2010 Annual Evaluation Vitae Mary Frances Hanline, Ph.D ...its.fsu.edu/sites/g/files/imported/storage/original/application/... · • Both EEX 5239 and EEX 5456 were taught both online

2010 Annual Evaluation Vitae

Mary Frances Hanline, Ph.D.

GENERAL INFORMATION University Address: Special Education, Special Education Studies, Education of Students with Exceptionalities School of Teacher Education College of Education Stone Building, 2209J Florida State University Tallahassee, Florida 32306-4457 Phone: (850) 644-4880 Fax: (850) 644-8714 E-Mail Address: [email protected] Web Site: http://www.coe.fsu.edu/ste/faculty.html Professional Preparation

1980-1985 PhD, University of California, Berkeley. Major: Special Education. Name of specialization or emphasis area: Early Childhood Special Education (ECSE). Dissertation: Integrated versus nonintegrated play: Effects on social play, cognitive play, and communicative responses of disabled toddlers. Disserta-tion supervisor: Dr. Marcy Hanson.

1975 MS, Teacher’s College, Columbia University, New York City. Major: Mental Retardation.

1973-1974 BS, George Peabody College for Teachers, Nashville, TN. Major: Psychology and Special Education.

1973-1974 AA, Pensacola Junior College, Pensacola, FL. Major: Liberal Arts. Post- Degree Education and Training

2009 Pre-Elementary Education Longitudinal Study (PEELS), National Center for Educational Research, Institute of Educational Sciences; national data-base training

2002-2005 English Speakers of Other Languages (ESOL) (mandated by Florida Depart-ment of Education)

1994-1995 Sabbatical, Florida State University

Mary Frances Hanline January 2010

# designates work done before joining the faculty at FSU 2

Professional Experience 2010 – present Professor – Education of Students with Exceptionalities (ESE), Special Educa-tion Studies, Special Education, and Special Education Programs, School of Teacher Education, Florida State University. Responsible for 1) teaching graduate courses in Early Childhood Spe-cial Education (ECSE), autism, and severe/profound disabilities; 2) coordinating the MS dis-tance learning Special Education Studies, the ECSE Certificate, and the Childhood and Family Intervention Certificate Programs; 4) advising MS students in the ESE and Special Education MS programs specializing in ECSE and autism and all students in the MS Special Education Studies Program; 5) supervising interns and practicum students; 6) serving as Major Professor and as a Supervisory Committee member for doctoral and specialist students; 7) managing grants; 8) conducting research and other scholarly activities; and 11) performing community and University service activities. 2007 – 2010 Associate Professor – Education of Students with Exceptionalities (ESE), Spe-cial Education Studies, Special Education, and Special Education Programs, School of Teacher Education, Florida State University. Responsible for 1) teaching graduate courses in Early Childhood Special Education (ECSE), autism, and severe/profound disabilities; 2) coordinating the MS distance learning Special Education Studies, the ECSE Certificate, and the Childhood and Family Intervention Certificate Programs; 4) coordinating the ESE and MS Special Educa-tion Programs (fall 07, spring 08, fall 08); 5) advising MS students in the ESE and Special Edu-cation MS programs specializing in ECSE and autism and all students in the MS Special Educa-tion Studies Program; 6) supervising interns and practicum students; 7) serving as Major Profes-sor and as a Supervisory Committee member for doctoral and specialist students; 8) managing grants; 9) conducting research and other scholarly activities; and 10) performing community and University service activities.

2006 - 2007 Interim Chair and Associate Professor – Education of Students with Exceptio-nalities (ESE), Special Education Studies, and Special Education Programs, School of Teacher Education, Florida State University. Responsible for 1) acting as Interim Chair of the Depart-ment of Childhood Education, Reading, and Disability Services; 2) teaching graduate courses in ECSE; 3) coordinating the MS distance learning Special Education Studies, the Early Childhood Special Education Certificate, and the Early Childhood and Family Intervention Certificate Pro-grams; 4) advising MS students in the ESE and Special Education MS programs specializing in ECSE and autism and all students in the MS Special Education Studies Program; 5) supervising practicum students; 6) serving as Major Professor and as a Supervisory Committee member for doctoral and specialist students; 7) managing grants; 8) conducting research and other scholarly activities; and 9) performing community and University service activities.

2004 - 2006 Associate Professor – Education of Students with Exceptionalities (ESE), Spe-cial Education Studies, and Special Education Programs, School of Teacher Education, Florida State University. Responsible for 1) teaching graduate courses in ECSE); 2) developing the MS distance learning Special Education Studies and the Early Childhood and Family Intervention Certificate Programs; 3) coordinating the ECSE Certificate Program; 4) developing coursework for the Florida endorsements in Autism and Severe/Profound Disabilities and the Florida In-fant/Toddler Developmental Specialist Certificate; 5) advising MS students in the ESE and Spe-cial Education MS programs specializing in ECSE and autism and all students in the MS Special



Education Studies Program; 5) supervising interns and practicum students; 6) serving as Major Professor and as a Supervisory Committee member for doctoral and specialist students; 7) man-aging grants; 8) conducting research and other scholarly activities; and 9) performing community and University service activities.

1999 - 2004 Chair and Associate Professor – Emotional Handicaps/Learning Disabilities (EH/LD) and Special Education Programs, School of Teacher Education, Florida State Universi-ty. Responsible for 1) acting as Chair of the Department of Special Education and Rehabilitation Counseling Services; 2) teaching graduate courses in ECSE; 3) coordinating the EH/LD, MS Special Education, and the Early Childhood Special Education Certificate Programs; 4) advising MS students in the EH/LD and Special Education MS programs specializing in ECSE; 5) super-vising practicum students; 6) serving as Major Professor and as a Supervisory Committee mem-ber for doctoral and specialist students; 7) managing grants; 8) conducting research and other scholarly activities; and 9) performing community and University service activities.

1994 - 1999 Associate Professor – Emotional Handicaps/Learning Disabilities (EH/LD) and Special Education Programs, School of Teacher Education, Florida State University. Responsi-ble for 1) teaching graduate courses in ECSE; 2) coordinating the Early Childhood Special Edu-cation Certificate Program; 3) advising MS students in the EH/LD and Special Education MS programs specializing in ECSE; 4) supervising practicum students; 5) serving as Major Professor and as a Supervisory Committee member for doctoral and specialist students; 6) managing grants; 7) conducting research and other scholarly activities; and 8) performing community and University service activities.

1988 - 1993 Assistant Professor – Mental Disabilities (MD) and Special Education Pro-grams, School of Teacher Education, Florida State University. Responsible for 1) teaching grad-uate and undergraduate courses in ECSE and MD; 2) developing the ECSE Certificate program; 3) developing coursework for the Florida Pre-Kindergarten Disabilities Endorsement; 4) advising students in the MD and Special Education MS programs; 4) supervising practicum students; 5) serving as Major Professor and as a Supervisory Committee member for doctoral and specialist students; 6) managing grants; 7) conducting research and other scholarly activities; and 8) per-forming community and University service activities.

