Assoc. Prof. Jennifer Stephenson

Assoc. Prof. Jennifer Stephenson

Associate Professor Jennifer Stephenson

Title: Associate Professor
Phone: 02 9850 8694
Fax: 02 9850 8254
Email: jennifer.stephenson@mq.edu.au
Office: X5A 206

Research Interests

  • Education of students with high support needs
  • The use of graphic symbols with students with severe intellectual disability
  • The use of controversial and unproven practices in special education
  • Students with challenging behaviour

Teaching Links

HDR supervision

Publications

YearCitation
2016

Kemp, C., Stephenson, J., Cooper, M, & Hodge, K. (2016). Engaging preschool children with severe and multiple disabilities using books and iPad apps. Infants and Young Children, 29(4), 249-266. DOI: 10.1097/IYC.0000000000000075

2016

Petrina, N., Carter, M., Stephenson, J., & Sweller, N. (2016). Perceived friendship quality of children with autism spectrum disorder as compared to their peers in mixed and non-mixed dyads. Journal of Autism and Developmental Disorders, 46(4), 1334-1343. DOI 10.1007/s10803-015-2673-5

2016

Sng, C., Carter, M., & Stephenson, J. (2016). Teaching a student with Autism Spectrum Disorder on-topic conversational responses with an iPad: A pilot study. Australasian Journal of Special Education, 1-17. DOI: http://dx.doi.org/10.1017/jse.2016.6

2016

Stephenson, J. (2016). Using the Choiceboard CreatorTM app on an iPad© to teach choice making to a student with severe disabilities. Augmentative and Alternative Communication, 32:1, 49-57, DOI: 10.3109/07434618.2015.1136688

2016

Stephenson, J. (Commentary author) (2016). We need to know more about providing effective support for communication partners of children who use augmentative and alternative communication. Evidence-Based Communication Assessment and Intervention, 10(1), 1-6. DOI: 10.1080/17489539.2016.1157917

2015

Stephenson, J. (2015). Teaching schedule use on an iPad to children with developmental disabilities. Journal of Special Education Technology, 30(4), 207-212. DOI: 10.1177/0162643415623024

