Ensuring educators, practitioners, and caregivers can use evidence-based instructional practices with fidelity, increases the likelihood that children will achieve positive developmental outcomes.
Shepley, C., Graley, D., & Lane, J. D. (2024). Preparing preschool educators to monitor child progress: A best-evidence synthesis and call to action. Infants and Young Children, 37, 20-35. doi:10.1097/IYC.0000000000000255.
Shepley, C., Grisham-Brown, J., Lane, J. D., & Ault, M. J. (2020). Training teachers in inclusive preschool classrooms to collect data on individualized child goals. Topics in Early Childhood Special Education. Advance online publication. doi:10.1177/0271121420915770.
Lane, J. D., Shepley, C., & Spriggs, A. D. (2020). Issues and improvements in the visual analysis of A-B single-case graphs by pre-service professionals. Remedial and Special Education. Advance online publication. doi:0.1177/0741932519873120.
Shepley, C., Lane, J. D., Grisham-Brown, J., Spriggs, A., Winstead, O. (2018.). Effects of a training package to increase teachers’ fidelity of naturalistic instructional procedures in inclusive preschool classrooms. Teacher Education and Special Education, 41, 321-339. doi:10.1177/0888406417727043.
Shepley, C., Allday, A., & Shepley, S. B. (2018). Towards a meaningful analysis of behavior analyst preparation programs. Behavior Analysis in Practice, 11, 39-45. doi:10.1007/s40617-017-0193-9. Manuscript and data available at https://osf.io/7wh5x/
Shepley, C., Allday, A., Crawford, D., Johnson, M., Pence, R., & Winstead, O. (2017). Examining the emphasis on consultation in behavior analysis preparation programs. Behavior Analysis: Research and Practice, 17, 381-392. doi:10.1037/bar0000064.
Lane, J. D., Ledford, J. R., Shepley, C., Mataras, G., Ayres, K. M., & Davis, A. B. (2016). A rapid coaching intervention for teaching naturalistic strategies to parents of young children with ASD. Journal of Early Intervention, 38, 135-150. doi:10.1177/1053815115588828.