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Maureen Conroy - University of Florida. Gainesville, FL, US

Maureen Conroy

Professor/Co-Director | University of Florida

Gainesville, FL, UNITED STATES

Maureen Conroy is recognized for her research on interventions for young children with social and behavioral challenges.


Maureen Conroy is co-director of the Anita Zucker Center for Excellence in Early Childhood Studies and the Anita Zucker Endowed Professor in Early Childhood Studies. She also is a professor of special education in the School of Psychology and Early Childhood Studies in the College of Education. Maureen is recognized for her research on developing, validating and evaluating interventions for young children with social and behavioral challenges.

Areas of Expertise (7)

Early Intervention Evaluation and Assessment

Social and Behavioral Interventions

Early Childhood Education

Early Childhood Studies

Special Education

Early Childhood


Media Appearances (1)

Best in class: Better behavior for better learning

KSAT  online


In fact, nearly 75% of teachers report challenging behavior had a moderate to severe impact on their ability to attend to the needs of other children. If those challenging behaviors are not addressed early, they can lead to negative outcomes years later. “They can be even more likely to end up dropping out of school,” said Maureen Conroy, PhD, Anita Zucker Endowed Professor at University of Florida.

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Articles (5)

Preliminary Study of the Effects of BEST in CLASS—Web on Young Children’s Social-Emotional and Behavioral Outcomes

Journal of Early Intervention

Maureen A Conroy, Kevin S Sutherland, Kristen L Granger, Katerina M Marcoulides, Ke Huang, Alexandra Montesion


Many young children entering early childhood programs demonstrate challenging behaviors that place them at risk for emotional/behavioral disorders (EBDs), which impact their future success in school. The purpose of this study was to conduct a conceptual replication of BEST in CLASS by examining child outcomes from BEST in CLASS—Web, a web-based professional development intervention supporting teachers’ use of effective practices for ameliorating young children’s challenging behaviors.

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Adapting an Evidence-Based Early Childhood Tier 2 Social-Emotional Learning Intervention for Web-Based Delivery

Journal of Educational Technology Systems

Kristen L Granger, Maureen A Conroy, Kevin S Sutherland, Edward G Feil, Jessica Wright, Alexandra Montesion, Ke Huang


The purpose of this article is to describe the adaptation process of an evidence-based early childhood Tier-2 intervention program, BEST in CLASS-Prekindergarten, from a face-to-face format to a web-based delivery format called BEST in CLASS-Web.

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A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions

Behavioral Disorders

Shannon Nemer McCullough, Kristen L Granger, Kevin S Sutherland, Maureen A Conroy, Toshna Pandey


Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior.

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Examining the Correspondence Between Teacher- and Observer-Report Treatment Integrity Measures

School Mental Health

Bryce D McLeod, Kevin S Sutherland, Michael Broda, Kristen L Granger, Jennifer Cecilione, Clayton R Cook, Maureen A Conroy, Patricia A Snyder, Michael A Southam-Gerow


Teacher-reported measures of treatment integrity (the extent to which prescribed practices are delivered as intended by teachers) have the potential to support efforts to evaluate and implement evidence-based interventions in early childhood settings. However, self-report treatment integrity measures have shown poor correspondence with observer-report treatment integrity measures, raising questions about score validity. This paper reports on the development and initial evaluation of the score reliability and validity of the Treatment Integrity Measure for Early Childhood Settings Teacher Report (TIMECS-TR), which is designed to address limitations of previous self-report treatment integrity measures that may have contributed to low correspondence with observer-rated measures.

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Developing Treatment Integrity Measures for Teacher-Delivered Interventions: Progress, Recommendations and Future Directions

School Mental Health

Kevin S Sutherland, Bryce D McLeod, Maureen A Conroy, Nicholas Mccormick


While the measurement of treatment integrity is important to determine how much, and how well, interventions are delivered in schools, the science of treatment integrity is not well developed in education research. The purpose of this paper is to describe a program of research that has developed treatment integrity measures over the past 10 years to assess teacher delivery of an indicated program targeting reductions in problem behavior in early childhood and elementary school classrooms.

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Maureen Conroy - Born to Learn