 |
 |
 |
 |
 |
 |
| Drasgow Inc’s Core Value is integrity in doing business. Continuous Improvement is the framework on which our company is based. Our current customers are Industrial, Automotive, Molding and Utility companies. Drasgow Inc produce Precision Turned Parts for Mechanical Locking Security Fasteners. Secondary Operations: Milling, Heat Treating, Chrome and Zinc Plating are also available. Drasgow Inc is most interested in being part of vertically integrated manufacturing groups. We are a good fit for large manufacturers who purchase machined parts for assembly. We want to utilize our Department of Defense HUBZone / Small Business Certifications. Our Vision is to become a World Class Supplier. |
| HUBZone Cert.# 27802 |
Fritz Drasgow
Professor
Ph.D. from the University of Illinois
Industrial-Organizational Division
Office: 219D
Phone: (217) 333-2739
Fax: (217) 244-5876
Email: fdrasgow@uiuc.edu
Development, application, and evaluation of quantitative methods in industrial/organizational psychology. Use of multimedia computer technology such as interactive video to assess social and interpersonal
skills.
Representative Publications:
•Stark, S., Chernyshenko, O. S., & Drasgow, F. (2005). An IRT approach to constructing and scoring pairwise preference items involving stimuli on different dimensions: The multi-unidimensional pairwise-
preference model. Applied Psychological Measurement, 29, 184-203.
•Drasgow, F., Luecht, R., & Bennett, R. (2005). Technology and testing. In R. L. Brennan (Ed.), Educational measurement (4th Ed.). Washington, DC: American Council on Education.
•Naglieri, J, Drasgow, F., Schmit, M., Handler, L., Prifitera, A., Margolis, A., & Velasquez, R. (2004). Psychological testing on the Internet: New problems, old issues. American Psychologist, 59, 150-162.
•Drasgow, F., & Probst, T. A. (2004). The psychometrics of adaptation: Evaluating measurement equivalence across languages and cultures. In R. K. Hambleton, P. F. Merenda, & C. D. Spielberger (Eds.)
Adapting educational and psychological tests for cross-cultural assessment. Hillsdale, NJ: Erlbaum. (pp. 265-296)
•Drasgow, F. (2004). Innovative computerized item types. In K. Kempf-Leonard (Ed.), Encyclopedia of social measurement, (Vol. 2, pp. 283-290). San Diego, CA: Academic Press.
Professor
Ph.D. from the University of Illinois
Industrial-Organizational Division
Office: 219D
Phone: (217) 333-2739
Fax: (217) 244-5876
Email: fdrasgow@uiuc.edu
Development, application, and evaluation of quantitative methods in industrial/organizational psychology. Use of multimedia computer technology such as interactive video to assess social and interpersonal
skills.
Representative Publications:
•Stark, S., Chernyshenko, O. S., & Drasgow, F. (2005). An IRT approach to constructing and scoring pairwise preference items involving stimuli on different dimensions: The multi-unidimensional pairwise-
preference model. Applied Psychological Measurement, 29, 184-203.
•Drasgow, F., Luecht, R., & Bennett, R. (2005). Technology and testing. In R. L. Brennan (Ed.), Educational measurement (4th Ed.). Washington, DC: American Council on Education.
•Naglieri, J, Drasgow, F., Schmit, M., Handler, L., Prifitera, A., Margolis, A., & Velasquez, R. (2004). Psychological testing on the Internet: New problems, old issues. American Psychologist, 59, 150-162.
•Drasgow, F., & Probst, T. A. (2004). The psychometrics of adaptation: Evaluating measurement equivalence across languages and cultures. In R. K. Hambleton, P. F. Merenda, & C. D. Spielberger (Eds.)
Adapting educational and psychological tests for cross-cultural assessment. Hillsdale, NJ: Erlbaum. (pp. 265-296)
•Drasgow, F. (2004). Innovative computerized item types. In K. Kempf-Leonard (Ed.), Encyclopedia of social measurement, (Vol. 2, pp. 283-290). San Diego, CA: Academic Press.
York Certification Board Certified Behavior Analyst (Certification Number 1-05-2205) Employment University of South Carolina 2002- Associate professor of Educational Studies, Programs in Special Education 1996-2002 Assistant professor of Educational Psychology, Programs in Special Education University of Illinois 1996 Graduate assistant involved with supervising student teachers in the Moderate and Severe Disabilities Teacher Preparation Program. 1994-96 Coordinator for a U. S. Department of Education research grant investigating the efficacy of various strategies for teaching initial communication to young children with severe disabilities.
1993-94 Research assistant involved with determining the influence of American Sign Language upon the development of linguistic, social, and cognitive competence in deaf children. 1993-96 Teaching assistant for upper level undergraduate and masters’ level course in applied behavior analysis. 1992-93 Research assistant involved in the application of general-case instruction to teaching communication to young children with severe disabilities. 1991-92 Research assistant involved in developing procedures for communication assessment and intervention, enhancing social responsiveness, and including students with severe disabilities. Other 1989-91 Canisius College, Buffalo,
New York. Adjunct Professor in the Graduate School of Education. Taught a course entitled “Language Theories and Strategies.” 1988-91 St. Mary’s School for the Deaf, Buffalo, New York. Teacher: Taught at several levels during this time, including teaching Language Arts to high school deaf students and teaching deaf students with severe and multiple disabilities. 1987-88 Florida School for the Deaf and Blind, St. Augustine, Florida. Residential Curriculum Coordinator: Responsible for staff development, as well as curriculum development, implementation, and documentation for over 400 students in the school’s residential component; also involved in crisis resolution and
ongoing intervention for students with problem behavior. 1977-84 Tonawanda Coke Corp., Tonawanda, New York. General Foreman: Responsible for the supervision of up to 20 employees in all phases of production, operations, and maintenance of a foundry coke plant. Research Interests Positive behavior support, language and communication intervention for individuals with severe disabilities, autism, and special education policy and law Publications Books
Yell, M. L., & Drasgow, E. (2005). No Child Left Behind: A guide for professionals. Upper Saddle River, NJ: Merrill Prentice Hall. Yell, M.L., Meadows, N, Drasgow, E., & Shriner, J. (In press). Educating students with emotional and behavioral disorders in general and special education. Upper Saddle River, NJ: Merrill/ Prentice Hall. Articles Chadsey-Rusch, J., Drasgow, E., Reinoehl, B., Halle, J. W., & Collet-Klingenberg, L. (1993). Using general-case instruction to teach spontaneous and generalized requests for assistance to learners with severe disabilities. The Journal of the Association for Persons with Severe Handicaps, 18, 177-187. Drasgow, E. (1993). Bilingual-bicultural deaf
education: An overview. Sign Language Studies, 80, 243-266. Drasgow, E., & Halle, J. W. (1995). Teaching social communication to young children with severe disabilities. Topics in Early Childhood Special Education, 15, 164-186. Drasgow, E., & Paul, P. V. (1995). A critical analysis of the use of MCE systems with deaf students: A review of the literature. The ACEDHI Journal/La Revue ACEDA, 21, 80-93. Halle, J. W., Reichle, J., Drasgow, E., & Reinoehl, R. B. (1995). Assessment and intervention of severe language delays in children. Journal of Behavioral Education, 5, 173-188. Drasgow, E., Halle, J. W., Ostrosky, M. M., & Harbers, H. M. (1996). Using behavioral
indication and functional communication training to establish an initial sign repertoire with a young child with severe disabilities. Topics in Early Childhood Special Education, 16, 500-521. Drasgow, E. (1997). Positive approaches to reducing undesirable behavior. Beyond Behavior, 8 (2), 10-13. Drasgow, E. (1998). American Sign Language as a pathway to linguistic competence. Exceptional Children, 64, 329-342. Drasgow, E., Halle, J. W., & Ostrosky, M. M. (1998). Effects of differential reinforcement on the generalization of a replacement mand in three children with severe language delays. Journal of Applied Behavior Analysis, 31, 357-374. Paul, P. V., & Drasgow,
E. (1998). The great ASL-MCE debate: A rejoinder. The CAEDHH Journal/La Revue ACESM, 24, 5-15. Drasgow, E., Yell, M. L., Shriner, J., & Bradley, R. (1999). The IDEA amendments of 1997: A school-wide model for conducting functional behavioral assessments and developing behavior intervention plans. Education and Treatment of Children, 22, 244-266.
