Dr. Reichow is a core faculty member of the Anita Zucker Center for Excellence in Early Childhood Studies. His current research includes the translation of research to practice, the use of systematic review methods and meta-analytic methods to identify evidence-based practices and applied research involving young children with or at risk of developing disabilities and their families. He is also an ongoing technical advisor for the World Health Organization (WHO).
Industry Expertise (2)
Areas of Expertise (1)
Early Childhood Education
Schedule Thinning During Functional Communication Training in the Home for Young Children With AutismJournal of Positive Behavior Interventions
Debra A Prykanowski, Maureen A Conroy, Brian Reichow
2021 Functional communication training (FCT) is a common function-based intervention for young children with or at risk for autism spectrum disorder (ASD) to teach an alternative communicative response to replace problem behavior. While FCT is effective in decreasing problem behavior, often the communicative behavior that is taught occurs at a higher rate than a caregiver can reinforce. For this study, we first examined the effectiveness of an FCT intervention to decrease problem behavior and increase appropriate communication. The intervention was based on a trial-based functional analysis (TBFA) conducted in the home.
Peer-Mediated Interventions to Address Social Competence Needs of Young Children With ASD: Systematic Review of Single-Case Research Design StudiesTopics in Early Childhood Special Education
Jose R Martinez, Chelsea L Waters, Maureen A Conroy, Brian Reichow
2021 We conducted a systematic review and summarized the outcomes of single-case research design studies conducted in the last decade that have implemented peer-mediated interventions (PMI) to address the social competence needs of children with autism spectrum disorder (ASD) younger than 8 years of age. Eighteen studies with 53 children with ASD were included. Data from those studies were extracted independently by two coders and coded for characteristics of children with ASD, characteristics of peers, characteristics of the intervention, risk of bias, and success estimate.
Open Science and Single-Case Design ResearchRemedial and Special Education
Bryan G Cook, Austin H Johnson, Daniel M Maggin, William J Therrien, Erin E Barton, John Wills Lloyd, Brian Reichow, Elizabeth Talbott, Jason C Travers
2021 Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and reproducible, has been proposed as one approach to increase the credibility and impact of scientific research. Although relatively little attention has been paid to open science in relation to single-case design, we propose that open-science practices can be applied to enhance the credibility and impact of single-case design research.
A Conceptual Replication of Targeted Professional Development to Increase Teachers’ Behavior-Specific PraiseSchool Psychology Review
Nicolette M Grasley-Boy, Nicholas A Gage, Brian Reichow, Ashley S MacSuga-Gage, Holly Lane
2020 Multitiered support for professional development (MTS-PD) is a framework for applying a three-tiered support system to teacher classroom management professional development through targeted training and coaching. In this study, we conceptually replicated two prior MTS-PD studies. Following a school-wide training on behavior-specific praise (BSP), we conducted screening observations to identify teachers in need of additional support. Four teachers were identified and agreed to participate in a multiple-baseline design study focused on providing a targeted PD on BSP followed by emailed and texted visual performance feedback. We observed a functional relation between performance feedback and teachers’ increased use of BSP among participants.
Systematic Review and Meta-Analysis of Classroom-Wide Social–Emotional Interventions for Preschool ChildrenTopics in Early Childhood Special Education
Li Luo, Brian Reichow, Patricia Snyder, Jennifer Harrington, Joy Polignano
2020 Background: All children benefit from intentional interactions and instruction to become socially and emotionally competent. Over the past 30 years, evidence-based intervention tactics and strategies have been integrated to establish comprehensive, multitiered, or hierarchical systems of support frameworks to guide social–emotional interventions for young children. Objectives: To review systematically the efficacy of classroom-wide social–emotional interventions for improving the social, emotional, and behavioral outcomes of preschool children and to use meta-analytic techniques to identify critical study characteristics associated with obtained effect sizes.