#1983 - 1988 Instructor – Special Education Programs, San Francisco State University. Re-sponsible for 1) teaching undergraduate and graduate courses in special education, 2) assisting with writing and managing grants, and 3) advising undergraduate and graduate students.

#1981 - 1985 Research Assistant & Graduate Assistant - Special Education Programs, Uni-versity of California, San Francisco and San Francisco State University. Responsible for 1) teaching undergraduate courses and 2) assisting with data collection and analysis.

#1975 - 1980 Special Education Teacher – Escambia County, Florida. Responsible for teach-ing students with learning disabilities in an elementary resource room (1975) and middle school students with mental disabilities in a self contained room (1976-1980).



Honors and Awards Nominated for Graduate Teaching Award, Florida State University (2008) Nominated for Graduate Teaching Award, Florida State University (2007) Researcher of the Year Award, Florida State University Chapter of Phi Delta Kappa (2001) Nominated for President’s Continuing Education Award (1998) Nominated for Teaching Incentive Program Award (1993) Outstanding Volunteer Award, Florida Association for the Education and Rehabilitation of the Blind and Visually Impaired (1992) Special Interest Award, Dick Howser Center, Tallahassee (1990) #Outstanding Alumni Award, Pensacola Junior College (1987) #Meritorious Performance & Professional Promise Award, San Francisco State University

(1987) #Department of Special Education Award, George Peabody College for Teachers (1975) #Department of Business Administration Award; Pensacola Junior College (1973) Membership in Professional Organizations

Council for Exceptional Children (CEC) • Division of Early Childhood • Division of Teacher Education

Association for Persons with Severe Disabilities Florida Consortium of Newborn Intervention Programs National Association for the Education of Young Children Family Network on Disability

TEACHING Courses Taught 2010 Spring, 2010: EEX 5234 - Development and Assessment of Individuals with Severe Disabilities EEX 5087 - Models and Methods of Teaming and Collaboration with Families, Schools, and the Community Summer, 2010: EEX 5017 – Typical and Atypical Early Development Fall, 2010: EEX 5239 – Assessment and Methods in Early Childhood Special Education (online) EEX 5239 – Assessment and Methods in Early Childhood Special Education (classroom) EEX 5456 – Program Development for Young Children with Disabilities (online EEX 5456 – Program Development for Young Children with Disabilities (classroom) EEX 6935 – Seminar in Early Intervention Survey Research (classroom)



SPOT/SUSSAI Summary from Spring 2010 through Fall 2010

Semester Course

Number Type Total

Enroll

Nbr Eval

Excel-lent

Very Good

Good Fair Poor

Fall 2010 EEX5239 online 4 2 100% 0% 0% 0% 0% Fall 2010 EEX5239 classroom 7 7 86% 14% 0% 0% 0% Fall 2010 EEX5456 online 9 4 75% 25% 0% 0% 0% Fall 2010 EEX 5456 classroom Fall 2010 EEX6935 classroom 7 7 86% 14% 0% 0% 0% Summer 2010

EEX5017 online 20 12 92% 8% 0% 0% 0%

Spring 2010 EEX5234 online 10 4 100% 0% 0% 0% 0% Spring 2010 EEX5708 online 24 13 85% 15% 0% 0% 0%

Comments about teaching in 2010: • Assumed responsibility for ESE and SE Program Coordination in Dr. Edward’s absence

Fall semester. • EEX 6935 was a doctoral seminar that was a new preparation. It was taught to Com-

munication Disorders and Special Education doctoral students. • Both EEX 5239 and EEX 5456 were taught both online and face-to-face for 25% as-

signment each. This was done to help insure the comprehensiveness of the ESE and SES Programs.

• Evaluation was completed for the EEX 5456 classroom section, but the monitor did not turn them in on time to generate a report. Hard copies are available.

• Supervised four interns spring semester. • Conducted DIS, Supervised Teaching, and Supervised Research all 3 semesters. • Advised 30 Project SEE students earning the Endorsements in Autism or Severe-

Profound Disabilities throughout the year • In all classes, evaluation data for question #8 exceeds STE, COE, and University-level

evaluations. See below. The table presents the % of “Excellent” responses on item #8 of the SPOT. Please note that STE data is combined for all course levels (4000, 5000, 6000)

5000-level courses 6000-level courses

FSU-level 60.0 57.3 COE-level 57.8 72.6 STE-level 66.2



Courses taught: Typical and Atypical Early Development (EEX 5017) Teaming with Families, Schools, and the Community (EEX 5708) Development and Assessment of Individuals with Disabilities (EEX 5234) Assessment and Methods in Early Childhood Special Education (EEX 5455/5239) Program Development in Early Childhood Special Education (EEX 5456) Early Childhood and Elementary Curriculum for Special Educators (EEX 5704) Seminar in Early Childhood Special Education (EEX 6931) Teaching the Student with Profound Disabilities (EMR 5235) Advanced Practicum in Mental Disabilities (EMR 5803) Doctoral Seminar in Special Topics: Single Subject Research (EEX 6935) Practicum in Early Childhood Special Education (EEX 5940) Practicum with Students with Autism Spectrum Disorder (EEX 5836) Field Lab Internship (EEX 5841) Seminar in Early Childhood Special Education (EEX 6931) Directed Independent Study (EEX 5906) Supervised Research (EEX 5911) Master's Thesis Defense (EEX 8976) Thesis (EEX 5971) Dissertation (EEX 6980) Master's Comprehensive Examination (EEX 8966) Study of Human Exceptionality (EEX 4770) Collaboration with Families, Schools, and the Community (EEX 4751) Seminar in Mental Retardation (EMR 5030) Biomedical Issues in Infancy (EEX 5931) Program Development in Early Childhood Special Education (EEX 5456) Designing Inclusive Educational Environments (EEX 4070) Practicum in Early Childhood Special Education (EEX 5490) Assessment and Methods for Young Children with Disabilities (EEX 5455) Seminar: Research Problems in Special Education (EEX 6301) #Atypical Infant Development (SPED 777) #Infant Intervention (SPED 737) #Preschool Intervention (SPED 738) #Introduction to Disabilities (SPED 330) Supervision of Clinical Practice Advanced Practicum in Mental Disabilities (EMR 5803): Students specializing in severe dis-abilities in the MS on line program in Special Education Studies take this practicum. Students work in their own classrooms for students with severe disabilities implementing a teacher action research project and a classroom improvement project

Practicum in Early Childhood Special Education (EEX 5940): Students in the ESE and the MS Special Education Programs specializing in ECSE take this practicum. Students work in ECSE classrooms/programs throughout Leon County Schools.



Practicum with Students with Autism Spectrum Disorder (EEX 5836): Students in the ESE and the MS Special Education Programs specializing in autism take this practicum. Students work in classrooms/programs providing services to learners with autism spectrum disorder throughout Leon County Schools.