Yell, M. L., & Drasgow, E. (1999). A legal analysis of inclusion. Preventing School Failure, 43, 118-123. Ostrosky, M. M., Drasgow, E., & Halle, J. W. (1999). “How can I help you get what you want?” A communication strategy for students with severe disabilities. Teaching Exceptional Children, 31(4), 56-61. Yell, M. L., Drasgow, E., & Rozalski, M. E. (1999). Violence in America’s schools: Legal and disciplinary options. Emotional and Behavioural Difficulties, 4, 19-27. Drasgow, E., Halle, J. W., & Sigafoos, J. (1999). Teaching communication to learners with severe disabilities: Motivation, response competition, and generalization. The Australasian Journal of Special
Education, 23, 47-63. Yell, M. L. & Drasgow, E. (2000). Litigating a free appropriate public education: The Lovaas hearings and cases. Journal of Special Education, 33, 205-214. Senterfeit, C., & Drasgow, E. (2000). Using computers in a middle school classroom to increase literacy. Odyssey, 1(3), 38-40. Yell, M. L., & Drasgow, E. (2000). Legal requirements for assessing students with emotional and behavioral disorders. Assessment for Effective Intervention, 26, 5-17. Drasgow, E., Halle, J. W., & Phillips, B. (2001). Effects of different social partners on the discriminated requesting of a young child with autism and severe language delays. Research in Developmental Disabilities,
22, 125-139. Yell, M. L., Rozalski, M. F., & Drasgow, E. (2001, May). Disciplining students with disabilities. Focus on Exceptional Children, 33(9), 1-20. Drasgow, E., & Yell, M. L. (2001). Functional behavioral assessment: Legal requirements and challenges. School Psychology Review, 30(2), 239-251. Sigafoos, J., & Drasgow, E. (2001). Conditional use of aided and unaided AAC: A review and clinical case demonstration. Focus on Autism and Other Developmental Disabilities, 16, 152-161. Drasgow, E., Yell, M. L., & Robinson, T. R. (2001). Developing legally and educationally appropriate IEPs. Remedial and Special Education, 22, 359-373. Drasgow, E., &
Yell, M. L. (2002). School-wide behavior support: Legal implications and requirements. Child and Family Behavior Therapy, 24, 129-145. Renzaglia, A., Karvonen, M., Drasgow, E., & Stoxen, C. C. (2003). Promoting a lifetime of inclusion. Focus on Autism and Other Developmental Disabilities, 18, 140-149.
Yell, M. L., Katsiyannis, A., Drasgow, E., & Herbst, M. (2003). Developing legally correct and educationally appropriate programs for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 182-191. Sigafoos, J., & Drasgow, E. (2003). Empirically-validated strategies, evidence-based practice, and basic principles in communication intervention for learners with developmental disabilities. Perspectives on Augmentative and Alternative Communication, 12(4), 7-10. Sigafoos, J., Drasgow, E., Reichle, J., O’Reilly, M.., Green. V. A., & Tait, K. (2004). Teaching communicative rejecting to children with severe disabilities. American Journal of
Speech-Language Pathology, 13, 31-42. Halle, J. W., Brady, N., & Drasgow, E. (2004). Enhancing socially adaptive communicative repairs of beginning communicators with disabilities. American Journal of Speech-Language Pathology, 13, 43-54. Sigafoos, J., Drasgow, E., Halle, J. W., O’Reilly, M., Seely-York, S., Edrisinha, C., & Andrews, A. (2004). Teaching VOCA use as a communicative repair strategy. Journal of Autism and Developmental Disorders, 34, 411-422. Martin, C. A., Drasgow, E., Halle, J. W., & Brucker, J. M. (2005). Teaching a child with autism and severe language delays to reject: Direct and indirect effects of functional communication training. Educational
Psychology, 25, 287-304. Stith, J. L., & Drasgow, E. (2005). Including children with cochlear implants in general education elementary classrooms. TEACHING Exceptional Children Plus, 2(1) Article 2. Retrieved from http://escholarship.bc.edu/education/trcplus/vol2/iss1/2. Yell, M. L., Drasgow, E., & Lowrey. K. A. (2005). No Child Left Behind and Students with Autism Spectrum Disorders. Focus on Autism and Other Developmental Disorders, 20, 130-139. Yell, M. L. & Drasgow, E. (In press). The Individuals with Disabilities Education Improvement Act of 2004 and the 2006 regulations: Implications for assessment. Assessment for Effective Intervention. Lowrey, K. A.,
Drasgow, E., Renzaglia, A. & Chezan, L. (In press). The impact of alternate assessment on curricula for students with severe disabilities: Purpose driven or process driven? Assessment for Effective Intervention. Yell, M. L. & Drasgow, E. (In press). The Legal Basis of Response to Intervention: Analysis and Implications. Exceptionality. Drasgow, E., & Yell, M. L. (Invited article in preparation). IDEIA 2004 and peer-reviewed research: What the law means for administrators. To appear in The Journal of Special Education Leadership.
Chapters Reichle, J., Halle, J. W., & Drasgow, E. (1998). Implementing augmentative communication systems. In A. Wetherby, S. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 417- 436). Baltimore, MD: Paul H. Brookes Publishing Co. Yell, M. L., Drasgow, E., & Ford, L. (2000). The Individuals with Disabilities Education Act: Implications for school psychologists. In C. Telzrow & M. Tankersley (Eds.), School Psychology and IDEA '97 (pp. 1-27). Reston, VA: National Association of School Psychologists. Yell, M. L., Robinson, T. R, & Drasgow, E. (2001). Cognitive behavior modification. In T. J. Zirpoli and K.R. Melloy, Behavior
Management (3rd ed.) (pp. 200-246). Upper Saddle River, NJ: Merrill/Prentice Hall. Sigafoos, J., O’Reilly, M., Drasgow, E., & Reichle, J. (2002). Strategies to achieve socially acceptable escape and avoidance. In J. Reichle, D. Beukelman, & J. Light (Eds.), Exemplary strategies for beginning communicators: Implications for AAC (pp. 157-186). Baltimore, MD: Paul H. Brookes Publishing Co. Sigafoos, J., Drasgow, E., & Schlosser, R. (2003). Strategies for beginning communicators. In R. Schlosser (Ed.), The efficacy of augmentative and alternative communication: Toward evidence-based practice (pp 323-346). New York, NY: Academic press. Halle, J. W., & Drasgow, E. (2003).
Response classes: Baer’s contribution to understanding their structure and function. In K. S. Budd & T. Stokes (Eds.), A small matter of proof: The legacy of Donald M. Baer (pp. 113-124). Las Vegas, NV: Context Press. Yell, M. L. Drasgow, E., Bradley, R., & Justesen, T. (2004). Contemporary legal issues in special education. In A. McCray, H. J. Reith, & P.T. Sindelar (Eds.), Issues in special education (pp.16-37). Boston, MA: Allyn and Bacon. Van Acker, R., Yell, M. L., Bradley, R. & Drasgow, E. (2004). Experimental research designs in the study of children and youth with emotional and behavioral disorders. In R. B. Rutherford, M. M. Quinn, & S. R. Mathur (Eds.),
Handbook of research in emotional and behavioral disorders (pp. 546-566). New York, NY: The Guilford Press. Yell, M. L., Busch, T., & Drasgow, E. (2005). Cognitive behavior modification. In T. J. Zirpoli, Behavior Management: applications for teachers. (4th ed.) (pp. 226-266). Upper Saddle River, NJ: Merrill/Prentice Hall. Halle, J. W., Drasgow, E., & Horner, R. (2005). Generalization. In M. Hersen, R. H. Horner & G. Sugai (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy (pp. 1347-1350). Thousand Oaks, CA: Sage Publications.