2015Petrina, N., Carter, M., & Stephenson, J. (2015).  Parental perception of the importance of friendship and other outcome priorities in children with Autism Spectrum Disorder. European Journal of Special Needs Education, 30(1), 61-74. DOI: 10.1080/08856257.2014.943566
2014Carter, M., Stephenson, J., Clark, T., Costley, D., Martin, J., Williams, K., Browne, L., Davies, L., & Bruck, S. (2014). Perspectives on regular and support class placement and factors that contribute to success of inclusion for children with ASD. Journal of International Special Needs Education, 17(2), 60-69. doi: http://dx.doi.org/10.9782/2159-4341-17.2.60
2014Stephenson, J., & Carter, M. (2014). The work of teacher aides in Australia: An analysis of job advertisements. International Journal of Special Education, 29 (3), 145-153.
2014Brown, P., Stephenson, J., & Carter, M. (2014). Multicomponent training of teachers of students with severe disabilities. Teacher Education and Special Education, 37(4), 347 - 362.DOI: 10.1177/0888406414546873
2014Leong, H. M., Stephenson, J., & Carter, M. (2014). The use of Sensory Integration Therapy in Malaysia and Singapore by special education teachers in early intervention settings. Journal of Intellectual & Developmental Disability, 39(1), 10-23. doi:10.3109/13668250.2013.854876
2014Carlon, S., Stephenson, J., & Carter, M. (2014). Parent reports of treatments and interventions used with children with autism spectrum disorder: A review of the literature. Australasian Journal of Special Education, 38, 63-90.doi:10.1017/jse.2014.4
2014Meeks, L., Kemp, C., & Stephenson, J. (2014) Standards in Literacy and Numeracy: Contributing factors. Australian Journal of Teacher Education, 39(7).
2014O'Neill, S.C., & Stephenson, J. (2014). Evidence-based classroom and behaviour management content in Australian Pre-service primary teachers' coursework: Wherefore art thou? Australian Journal of Teacher Education, 39(4). doi: 10.14221/ajte.2014v39n4.4
2014Sng, C. Y., Carter, M., & Stephenson, J. (2014). A review of video modelling and scripts in teaching conversational skills to individuals with Autism Spectrum Disorders. Review Journal of Autism and Developmental Disorders, 1(2), 110-123. DOI 10.1007/s40489-013-0010-5
2014Stephenson, J., & Carter, M. (2014). What do employers ask for in advertisements for special education positions? Australasian Journal of Special Education, 38, 51-62. doi: 10.1017/jse.2014.3
2014Ho, B., Carter, M, & Stephenson, J. (2014). Cognitive-Behavioral Approach for Children with Autism Spectrum Disorders: A Meta-analysis. Review Journal of Autism and Developmental Disorders. 1, 18-33 doi: 10.1007/s40489-013-0002-5
2014Petrina, N., Carter, M., & Stephenson, J. (2014). The nature of friendship in children with autism spectrum disorders: A systematic review. Research in Autism Spectrum Disorders, 8, 111-126.
2013Stephenson, J. (2013). Special Education in Finland. Special Education Perspectives, 22(2), 45-54.
2013O'Neill, S., & Stephenson, J. (2013). One year on: First-year primary teachers' perceptions of preparedness to manage misbehaviour and their confidence in the strategies they use. Australasian Journal of Special Education, 37 (2), 125-146. doi: 10.1017/jse.2013.15
2013Leong, H. M., Carter, M., & Stephenson, J. (2013). Sensory integration therapy in Malaysia and Singapore: Sources of information and reasons for use in early intervention. Education and Training in Autism and Developmental Disabilities. 48(3), 421-435
2013Carlon, S., Carter, M., & Stephenson, J. (2013). A review of declared factors identified by parents of children with autism spectrum disorders (ASD) in making intervention decisions. Research in Autism Spectrum Disorders, 7, 369-381. doi:10.1016/j.rasd.2012.10.009
2013Stephenson, J., Carter, M., & O'Neill, S. (2013). Evidence-based practices in Australia. In B. G. Cook, M. Tankersley, & T.J. Landrum, Advances in learning and behavioral disabilities (Vol. 26): Evidence-based practices. Bingley, UK: Emerald Group Publishing. doi: 10.1108/S0735-004X(2013)0000026014
2012Stephenson, J., O'Neill, S., & Carter, M. (2012). Teaching students with disabilities: A web-based examination of preparation of pre-service primary school teachers. Australian Journal of Teacher Education, 37, 13-23.
2012Stephenson, J., Carter, M., & Kemp, C. (2012). Quality of the information on educational and therapy interventions provided on the web sites of national autism associations. Research in Autism Spectrum Disorders, 6, 11-18. doi: 10.1016/j.rasd.2011.08.002
2012O'Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers' perceived preparedness of confidence? Teaching and Teacher Education, 28, 1131-1143. doi: 10.1016.j.tate.2012.06.008
2012O'Neill, S., & Stephenson, J. (2012). Classroom behavior management content in Australian undergraduate primary teaching programs. Teaching Education, 23, 287-308. doi: 10.1080/10476210.2012.699034
2012O'Neill, S., & Stephenson, J. (2012). Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences. Teaching and Teacher Education, 28, 535-545. doi: 10.1016/j.tate.2012.01.008
2012Ho, B.P.V., Stephenson, J., & Carter, M. (2012). Anger in children with autism spectrum disorder: Parent's perspective. International Journal of Special Educaton, 27, 14-31.