Field Laboratory Internship (EEX 5841): Students in the ESE Program take this internship/ student teaching course. Students work in a variety of special education classrooms/programs throughout Leon County Schools. New Course Development Seminar in Early Intervention Survey Research (EEX 6935) - 2010 Practicum with Students with Autism Spectrum Disorder (EEX 5836) – 2007 Early Childhood and Elementary Curriculum for Special Educators (EEX 5704) - 2006 Advanced Practicum in Mental Disabilities (EMR 5803) – 2005 Program Development in Early Childhood Special Education (EEX 5456) - 2005 (for distance

learning) Typical and Atypical Early Development (EEX 5017) – 2005 (for distance learning) Development and Assessment of Individuals with Disabilities (EEX 5234) - 2005 Assessment and Methods in Early Childhood Special Education (EEX 5455/5239) - 2005 (for

distance learning) Teaching the Student with Profound Disabilities (EMR 5235) - 2005 Teaming with Families, Schools, and the Community (EEX 5087) – 2005 Functional Reading and Life Skills for Individuals with Disabilities (EEX 4253) – 2004 Instructional Environments (EEX 5247) - 2004 Methods for Teaching Students with Low Incidence Disabilities (EEX 5237) – 2004 Introductory Practicum in Special Education (EEX 4834) - 2004 Including Students with Disabilities in the General Education Curriculum (EEX 4070) - 2004 Practicum with Students with High Incidence Disabilities (EEX 4941) – 2004 Practicum with Students with Low Incidence Disabilities (EEX4842) – 2004 Collaboration with Families, Schools, and the Community (EEX 4751) – 1992 Seminar in Early Childhood Special Education (EEX 6931) – 1990 Assessment and Methods in Early Childhood Special Education (EEX 5455/5239) - 1988 Biomedical Issues in Infancy (EEX 5931) - 1988 Program Development in Early Childhood Special Education (EEX 5456) - 1988 Typical and Atypical Early Development (EEX 5017) – 1988 Practicum in Early Childhood Special Education (EEX 5940) - 1988 #Preschool Intervention (SPED 738) #Atypical Early Development (SPED 739) #Introduction to Disabilities (SPED 330) Curriculum Development The Early Childhood and Family Intervention Graduate Certificate: The ECFI Certificate re-quires 18 hours of graduate coursework, preparing individuals who complete the program to eva-luate evidence-based research in early intervention, assist families to meet the developmental needs of their infant/toddler with disabilities through team-based services in natural settings, and



contribute to public policy development. The ECFI was developed with the support of one of Dr. Hanline’s U.S. Department of Education grants in 2005.

MS Special Education Studies Program. The SES Master’s degree program is appropriate for individuals already certified in an area of special or general education and/or for individuals wishing to update or increase their knowledge of special education. Thirty-three semester hours are required, with 18 hours in required coursework. The remaining 15 semester hours may be taken in one of the following areas of specialization: high incidence disabilities, severe disabili-ties, or early childhood special education. This program was developed in 2004-2005 with the support of the Office of Distributed and Distance Learning and under the leadership of Dr. Han-line. The program began offering courses the fall of 2005. Endorsement in Autism coursework: Four courses meeting the requirements for the Florida En-dorsement in Autism have been approved by the Florida Department of Education. The courses are Teaching Students with Autism (EEX 5298), Positive Behavior Support (EEX 5248), Devel-opment and Assessment of Individuals with Severe Disabilities (EEX 5234), and Autism and Severe Communication Disabilities (SPA 5432). To be highly qualified under No Child Left Be-hind, teachers of children with autism in Florida must have the endorsement. The courses were developed with the support of one of Dr. Hanline’s U.S. Department of Education grants in 2005 and approved by the Florida DOE the same year. Endorsement in Severe/Profound Disabilities coursework: Four courses meeting the require-ments for the Florida Endorsement in Severe/Profound Disabilities have been approved by the Florida Department of Education. The courses are Teaching Students with Profound Disabilities (EMR 5235), Advanced Practicum in Mental Disabilities (EMR 5803), Development and As-sessment of Individuals with Severe Disabilities (EEX 5234), and Collaborative Transition and Career Planning for Individuals with Severe/Profound Disabilities (EEX 5774). To be highly qualified under No Child Left Behind, teachers of children with severe/profound disabilities in Florida must have the endorsement. The courses were developed with the support of one of Dr. Hanline’s U.S. Department of Education grants in 2005 and approved by the Florida DOE the same year.

Infant/Toddler Developmental Specialist Certificate coursework. Three courses meeting the re-quirements for the Infant/Toddler Developmental Specialist Certificate have been approved by the Florida Department of Health Early Steps Program. These courses are Infant/Toddler Typical and Atypical Child Development (IDS 5347), Infant/Toddler and Family Assessment (IDS 5349), and Family Centered Early Intervention (IDS 5348). The courses were developed with the support of one of Dr. Hanline’s U.S. Department of Education grants in 2005 and approved by the Florida DOH the same year.

Education of Students with Exceptionalities (ESE) Program. In response to changes in Florida’s teaching certification requirements, the Emotional Handicaps/Learning Disabilities program was substantially modified by program faculty. The new program became the ESE program with English for Speakers of Other Languages (ESOL) Endorsement requirements infused. The re-vised program was approved by the Florida Department of Education in 2006.

Early Childhood Special Certificate Program. The ECSE Certificate program is appropriate for teachers, physical/occupational specialists, speech and language therapists, nurses, social work-



ers, and other professionals involved in delivering early intervention/education services to young children (birth to five years) and their families. The ECSE Certificate may be earned by taking 18 semester hours of graduate coursework related to ECSE. The ECSE Certificate Program was developed with the support of one of Dr. Hanline’s U.S. Department of Education grants in 1990.

Endorsement in Pre-Kindergarten Disabilities coursework: Four courses meeting the require-ments for the Florida Pre-K Disabilities Endorsement have been approved by the Florida De-partment of Education. The courses are Typical and Atypical Early Development (EEX 5017), Teaming with Families, Schools, and the Community (EEX 5087), Assessment and Methods in Early Childhood Special Education (EEX 5455/5239), and Program Development in Early Childhood Special Education (EEX 5456). To be highly qualified under No Child Left Behind, teachers of preschool children disabilities in Florida must have the endorsement. The courses were developed with the support of one of Dr. Hanline’s U.S. Department of Education grants in 1990 and approved by the Florida DOE the same year. Chair of Doctoral Dissertation Supervisory Committees, 2010

Hatoum, Rima. Graduated Spring, 2010 Densmore-James, Susan. Anticipated year of graduation: Spring, 2010 Jennings, Danielle. Anticipated year of graduation: Fall, 2011 Grygas-Coogle, Christian. Anticipated year of graduation: 2012 Riggio, Jenifer. Anticipated year of graduation: 2013 Nunes, Debora. (2005). Enhancing the use of augmentative communication systems of children

with autism through caregiver-implemented naturalistic teaching strategies Whalon, Kelly. (2004). The effects of a reciprocal questioning intervention on the reading com-

prehension of children with autism Chiricos, Christine Ann. (1999). The effects of a modified incidental teaching strategy on the

social skill development of three toddlers with developmental delays Williams, Elizabeth B. (1995). Effects of choice on the behavior of students with severe emo-

tional disabilities of selecting peers and activity order Galant, Kim R. (1994). Practitioners' perspectives on the implementation of family-centered ser-

vices with families of young children with disabilities Member of Doctoral Dissertation Supervisory Committees 2010

