Maureen Conroy

Professor | Co-Director University of Florida

  • Gainesville FL

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

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University of Florida

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Biography

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

Early Intervention Evaluation and Assessment
Social and Behavioral Interventions
Early Childhood Education
Early Childhood Studies
Special Education
Early Childhood
Autism

Media Appearances

Best in class: Better behavior for better learning

KSAT  online

2021-05-31

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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Social

Articles

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

2021-06-04

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

2021-05-28

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

2021-04-30

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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