Research Interests
Ilene Schwartz
My research interests are in the area of applied behavior analysis and early childhood special education. Specifically, I am interested in understanding what instructional strategies and environmental arrangements are most effective in facilitating the learning of young children with autism and related disabilities. My research involves identifying and validating instructional strategies for children with autism and other significant disabilities and in understanding how to teach teachers and others to implement these strategies with high fidelity. I am also interested in issues related to social relationships of young children with disabilities, inclusion, applied behavior analysis, and social validity. In 1997, my colleagues and I started Project DATA, a school-based early intervention program for children with autism. Research about Project DATA integrates my interests in program effectiveness, implementation, and inclusive education.
Multimedia
Articles
Schwartz, I. S., Thomas, C.J., McBride, B., & Sandall, S. R. (2013). A School-Based Preschool Program for Children with ASD: A Quasi-Experimental Assessment of Child Change in Project DATA. School Mental Health. DOI: 10.1007/s12310-013-9103-7.
Tucker, V. & Schwartz, I. S. (2013). Parents’ Perspectives of Collaboration with School Professionals: Barriers and Facilitators to Successful Partnerships in Planning for Students with ASD. School Mental Health. DOI: 10.1007/s12310-012-9102-0
Chen, P. Y. & Schwartz, I. S. (2012). Bullying and Victimization Experiences of Elementary Students with Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities. 27(4), 200-212, DOI: 10.1177/1088357612459556
Strain, P.S., Schwartz, I.S., & Barton, E. (2011). Providing Interventions for Young Children with ASD: What We Still Need to Accomplish. Topics in Early Childhood Special Education. 33, 321-332. DOI: 10.1177/1053815111429970.
Sandall, S. R., Ashmun, J. W., Schwartz, I. S., Davis, C. A., Williams, P., Leon-Guerrero, R., Boulware, G. L. & McBride, B. J. (2011). Differential Responses to a School-Based Programs for Young Children with ASD. Topics in Early Childhood Special Education, 33, doi:10.1177/0271121411403166
Rosenberg, N., E., Schwartz, I.S., Davis, C. A. (2010). Evaluating the Utility of Commercial Videotapes for Teaching Hand Washing to Children with Autism, Education and Treatment of Children, 33, p443-455.
Schwartz, I. S., & Sandall, S. R. (2010). Is Autism the Disability that Breaks Part C? A Commentary on “Infants and Toddlers with Autism Spectrum Disorder: Early Identification and Early Intervention,” by Boyd, Odom, Humphreys, and Sam. Journal of Early Intervention, 32, 105-109.
Jones, C.D. & Schwartz, I. S. (2009). When Asking Questions is Not Enough: An Observational Study of Social Communication Differences in High Functioning Children with Autism. Journal of Autism and Developmental Disabilities, 39, 432–443.
Dunlap, G., Carr, E., Horner, R., Zarcone, J., & Schwartz, I. (2008). Positive Behavior Support and Applied Behavior Analysis: A Familial Alliance. Behavior Modification, 32, 682 – 698.
Books
Sandall, S. R., & Schwartz, I. S. (2008). Building blocks for teaching preschoolers with special needs, (2nd edition). Baltimore: Brookes.
Bambara, L. M.., Dunlap, G. & Schwartz, I. S. (Editors) (2004). Positive behavior support: Critical articles on improving practice for individuals with severe disabilities. Austin, TX: Pro-Ed.
Allen, K.E., & Schwartz, I. S. (2001). The exceptional child: Inclusion in early childhood settings (4th edition). Albany, NY: Delmar Publishing.
Meyer, L., Park, H., Grenot-Scheyer, M., Schwartz, I. S., & Harry, B. (1998). Making friends: The influences of culture and development on the social lives of children and youth. Baltimore: Brookes.
Book Chapters
Sandall, S. R. & Schwartz, I. S. (2013). Building Blocks: A tiered model to address the needs of children with disabilities and promote high quality inclusion. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of Response to Intervention (RTI) in Early Childhood. Baltimore: Paul H. Brookes.
Schwartz, I. S. & Chen, P.Y. (2013). Building Social Skills and Social Relationships in School Settings: The Role of School-wide Positive Behavior Support. In Baltimore, MD: Paul Brookes.
Strain, P., & Schwartz, I. (2011). Positive behavior support and early intervention for children with autism: Case studies on the efficacy of proactive treatment of problem behavior. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support (pp. 107-124). NY: Springer.
Sandall, S. R., Joseph, G. E., Schwartz, I. S. (2009). Moving Inclusion Forward in Head Start. In C. A. Peterson, L. Fox, & A. Santos (Eds), Quality Inclusion Services in a Diverse Society. Young Exceptional Children Monograph, 11, (pp. 69-80). Missoula, MT: Division of Early Childhood.
Schwartz, I. S., Davis, C. A., McLaughlin, A. & Rosenberg, N. (2009). Generalization in School Setting: Strategies for Planning and Teaching In C. Whalen (Ed.) Real Life: Real Progress for Children with Autism Spectrum Disorders (pp 195-212). Baltimore: Brookes.