1. Culligan, Michael (Rehabilitation Counseling Services). Graduated 2010 2. Halliday, Kim (Special Education). Graduated 2010 3. Muhammad, Yvonne (Family and Child Sciences). Graduated 2010

1. Brown, Jennifer (Communication Science and Disorders)

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2. Evans, Leila (Communication Science and Disorders) 3. Friedman, Mollie (Communication Disorders) 4. Keller, Kay (Family and Child Sciences) 5. Lamont, Kim (Communication Disorders) 6. Massey, Donna (Math Education) 7. McCellan, Irena (Sociocultural & International Development Ed Std) 8. Oliveira, Debora (Rehabilitation Counseling Services) 9. Rivas, JoAnn (Rehabilitation Counseling Services) 10. Sandvoss, Sheryl (Educational Leadership)

Plumb, Allison. (2008). Vocalizations of children with autism spectrum disorders late in the second year of life. Communication Disorders

Coston, Jade Hill. (2008). The effects of a family-guided routines-based intervention program on

parents with children adopted internationally. Communication Disorders Crawford, Kimberly Caren. (2006). Effects of scripted storybook reading on young children and

mothers from low-income environments. Communication Disorders Bradley, Cecil Flex. (2006). The organization and synthesis of multiple stimuli across learning

modalities in at-risk and handicapped infants. Rehabilitation Counseling Services Keskin, Burhanettin. (2005). The relationship between theory of mind, symbolic transformations

in pretend play, and children's social competence. Early Childhood Education Garcia, Lorie Ann Noonan. (2003). Investigating the relationship between quality of life, job sa-

tisfaction, functional ability, job performance of supported employees. Special Education Swartz, Daniel Reid. (2002). Culture of overweight children: Social interaction and physical

activity patterns of overweight children. Physical Education Santi, Kristi Lynn. (2002). Identifying characteristics of children that predict response to peer-

assisted literacy strategies in kindergarten. Special Education Kashinath, Shubha Priyandarshini. (2002). Effects of enhancing the generalized use of teaching

strategies by caregivers of children with autism. Communication Disorders Easterly, Gina Nicolle. (2002). Examining relations between constructive play and language in

preschool children. Communication Disorders Cleary, Julie Elizabeth. (2002). The predictive value of young children's prelinguistic communi-

cation and motor skills. Vocational rehabilitation case outcomes of Latinos and Caucasians with hearing loss: A comparative analysis. Communication Disorders

Anderson, Karen Lynn. Benefit of three FM devices to speech perception of children who are

hard of hearing listening in a typical classroom. Communication Disorders



























Worth, Susan. (2001). Clinical supervision of pre-service teachers: Two data collec-

tion/feedback formats. Special Education Kublin, Kary. (1999). Narrative language development of eleven New Zealand children during

their transition to school. Communication Disorders Sweeney, Molly Ann. (1997). The effects of self-determination training on student involvement

in the IEP process. Special Education Jarvis, Kathryn Anne. (1996). Leveling the playing field: A comparison of scores of college stu-

dents with and without learning disabilities on classroom tests. Educational Leadership Gessner, Linda Joy. (1995). In the best interest of the child: A qualitative focus on the bureau-

cracies of child abuse and the issue of confidentiality. Special Education Carr, Deborah Chrys. (1994). Peer facilitation of imitative play and social/communicative inte-

raction in young children with severe developmental delays. Special Education Urquhart, Marilyn K. (1991). The effects of an intervention program on the interactions of young

children with severe/profound mental handicaps and their parents. Special Education Fox, Lise. (1989). The effects of an intervention program on the interactions of young children

with severe/profound mental handicaps and their parents. Special Education

Chair of Master’s Advisory Committee, 2010 Special Education Studies Program

1. Blanton, Toni 2. Castillo, Lakisha 3. Church, Heather 4. Dunham, Jennifer 5. Farrell, Meghan 6. Gaynor, Christine 7. Gill, Melanie 8. Goss, Laure 9. Harris, Jessica 10. Hartline, Nicole 11. Hudgens, Sarah 12. Jarriel, Rebecca 13. Kovacs, Nancy 14. Myers, Jenny 15. Newman, Kasey 16. Serrano, Soledad 17. Tolbert, Linda 18. Wachhaus, Julia

















19. Walker, Karly 20. Wingate, Jocelyn

ESE Program

1. Barlow, Ashley 2. Archer, Christine 3. Change, Jill 4. Chrystal, Dana 5. DelRey, Alyssa 6. Dougherty, Katie 7. Fisher, Carly 8. Herdt, Christina 9. Landis, Julie 10. Mazoochi, Sarah 11. McMurray, Coleen 12. Poston, Amy 13. Schmidt, Heather 14. Stevens, Amanda

Member of Master’s Advisory Committee, 2010 Vision Program

1. Aud, Kerry 2. Gaitanis, Victoria 3. Jackson, Kay 4. Nance, Rebecca

Chair of Master’s Thesis Supervisory Committees

Flynn, Kylie. (2008). Predicting Second Grade Special Education Eligibility of Children who attended a Public School Prekindergarten Program

Lachner, Stephanie. (1991) Porras, Alexandra. (1990) Member of Bachelor's Thesis Supervisory Committees Connaughton,, Shannon. Communication Science and Disorders Lee, Tanya. (2005). Communication Disorders



SCHOLARLY OR CREATIVE ACTIVITIES

Publications Refereed Journal Articles

Published 2010 Hanline, M.F. (2010). Preservice perceptions of practicum experiences in inclusive preschools:

Implications for personnel preparation. Special Education and Teacher Education, 33(4), 335-351. This qualitative study identifies events in the field experiences of preservice ECSE teachers that were perceived by the preservice teachers as influencing their thinking about Early Childhood Special Education practices.

Hanline, M.F., Milton, S., & Phelps, C. (2010). The relationship between preschool block play and reading and maths abilities in early elementary school: A longitudinal study of children with and without disabilities. Early Child Development and Care, 180(80), 1005-1017. Growth curve analysis documented that preschoolers with and without disabilities who had

higher levels of representation in their block constructions had higher reading abilities and a faster rate of learning to read in the early elementary years. This study was completed with colleagues at FSU and in the community and published in a journal with an 11 - 20% accep-tance rate.

Submitted 2010 Hanline, M.F., Hatoum, R., & Riggie, J. (submitted 2010). Teachers of Learners with Severe Disabilities: An Analysis of the Impact of Online Personnel Preparation Coursework, 37.

