018). Jeannine Rainbolt College of Education Dean’s Fellowship
Sinclair, T. (2018). CEC Elected Student Member to the Representative Assembly
Sinclair, T. (2018). OK-ABA Elected Student Representative to Executive Council
Sinclair, T. (2018). CEC 2018 Graduate Student of the Year Award
Sinclair, T. (2018). Pat Sitlington Emerging Researcher Award Candidate CEC-DCDT
36
Suk, A. (2018). University of Oklahoma Graduate Teaching Award, Graduate Student Senate
37
The University of Oklahoma, in compliance with all applicable federal and state laws and
regulations, does not discriminate on the basis of race, color, national origin, sex, sexual
orientation, genetic information, gender identity, gender expression, age, religion, disability,
political beliefs, or status as a veteran in any of its policies, practices or procedures. This
includes, but is not limited to: admissions, employment, financial aid and educational services.
Inquiries regarding non-discrimination policies may be directed to: Bobby J. Mason, University
Equal Opportunity Officer and Title IX Coordinator, (405) 325-3546, [email protected], or
visit www.ou.edu/eoo.
This publication, printed by Printing Services, is issued by the University of Oklahoma. Twenty
copies have been prepared and distributed at a cost of $185 to the taxpayers of the State of
Oklahoma. 3/2019
For further information, contact Zarrow Center staff at (405) 325-8951 or [email protected].
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