2012Carter, M., Stephenson, J., & Browne, L. (2012). The efficacy of the natural language paradigm: An illustration of three strategies for synthesising results of single subject research. Paper presented at the Joint Conference of Special Education and the Tasmanian Principals Association, 12 - 13th July, Hobart, Tasmania. Published in Special Education Perspectives, 21 (2), 9-16.
2012Carter, M., Strnadova, I., & Stephenson, J. (2012). Reported prevalence of evidence-based instructional practices by special educators in the Czech Republic. European Journal of Special Needs Education, 27, 319-335. 10.1080/08856257.2012.691229
2012Carter, M., & Stephenson, J. (2012). The use of multi-sensory environments in school servicing children with severe disabilities. Journal of Developmental and Physical Disabilities, 24, 95-109. doi: 10.1007/s10882-011-9257-x
2011Reynolds, K., Stephenson, J., & Beaman, R. (2011). Teacher perceptions of non-compliance in rural primary schools in New South Wales. Education in Rural Australia, 21, 105-124.
2011O'Neill, S., & Stephenson, J. (2011) Classroom behavior management preparation in undergraduate primary teacher education in Australia: A web-based investigation. Australian Journal of Teacher Education, 36, 35-52.
2011Leong, H.M., Stephenson, J., & Carter, M. (2011). The use of sensory integration therapy by intervention service providers in Malaysia. International Journal of Disability, Development and Education, 58(4), 341-358. doi: 10.1080/1034912X.2011.626608
2011Carter, M., Stephenson, J., & Strnadova, I. (2011). Agreeing to agree: A response to Dempsey's Commentary on the reported prevalence by Australian special educators of evidence-based instructional practices. Australasian Journal of Special Education, 35, 226-229. doi: 10.1375/ajse.35.2.226
2011Carlon, S., Carter, M., & Stephenson, J. (2011). An internet survey of treatments used by Australian parents of children with autism spectrum disorders. Special Education Perspectives. 20, 40-51.
2011Stephenson, J., & Carter, M. (2011). The use of multi-sensory environments in schools for students with severe disabilities: Perceptions from teachers. Journal of Developmental and Physical Disabilities. iFirst. doi: 10.1007/s10882-011-9232-6
2011Carter, M., Stephenson, J., & Strnadova, I. (2011). Reported prevalence by Australian special educators of evidence-based instructional practices. Australasian Journal of Special Education, 35, 47-60. doi:10.1375/ajse.35.1.47
2011Stephenson, J., & Carter, M., (2011). Use of multi-sensory environments in schools for students with severe disabilities: Perceptions from schools. Education and Training in Autism and Developmental Disabilities, 46, 276-290.
2011O'Neill, S., & Stephenson, J. (2011). The measurement of classroom management self-efficacy: A review of measurement instrument development and influences. Educational Psychology, 31, 261-299. doi: 10.1080/01443410.2010.545344
2011Stephenson, J., Carter, M., & Arthur-Kelly, M. (2011). Professional learning for teachers without special education qualifications working with students with severe disabilities. Teacher Education and Special Education, 34, 7-20. doi: 10.1177/0888406410384407
2010Ho, B. P. V., Carter, M., & Stephenson, J. (2010). Anger management using a cognitive-behavioural approach for children with special education needs: A literature review and meta-analysis. International Journal of Disability, Development and Education, 57, 245-265.
2010Stephenson, J. (2010). Book reading as an intervention context for children beginning to use graphic symbols for communication. Journal of Development and Physical Disabilities, 22, 257-271.
2010O'Neill, S., & Stephenson, J. (2010). The use of functional behavioural assessment for students with challenging behaviours: Current patterns and experience of Australian teachers. Australian Journal of Educational and Developmental Psychology, 10, 65-82.
2010Munro, D., & Stephenson, J. (2010). Response cards: Increasing student responding, academic achievement and teacher feedback during Grade 5 vocabulary instruction. Journal of Applied Behavior Analysis.
2010McFerran, K., & Stephenson, J. (2010). A music therapy investigation in the evidence-based framework: Facing the challenge. In Arts Therapies in Schools: Research and Practice. Jessica Kingsley Publishers: London.
2009Stephenson, J. (2009). Picture book reading as an intervention to teach the use of line drawings for communication with students with severe intellectual disabilities. Augmentative and Alternative Communication, 25, 202-214.
2009Stephenson, J. (2009). Iconicity in the development of picture skills: Typical development and implications for people with severe intellectual disability. Augmentative and Alternative Communication, 25, 187-201.
2009Stephenson, J. (2009). Best practice? Advice provided to teachers about the use of Brain Gym in Australian schools. Australian Journal of Education, 53, 109-124.
2009Munro, D. W., & Stephenson, J. (2009). Response cards: An effective strategy for increasing student participation, achievement, and on-task behaviour. Special Education Perspectives, 18, 16-34.
