Early Career Publication Award
The Early Career Publication Award recognizes an outstanding research publication by an individual within five years after completing the doctorate. The person nominated must be sole or first author of the article. The article must be a completed study published in a peer-refereed journal prior to the deadline. Online First (or similar) publications are eligible (e.g., article is accepted, final proofs are completed, revisions are not possible, and the article is posted in final form). Pre-prints and “in-press” papers will not be considered. The article must be a primary research report, a meta-analysis, or a research review. It may not be a chapter, theoretical paper, or position or issue article. Nominations are sought across all areas of Special Education as well as all forms of research methodology.
The committee will initially review all articles submitted and create a short list. Evaluations may be solicited from appropriate scholars in the field based on the topics investigated in the articles constituting the short list. Feedback from these scholars to the subcommittee will be considered and a final decision reached on the recipient(s). The Early Career Publication Award will be presented at the CEC-DR Reception during the 2021 Annual CEC Convention. Previous award winners include: Sharlene Kiuhara, Allison Bruhn, Chris Lemons, Andrew Wiley, Sarah Powell, Brian Reichow, Karrie Shogren, Ya-Yu Lo, Andrew Roach, Terry Scott, Wendy Murawski, Margaret Beebe-Frankenberger, Alexandra Hollo, Robin Ennis, Justin Garwood, and Shawn Kent.
To submit a nomination/self-nomination for this award, email a copy of the following by September 15, 2020 to chair of this award:
- A copy of the article being submitted for recognition. If the article submitted has multiple authors, the contributions of the nominee to the publication should be clearly identified.
- A letter of nomination, NO LONGER THAN 3 PAGES, providing an assessment of the article, including:
- identifying the research method
- the quality of the research
- how the study extends the knowledge base, and
- the impact of the publication
- A complete and current vitae for the nominee
Dr. Timothy Landrum, Chair
CEC-DR Early Career Publication Award Committee
Past Award Recipients
The Division for Research is pleased to announce Dr. Corey Peltier as the recipient of the 2021 DR Early Career Publication Award. Dr. Peltier, Assistant Professor at the University of Oklahoma, was nominated for his original research report, “Effects of Schema-Based Instruction on Immediate, Generalized, and Combined Structured Word Problems,” published in the Journal of Special Education in 2020. In this paper, Dr. Peltier extended research on schema-based instruction in mathematics problem-solving in several ways. His research was novel in that he (a) used teachers as interventionists, (b) tested an adapted form of the intervention that included lessons of shorter duration delivered to small groups, and (c) assessed student performance on generalized and combined schema structure problems. Members of the review committee were impressed with the overall rigor of Dr. Peltier’s research, which used a multiple probe design across participant groups, and which resulted in improved student performance on word problems representing simple, generalized, and combined schema structures. They commented specifically on the originality of his line of inquiry, and the extent to which this study systematically and impactfully extended the literature in this area.
Peltier, C., Sinclair, T. E., Pulos, J. M., & Suk, A. (2020). Effects of schema-based instruction on immediate, generalized, and combined structured word problems. The Journal of Special Education, 54(2), 101-112. https://doi.org/10.1177/0022466919883397
Kimberly J. Vannest, University of Vermont
Dr. Shawn Kent is the recipient of the CEC Division for Research 2019 Early Career Publication Award. Dr. Kent is a faculty member at the University of Houston. This award recognizes an outstanding research publication by an individual within the first five years of receipt of the doctoral degree.
Dr. Kent is recognized for his paper in the Review of Educational Research, “The relationship between component skills and writing quality and production across developmental levels: A meta-analysis of the last 25 years” (Kent & Wanzek, 2016). Drawing from current theories about how component skills and processes are related to writing quality and production, Dr. Kent synthesized literature on handwriting fluency, spelling, reading, and oral language, and how these components are related to writing outcomes. From an initial pool of nearly 14,000 articles on these component skills and their relationship to writing, Kent retained 38 articles that met inclusion criteria for meta-analysis. He further assessed the extent to which relationships between these variables were moderated by student grade level or academic ability level. Results showed each component skill had a weak to moderate relationship to both writing quality and writing productivity; the only moderator analysis to yield significance showed that the relationship between reading and writing was significantly higher for younger students. The paper is noteworthy in that findings provide important information on relationships between key components underlying major writing theories and both student writing quality and writing production, for students with and without disabilities.
Kent, S. C., & Wanzek, J. (2016). The relationship between component skills and writing quality and production across developmental levels: A meta-analysis of the last 25 years. Review of Educational Research, 86, 570-601.