Yell, M.L., & Drasgow, E. (2005). The Individuals with Disabilities Education Act. In M. Hersen, R. Horner & G. Sugai, Encyclopedia of behavior modification and cognitive behavior therapy (pp. 1367-1373). Thousand Oaks, CA: Sage Publications. Kennedy, C., Halle, J. W., & Drasgow, E. (2005). Establishing operations. In M. Hersen, R. H. Horner & G. Sugai (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy (pp. 1299-1302). Thousand Oaks, CA: Sage Publications. Yell, M. L., Busch, T., & Drasgow, E. (2006). Cognitive Behavior Modification. In T.J. Zirpoli, Behavior Management (5th ed.). (pp. 350-444). Upper Saddle River, NJ:
Merrill/Prentice Hall. Drasgow, E., Lowrey, K. A., Qian, Y., Halle, J. W., & Meddan, H. (In press). Social competence and young children with severe disabilities. To appear in W. H. Brown, S. L. Odom, & S. R. McConnell, (Eds.), Social competence of young children: Risk, disability, and evidence-based practices (2nd Ed.). Baltimore: Paul H. Brookes Publishing Co. Drasgow, E., Yell, M. L., & Halle, J. W. (In press). Applied Behavior Analysis. To appear in M. L. Yell, N. Meadows, E. Drasgow, & J. Shriner, Educating students with emotional and behavioral disorders in general and special education. Upper Saddle River, NJ: Merrill/ Prentice Hall Drasgow, E., Yell, M. L. & O’Neill,
R.E. (In press). Positive behavior support. To appear in M. L. Yell, N. Meadows, E. Drasgow, & J. Shriner, Educating students with emotional and behavioral disorders in general and special education. Upper Saddle River, NJ: Merrill/ Prentice Hall Drasgow, E., Sigafoos, J., Halle, J. W., & Martin, C. A. (In press). Teaching mands. To appear in P. Sturmey & A. Fitzer (Eds.), Applied behavior analysis and language acquisition by people with Autism Spectrum Disorders. Austin, TX: Pro-Ed. Sigafoos, J., Drasgow, E., Duker, P. C., O’Reilly, M. F., & Reichle, J. (In press). General intervention approaches for teaching speech and its prerequisites. To appear in P. Sturmey & A. Fitzer
(Eds.), Applied behavior analysis and language acquisition by people with Autism Spectrum Disorders. Austin, TX: Pro-Ed. Book Reviews Drasgow, E. (1996). Review of the book Evaluating theories of language: Evidence from disordered communication. The Volta Review, 98, 137-138. Drasgow, E., & Martin, C. A. (2005). Review of the book Individualized supports for students with problem behaviors: Designing positive behavior plans. Research and Practice for Persons with Severe Disabilities, 30, 173-176.
Presentations Drasgow, E., Halle, J., Ostrosky, M. M., Reichle, J., & Silliman, A. (1993, November). Teaching communication to young children with severe disabilities. Presented at the annual meeting of The Association for Persons with Severe Disabilities, Chicago, IL. Ostrosky, M. M., Halle, J., Drasgow, E., & Silliman, A. (1993, December). Challenges of teaching communication skills in the context of naturally occurring routines. Presented at the annual CEC conference, San Diego, CA. Singleton, J., Drasgow, E., & Supalla, S. (1994, March). American Sign Language in deaf education: Current issues and research. Presented at the 30th Annual meeting of the Illinois Teachers of the
Hearing Impaired, Springfield, IL. Drasgow, E., Reinoehl, R. B., & Killebrew, L. (1994, November). Assessment and intervention in developing communication repertoires in young children with severe disabilities. Presented at the annual meeting of the Illinois AAMR, Collinsville, IL. Halle, J., Ostrosky, M. M., Drasgow, E., & Silliman, A. (1994, December). Teaching communication skills in the context of naturally occurring routines using general-case instruction. Presented at the annual meeting of The Association for Persons with Severe Disabilities. Atlanta, GA. Halle, J., Drasgow, E., Silliman, A., & Ostrosky, M. M. (1995, May). Focusing on the function in functional
communication training. Presented at the annual meeting of The Association for Behavior Analysis, Washington, DC. Drasgow, E., Halle, J., & Ostrosky, M. M. (1995, November). Assessing response competition during functional communication training: Using extinction to enhance generalization. Presented at the annual meeting of The Association for Persons with Severe Disabilities. San Francisco, CA. Drasgow, E., Reinoehl, R. B., & Halle, J. W. (1996, April). Positive interventions for people with severe challenges. Presented at the annual meeting of The Arc of Illinois. Springfield, IL. Drasgow, E., Halle, J., & Ostrosky, M. (May, 1996). Assessing response competition during
functional communication training: Using extinction to enhance generalization. Presented at the Annual Convention of the Association for Behavior Analysis, San Francisco, CA. Drasgow, E. (1997, February). Functional curriculum for students with severe disabilities. Invited presentation at the annual conference of the South Carolina Council for Exceptional Children. Hilton Head, South Carolina. Drasgow, E. (1997, April). Decreasing behavior problems through functional communication training. Invited presentation at the Fifth Annual South Carolina Early Intervention Conference. Winnsboro, South Carolina.
Drasgow, E. (1997, October). Using functional communication training to reduce problem behavior. Presented at the annual conference of the South Carolina AAMR. Charleston, South Carolina. Drasgow, E. (1997, November). Developing functional curricula for students with significant disabilities. Invited presentation at the annual conference of the South Carolina Autism Society. Columbia, South Carolina. Drasgow, E., Halle, J., & Phillips, B. (1998, May). Assessing communication repair strategies of young preverbal children with severe language delays. Presented at the annual Conference on Research Innovations in Early Intervention. Charleston, South Carolina. Drasgow,
E., & Halle, J. (1998, May). Discriminated operants: The effects of different social partners on the generalized requesting of a young child with autism. Presented at the annual conference of the International Association for Behavior Analysis. Orlando, Florida. Drasgow, E. (1998, November). Applied behavior analysis. Invited presentation at the annual conference of the South Carolina Autism Society. Columbia, South Carolina. Drasgow, E., & Yell, M. L. (1998, November). Functional assessment and behavioral intervention plans. Invited presentation at the annual conference of the South Carolina Autism Society.Columbia, South Carolina. Drasgow, E. (1999, November).
Preventing or Reducing Problem Behavior by Increasing Communication. Invited presentation at the annual conference of the South Carolina Autism Society. Columbia, South Carolina. Yell, M. L. & Drasgow, E. (2000, February). Litigating a free appropriate public education: The Lovaas hearings and cases. Presented at the annual conference of the South Carolina Council for Exceptional Children, Myrtle Beach, SC. Drasgow, E. & Yell, M. L. (2000, April). Litigating a free appropriate public education: The Lovaas hearings and cases. Presented at the Annual Convention of the Council for Exceptional Children, Vancouver, BC, Canada. Drasgow, E., Halle, J. & Sigafoos, J.
(2000, May). Generalization failures: Three possible explanations. Presented at the Annual Convention of the Association for Behavior Analysis, Washington D.C. Drasgow, E., & Yell, M. L. (2000, September). Functional behavioral assessment and positive behavior support plans: Legal and philosophical basis. Featured presentation at the Fourth Conference on Disabilities and Special Needs, Charleston, SC. Drasgow, E., & Yell, M. L. (2000, September). Conducting a functional behavioral assessment. Featured presentation at the Fourth Conference on Disabilities and Special Needs, Charleston, SC.
Drasgow, E., & Yell, M. L. (2000, September). Developing and implementing a positive behavior support plan. Featured presentation at the Fourth Conference on Disabilities and Special Needs, Charleston, SC. Tezza, E., Moody, M., & Drasgow, E. (2000, October). Replacing problem behavior with socially acceptable behavior. Presented at the South Carolina Association for Mental Retardation Conference, Myrtle Beach, SC. Drasgow, E. (2001, October). Promoting a lifetime of inclusion. Invited keynote presentation at the 5th Annual South Carolina Conference on Disabilities and Special Needs, Charleston, SC. Watson, J., Martin, C., & Drasgow, E. (2002, February). Reducing
problem behavior through functional communication training. Presented at the 2002 South Carolina Conference on Council for Exceptional Children, Hilton Head, SC. Yell, M.L., Karvonen, M., Marshall, K.M., Drasgow, E., & Seaman, M.A. (2002, April). Project ReSpecT: Retaining Special education Teachers. Presented at the annual convention of the Council for Exceptional Children, New York, NY. Sigafoos, J., Drasgow, E., Olive, M. L., & Smith, B. S. (2002, May). Training parents and teachers to assess and treat problem behavior. Presented at the Annual Convention of the Association for Behavior Analysis, Toronto, Canada. Yell, M.L., Marshall, K.J, & Drasgow, E.