2009Stephenson, J. (2009). Recognition and use of Line Drawings by Children with Severe Intellectual Disabilities: The Effects of Color and Outline Shape. Augmentative and Alternative Communication, 25, 55-67.
2009Stephenson, J., & Carter, M. (2009). The use of weighted vests with children with autism spectrum disorders and other disabilities. Journal of Autism and Developmental Disorders, 39, 105-114.
2009Stephenson, J. (2009). A case study of unfounded concepts underpinning controversial practices: Lost in "space dyslexia". International Journal of Disability, Development and Education, 56, 37-47.
2009O'Neill, S., & Stephenson, J. (2009). Teacher involvement in the development of function-based behaviour intervention plans for students with challenging behaviour. Australasian Journal of Special Education, 33, 6-25.
2009Munro, D., & Stephenson, J. (2009). The effects of response cards on student and teacher behaviour during vocabulary instruction. Journal of Applied Behavior Analysis, 42, 795-800.
2009Hyatt, K., Stephenson, J., & Carter, M. (2009). A review of three controversial educational practices: Perceptual motor programs, sensory integration and tinted lenses. Education and Treatment of Children, 32, 313-342.
2008Stephenson, J., & Wheldall, K. (2008). Miracles take a little longer: Science, commercialisation, cures and the Dore program. Australasian Journal of Special Education, 32, 67-82.
2008Stephenson, J. (2008). Neuromyths and education. Special Education Perspectives, 17, 77-93.
2008Reynolds, M., & Stephenson, J. (2008). Managing non-compliance in the classroom: A review of empirically based interventions. Special Education Perspectives, 17, 33-55.
2008Carter, M., Stephenson, J., & Clayton, M. (2008). Students with severe challenging behaviour in regular classrooms: Support and impacts. Australian Journal of Guidance and Counselling, 18, 141-159.
2007Stephenson, J. (2007). Interventions for escape-motivated behaviour for students without intellectual disability. Special Education Perspectives, 16, 21-34.
2007Stephenson, J., Carter, M., & Wheldall, K. (2007). Still jumping on the balance beam: Continued use of perceptual motor programs in Australian schools. Australian Journal of Education, 51, 6-18.
2007Stephenson, J., Bo, T., Chavez, D., Fayle, L., & Gavel, J. (2007). Authentic pedagogy and students with severe disabilities. Asia-Pacific Journal of Teacher Education, 35, 55-68.
2007Stephenson, J. (2007). The effect of color on the recognition and use of line drawings by children with severe intellectual disability. Augmentative and Alternative Communication, 23, 44-55.
2006Stephenson, J. (2006). Response cards: Increasing individual responding during whole-class teaching. Australian Journal of Learning Disabilities, 11, 57-62.
2006Stephenson, J. (2006). Different traditions and practices. In P. Aubusson and S. Schuck (Eds.), Teacher learning and development: The mirror maze. The Netherlands: Springer, 117-130.
2006Stephenson, J. (2006). A teacher's guide to pitfalls in decision making. Special Education Perspectives, 15, 25-37.
2006Stephenson, J. (2006). Music therapy and the education of students with severe disabilities. Education and Training in Developmental Disabilities, 41, 290-299.
2006Stephenson, J. (2006). Behavioural Momentum: A practical antecedent strategy to reduce noncompliance. Special Education Perspectives, 15, 40-47.
2005Stephenson, J., Martin, A. J., & Linfoot, K. (2005). Promoting positive interactions between mothers and their at-risk young children. Australian Journal of Educational and Developmental Psychology, 5, 128-137.
2005Stephenson, J., & Dowrick, M. (2005). Parents' perspectives on the communication skills of their children with severe disabilities. Journal of Intellectual and Developmental Disability, 30, 75-85.
2005Stephenson, J., & Carter, M. (2005). Student teachers' perceptions of best practice in practicum with learners who have high support needs. Australasian Journal of Special Education, 29, 60-83.
2005Martin, A., Linfoot, K., & Stephenson, J. (2005). Problem behaviour and associated risk factors in young children. Australian Journal of Guidance and Counselling, 15, 1-16.

Grants

YearSourceTitleAmount
2011ARC Linkage Grant (Aspect and Autism SA).The efficacy of models for educational service delivery for students with autism spectrum disorders$348,446
2009Australian Association of Special Education Research award for 2009.Promoting research-based practice by teachers of students with high support needs$7,000
2007ACES Learning and Teaching Fund Allocation.Video sequences illustrating exemplary practice in the education of students with special needs in real classrooms$44,430
2007ASSID research grant in collaboration with Dr Katrina McFerrin, Melbourne University.Providing the evidence: Examining the impact of music therapy interventions in special education$5,000
2006Macquarie University External Collaborative Research Grants Scheme.Promoting responsive interactions between teachers and students with severe disability and complex communication needs.$30,300
2005Macquarie University New Staff Research Grant.Development of Picture Skills in Students with Severe Intellectual Disability.$19,677

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