The purpose of this qualitative study was to explore how practicing teachers applied in their teaching information provided in distance learning courses that contained content specific to learners with severe disabilities. Written information provided by 24 teachers of learners with severe or profound intellectual disabilities who participated in online coursework was analyzed. Results indicated that teachers appreciated the opportunity to learn new informa-tion that could be applied in their classrooms, were willing to change their practices based on information in coursework, and made modifications to their teaching practices in areas in which they perceived they were weakest. Results are discussed in relation to providing on-

Comments about research in 2010: • Continuing line of research in relation to the inclusion of young children with disabilities

in play-based environments • Adding lines of research to include research in the area of field-based experiences and

distance learning outcomes • Included doctoral students in writing this year



line personnel development for teachers of learners with severe disabilities. This manuscript was written with a current doctoral student and a recently-graduated doctoral student.

Hanline, M.F., & Correa-Torres, S.M. (submitted 2010). Social experiences of preschoolers with

severe disabilities in an inclusive early education setting: A qualitative study. Manuscript submitted for publication, 32. This qualitative study showed that social experiences of preschoolers with severe disabilities in inclusive educational settings were primarily with adults, but peers expressed pleasure in interacting with and sensitivity toward the needs of the children with disabilities. This manu-script was completed with a colleague when she was at FSU. She is now at the University of Northern Colorado.

Hanline, M.F., Woods, J., & Jennings, D. (submitted 2010). Early intervention services in natu-ral environments: Implications for center-based child care providers. Manuscript submitted for publication, 18. This manuscript defines and describes how child care providers can implement routines-based intervention inclusive child care centers providing services to infants and toddlers. This manuscript was completed with an FSU colleague and a doctoral student.

Jennings, D., Al Otaiba, S., Hanline, M.F. (submitted 2010). Response to intervention applica-tions for Early Childhood Intervention Programs. Manuscript submitted for publication, 35. Response to Intervention (RTI) is a comprehensive framework used for assessment and in-structional decision-making. Early childhood intervention (ECI) provides intervention ser-vices in order to address developmental risk factors in children who are under five years old. This paper reviewed current research that applied RTI elements for language and early lite-racy skill development into existing ECI programs. This paper was written with a doctoral student and colleague at FSU.

Publications Hanline, M.F., Milton, S., & Phelps, P. (2008). A longitudinal study exploring the relationship of

representational levels of three aspects of preschoolers’ sociodramatic play and early aca-demic abilities. Journal of Research in Childhood Education, 23 (10), 19-28.

Growth curve analysis documented that the symbolic substitution level of preschoolers was the most powerful predictor of math and reading abilities in elementary school. This study was completed with colleagues at FSU and in the community and published in a journal with a 28% acceptance rate and a circulation of 5,000.

Whalon, K., & Hanline, M.F. (2008). Effects of a reciprocal intervention on the question genera-tion and responding of children with autism spectrum disorder. Education and Training in Developmental Disabilities, 43(3), 367-387. A multiple baseline design across participants demonstrated that young children with autism increased the frequency of question generation and responses during story book reading after the application of a reciprocal questioning technique. This study was completed with a doc-toral student (2-year impact factor of .284 and a 5-year impact factor of .477; circulation of 7,500; Google Scholar citation, 1).



Whalon, K., Hanline, M.F., & Woods, J. (2007). Using interactive storybook reading to increase language and literacy skills of children with autism spectrum disorder. Young Exceptional Children, 11, 16-26. This article provides theoretical and empirical support for engaging young children with autism spectrum disorder in interactive storybook reading for the purpose of eliciting lan-guage and early literacy skills and provides information about how to provide such instruc-tion. This article was completed with a doctoral student and was the 3rd most widely read article in the journal in June, 2009 (Google Scholar citation, 1).

Hanline, M.F., Nunes, D., & Worthy, M. (2007). Augmentative and Alternative Communication in the early childhood years: Helping young children communicate. Young Children, 6(4), 78-82.

This article reviews the evidence supporting the use of AAC systems for young children with disabilities and provides information about how child care providers settings can use AAC systems. This article was completed with two doctoral students in a journal with a circulation of 100,000 (2-year impact factor, .41; 5-year impact factor, .27).

Nunes, D., & Hanline, M.F. (2007). Enhancing the alternative and augmentative communication use of a child with autism through a parent-implemented naturalistic intervention. International Journal of Disability, Development, and Education, 54(2), 177-197. A multiple baseline design was used to evaluate the effects of a parent-implemented natura-

listic intervention, showing that the children’s frequency of initiations and responses and the use of communication systems increased in 4-year old children with autism. This study was completed with a doctoral student (Google Scholar citation, 1).

Hanline, M.F., Milton, S., & Phelps, P. (2007). The influence of disability, gender, and time en-gaged on the developmental level of children's art work: Findings from three years of obser-vation. Journal of Early Intervention, 29(2), 141-153.

Results of hierarchical linear modeling (analyzing the scores of 595 children’s drawings and paintings) indicated that over time, the complexity of children’s drawings and paintings in-creased with chronological age and were influenced by disability and time on task, but not by gender. This study was completed with colleagues at FSU and in the community in a journal with an acceptance rate of 11 - 20% (2 year impact factor, .821; 5-year impact factor, .764; Google Scholar citation, 1).

Hanline, M.F., & Daley, S. (2002). Mom, will Kaelie always have possibilities? The realities of early childhood inclusion. Phi Delta Kappan, 84(10), 73-76. Common beliefs in early childhood education that serve to prevent the implementation of in-clusive programs are identified and countered with research findings that serve to increase the successful inclusion of young children with disabilities. This article was written with a colleague who is now at California State University at Sacramento and published in a journal with a 0 - 5% acceptance rate and a circulation of 75,000 (2-year impact factor, .266; 5-year impact factor, .324; Google Scholar citation, 1).

Hanline, M.F., Milton, S., & Phelps, P. (2002). Young children's block construction activities: Findings from 3 years of observation. Journal of Early Intervention, 24(3), 224-237.



Growth curve analysis documented that preschoolers with and without disabilities who had higher levels of representation in their block constructions had higher reading abilities and a faster rate of learning in reading abilities in the early elementary years. This study was com-pleted with colleagues at FSU and in the community and published in a journal with an ac-ceptance rate of 11 - 20% (2 year impact factor, .821; 5-year impact factor, .764; Google Scholar citation, 8).

Hanline, M.F. (2001). Supporting emergent literacy skills in play-based settings. Young Excep-tional Children, 4(4), 28-31. This article presents the research supporting play-based activities to teach emergent literacy skills, as well as methods that can be used to encourage the development of phonemic awareness and oral language of preschool children with and without disabilities (Google Scholar citation, 2).

Phelps, P., & Hanline, M.F. (1999). Block play: Creating effective learning experiences for young children. Teaching Exceptional Children, 32(2), 64-69.

This article shows how teachers can adapt the traditional activity of block play in inclusive settings for young children. This article was written with a colleague in the community and published in a journal with a circulation of 56,814 (Google Scholar citation, 5).

Hanline, M.F. (1999). Developing a preschool play-based curriculum. International Journal of Disability, Development, and Education, 46(3), 289-305. This paper provides a review of the literature regarding the contributions of play to the de-velopment of movement, problem-solving, language, literacy, and social skills of young children with and without disabilities and describes the development of a preschool play-based curriculum for children with disabilities (Google Scholar citation, 6).

