Publications
* indicates graduate or undergraduate student
Floress, M. T., Briesch, A., Jenkins, L., & *Hampton, K. (May, 2021). Teacher praise and reprimand: Examining the generalizability and dependability of observational estimates, Behavior Disorders. Published on-line.
Floress, M. T., *Beaudoin, M. M., & Bernas, R. S. (March, 2021). Exploring secondary teachers’ actual and perceived praise and reprimand use. Journal of Positive Behavior Interventions. Published on-line.
Floress, M. T., Zoder-Martell, K., *Beaudoin, M., & *Yehling, Z. (March, 2021). Teacher praise to reprimand ratios during small and large group instruction: A video pilot study. Preventing School Failure: Alternative Education for Children and Youth, 65, 206-215. http://doi:10.1080/1045988X.2021.1898318
Markelz, A. M., Riden, B. S., Floress, M. T., Balint-Langel, K. M., Health, J. A., Pavelka, S. (Jan, 2021). Teachers’ use of specfic, contingent, and varied praise. Journal of Positive Behavior Interventions. Published on-line.
Zoder-Martell, K., Floress, M. T., Sciuchetti, M., Markelz, A., Sayyah, L. Gather, J. (March, 2021). Teachers’ willingness to use a telepresence robot for consultation in autism spectrum disorder. Contemporary School Psychology. doi.org/10.1007/s40688-021-00359-4. Published on-line.
Zoder-Martell, K., Markelz, A., Floress, M. T., Skriba, H. A., Sayyah, L. (2020). Technology to facilitate telehealth in applied behavior analysis. Behavior Analysis in Practice. Published on-line May 2020. Preprint doi:10.31234/osf.io/nz5s7
Floress, M. T., Cates, G., Poirot, K, *Estrada, N. (May, 2020). Conceptualizing fixed-interval praise delivery. Intervention in School and Clinic, 56, 84-91. doi.org/10.1177/1053451220914889
Zoder-Martell, K. A., Floress, M. T., Bernas, R. S., Dufrene, B. A., & Foulks S. L. (Sept, 2019). Training teachers to increase behavior-specific praise: A meta-analysis. Journal of Applied School Psychology, 35, 309-338. doi: 10.1080/15377903.2019.1587802.
Floress, M. T., & *Beschta, S. (Oct, 2018). An analysis of general education teachers’ use of diverse praise. Psychology in the Schools, 55(10), 1188-1204. doi.org/10.1002/pits.22187.
*Meyer, K., Floress, M. T., & Zoder-Martell, K. (Feb, 2019). Utilizing staff incentives to increase school-wide praise. Journal of Applied School Psychology, 35 (1) 75-104. doi.org/10.1080/15377903.2018.1493556
Floress, M. T., *Rader, R., *Berlinghof, J, & *Fanok, P. (April, 2018). Externalizing behaviors within general, at-risk, and special education preschool classrooms: A preliminary investigation. Preventing School Failure: Alternative Education for Children and Youth, 62(4), 279-288. doi:10.1080/1045988X.2018.1443424
Floress, M. T., Zoder-Martell, K., & *Schaub, R. (Dec, 2017). Social skills plus relaxation training with a child with ASD in the Schools. Research in Developmental Disabilities, 71, 200-213. doi:org/10.1016/j.ridd.2017.10.012
Floress, M. T., Jenkins, L. N., Reinke, W., & *McKown, L. (July, 2018). General education teachers’ natural rates of praise: A preliminary investigation. Behavioral Disorders, 43(4), 411-422. doi.org/10.1177/0198742917709472
Floress, M. T., *Beschta, S., *Meyer, K., & Reinke, W. (Nov, 2017). Praise research trends and future directions: Characteristics and teacher training. Behavioral Disorders, 43, 227-243. doi.org/10.1177/0198742917704648
Jenkins, L.N., Mulvey, N., & Floress, M. T. (Aug, 2017). Social and language skills as predictors of bullying roles in early childhood: A narrative summary of the literature. Education and Treatment of Children, 40, 401-417. doi: 10.1353/etc.2017.0017
Floress, M.T., *Berlinghof, J., *Rader, R., & *Riedesel, E. (May, 2017). Preschool teachers’ natural use of praise in general, at-risk, and special education classrooms. Psychology in the Schools, 54, 519-531.
Floress, M.T. & *Jacoby, A. (Jan, 2017). The Caterpillar Game: A SW-PBIS aligned classroom management system. Journal of Applied School Psychology, 33, 16-42. doi:10.1080/15377903.2016.1229706
Floress, M.T., *Rock, A.L., & HaileMariam, A. (Apr, 2017). The Caterpillar Game: A classroom management system. Psychology in the Schools, 54, 385-403. doi: 10.1002/pits.22000.
Jenkins, L.N., Floress, M.T., & Reinke, W. (May, 2015). Rates and types of teacher praise: A review and future directions. Psychology in the Schools, 52, 463-476. doi:10.1002/pits.2183
Funding & Grants
Extramural Sponsorship:
2019 - Co-Principal Investigator. Five in 20: A Classroom Observation Tool Used to Assess the Five Critical Features for Effective Classroom Management. Illinois School Psychologist Association Practitioner Grant: Total amount funded: $1,000.
2018 - Principal Investigator. Teacher Praise and Reprimand: Using Technology in
Assessment and Consultation. The Spencer Foundation: Small Research Grants. Total amount
requested: $49,896. Unfunded.
2013 - Principal Investigator. A Preliminary Investigation of Teachers’ Use of Praise in General Education Classrooms (2013-2015). Early Career Research Award. Funded by the Society for the Study of School Psychology. Total amount funded: $16,000.
Intramural Sponsorship:
2020 - Summer Research/Creative Activity Award. For the purpose of carrying out summer research related to the creation and analysis of a classroom observation tool. Unfunded.
2019 - Student Impact Grant for Faculty Mentors. Awarded for carrying out student supported research. Oct, 2019. Total funded, $1500.
2019 - College of Liberal Arts and Sciences Travel Grant. Awarded for attending and disseminating research at the National Association of School Psychologists Annual Conference. Feb, 2020. Total funded, $500.
2019 - Redden Grant, May 2019. Unfunded
2019 - Provost Research Assistantship, February 2019. Unfunded.
2019 - Academic Technology Support Proposal, January 2019. Unfunded.
2018 - College of Sciences Travel Grant, awarded to attend and disseminate research at the National Association of School Psychologists Annual Conference, February 2019. $500.
2017 - College of Sciences Travel Grant, awarded to attend and disseminate research at the National Association of School Psychologists Annual Conference, February 2018. $750.
2017 - College of Sciences Student Impact Grant, $1500.