Francesca Go

Francesca Go received her Ph.D. in Special Education with emphasis on behavioral disorders, from the University of North Texas in 2005. Prior to that, she taught students with behavioral disorders in upper elementary and middle school. Dr. Go 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. Go's research and teaching interests center on behavior, reading, cognitive disabilities, autism, assessment and measurement.

Publications

Jones, F. J., Conner, C., Algrim-Delzell, L., Walte, S., & Allor, J. (submitted). What do teachers know about how to teach reading to students with developmental disabilities: A survey.

Carlin, C. Yovanoff, P., Jones, F. & Gifford, D,. (submitted). Interrater Agreement when Observing Reading and Language Behaviors in Students with Intensive Needs: An Exploratory Study.

Al Otaiba, S., Rivas, B., Jones, F., Petscher, Y., & Wanzek, J. (2020, June 2). Reading Mindset Measure. https://doi.org/10.31234/osf.io/38eda

Mellado De La Cruz, V., Al Otiaba, S., Hsaiao, Y., Clements, N., Jones, F., Rivas, B. K., Hagen Burch, S., Greene, E., Simmons, L., (2019). The prevalence and stability of challenging behaviors and concurrent early literacy growth among kindergarteners at reading risk. Elementary School Journal. https://doi.org/10.1086/705785

Allor, J., Gifford, D. B., Jones, F. J., Al Otaiba, S., Yovanoff, P., Ortiz, M., & Cheatham, J. (2018). The effects of a text-centered supplemental curriculum for students with intellectual disability. American Journal on Intellectual and Developmental Disabilities. 123, (5), pp. 474-494. https://doi.org/10.1352/1944-7558-123.5.474

Jones, F. J., Gifford, D. B., Yovanoff, P., Al Otaiba, S., Levy, D., & Allor, J. (2018). Alternate assessment formats for progress monitoring students with intellectual disabilities and below average intellectual quotients: An exploratory study. Focus on Autism and Developmental Disabilities, 1-11. https://doi.org/10.1177/1088357618762749

Wilhelm, A. G., Gillespie Rouse, A., & Jones, F. (2018). Exploring differences in measurement and reporting of classroom observation inter-rater reliability. Practical Assessment, Research and Evaluation, 23(4), 1-16.

Wanzek, J., Petscher, Y., Al Otaiba, Rivas, B., Jones, F. J., Kent, S., Schatchneider, C., Mehta, P. (2017). Effects of a Year Long Supplemental Reading Intervention for Students with Reading Difficulties in Fourth Grade. Journal of Educational Psychology, 109, 1103-1119.

Petscher, Y., Al Otaiba, S., Wanzek, J., Rivas. B. , & Jones, F. (2017) The relation between global and specific mindset with reading outcomes for elementary school students. Scientific Studies of Reading, 21:5, 376-391. doi: 10.1080/10888438.2017.1313846

Roman, D. X, Jones, F. J., Basaraba, D., Hironaka, S. (2016). Helping students bridge inferences in science text. Journal of Adolescent and Adult Literacy, 60(2), 121-130.

Wanzek, J., Petscher, Y., Al Otaiba, S., Kent, S. C., Schatchneider, C., Haynes, M., Rivas, B., & Jones, F. (2016). Examining the average and local effects of a standardized treatment for fourth graders with reading difficulties. Journal of Research on Educational Effectiveness, 9, 45-66.

Allor, J. H., Mathes, P. G., Jones, F. G., Champlin, T. M., & Cheatham, J. P. (2010). Individualized research-based reading instruction for students with intellectual disabilities. TEACHING Exceptional Children, 42, 6-12.

Allor, J. H., Mathes, P. G., Roberts, J. K., Jones, F. G., & Champlin, T. M. (2010). Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. Education and Training in Autism and Developmental Disabilities, 45, 3-22.

Allor, J.H., Jones, F.G., & Mathes, P.G. (2010) “Not this child”: Success stories from research in teaching reading to students with cognitive disabilities. Teaching Exceptional Children.

Jones, F. G. (2005). Meta analysis of reading studies for students with emotional and learning disabilities. Unpublished Doctoral Dissertation, University of North Texas, Denton, TX.

Butler, C. J. & Jones, F. J. (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.