(2002, October). Overview of the South Carolina State Improvement Grant. Presented at the South Carolina fall administrators conference for directors of programs for students with disabilities. Columbia, SC. Martin, C., Watson, J., & Drasgow, E. (2003, November). Making positive behavior support work. Presented at the 48th Annual Southeast American Association for Mental Retardation Conference. Myrtle Beach, SC. Meadan, H., Halle, J., & Drasgow, E. (2003, December). Examining communication repairs of young children with disabilities who are nonverbal. Presented at the Annual Conference of the Association for Persons With Severe Disabilities. Chicago, IL. Drasgow, E.,
Halle, J. W., & Martin, C. (2004, May). Effects of differential reinforcement on the rejecting behavior of a young student with autism. Presented at the Annual Conference of the Association for Behavior Analysis. Boston, MA. Meadan, H., Halle, J. W., & Drasgow, E. (2004, May). Examining the communicative repairs of two young children with developmental disabilities who lack language. Presented at the Annual Conference of the Association for Behavior Analysis. Boston, MA. Sigafoos, J., Drasgow, E., Halle, J. W., O’Reilly, M., Seely-York, S. E., Edrinsha, C., & Andrews, A. (2004, May). Teaching replacement mands as a communicative repair
strategy. Presented at the Annual Conference of the Association for Behavior Analysis. Boston, MA. Drasgow, E., Pitts, J., Pinckney, C., & Alewine, P. (2004, October). Positive behavior support: The DDSN three course sequence. Presented at the Annual Conference of the South Carolina Chapter of the American Association for Mental Retardation, Myrtle Beach, SC. Lowrey, K. A. & Drasgow, E. (2004, October). Evaluating programming for students with autism. Presented at the Annual Conference of the South Carolina Autism Society, Columbia, SC. Halle, J. W., Meadan, H., & Drasgow, E. (2005, May). Assessing the conditions that occasion protests of nonverbal children.
Presented at the Annual Conference of the Association for Behavior Analysis, Chicago, IL. Drasgow, E., Martin, C. A., & Halle, J. W. (2005, May). Functional communication training: Teaching multiple functionally equivalent responses to young children with autism and severe language delays. Presented at the Annual Conference of the Association for Behavior Analysis, Chicago, IL. Drasgow, E. & Martin, C. A. (2006, February). Effects of functional communication training. Presented at the Annual Conference of the North Carolina Association of Behavior Analysis, Wrightsville Beach, NC. Ardoin, S., & Drasgow, E. (2006, May). Using discrete trials to increase the feasibility of
conducting functional analyses in school settings. Presented at the Annual Conference of the Association for Behavior Analysis, Atlanta, GA.
Workshops and Consultation Yell, M.L. & Drasgow, E. (1998, August). Conducting functional assessments of behavior and developing behavior intervention plans. Green Bay, WI: Department of Public Instruction. Yell, M. L. & Drasgow, E. (1998, August). Conducting functional assessments of behavior and developing behavior intervention plans. Eau Claire, WI: Department of Public Instruction. Drasgow, E. & Yell, M. L. (1999, October). Functional behavioral assessments and behavior intervention plans. Columbia, SC: Department of Education, Office of Exceptional Children. Drasgow, E. (1999, Fall). Applied behavior analysis I: Application to persons with severe
disabilities. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E., & Yell, M. L. (1999, November). Functional assessment. Columbia, SC: South Carolina Autism Society. Drasgow, E. (2000, Spring). Applied behavior analysis II: Functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2000, April). Applied behavior analysis and instructional programs for students with disabilities. Anderson, SC: Anderson School District 5. Drasgow, E. (2000, April). Functional assessment and positive behavior support plans. Anderson, SC: Anderson School District 5. Drasgow, E., & Yell, M. L.
(2000, August). Functional behavioral assessment and behavior intervention plans. Sumter, SC: Sumter 17 School District. Drasgow, E., & Yell, M. L. (2000, August). Functional behavioral assessment and behavior intervention plans. Anderson, SC: Anderson School District 5. Drasgow, E. (2000, Fall). Applied behavior analysis III: Advanced functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E., & Yell, M. L. (2000, Fall). Writing functional and measurable goals and objectives. Columbia, SC: South Carolina Autism Society. Drasgow, E. & Yell, M. L. (2001, April). Functional behavioral
assessments and behavior intervention plans. Spartanburg, SC: South Carolina School for the Deaf and Blind. Drasgow, E. (2001 Spring). Applied behavior analysis I: Application to persons with severe disabilities. Columbia, SC: Department of Disabilities and Special Needs.
Drasgow, E. (2001, Summer). Applied behavior analysis II: Functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2001, Fall). Applied behavior analysis III: Advanced functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2001). Consultation for positive behavior support and for program development. Spartanburg, SC: South Carolina School for the Deaf and Blind. Drasgow, E. (2002, Summer). Applied behavior analysis I: Application to persons with severe disabilities. Columbia, SC: Department of Disabilities and
Special Needs. Drasgow, E. (2002, Fall). Applied behavior analysis II: Functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2003, Summer). Applied behavior analysis I: Application to persons with severe disabilities. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2003, Fall). Applied behavior analysis II: Functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2004, Spring). Applied behavior analysis III: Advanced functional assessment and positive behavior support plans. Columbia, SC:
Department of Disabilities and Special Needs. Lowrey, K. A., & Drasgow, E. (2004, Summer). Key concepts in program development, assessment, progress monitoring, and evaluation for students with moderate and severe disabilities. Irmo, SC: South Carolina State Department of Education. Drasgow, E. (2004, Fall). Applied behavior analysis I: Application to persons with severe disabilities. Columbia, SC: Department of Disabilities and Special Needs. Yell. M. L., Drasgow, E., & Lowrey, K. A. (2004, October). No Child Left Behind: Analysis and implications for special education. Columbia, SC: South Carolina Autism Society. Drasgow, E. (2005, Spring). Applied behavior analysis
II: Functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2005, Summer). Applied behavior analysis III: Advanced functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2006, February). Defining, recording, and graphing behavior: Skills for use by those who develop behavior support plans. Columbia, SC: SCAAMR and Department of Disabilities and Special Needs.
Drasgow, E. (2006, Spring). Applied behavior analysis I: Application to persons with severe disabilities. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2006, Summer). Applied behavior analysis II: Functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2007, Spring). Applied behavior analysis III: Advanced functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Award 2004 George H. Lackey Jr. Award for Inspirational Teaching, University of South Carolina, College of Education Memberships 1992-Present
Member, Association for Behavior Analysis 1996-Present Member, South Carolina Council for Exceptional Children 1997-Present Member, South Carolina Autism Society 1999-Present Member, American Association for Intellectual and Developmental Disabilities Professional Activities Guest Reviewer The Journal of the Association for Persons with Severe Handicaps, 1993-1996 Guest Reviewer Topics in Early Childhood Special Education, 1995 Guest Reviewer Journal of Applied Behavior Analysis, 1996-present Guest Reviewer Exceptional Children, 1996-present Guest Reviewer Volta Review, 1996- present Guest Reviewer Language, Speech, and Hearing Services in the Schools,
1997- present Guest Reviewer Young Exceptional Children, 1998-present Guest Reviewer Journal of Deaf Studies and Deaf Education, 1998- 2002 Reviewer Beyond Behavior, 1999-2001 Reviewer Language and Deafness, 3rd Edition, 2000 Guest Co-Editor Journal of Special Education, 2000 Editorial Consultant Focus on Autism and Other Developmental Disabilities, 2001-present Guest Reviewer Journal of Early Intervention, 2003 Guest Reviewer Journal of Speech, Language, and Hearing Research, 2003 Reviewer Educational Psychology, 2003-present Associate Editor Evidence-based Communication and Assessment, 2006-present Guest Co-Editor Assessment for Effective
Intervention, 2006 Guest reviewer American Journal of Speech-Language Pathology, 2006-present Member The Praxis Series: Professional Assessments for Beginning Teachers.
Deaf and Hard of Hearing, South Carolina, 1997 Member Board of Directors, South Carolina Autism Society, 1997-present Member Steering Committee, South Carolina State-Wide Alternate Assessment Program, 1998 Member State committee for developing training guidelines for applied behavior therapy services, 1999 Member The Praxis Series: Professional Assessments for Beginning Teachers. Severe and Multiple Disabilities, South Carolina, 2003 Member Positive Behavior Support Advisory Group, Department of Disabilities and Special Needs, Columbia, SC, 2004-present Grants 1997 Training Teachers of Students with Autism. South Carolina Department of Education,
$10,500. Principle Investigators: Erik Drasgow and Mitchell L. Yell. 1997 Increasing Deaf Students’ English and Technological Literacy Levels. PDS Grant, $1,459.53. Principle Investigators: Cara Smithwick and Erik Drasgow. 1997 Preparation of Early Childhood Special Education Personnel to Serve Young Children with Low-incidence Disabilities. U. S. Department of Education (1997-2000 funding of $470,058). Principal Investigator, William H. Brown, and Co-Principal Investigator, Erik Drasgow. 2000 Preparing Future Teachers of Students with Emotional and Behavioral Disorders to Conduct Functional Assessments of Behavior and to Implement Effective
Positive Behavior Support Plans That Include Cognitive-Behavioral Interventions. U. S. Department of Education (2000-2003 funding of $592,079). Principal Investigators: Mitchell L. Yell and Erik Drasgow. 2000 Project ReSpecT: Retaining Special Education Teachers. U. S. Department of Education (2000-2003 funding of $446,448). Principal Investigators: Mitchell L. Yell, Erik Drasgow, and Kathleen Marshall. 2000 Applied Behavior Analysis. South Carolina Department of Disabilities and Special Needs, $4469. Principal Investigator: Erik Drasgow. 2001 Environmental Arrangement and Incidental Teaching for Improving Inclusion of Children With Disabilities.