Hanline, M.F, & Daley, S. (1999). Practical strategies to meet the challenge of inclusion. Child-ren Our Concern, 24(1), 12-16. This article provides information to relieve the concerns of early childhood teachers in rela-tion to the inclusion of children with disabilities by discussing solutions to commonly en-countered challenges related to inclusion. This article was written with a colleague who is now at California State University at Sacramento.

Hanline, M.F., Fox, L., & Phelps, P. (1998). Community child care inclusion: The development of two children. International Journal of Disability, Development, and Education, 45(4), 469-488. Case study methodology was used in this study to document the development of two young children in an inclusive child care center and indicate that a play-based curriculum utilizing developmentally appropriate practice. This study was completed with a colleague who is now at the University of South Florida and a community professional (Google Scholar cita-tion, 5).

Fox, L., Hanline, M.F., Vail, C., & Galant, K. (1996). Developmentally appropriate practice: Ap-plications for young children with disabilities. Journal of Early Intervention, 18(3), 243-257.

This paper described curriculum areas in which convergence between general early child-hood education and ECSE can be achieved. This article was written with colleagues who are



now at the Universities of South Florida and Georgia and a doctoral student (journal with an acceptance rate of 11 - 20%; 2 year impact factor, .821; 5-year impact factor, .764; Web of Science citations, 7; Google Scholar citations, 16).

Hanline, M.F., & Fox, L. (1994). The use of assessment portfolios with young children with dis-abilities. Assessment and Rehabilitation in Exceptionality, 1(1), 40-57.

This article was the first report of the use of portfolio approach to the assessment of young children with disabilities; case study methodology was used. This article was written with a colleague who is now at the University of South Florida (Google Scholar citations, 3).

Fox, L., & Hanline, M.F. (1993). A preliminary evaluation of learning within the context of play. Topics in Early Childhood Special Education, 13(3), 308-327. This single subject multiple baseline design study assessed the effectiveness of using natura-listic teaching procedures to teach play skills to children with developmental disabilities in inclusive preschool. This study was conducted with a colleague who is now at the University of South Florida (2-year impact factor, .50; 5-year impact factor, 1.129; Web of science cita-tions, 25; Google Scholar citations, 39).

Hanline, M.F., & Fox, L. (1993). Learning within the context of play: Providing typical early childhood experiences for children with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 18, 25-38. Presenting a perspective that requires a conceptual step away from existing practice, the pur-pose of this manuscript was to suggest that a play-based environment is the most natural in-structional context for young children with severe disabilities. This article was written with a colleague who is now at the University of South Florida (2-year impact factor, .69; 5-year im-pact factor, .773; Web of Science citations, 14; Google Scholar citations, 16).

Galant, K., & Hanline, M.F. (1993). Parental attitudes toward mainstreaming young children with disabilities. Childhood Education, 69(5), 293-297. The purpose of this manuscript was to review what is known about parental perceptions of and experiences with inclusion and how to draw implications for practice from the research. This article was published with a doctoral student in a journal with an acceptance rate of 11 - 20% and a circulation of 11,500 (Google Scholar citation, 8).

Hanline, M.F. (1993). The inclusion of preschoolers with profound disabilities: An analysis of children's interactions. Journal of the Association for Persons with Severe Handicaps, 18(1), 28-35. This observational study explored the nature of spontaneous peer interactions in a preschool program including children with profound disabilities, discovering that children with disabili-ties were not socially isolated and engaged in interactions comparable in length to those of their nondisabled peers (2-year impact factor, .69; 5-year impact factor, .773; Web of Science citations, 23; Google Scholar citations, 26).

Hanline, M.F., & Daley, S. (1992). Family coping strategies and strengths in Hispanic, African-American, and Caucasian families of young children. Topics in Early Childhood Special Edu-cation, 12, 351-366.



Multiple regressions were used to examine the predictive relationship between maternal per-ceptions of family coping strategies and family strengths in 206 Hispanic, African-American, and Caucasian families of young children with and without disabilities. This study was con-ducted with a colleague who is now at California State University (2-year impact factor, .50; 5-year impact factor, 1.29; Web of Science citations, 15; Google Scholar citations, 36).

Burton, C., Hains, A., Hanline, M.F., & McLean, M. (1992). Early education policy, practice, and personnel preparation: The urgency of professional unification. Topics in Early Child-hood Special Education, 11, 53-69.

This article compared policy, practice, and personnel preparation in the fields of early child-hood education and early childhood special education, arguing that the fields should join to-gether as one unified profession. This article was written with two colleagues, one of whom is an administrator in Philadelphia schools and the other, at the University of Wisconsin (2-year impact factor, .50; 5-year impact factor, 1.129; Web of science citations, 25; Google Scholar citations, 39).

Hanline, M.F. (1991). Transitions and critical events in the family life cycle: Implications for providing support to families of children with disabilities. Psychology in the Schools, 28, 53-59.

Hanline, M.F. (1990). Evaluation of a consulting model for providing integration opportunities for preschool children with disabilities. Journal of Early Intervention, 14, 360-366.

Hanline, M.F., & Deppe, J. (1990). Discharging the premature infant: Family issues and implica-tions for intervention. Topics in Early Childhood Special Education, 9, 15-25.

McLean, M., & Hanline, M.F. (1990). Providing early intervention services in integrated envi-ronments: Challenges and opportunities for the future. Topics in Early Childhood Special Education, 10, 62-77.

Hanson, M.J., & Hanline, M.F. (1990). Parenting a child with a disability: A longitudinal study of parent stress and adaptation. Journal of Early Intervention, 14, 234-248.

Hanline, M.F., & Halvorsen, A.T. (1989). Parent perceptions of the integration transition process. Exceptional Children, 55, 487-493.

Hanline, M.F., & Hanson, M.J. (1989). Integration considerations for infants and toddlers with multiple disabilities. Journal of the Association for Persons with Severe Handicaps, 14, 178-184.

Chen, D.A., Hanline, M.F., & Friedman, C.T. (1989). From playgroup to preschool: Facilitating early integration experiences. Child Care, Health, and Development, 15, 283-295.

Hanline, M.F. (1988). Making the transition to preschool: Identification of parent needs. Journal

of the Division for Early Childhood, 12, 116-126.



Hanline, M.F., & Knowlton, A. (1988). A collaborative model for providing support to parents during their child's transition from infant intervention to preschool special education public school programs. Journal of the Division for Early Childhood, 12, 98-107.

#Hanline, M.F., & Suchman, S., & Demmerle, K. (1988). Beginning public school. Teaching

Exceptional Children, 21, 61-62.

#Hanson, M.J., Hanline, M.F., & Petersen, S. (1987). Addressing state and local needs: A model for interdisciplinary preservice training in early childhood special education. Topics in Early Childhood Special Education, 7, 36-47.

#Hanline, M.F. (1985). Integrating disabled children. Young Children, 40, 45-48.

