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Macquarie University Special Education Centre

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

Year Citation
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. (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
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
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
2015 Stephenson, J., & Limbrick, L. (2015). A review of the use of touch-screen mobile devices by people with developmental disabilities. Journal of Autism and Developmental Disorders, 45, 3777-3791. doi: 10.1007/s10803-013-1878-8
2015 Stephenson, J., & Carter, M. (2015). Improving educational planning for students with severe disabilities: An evaluation of school-based professional learning. Australasian Journal of Special Education, 1-13.  doi:10.1017/jse.2015.2
2015 Leong, H.M., Carter, M., & Stephenson, J. (2015) Systematic review of sensory integration therapy for individuals with disabilities: Single case design studies. Research in Developmental Disabilities, 47, 334-351. doi:10.1016/j.ridd.2015.09.022
2015 Leong, H. M., Stephenson, J, & Carter, M. (2015). Meta-analysis of research on sensory integration therapy for individuals with developmental and learning disabilities. Journal of Developmental and Physical Disabilities, 27, 183-206. DOI 10.1007/s10882-014-9408-y
2015 Ho, B., Stephenson, J., & Carter, M. (2015). Cognitive-behavioural approach for children with Autism Spectrum Disorder: A literature review. Journal of Intellectual and Developmental Disability, 40(2), 213-229.DOI:10.3109/13668250.2015.1023181
2015 Carter, M., Stephenson, J., & Hopper, T. (2015). Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students. Australian Journal of Teacher Education, 40(6), 85 - 103.
2015 Carlon, S., Stephenson, J, & Carter, M. (2015). Parent perspectives on sources of information about Autism Spectrum Disorder interventions in Australia. Australasian Journal of Special Education, 39(2), 113-127. DOI: 10.1017/jse.2015.9
2015 Carlon, S., Carter, M., & Stephenson, J. (2015). Decision-making regarding early intervention by parents of children with Autism Spectrum Disorder. Journal of Developmental and Physical Disabilities, 27, 285-305. DOI 10.1007/s10882-014-9415-z
2015 Petrina, 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
2014 Carter, 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
2014 Stephenson, 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.
2014 Brown, 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
2014 Leong, 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
2014 Carlon, 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
2014 Meeks, L., Kemp, C., & Stephenson, J. (2014) Standards in Literacy and Numeracy: Contributing factors. Australian Journal of Teacher Education, 39(7).
2014 O'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
2014 Sng, 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
2014 Stephenson, 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
2014 Ho, 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
2014 Petrina, 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.
2013 Stephenson, J. (2013). Special Education in Finland. Special Education Perspectives, 22(2), 45-54.
2013 O'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
2013 Leong, 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
2013 Carlon, 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
2013 Stephenson, 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
2012 Stephenson, 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.
2012 Stephenson, 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
2012 O'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
2012 O'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
2012 O'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
2012 Ho, 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.
2012 Carter, 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.
2012 Carter, 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
2012 Carter, 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
2011 Reynolds, 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.
2011 O'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.
2011 Leong, 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
2011 Carter, 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
2011 Carlon, 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.
2011 Stephenson, 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
2011 Carter, 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
2011 Stephenson, 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.
2011 O'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
2011 Stephenson, 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
2010 Ho, 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.
2010 Stephenson, 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.
2010 O'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.
2010 Munro, D., & Stephenson, J. (2010). Response cards: Increasing student responding, academic achievement and teacher feedback during Grade 5 vocabulary instruction. Journal of Applied Behavior Analysis.
2010 McFerran, 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.
2009 Stephenson, 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.
2009 Stephenson, 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.
2009 Stephenson, J. (2009). Best practice? Advice provided to teachers about the use of Brain Gym in Australian schools. Australian Journal of Education, 53, 109-124.
2009 Munro, 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.
2009 Stephenson, 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.
2009 Stephenson, 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.
2009 Stephenson, 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.
2009 O'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.
2009 Munro, 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.
2009 Hyatt, 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.
2008 Stephenson, J., & Wheldall, K. (2008). Miracles take a little longer: Science, commercialisation, cures and the Dore program. Australasian Journal of Special Education, 32, 67-82.
2008 Stephenson, J. (2008). Neuromyths and education. Special Education Perspectives, 17, 77-93.
2008 Reynolds, M., & Stephenson, J. (2008). Managing non-compliance in the classroom: A review of empirically based interventions. Special Education Perspectives, 17, 33-55.
2008 Carter, 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.
2007 Stephenson, J. (2007). Interventions for escape-motivated behaviour for students without intellectual disability. Special Education Perspectives, 16, 21-34.
2007 Stephenson, 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.
2007 Stephenson, 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.
2007 Stephenson, 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.
2006 Stephenson, J. (2006). Response cards: Increasing individual responding during whole-class teaching. Australian Journal of Learning Disabilities, 11, 57-62.
2006 Stephenson, 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.
2006 Stephenson, J. (2006). A teacher's guide to pitfalls in decision making. Special Education Perspectives, 15, 25-37.
2006 Stephenson, J. (2006). Music therapy and the education of students with severe disabilities. Education and Training in Developmental Disabilities, 41, 290-299.
2006 Stephenson, J. (2006). Behavioural Momentum: A practical antecedent strategy to reduce noncompliance. Special Education Perspectives, 15, 40-47.
2005 Stephenson, 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.
2005 Stephenson, 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.
2005 Stephenson, 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.
2005 Martin, 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

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

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