PDS Grant, $1100. Principal Investigators: Erik Drasgow and Jennifer Watson. 2002 Establishing the 3 Rs: Responsiveness, Resilience, and Reciprocity. U. S. Department of Education, Office of Special Education and Rehabilitative Services (2002-2005 funding of $128,522). Principal Investigator: Erik Drasgow. 2002 South Carolina State Improvement Grant. U.S. Department of Education, Office of Special Education and Rehabilitative Services (2002-2007 funding of
$6,500,000). Principal Writer: Mitchell L. Yell; Co-Writers: Kathleen J. Marshall, Erik Drasgow, and Michael A. Seaman. 2004 Preparing Future Teachers of Students with Emotional and Behavioral Disorders to Conduct Functional Behavioral Assessments and to Implement Effective Behavior Invention Plans That Include Antecedent Academic Interventions. U.S. Department of Education, Office of Special Education and Rehabilitative Services (2004-2007 funding of $780,480). Principal Investigators: Erik Drasgow and Mitchell L. Yell. 2006 Developing a Tool to Assess the Quality of Individualized Education Programs for Students with Disabilities. U.S. Department of
Education, Institute of Educational Sciences (2006-2009 funding of $264,715). Principal Investigators: Erik Drasgow, Mitchell L. Yell, and Steven Liu.
1993-94 Research assistant involved with determining the influence of American Sign Language upon the development of linguistic, social, and cognitive competence in deaf children. 1993-96 Teaching assistant for upper level undergraduate and masters’ level course in applied behavior analysis. 1992-93 Research assistant involved in the application of general-case instruction to teaching communication to young children with severe disabilities. 1991-92 Research assistant involved in developing procedures for communication assessment and intervention, enhancing social responsiveness, and including students with severe disabilities. Other 1989-91 Canisius College, Buffalo,
New York. Adjunct Professor in the Graduate School of Education. Taught a course entitled “Language Theories and Strategies.” 1988-91 St. Mary’s School for the Deaf, Buffalo, New York. Teacher: Taught at several levels during this time, including teaching Language Arts to high school deaf students and teaching deaf students with severe and multiple disabilities. 1987-88 Florida School for the Deaf and Blind, St. Augustine, Florida. Residential Curriculum Coordinator: Responsible for staff development, as well as curriculum development, implementation, and documentation for over 400 students in the school’s residential component; also involved in crisis resolution and
ongoing intervention for students with problem behavior. 1977-84 Tonawanda Coke Corp., Tonawanda, New York. General Foreman: Responsible for the supervision of up to 20 employees in all phases of production, operations, and maintenance of a foundry coke plant. Research Interests Positive behavior support, language and communication intervention for individuals with severe disabilities, autism, and special education policy and law Publications Books
Yell, M. L., & Drasgow, E. (2005). No Child Left Behind: A guide for professionals. Upper Saddle River, NJ: Merrill Prentice Hall. Yell, M.L., Meadows, N, Drasgow, E., & Shriner, J. (In press). Educating students with emotional and behavioral disorders in general and special education. Upper Saddle River, NJ: Merrill/ Prentice Hall. Articles Chadsey-Rusch, J., Drasgow, E., Reinoehl, B., Halle, J. W., & Collet-Klingenberg, L. (1993). Using general-case instruction to teach spontaneous and generalized requests for assistance to learners with severe disabilities. The Journal of the Association for Persons with Severe Handicaps, 18, 177-187. Drasgow, E. (1993). Bilingual-bicultural deaf
education: An overview. Sign Language Studies, 80, 243-266. Drasgow, E., & Halle, J. W. (1995). Teaching social communication to young children with severe disabilities. Topics in Early Childhood Special Education, 15, 164-186. Drasgow, E., & Paul, P. V. (1995). A critical analysis of the use of MCE systems with deaf students: A review of the literature. The ACEDHI Journal/La Revue ACEDA, 21, 80-93. Halle, J. W., Reichle, J., Drasgow, E., & Reinoehl, R. B. (1995). Assessment and intervention of severe language delays in children. Journal of Behavioral Education, 5, 173-188. Drasgow, E., Halle, J. W., Ostrosky, M. M., & Harbers, H. M. (1996). Using behavioral
indication and functional communication training to establish an initial sign repertoire with a young child with severe disabilities. Topics in Early Childhood Special Education, 16, 500-521. Drasgow, E. (1997). Positive approaches to reducing undesirable behavior. Beyond Behavior, 8 (2), 10-13. Drasgow, E. (1998). American Sign Language as a pathway to linguistic competence. Exceptional Children, 64, 329-342. Drasgow, E., Halle, J. W., & Ostrosky, M. M. (1998). Effects of differential reinforcement on the generalization of a replacement mand in three children with severe language delays. Journal of Applied Behavior Analysis, 31, 357-374. Paul, P. V., & Drasgow,
E. (1998). The great ASL-MCE debate: A rejoinder. The CAEDHH Journal/La Revue ACESM, 24, 5-15. Drasgow, E., Yell, M. L., Shriner, J., & Bradley, R. (1999). The IDEA amendments of 1997: A school-wide model for conducting functional behavioral assessments and developing behavior intervention plans. Education and Treatment of Children, 22, 244-266.
Yell, M. L., & Drasgow, E. (1999). A legal analysis of inclusion. Preventing School Failure, 43, 118-123. Ostrosky, M. M., Drasgow, E., & Halle, J. W. (1999). “How can I help you get what you want?” A communication strategy for students with severe disabilities. Teaching Exceptional Children, 31(4), 56-61. Yell, M. L., Drasgow, E., & Rozalski, M. E. (1999). Violence in America’s schools: Legal and disciplinary options. Emotional and Behavioural Difficulties, 4, 19-27. Drasgow, E., Halle, J. W., & Sigafoos, J. (1999). Teaching communication to learners with severe disabilities: Motivation, response competition, and generalization. The Australasian Journal of Special
Education, 23, 47-63. Yell, M. L. & Drasgow, E. (2000). Litigating a free appropriate public education: The Lovaas hearings and cases. Journal of Special Education, 33, 205-214. Senterfeit, C., & Drasgow, E. (2000). Using computers in a middle school classroom to increase literacy. Odyssey, 1(3), 38-40. Yell, M. L., & Drasgow, E. (2000). Legal requirements for assessing students with emotional and behavioral disorders. Assessment for Effective Intervention, 26, 5-17. Drasgow, E., Halle, J. W., & Phillips, B. (2001). Effects of different social partners on the discriminated requesting of a young child with autism and severe language delays. Research in Developmental Disabilities,
22, 125-139. Yell, M. L., Rozalski, M. F., & Drasgow, E. (2001, May). Disciplining students with disabilities. Focus on Exceptional Children, 33(9), 1-20. Drasgow, E., & Yell, M. L. (2001). Functional behavioral assessment: Legal requirements and challenges. School Psychology Review, 30(2), 239-251. Sigafoos, J., & Drasgow, E. (2001). Conditional use of aided and unaided AAC: A review and clinical case demonstration. Focus on Autism and Other Developmental Disabilities, 16, 152-161. Drasgow, E., Yell, M. L., & Robinson, T. R. (2001). Developing legally and educationally appropriate IEPs. Remedial and Special Education, 22, 359-373. Drasgow, E., &
Yell, M. L. (2002). School-wide behavior support: Legal implications and requirements. Child and Family Behavior Therapy, 24, 129-145. Renzaglia, A., Karvonen, M., Drasgow, E., & Stoxen, C. C. (2003). Promoting a lifetime of inclusion. Focus on Autism and Other Developmental Disabilities, 18, 140-149.
