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Debra A. Prykanowski, Ph.D. Appalachian State University Department of Reading Education and Special Education Boone, NC 28608 [email protected]

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Debra A. Prykanowski, Ph.D. Appalachian State University Department of Reading Education and Special Education Boone, NC 28608 Prykanowskida@Appstate.Edu Prykanowski 1 Debra A. Prykanowski, Ph.D. Appalachian State University Department of Reading Education and Special Education Boone, NC 28608 [email protected] EDUCATION Doctor of Philosophy University of Florida 2018 Gainesville, FL Special Education Concentration: Early Childhood Studies Dissertation: An examination of trial-based functional analysis with intervention in the home for young children with or at risk for autism spectrum disorders Chair: Maureen Conroy, Ph.D. Co-Chair: Brian Reichow, Ph.D. Master of Arts Teachers College, Columbia University 2002 New York, NY Special Education Concentration: Behavior Disorders and Applied Behavior Analysis Bachelor of Science Syracuse University 2001 Syracuse, NY Inclusive Elementary and Special Education; Sociology Summa Cum Laude CERTIFICATIONS New Jersey Teacher of the Handicapped 2002 - Present PROFESSIONAL AND RESEARCH EXPERIENCE Assistant Professor 2018 - Present Appalachian State University Department of Reading Education and Special Education Boone, NC Affiliated Doctoral Student 2015-2018 Anita Zucker Center for Excellence in Early Childhood Studies College of Education - University of Florida Gainesville, FL Responsibilities: Affiliated doctoral students are responsible for conducting interdisciplinary, community-based, research with the goal of advancing and transforming current practices and policies in early childhood studies. In addition, affiliated doctoral students are responsible for the dissemination of up-to-date information regarding research, policies, and practices in early childhood studies. Prykanowski 2 Graduate Student Research Assistant 2015-2018 Impact of Professional Development on Preschool Teachers' Use of Embedded- Instruction Practices: An Efficacy Trial of Tools for Teachers § PI: Patricia Snyder, Ph.D. (University of Florida), Co-PIs: Mary Louise Hemmeter, Ph.D. (Vanderbilt University), James AlGina, Ph.D. (University of Florida), Mary McLean, Ph.D. (University of Florida) § Funded by Institute of Education Sciences, US Department of Education Responsibilities: Conduct direct observations via video recording to collect data for multiple measures of children and teachers. Gold standard for Engagement Behavior Observation System (EBOS; Snyder et al., 2015), an observational coding system designed to capture levels of engagement of young children in early childhood classrooms. Developing manual, trainings, and master codes for EBOS. Research Assistant 2016 - Present Florida Autism Center – Gainesville, FL Responsibilities: Working towards BCBA supervision hours with graduate students under the supervision of Dr. Timothy Vollmer. Conducting behavioral assessments (e.g., functional analysis, preference assessments) along with BCBA supervisor. Collecting and analyzing data for various research studies. Graduate Student Research Assistant 2015-2016 Faculty: Brian Reichow, Ph.D. Responsibilities: Assist in ongoing faculty research including identifying research systematic reviews and meta-analyses, organizing data, and completion of manuscripts. Graduate Student Research Assistant 2014-2015 Efficacy of BEST in CLASS Intervention for Young Children at Risk for Emotional/Behavioral Disorders § PI: Maureen Conroy, Ph.D. (University of Florida), Co-PI: Kevin Sutherland, Ph.D. (VirGinia Commonwealth University) § Funded by Institute of Education Sciences, US Department of Education Responsibilities: Serve as a coach to early childhood teachers to assist in their implementation of the BEST in CLASS intervention practices. Conduct direct observations to collect data on child and teacher in early childhood classrooms. Administered standardized pre and post-test measures to children. Assist with dissemination activities. Graduate Student Research Assistant 2014 Effects of Peer Mediated Intervention on Social Competence of Children with ASD § PI: Maureen Conroy, Ph.D. (University of Florida) § Funded by University of Florida Opportunity Grant Responsibilities: Assist in the data collection of interobserver agreement, treatment integrity, and social validity measures in a single subject research design study. Assist with dissemination activities. Graduate Student Research Assistant 2013-2015 Faculty: Nicholas A. Gage, Ph.D. Responsibilities: Assist in ongoing faculty research including collaboration on multiple manuscripts, organizing data, and collecting data via video recording on Prykanowski 3 teacher and child behavior during elementary school literacy groups. Serve as the data collector coordinator for an investigation of a multi-tiered professional development model