The Department of Dispute Resolution and Counseling

Francesca Jones, Ph.D.
Assistant Research Professor

Francesca Jones, Ph.D., has been an Assistant Research Professor at the Institute for Reading Research at SMU since 2005, serving as Project Coordinator for Project Maximize. Dr. Jones received her Ph.D. in Special Education, with emphasis on behavioral disorders, from the University of North Texas in 2005. Her previous experience includes teaching intermediate school students with behavioral disorders. Dr. Jones received her M.A. in Early Childhood Special Education from Vanderbilt University, and her B.A. in Government and History from the University of Notre Dame.Dr. Jones’ research interests center on the behavioral needs of students and specifically, how those needs relate to their ability to read. She also has an interest in adolescent reading, social skills, and educational statistics. Her many presentations focus on behavioral interventions for students with emotional and behavioral disorders and quantitative statistical research methods.  Her publications focus on the classroom needs of teachers of students with emotional and behavioral disorders, and the status of education for these students.

Publications

Jones, F. (2005).  Meta-analysis of single subject reading interventions for students with Emotional and Behavioral Disorders and Learning Disabilities.  Unpublished doctoral dissertation, University of North Texas.

Butler, C. J. & Jones, F. J. (In press.)  (2006). Effective Disciplinary Practices in Schools: Setting the Stage for Student Success.  In L. M. Bullock, R. A. Gable, & K. Melloy (Eds.), Effective disciplinary practices: Strategies for maintaining safe schools and positive learning environments for students with challenging behaviors. Arlington, VA: Council for Children with Behavioral Disorders.

Menendez, T., M., Chen, K., Meyton, M., Jones, F., & Manning, M. (2004). Creating Quality Environments to Occasion Student Success: Meeting the Needs of Students with Emotional and Behavioral Problems.  In L. M. Bullock, R. A. Gable, & K. Melloy (Eds.), Effective interventions for classrooms, schools, and communities: Making a difference in the lives of students with learning and behavioral problems. Arlington, VA: Council for Children with Behavioral Disorders.

Wehby, J. H., Symons, F. M.  Canale, J. A.  & Go, F. (1999).  Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations. Behavioral Disorders, 20, 87-105.