Yell, M. L., Katsiyannis, A., Drasgow, E., & Herbst, M. (2003). Developing legally correct and educationally appropriate programs for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18, 182-191. Sigafoos, J., & Drasgow, E. (2003). Empirically-validated strategies, evidence-based practice, and basic principles in communication intervention for learners with developmental disabilities. Perspectives on Augmentative and Alternative Communication, 12(4), 7-10. Sigafoos, J., Drasgow, E., Reichle, J., O’Reilly, M.., Green. V. A., & Tait, K. (2004). Teaching communicative rejecting to children with severe disabilities. American Journal of
Speech-Language Pathology, 13, 31-42. Halle, J. W., Brady, N., & Drasgow, E. (2004). Enhancing socially adaptive communicative repairs of beginning communicators with disabilities. American Journal of Speech-Language Pathology, 13, 43-54. Sigafoos, J., Drasgow, E., Halle, J. W., O’Reilly, M., Seely-York, S., Edrisinha, C., & Andrews, A. (2004). Teaching VOCA use as a communicative repair strategy. Journal of Autism and Developmental Disorders, 34, 411-422. Martin, C. A., Drasgow, E., Halle, J. W., & Brucker, J. M. (2005). Teaching a child with autism and severe language delays to reject: Direct and indirect effects of functional communication training. Educational
Psychology, 25, 287-304. Stith, J. L., & Drasgow, E. (2005). Including children with cochlear implants in general education elementary classrooms. TEACHING Exceptional Children Plus, 2(1) Article 2. Retrieved from http://escholarship.bc.edu/education/trcplus/vol2/iss1/2. Yell, M. L., Drasgow, E., & Lowrey. K. A. (2005). No Child Left Behind and Students with Autism Spectrum Disorders. Focus on Autism and Other Developmental Disorders, 20, 130-139. Yell, M. L. & Drasgow, E. (In press). The Individuals with Disabilities Education Improvement Act of 2004 and the 2006 regulations: Implications for assessment. Assessment for Effective Intervention. Lowrey, K. A.,
Drasgow, E., Renzaglia, A. & Chezan, L. (In press). The impact of alternate assessment on curricula for students with severe disabilities: Purpose driven or process driven? Assessment for Effective Intervention. Yell, M. L. & Drasgow, E. (In press). The Legal Basis of Response to Intervention: Analysis and Implications. Exceptionality. Drasgow, E., & Yell, M. L. (Invited article in preparation). IDEIA 2004 and peer-reviewed research: What the law means for administrators. To appear in The Journal of Special Education Leadership.
Chapters Reichle, J., Halle, J. W., & Drasgow, E. (1998). Implementing augmentative communication systems. In A. Wetherby, S. Warren, & J. Reichle (Eds.), Transitions in prelinguistic communication (pp. 417- 436). Baltimore, MD: Paul H. Brookes Publishing Co. Yell, M. L., Drasgow, E., & Ford, L. (2000). The Individuals with Disabilities Education Act: Implications for school psychologists. In C. Telzrow & M. Tankersley (Eds.), School Psychology and IDEA '97 (pp. 1-27). Reston, VA: National Association of School Psychologists. Yell, M. L., Robinson, T. R, & Drasgow, E. (2001). Cognitive behavior modification. In T. J. Zirpoli and K.R. Melloy, Behavior
Management (3rd ed.) (pp. 200-246). Upper Saddle River, NJ: Merrill/Prentice Hall. Sigafoos, J., O’Reilly, M., Drasgow, E., & Reichle, J. (2002). Strategies to achieve socially acceptable escape and avoidance. In J. Reichle, D. Beukelman, & J. Light (Eds.), Exemplary strategies for beginning communicators: Implications for AAC (pp. 157-186). Baltimore, MD: Paul H. Brookes Publishing Co. Sigafoos, J., Drasgow, E., & Schlosser, R. (2003). Strategies for beginning communicators. In R. Schlosser (Ed.), The efficacy of augmentative and alternative communication: Toward evidence-based practice (pp 323-346). New York, NY: Academic press. Halle, J. W., & Drasgow, E. (2003).
Response classes: Baer’s contribution to understanding their structure and function. In K. S. Budd & T. Stokes (Eds.), A small matter of proof: The legacy of Donald M. Baer (pp. 113-124). Las Vegas, NV: Context Press. Yell, M. L. Drasgow, E., Bradley, R., & Justesen, T. (2004). Contemporary legal issues in special education. In A. McCray, H. J. Reith, & P.T. Sindelar (Eds.), Issues in special education (pp.16-37). Boston, MA: Allyn and Bacon. Van Acker, R., Yell, M. L., Bradley, R. & Drasgow, E. (2004). Experimental research designs in the study of children and youth with emotional and behavioral disorders. In R. B. Rutherford, M. M. Quinn, & S. R. Mathur (Eds.),
Handbook of research in emotional and behavioral disorders (pp. 546-566). New York, NY: The Guilford Press. Yell, M. L., Busch, T., & Drasgow, E. (2005). Cognitive behavior modification. In T. J. Zirpoli, Behavior Management: applications for teachers. (4th ed.) (pp. 226-266). Upper Saddle River, NJ: Merrill/Prentice Hall. Halle, J. W., Drasgow, E., & Horner, R. (2005). Generalization. In M. Hersen, R. H. Horner & G. Sugai (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy (pp. 1347-1350). Thousand Oaks, CA: Sage Publications.
Yell, M.L., & Drasgow, E. (2005). The Individuals with Disabilities Education Act. In M. Hersen, R. Horner & G. Sugai, Encyclopedia of behavior modification and cognitive behavior therapy (pp. 1367-1373). Thousand Oaks, CA: Sage Publications. Kennedy, C., Halle, J. W., & Drasgow, E. (2005). Establishing operations. In M. Hersen, R. H. Horner & G. Sugai (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy (pp. 1299-1302). Thousand Oaks, CA: Sage Publications. Yell, M. L., Busch, T., & Drasgow, E. (2006). Cognitive Behavior Modification. In T.J. Zirpoli, Behavior Management (5th ed.). (pp. 350-444). Upper Saddle River, NJ:
Merrill/Prentice Hall. Drasgow, E., Lowrey, K. A., Qian, Y., Halle, J. W., & Meddan, H. (In press). Social competence and young children with severe disabilities. To appear in W. H. Brown, S. L. Odom, & S. R. McConnell, (Eds.), Social competence of young children: Risk, disability, and evidence-based practices (2nd Ed.). Baltimore: Paul H. Brookes Publishing Co. Drasgow, E., Yell, M. L., & Halle, J. W. (In press). Applied Behavior Analysis. To appear in M. L. Yell, N. Meadows, E. Drasgow, & J. Shriner, Educating students with emotional and behavioral disorders in general and special education. Upper Saddle River, NJ: Merrill/ Prentice Hall Drasgow, E., Yell, M. L. & O’Neill,
R.E. (In press). Positive behavior support. To appear in M. L. Yell, N. Meadows, E. Drasgow, & J. Shriner, Educating students with emotional and behavioral disorders in general and special education. Upper Saddle River, NJ: Merrill/ Prentice Hall Drasgow, E., Sigafoos, J., Halle, J. W., & Martin, C. A. (In press). Teaching mands. To appear in P. Sturmey & A. Fitzer (Eds.), Applied behavior analysis and language acquisition by people with Autism Spectrum Disorders. Austin, TX: Pro-Ed. Sigafoos, J., Drasgow, E., Duker, P. C., O’Reilly, M. F., & Reichle, J. (In press). General intervention approaches for teaching speech and its prerequisites. To appear in P. Sturmey & A. Fitzer
(Eds.), Applied behavior analysis and language acquisition by people with Autism Spectrum Disorders. Austin, TX: Pro-Ed. Book Reviews Drasgow, E. (1996). Review of the book Evaluating theories of language: Evidence from disordered communication. The Volta Review, 98, 137-138. Drasgow, E., & Martin, C. A. (2005). Review of the book Individualized supports for students with problem behaviors: Designing positive behavior plans. Research and Practice for Persons with Severe Disabilities, 30, 173-176.