#Hanline, M.F., Hanson, M.J., Veltman, M.A., & Spaeth, D.M. (1985). Electromechanical teach-ing toys for infants and toddlers with disabilities. Teaching Exceptional Children, 18, 20-29.

#Hanson, M.J., & Hanline, M.F. (1985). An analysis of response contingent learning experiences for young children with severe handicaps. The Journal of the Association for Persons with Se-vere Handicaps, 10, 31-40.

#Hanline, M.F., & Murray, C.M. (1984). Severely handicapped children in regular public

schools. Phi Delta Kappan, 66, 273-276. Invited Book Chapters

Hanline, M.F., & Daley, S. (2002). Mom, will Kaelie always have possibilities? The realities of early childhood inclusion. In K.M. Cauley, F. Linder, & J. H. McMillan (Eds.), Educational Psychology: Annual Edition (pp. 41-45). (Reprinted from Phi Delta Kappan, 84, 73-76).

Cripe, J., Hanline, M.F., & Daley, S. (1997). Preparing practitioners for planning intervention for natural environments. In P. Winton, J. McCullum, & C. Catlett (Eds.), Reforming personnel preparation in early intervention: Issues, models, and practical strategies (pp. 309-336). Bal-timore, MD: Paul Brookes.

This chapter described methods that could be used to prepare preservice teachers and child care providers to implement early intervention in inclusive natural environments.

Hanson, M.J., & Hanline, M.F. (1996). Behavioral competencies and outcomes: The effects of disorders. In M.J. Hanson (Ed.), Atypical infant development (2nd Ed.) (pp. 149-234). Austin, TX: PRO-ED.

This book chapter reviewed the research on early development and the effects of disabilities on development in the birth to 3 year age range.

Galant, K., & Hanline, M.F. Parental attitudes toward mainstreaming young children with dis-

abilities. In J. Rogers, J. (Ed.) (1994). Inclusion: Moving Beyond Our Fears. Bloomington, IN: Phi Delta Kappa.



Hanline, M.F., & Galant, K. (1993). Strategies for creating inclusive early childhood settings. In D.M. Bryant & M.A. Graham (Eds.), Implementing early intervention (pp. 216-232). NY: Guilford Publications.

This book chapter reviewed the research on inclusion in the early childhood years and sug-gested methods to use to facilitate inclusion based on research findings.

Hanline, M.F. (1993). Kindergarten's not for another two years -- right? In P.J. McWilliam & D. Bailey (Eds.), Working together with children and families: Case studies in early interven-tion: Applications of best practice (pp. 99-108). Baltimore, MD: Paul H. Brookes.

This chapter used a case study approach to demonstrate the use of best practice when families and children with disabilities are making a transition from an early intervention to preschool setting.

Hanline, M.F. (1993). Facilitating integrated preschool service delivery transitions for children, families, and professionals. In C.A. Peck, S.L. Odom, & D. Bricker (Eds.), Integrating young children with disabilities into community programs: From research to implementation (pp. 99-113). Baltimore, MD: Paul H. Brookes.

This chapter reviewed the research related to service delivery transitions and presented ways that the research findings could be used to develop family and child supports.

Hanson, M.J., & Hanline, M.F. (1989). Integration options for the very young child. In R. Gay-lord-Ross (Ed.), Integration strategies for persons with handicaps (pp. 177-194). Baltimore, MD: Paul H. Brookes.

This book chapter reviewed the research on integration of young children with disabilities and presented ways the research could be use to develop inclusion opportunities for young child-ren with disabilities.

#Hanson, M.J., & Hanline, M.F. (1984). Behavioral competencies and outcomes: The effects of disorders. In M.J. Hanson (Eds.), Atypical infant development (pp. 109-177). Austin, TX: PRO-ED. This book chapter reviewed the empirical research on typical development of children birth to 3 years of age and the impact of disabilities on development of young children.

Invited Monograph Chapters

#Hanline, M.F., & Hanson, M.J. (1986). Historical trends in family involvement research. In D. Gentry & J. Olson (Eds.,), The family support network series: Monograph III. Research in family involvement practices (pp. 1-8). Family Involvement with At-Risk and Handicapped Infants Project, University of Idaho, Moscow.

Non-Refereed Personnel Preparation/Training Materials Hanline, M.F., & Graham, M. (1991). Mainstreaming works! Training manual developed under

Florida Developmental Disabilities Planning Council contract No. LV059. This training manual was developed for training of child care providers to include children

with disabilities in community child care settings.



Hanline, M.F. (1989). Facilitating prekindergarten special education service delivery transi-tions. Guidebook developed under Florida Department of Education, Bureau of Education for Exceptional Students, Project No. 371-26790-8999640. This manual provides professionals with information about how to assist children disabilities and their families successfully make service delivery transitions in the early childhood years.

#Hanline, M.F. (1988). A guide for supported transition to integrated preschools. San Francisco Unified School District. (ERIC Document Reproduction Services No. ED 313 861)

This guide was developed for professionals to use to assist families and young children with disabilities make the transition from early intervention to inclusive preschool programs.

#Hanline, M.F. (1986). Making the transition to preschool: A parent manual. Guidebook devel-oped under U.S. Department of Education Grant No. GOO8530068.

This manual was developed to assist families to make the transition from early intervention programs to inclusive preschool programs.

Non-Refereed Reviews

Hanline, M.F. (1997). Review of Assessing Infants and Preschoolers with Special Needs. In The Journal of the Association for Persons with Severe Handicaps, 22, 120-121.

Hanline, M.F. (1992). Review of Creative Play Activities for Children with Disabilities. Teach-ing Exceptional Children, 24, 83-84.

Fox, M., & Hanline, M.F. (1992). Review of Seeing in Special Ways: Children Living with Blindness; We Laugh, We Love, We Cry: Children Living with Mental Retardation; On Our Own Terms: Children Living with Physical Disabilities; Finding a Common Language: Children Living with Deafness; One Day At A Time: Children Living with Leukemia. Teach-ing Exceptional Children, 24, 84.

Hanline, M.F. (1989). Review of Enabling and Empowering Families. Journal of Early Interven-tion, 13, 183.

Hanson, M.J., Cross, R., & Hanline, M.F. (1986). Review of the Carolina Curriculum for Se-

verely Handicapped Infants. Journal of the Association for Persons with Severe Handicaps, 11, 224-225.

Non-Refereed Media Publications

Hanline, M.F., Fox, L., Wetherby, A., & Woods, J. (2004). Positive Beginnings: Supporting Young Children with Challenging Behavior.

This media publication, published on CDs, is a six module instructional program to train child care providers to manage challenging behavior of young children with disabilities in inclusive settings. The CDS include PowerPoints, scripted training activities, participant handouts, videotape vignettes, etc. Over 5000 copies were distributed.



Hanline, M.F., & Phelps, P. (1997). Implementing a Developmentally Appropriate Play-Based Early Intervention Program for Young Children With and Without Disabilities. [videotape]. Produced by Diane Wilkinson Productions.