Dr. Justin Garwood, faculty member at Appalachian State University, is the recipient of the CEC Division for Research 2018 Distinguished Early Career Publication Award. This award recognizes an outstanding research publication by an individual within the first five years of receipt of the doctoral degree. Dr. Garwood is recognized for his paper in Exceptional Children, “Classroom management affects literacy development of students with emotional and behavioral disorders” (Garwood, Vernon-Feagans, & the Family Life Project Key Investigators, 2017).
This paper reports the results of a longitudinal study in which the overall quality of classroom management children experienced in kindergarten though third grade was examined as a potential predictor of literacy development in a sample of 235 students identified with or at risk for emotional and behavioral disorders (EBD). Garwood and colleagues used the Classroom Assessment Scoring System (CLASS) as an indicator of overall classroom management quality, and both Passage Comprehension (PC) and Letter-Word Identification (LW) subtests of the Woodcock-Johnson III Tests of Achievement as indicators of literacy achievement. They also assessed a number of potential moderator variables, including race, gender, and SES. According to Garwood et al., their major finding was that “overall higher quality of classroom management experienced across the first 4 years in school was significantly related to higher scores on standardized measures of reading achievement in third grade for boys with and at risk for EBD, but girls appeared unaffected by the quality of teachers’ classroom management during this same time” (p. 134). The study is important in several ways, including that it is the first study of its kind to document the variability in and potential impact of classroom management quality on academic outcomes for students with or at risk for EBD.
Garwood, J. D., Vernon-Feagans, L., & the Family Life Project Key Investigators. (2017). Classroom management affects literacy development of student with emotional and behavioral disorders. Exceptional Children, 83, 123-142. doi: 10.1177/0014402916651846
Dr. Justin Garwood
Assistant Professor of Special Education
Department of Reading Education and Special Education
Appalachian State University
The CEC Division for Research is pleased to announce that Dr. Robin Parks Ennis, University of Alabama-Birmingham, is the recipient of the 2017 Distinguished Early Career Publication Award. This award recognizes an outstanding research publication by an individual within the first five years of receipt of the doctoral degree. Dr. Ennis is recognized for her paper in the Journal of Behavioral Education, “Classwide teacher implementation of Self-Regulated Strategy Development in Writing with Students with E/BD in a Residential Facility” (Ennis, Jolivette, Terry, Fredrick, & Alberto, 2014).
This paper reports the results of a study in which teachers were trained to implement self-regulated strategy development (SRSD) with their secondary students with EBD in a residential facility. Both behavioral (academic engagement) and academic (writing) outcomes were assessed and analyzed using piecewise hierarchical linear modeling. Results suggest that students improved on both measures over the course of the intervention and that teachers were able to implement SRSD with fidelity; teachers also reported seeing the benefits of SRSD and that they were likely to continue to use this intervention for their students’ writing. The study added to the literature by using teachers as implementers of the SRSD intervention, and by reducing the intensity of the intervention to two days per week. It also represents a continued step in Dr. Ennis’s line of inquiry that has extended SRSD research to students with EBD, especially those at the secondary level, and to residential settings. The Early Career Awards Committee was impressed with the sophistication and rigor of this research effort, and with the ways in which it adds to the literature in this area of inquiry.
Ennis, R. E., Jolivette, K., Terry, N. P., Frederick, L. D., & Alberto, P. A. (2015). Classwide teacher implementation of Self-Regulated Strategy Development in writing with students with E/BD in a residential facility. Journal of Behavioral Education, 24, 88-111.
Robin Parks Ennis
Department of Curriculum and Instruction
School of Education
University of Alabama at Birmingham
Dr. Alexandra Hollo has been named the recipient of the DR 2016 Distinguished Early Career Publication Award. This award recognizes outstanding research publications by individuals who completed their doctorate within the last five years.
Dr. Hollo, PhD, BCBA-D, received her doctorate in special education from Vanderbilt University in 2013, and spent two years as a post-doctoral fellow at the University of Louisville. She is now an Assistant Professor at West Virginia University. The following publication was nominated: Hollo, A., Wehby, J. H., & Oliver, R. M. (2014). Unidentified language deficits in children with emotional and behavioral disorders: A meta-analysis. Exceptional Children, 80, 169-186.
Abstract: Low language proficiency and problem behavior often co-occur, yet language deficits are likely to be overlooked in children with emotional and behavioral disorders (EBD). Random effects meta-analyses were conducted to determine prevalence and severity of the problem. Across 22 studies, participants included 1,171 children ages 5-13 with formally identified EBD and no history of developmental, neurological, or language disorders. Results indicated prevalence of below-average language performance was 81%, 95% CI [76, 84]. The mean comprehensive language score was 76.33 [71, 82], which was significantly below average. Implications include the need to (a) require language screening for all students with EBD, (b) clarify the relationship between language and behavior, and (c) develop interventions to ameliorate the effects of these dual deficits.
Department of Special Education
College of Education and Human Services
West Virginia University