Presentations Drasgow, E., Halle, J., Ostrosky, M. M., Reichle, J., & Silliman, A. (1993, November). Teaching communication to young children with severe disabilities. Presented at the annual meeting of The Association for Persons with Severe Disabilities, Chicago, IL. Ostrosky, M. M., Halle, J., Drasgow, E., & Silliman, A. (1993, December). Challenges of teaching communication skills in the context of naturally occurring routines. Presented at the annual CEC conference, San Diego, CA. Singleton, J., Drasgow, E., & Supalla, S. (1994, March). American Sign Language in deaf education: Current issues and research. Presented at the 30th Annual meeting of the Illinois Teachers of the
Hearing Impaired, Springfield, IL. Drasgow, E., Reinoehl, R. B., & Killebrew, L. (1994, November). Assessment and intervention in developing communication repertoires in young children with severe disabilities. Presented at the annual meeting of the Illinois AAMR, Collinsville, IL. Halle, J., Ostrosky, M. M., Drasgow, E., & Silliman, A. (1994, December). Teaching communication skills in the context of naturally occurring routines using general-case instruction. Presented at the annual meeting of The Association for Persons with Severe Disabilities. Atlanta, GA. Halle, J., Drasgow, E., Silliman, A., & Ostrosky, M. M. (1995, May). Focusing on the function in functional
communication training. Presented at the annual meeting of The Association for Behavior Analysis, Washington, DC. Drasgow, E., Halle, J., & Ostrosky, M. M. (1995, November). Assessing response competition during functional communication training: Using extinction to enhance generalization. Presented at the annual meeting of The Association for Persons with Severe Disabilities. San Francisco, CA. Drasgow, E., Reinoehl, R. B., & Halle, J. W. (1996, April). Positive interventions for people with severe challenges. Presented at the annual meeting of The Arc of Illinois. Springfield, IL. Drasgow, E., Halle, J., & Ostrosky, M. (May, 1996). Assessing response competition during
functional communication training: Using extinction to enhance generalization. Presented at the Annual Convention of the Association for Behavior Analysis, San Francisco, CA. Drasgow, E. (1997, February). Functional curriculum for students with severe disabilities. Invited presentation at the annual conference of the South Carolina Council for Exceptional Children. Hilton Head, South Carolina. Drasgow, E. (1997, April). Decreasing behavior problems through functional communication training. Invited presentation at the Fifth Annual South Carolina Early Intervention Conference. Winnsboro, South Carolina.
Drasgow, E. (1997, October). Using functional communication training to reduce problem behavior. Presented at the annual conference of the South Carolina AAMR. Charleston, South Carolina. Drasgow, E. (1997, November). Developing functional curricula for students with significant disabilities. Invited presentation at the annual conference of the South Carolina Autism Society. Columbia, South Carolina. Drasgow, E., Halle, J., & Phillips, B. (1998, May). Assessing communication repair strategies of young preverbal children with severe language delays. Presented at the annual Conference on Research Innovations in Early Intervention. Charleston, South Carolina. Drasgow,
E., & Halle, J. (1998, May). Discriminated operants: The effects of different social partners on the generalized requesting of a young child with autism. Presented at the annual conference of the International Association for Behavior Analysis. Orlando, Florida. Drasgow, E. (1998, November). Applied behavior analysis. Invited presentation at the annual conference of the South Carolina Autism Society. Columbia, South Carolina. Drasgow, E., & Yell, M. L. (1998, November). Functional assessment and behavioral intervention plans. Invited presentation at the annual conference of the South Carolina Autism Society.Columbia, South Carolina. Drasgow, E. (1999, November).
Preventing or Reducing Problem Behavior by Increasing Communication. Invited presentation at the annual conference of the South Carolina Autism Society. Columbia, South Carolina. Yell, M. L. & Drasgow, E. (2000, February). Litigating a free appropriate public education: The Lovaas hearings and cases. Presented at the annual conference of the South Carolina Council for Exceptional Children, Myrtle Beach, SC. Drasgow, E. & Yell, M. L. (2000, April). Litigating a free appropriate public education: The Lovaas hearings and cases. Presented at the Annual Convention of the Council for Exceptional Children, Vancouver, BC, Canada. Drasgow, E., Halle, J. & Sigafoos, J.
(2000, May). Generalization failures: Three possible explanations. Presented at the Annual Convention of the Association for Behavior Analysis, Washington D.C. Drasgow, E., & Yell, M. L. (2000, September). Functional behavioral assessment and positive behavior support plans: Legal and philosophical basis. Featured presentation at the Fourth Conference on Disabilities and Special Needs, Charleston, SC. Drasgow, E., & Yell, M. L. (2000, September). Conducting a functional behavioral assessment. Featured presentation at the Fourth Conference on Disabilities and Special Needs, Charleston, SC.
Drasgow, E., & Yell, M. L. (2000, September). Developing and implementing a positive behavior support plan. Featured presentation at the Fourth Conference on Disabilities and Special Needs, Charleston, SC. Tezza, E., Moody, M., & Drasgow, E. (2000, October). Replacing problem behavior with socially acceptable behavior. Presented at the South Carolina Association for Mental Retardation Conference, Myrtle Beach, SC. Drasgow, E. (2001, October). Promoting a lifetime of inclusion. Invited keynote presentation at the 5th Annual South Carolina Conference on Disabilities and Special Needs, Charleston, SC. Watson, J., Martin, C., & Drasgow, E. (2002, February). Reducing
problem behavior through functional communication training. Presented at the 2002 South Carolina Conference on Council for Exceptional Children, Hilton Head, SC. Yell, M.L., Karvonen, M., Marshall, K.M., Drasgow, E., & Seaman, M.A. (2002, April). Project ReSpecT: Retaining Special education Teachers. Presented at the annual convention of the Council for Exceptional Children, New York, NY. Sigafoos, J., Drasgow, E., Olive, M. L., & Smith, B. S. (2002, May). Training parents and teachers to assess and treat problem behavior. Presented at the Annual Convention of the Association for Behavior Analysis, Toronto, Canada. Yell, M.L., Marshall, K.J, & Drasgow, E.
(2002, October). Overview of the South Carolina State Improvement Grant. Presented at the South Carolina fall administrators conference for directors of programs for students with disabilities. Columbia, SC. Martin, C., Watson, J., & Drasgow, E. (2003, November). Making positive behavior support work. Presented at the 48th Annual Southeast American Association for Mental Retardation Conference. Myrtle Beach, SC. Meadan, H., Halle, J., & Drasgow, E. (2003, December). Examining communication repairs of young children with disabilities who are nonverbal. Presented at the Annual Conference of the Association for Persons With Severe Disabilities. Chicago, IL. Drasgow, E.,
Halle, J. W., & Martin, C. (2004, May). Effects of differential reinforcement on the rejecting behavior of a young student with autism. Presented at the Annual Conference of the Association for Behavior Analysis. Boston, MA. Meadan, H., Halle, J. W., & Drasgow, E. (2004, May). Examining the communicative repairs of two young children with developmental disabilities who lack language. Presented at the Annual Conference of the Association for Behavior Analysis. Boston, MA. Sigafoos, J., Drasgow, E., Halle, J. W., O’Reilly, M., Seely-York, S. E., Edrinsha, C., & Andrews, A. (2004, May). Teaching replacement mands as a communicative repair
strategy. Presented at the Annual Conference of the Association for Behavior Analysis. Boston, MA. Drasgow, E., Pitts, J., Pinckney, C., & Alewine, P. (2004, October). Positive behavior support: The DDSN three course sequence. Presented at the Annual Conference of the South Carolina Chapter of the American Association for Mental Retardation, Myrtle Beach, SC. Lowrey, K. A. & Drasgow, E. (2004, October). Evaluating programming for students with autism. Presented at the Annual Conference of the South Carolina Autism Society, Columbia, SC. Halle, J. W., Meadan, H., & Drasgow, E. (2005, May). Assessing the conditions that occasion protests of nonverbal children.
Presented at the Annual Conference of the Association for Behavior Analysis, Chicago, IL. Drasgow, E., Martin, C. A., & Halle, J. W. (2005, May). Functional communication training: Teaching multiple functionally equivalent responses to young children with autism and severe language delays. Presented at the Annual Conference of the Association for Behavior Analysis, Chicago, IL. Drasgow, E. & Martin, C. A. (2006, February). Effects of functional communication training. Presented at the Annual Conference of the North Carolina Association of Behavior Analysis, Wrightsville Beach, NC. Ardoin, S., & Drasgow, E. (2006, May). Using discrete trials to increase the feasibility of
conducting functional analyses in school settings. Presented at the Annual Conference of the Association for Behavior Analysis, Atlanta, GA.