to increase the use of effective classroom management strategies. TEACHING EXPERIENCE Appalachian State University – College of Education Boone, NC Instructor SPE 3300: Creating Inclusive Learning Communities (online, undergraduate) Fall 2018 SPE 4220: Methods for Students with Disabilities: Adapted Curriculum (traditional, Fall 2018 undergraduate) Fall 2018 SPE 5030: Research Informing Practice in Special Education (traditional, graduate) University of Florida - College of Education Gainesville, FL Instructor EEX 4280: Disability in Community and work (online, undergraduate) Summer 2018 EEX 6936: Nature of Autism (online, graduate) Summer 2018 EEX 6072: Assessing Academic and Social Communities (online, undergraduate) Spring 2018 EEX 3070: Teachers and Learners in Inclusive Schools (traditional, undergraduate) Fall 2017 Co-Instructor EEX 3093: Exceptional People: School & Society (online, undergraduate) Fall 2017, • Co-instructor: Jean Crockett, Ph.D. Spring 2018 EEX 6936: Nature of Autism (online, graduate) Summer 2015 • Co-instructor: Brian Reichow, Ph.D. SPS 6410/EEX 6936: Direct Interventions 1: Applied Behavior Analysis (traditional, graduate) • Co-instructor: Maureen Conroy, Ph.D. Fall 2014 EEX: 6936: Nature of Autism (online, graduate) Summer 2014 • Co-instructor: Nicholas GaGe, Ph.D. Guest Lecturer EEX 3062: Early Childhood Special Education Curriculum (traditional, Fall 2016 undergraduate) • Instructor: Maureen Conroy, Ph.D. EEX 3616: Core Classroom Management Strategies (traditional, undergraduate) Spring 2015 • Instructor: Ashley MacSuGa-GaGe, Ph.D. EEX 3616: Core Classroom Management Strategies (traditional, undergraduate) Fall 2014 • Instructor: Nicholas GaGe, Ph.D. PROFESSIONAL TEACHING EXPERIENCE Clifton School District - Clifton, NJ 2002 – 2013 Special Education Teacher • Self-contained elementary class for students with autism (Gr. 1-3) 2008 – 2013 District Behavior Consultant 2003 – 2008 • ServinG students aGe 3-21, all disabilities Special Education Teacher 2002 – 2003 • Self-contained middle school class for students with learninG/lanGuaGe disabilities (Gr. 6-8) Prykanowski 4 David Gregory School – Paramus, New Jersey 2001 – 2002 Teachers Assistant/ABA Therapist • Internship in conjunction with Master of Arts degree coursework PUBLICATIONS Peer-reviewed Prykanowski, D.A., Martinez, J.R., Conroy, M.A., Reichow, B., & Huang, K. (2018). Brief report: Measurement of Young Children’s Engagement and Problem Behavior in Early Childhood Settings. Behavioral Disorders, doi.10.1177/0198742918779793 Gage, N. A., MacSuga-Gage, A. S., Prykanowski, D.A, Coyne, M., & Scott, T. M. (2015). Investigating the collateral effects of behavior management on early literacy skills. Education and Treatment of Children, 38(4), 523-540. Prykanowski, D.A, Gage, N, & Conroy, M.A. (2015). Educational implications of the DSM-5 criteria for autism spectrum disorders. Beyond Behavior, 24(2), 30-38. Gage, N. A., Prykanowski, D.A., & Hirn, R. (2014). Increasing reliability of direct observation measurement approaches in emotional and/or behavioral disorders research through generalizability theory. Behavioral Disorders, 39(4), 228-244. Gage, N. A., Prykanowski, D. A., & Larson, A. (2014). School climate risk and protective factors from bullying and peer aggression: A latent class growth model. School Psychology Quarterly, 29(3), 256-271. Book chapters Gage, N. A., Han, H., MacSuga-Gage, A. S., Prykanowski, D., & Harvey, A. (in preparation). A generalizability study of a direct observation screening tool of teachers’ classroom management skills. In T. Landrum, B. Cook, & M. Tankersley, (Eds.) Advances in Learning and Behavioral Disabilities. Publications in progress Li, L., Gage, N.A., & Prykanowski, D.A. (2018) A systematic review of functional communication training in early care and education settings. Manuscript submitted for publication. Prykanowski, D.A., Reichow, B., Conroy, M., Martinez, J.R., & Marsh, K. (2017). Home-based parent- implemented intervention for young children with autism spectrum disorders: A systematic review and meta-analysis. Manuscript in preparation. Martinez, J.R., Conroy, M.A., Prykanowski, D.A., & Werch, B.L. (2016). Behavioral interventions to decrease restricted and repetitive behaviors in individuals with autism: A descriptive literature review. Manuscript in preparation. Martinez, J.R., Reichow, B., Conroy, M.A., & Prykanowski, D.A. (2016). Use of social stories to decrease challenging behaviors in children with ASD. Manuscript in preparation. CONFERENCE PRESENTATIONS Marsh, K., Prykanowski, D.A., & Manley, C. (2017, May). The Parent Motivation for Early Intervention Participation Scale for children with autism spectrum disorder: Constructing a rating scale. Poster presented at the International Meeting for Autism Research; San Francisco, CA. Prykanowski, D.A., Martinez, J.R., Conroy, M.A., Reichow, B., & Huang, K. (2016, October). Comparison of direct behavioral
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