Workshops and Consultation Yell, M.L. & Drasgow, E. (1998, August). Conducting functional assessments of behavior and developing behavior intervention plans. Green Bay, WI: Department of Public Instruction. Yell, M. L. & Drasgow, E. (1998, August). Conducting functional assessments of behavior and developing behavior intervention plans. Eau Claire, WI: Department of Public Instruction. Drasgow, E. & Yell, M. L. (1999, October). Functional behavioral assessments and behavior intervention plans. Columbia, SC: Department of Education, Office of Exceptional Children. Drasgow, E. (1999, Fall). Applied behavior analysis I: Application to persons with severe
disabilities. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E., & Yell, M. L. (1999, November). Functional assessment. Columbia, SC: South Carolina Autism Society. Drasgow, E. (2000, Spring). Applied behavior analysis II: Functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2000, April). Applied behavior analysis and instructional programs for students with disabilities. Anderson, SC: Anderson School District 5. Drasgow, E. (2000, April). Functional assessment and positive behavior support plans. Anderson, SC: Anderson School District 5. Drasgow, E., & Yell, M. L.
(2000, August). Functional behavioral assessment and behavior intervention plans. Sumter, SC: Sumter 17 School District. Drasgow, E., & Yell, M. L. (2000, August). Functional behavioral assessment and behavior intervention plans. Anderson, SC: Anderson School District 5. Drasgow, E. (2000, Fall). Applied behavior analysis III: Advanced functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E., & Yell, M. L. (2000, Fall). Writing functional and measurable goals and objectives. Columbia, SC: South Carolina Autism Society. Drasgow, E. & Yell, M. L. (2001, April). Functional behavioral
assessments and behavior intervention plans. Spartanburg, SC: South Carolina School for the Deaf and Blind. Drasgow, E. (2001 Spring). Applied behavior analysis I: Application to persons with severe disabilities. Columbia, SC: Department of Disabilities and Special Needs.
Drasgow, E. (2001, Summer). Applied behavior analysis II: Functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2001, Fall). Applied behavior analysis III: Advanced functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2001). Consultation for positive behavior support and for program development. Spartanburg, SC: South Carolina School for the Deaf and Blind. Drasgow, E. (2002, Summer). Applied behavior analysis I: Application to persons with severe disabilities. Columbia, SC: Department of Disabilities and
Special Needs. Drasgow, E. (2002, Fall). Applied behavior analysis II: Functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2003, Summer). Applied behavior analysis I: Application to persons with severe disabilities. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2003, Fall). Applied behavior analysis II: Functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2004, Spring). Applied behavior analysis III: Advanced functional assessment and positive behavior support plans. Columbia, SC:
Department of Disabilities and Special Needs. Lowrey, K. A., & Drasgow, E. (2004, Summer). Key concepts in program development, assessment, progress monitoring, and evaluation for students with moderate and severe disabilities. Irmo, SC: South Carolina State Department of Education. Drasgow, E. (2004, Fall). Applied behavior analysis I: Application to persons with severe disabilities. Columbia, SC: Department of Disabilities and Special Needs. Yell. M. L., Drasgow, E., & Lowrey, K. A. (2004, October). No Child Left Behind: Analysis and implications for special education. Columbia, SC: South Carolina Autism Society. Drasgow, E. (2005, Spring). Applied behavior analysis
II: Functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2005, Summer). Applied behavior analysis III: Advanced functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2006, February). Defining, recording, and graphing behavior: Skills for use by those who develop behavior support plans. Columbia, SC: SCAAMR and Department of Disabilities and Special Needs.
Drasgow, E. (2006, Spring). Applied behavior analysis I: Application to persons with severe disabilities. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2006, Summer). Applied behavior analysis II: Functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Drasgow, E. (2007, Spring). Applied behavior analysis III: Advanced functional assessment and positive behavior support plans. Columbia, SC: Department of Disabilities and Special Needs. Award 2004 George H. Lackey Jr. Award for Inspirational Teaching, University of South Carolina, College of Education Memberships 1992-Present
Member, Association for Behavior Analysis 1996-Present Member, South Carolina Council for Exceptional Children 1997-Present Member, South Carolina Autism Society 1999-Present Member, American Association for Intellectual and Developmental Disabilities Professional Activities Guest Reviewer The Journal of the Association for Persons with Severe Handicaps, 1993-1996 Guest Reviewer Topics in Early Childhood Special Education, 1995 Guest Reviewer Journal of Applied Behavior Analysis, 1996-present Guest Reviewer Exceptional Children, 1996-present Guest Reviewer Volta Review, 1996- present Guest Reviewer Language, Speech, and Hearing Services in the Schools,
1997- present Guest Reviewer Young Exceptional Children, 1998-present Guest Reviewer Journal of Deaf Studies and Deaf Education, 1998- 2002 Reviewer Beyond Behavior, 1999-2001 Reviewer Language and Deafness, 3rd Edition, 2000 Guest Co-Editor Journal of Special Education, 2000 Editorial Consultant Focus on Autism and Other Developmental Disabilities, 2001-present Guest Reviewer Journal of Early Intervention, 2003 Guest Reviewer Journal of Speech, Language, and Hearing Research, 2003 Reviewer Educational Psychology, 2003-present Associate Editor Evidence-based Communication and Assessment, 2006-present Guest Co-Editor Assessment for Effective
Intervention, 2006 Guest reviewer American Journal of Speech-Language Pathology, 2006-present Member The Praxis Series: Professional Assessments for Beginning Teachers.
Deaf and Hard of Hearing, South Carolina, 1997 Member Board of Directors, South Carolina Autism Society, 1997-present Member Steering Committee, South Carolina State-Wide Alternate Assessment Program, 1998 Member State committee for developing training guidelines for applied behavior therapy services, 1999 Member The Praxis Series: Professional Assessments for Beginning Teachers. Severe and Multiple Disabilities, South Carolina, 2003 Member Positive Behavior Support Advisory Group, Department of Disabilities and Special Needs, Columbia, SC, 2004-present Grants 1997 Training Teachers of Students with Autism. South Carolina Department of Education,
$10,500. Principle Investigators: Erik Drasgow and Mitchell L. Yell. 1997 Increasing Deaf Students’ English and Technological Literacy Levels. PDS Grant, $1,459.53. Principle Investigators: Cara Smithwick and Erik Drasgow. 1997 Preparation of Early Childhood Special Education Personnel to Serve Young Children with Low-incidence Disabilities. U. S. Department of Education (1997-2000 funding of $470,058). Principal Investigator, William H. Brown, and Co-Principal Investigator, Erik Drasgow. 2000 Preparing Future Teachers of Students with Emotional and Behavioral Disorders to Conduct Functional Assessments of Behavior and to Implement Effective
Positive Behavior Support Plans That Include Cognitive-Behavioral Interventions. U. S. Department of Education (2000-2003 funding of $592,079). Principal Investigators: Mitchell L. Yell and Erik Drasgow. 2000 Project ReSpecT: Retaining Special Education Teachers. U. S. Department of Education (2000-2003 funding of $446,448). Principal Investigators: Mitchell L. Yell, Erik Drasgow, and Kathleen Marshall. 2000 Applied Behavior Analysis. South Carolina Department of Disabilities and Special Needs, $4469. Principal Investigator: Erik Drasgow. 2001 Environmental Arrangement and Incidental Teaching for Improving Inclusion of Children With Disabilities.
PDS Grant, $1100. Principal Investigators: Erik Drasgow and Jennifer Watson. 2002 Establishing the 3 Rs: Responsiveness, Resilience, and Reciprocity. U. S. Department of Education, Office of Special Education and Rehabilitative Services (2002-2005 funding of $128,522). Principal Investigator: Erik Drasgow. 2002 South Carolina State Improvement Grant. U.S. Department of Education, Office of Special Education and Rehabilitative Services (2002-2007 funding of
$6,500,000). Principal Writer: Mitchell L. Yell; Co-Writers: Kathleen J. Marshall, Erik Drasgow, and Michael A. Seaman. 2004 Preparing Future Teachers of Students with Emotional and Behavioral Disorders to Conduct Functional Behavioral Assessments and to Implement Effective Behavior Invention Plans That Include Antecedent Academic Interventions. U.S. Department of Education, Office of Special Education and Rehabilitative Services (2004-2007 funding of $780,480). Principal Investigators: Erik Drasgow and Mitchell L. Yell. 2006 Developing a Tool to Assess the Quality of Individualized Education Programs for Students with Disabilities. U.S. Department of
Education, Institute of Educational Sciences (2006-2009 funding of $264,715). Principal Investigators: Erik Drasgow, Mitchell L. Yell, and Steven Liu.
| Drasgow Inc A Production Machine Shop 4150 Poplar Tree Rd. Gainesville, NY 14066 Phone (585) 786-3603 Fax (585) 786-3527 POC Karl W Drasgow Owner drasgowinc@frontiernet.net |