This videotape describes Creative Preschool in Tallahassee, a model for successfully includ-ing children with disabilities in an a preschool implementing a play-based curriculum. It in-cludes information on the theoretical underpinnings of the model, as well as the program evaluation component.

Hanline, M.F. (1992). Including students with profound disabilities in regular education set-tings: Integration at Buck Lake Elementary School. [videotape]. Produced by FSU Multime-dia Productions.

This videotape describes how children with profound disabilities are integrated into general education classrooms at an elementary public school. Administrators and teachers are inter-viewed and the children with disabilities are show interacting with their nondisabled peers.

#Hanline, M.F. (1986). Supported transition to integrated preschools [videotape]. Developed under U.S. Department of Education Grant No. GOO8530068.

This videotape describes a model of preschool inclusion implemented in the San Francisco School District. The model included a consultant approach and multiple methods of program evaluation.

#Hanline, M.F. (1986). Understanding an IEP meeting [videotape]. Developed under U.S. De-partment of Education Grant No. GOO8530068.

This videotape is a re-enactment of an IEP meeting and is designed to assist families in learn-ing about their rights under IDEA. It focuses on the transition from early intervention to inclu-sive preschool.

#Hanline, M.F. (1986). Parent perspectives on making the transition to preschool special educa-tion public school programs [videotape]. Developed under U.S. Department of Education Grant No. GOO8530068. Parents of young children with disabilities describe their experiences when making the transi-tion from an early intervention program to an inclusive preschool and the supports they re-ceived from professionals that were helpful.

Presentations

Invited Presentations at Conferences

Hanline & Phelps. (April, 2007). Including Preschoolers with Significant Disabilities: A telecon-ference. Technical Assistance and Training System, University of Central Florida. (State)

Hanline. (June, 2005). Positive Behavior Supports. Presented at the FSU Autism Institute. (State)

Hanline. (April, 2004) Appropriate Screening And Assessment Practices With Children With Special Needs. Daytona Beach, FL. (State)

Hanline. (September, 2004). University Certificate Programs for the Infant Toddler Develop-mental Specialist. Early Steps Fall Statewide meeting. Tallahassee, FL:. (State)



Hanline. (September, 2004). Positive Behavior Supports for Infants and Toddler. Early Steps Fall Statewide meeting. Tallahassee, Fl. (State)

Hanline. (December, 2004). Early Childhood Personnel Preparation at Florida State University. Florida Council Comprehensive System of Personnel Development meeting; Tampa, FL. (State)

Hanline. (January, 2000). What is mental retardation? Governor’s Capital Cases Task Force. Tallahassee, FL. (State)

Hanline. (June, 1998). Inclusion of young children with disabilities. Leon County Schools Early Childhood Programs: Speaking of Kids ITV series. (Local).

Hanline. (August, 1998). Making inclusion work. Capital Area Community Action Agency, Inc. Head Start 1998 Inservice Training. (Regional).

Hanline. (September, 1998). Early communication skills. Florida Division of Blind Services; Lake Wales, FL. (State)

Hanline. (January, 1997). Assessing young children with special needs. Leon County Schools; Tallahassee, FL. (Local).

Hanline. (April, 1977). Play-based early education. Leon County Council for Exceptional Child-ren; Tallahassee, FL. (Local).

Hanline. (May, 1997). Play-based early intervention/education. Eleventh Annual Gulf Coast Conference on Early Childhood; Point Clear, Alabama. (National)

Hanline. (January, 1994). Regular lives. Conference on Inclusive Environments. Killearn Lakes

Elementary School, TASH, TAD, and FSU Department of Special Education. Tallahassee, FL. (Local)

Hanline. (February, 1994). Including young children with disabilities in community child care settings. Leon County Association for Young Children. Tallahassee, FL. (Local)

Hanline. (March, 1994). Who are children with special needs? Big Bend Child Care Council; Tallahassee, FL. (Local)

Hanline. (July, 1994). Developmentally appropriate practice. Savannah/Chatman County Public Schools; Savannah, GA. (Local)

Hanline. (September, 1994). For better or for worse? What is happening in inclusion? The Eighth Annual Capital City Developmental Learning Symposium: Maximizing Student Learn-ing; Tallahassee, FL. (Local)

Hanline. (March, 1993). Teaching children prenatally exposed to drugs. Florida Association of Home-Based Teachers. Tallahassee, FL. (Local).



Hanline. (March, 1993). Facilitating the development of young children with disabilities in deve-lopmentally appropriate play-based environments. Indiana Department of Education and the Blumberg Center, Indiana State University; Indianapolis, IN. (State)

Hanline. (May, 1993). Strategies for creating inclusive early childhood settings. New Hampshire Department of Education and the Southeastern Regional Education Service Center; Manches-ter, NH. (State)

Hanline. (January, 1992). Mainstreaming: An update. Woodville Elementary School; Woodville, FL. (Local)

Hanline. (February, 1992). Creating regular lives for children with disabilities. FSU/United Ce-rebral Palsy; Panama City, FL. (Local)

Hanline. (June, 1993). Early intervention in natural environments. Valdosta State College; Val-dosta, GA. (Local)

Hanline. (September, 1993). The development of young children with visual impairments. Divi-sion of Blind Services Parent Workshop. Apalachicola, FL. (Regional)

Hanline. (October, 1993). Facilitating the development of young children with disabilities in de-velopmentally appropriate play-based environments. Indiana Department of Education and the Blumberg Center, Indiana State University; Indianapolis, IN. (State)

Hanline. Early development of children with visual disabilities. Division of Blind Services; Lake Wales, FL; April, 1992. (State)

Hanline. (May, 1992). Play-based instruction for young children. School of Allied Health Pro-fessions, Louisiana State University Medical Center; New Orleans, LA. (Regional)

Hanline. (June, 1992). Learning to be friends with students with disabilities. Leon County

Schools. Tallahassee, FL. (Local)

Hanline. (July, 1992). Teaching young children in play-based environments. The 1992 Sunrise Summer Institute; Hilton Head, VA. (National)

Hanline. (July, 1992). Teaching within the context of play. Florida A & M University, Tallahas-see, FL. (Local)

Hanline. (August, 1992). Serving young children with special needs in an inclusive environment: Strategies for transition and inclusion. Seventh Annual Early Intervention Summer Institute; Williamsburg, VA. (National)

Hanline. (August, 1992). Reaching primary referral sources: Parents and non-medical settings.

Partnerships for Progress V Conference; Arlington, VA. (Regional).

Hanline. Play-based assessment. Florida Department of Education training; Tallahassee, FL. September, 1992. (State)



Hanline. Appropriate discipline for young children with visual impairments. Florida Division of Blind Services; Lake Wales, FL; April, 1991. (State)

Hanline. (June, 1991). Facilitating early transitions. Idaho State University Summer Institute; Pocatello, ID. (State)

Hanline. (September, 1991). Making it work: Including students with disabilities in regular edu-cation. Advocates for the Option of Integration; Gainesville, FL (Local).

Hanline. (May, 1990). Strategies to facilitate child and parent transitions to kindergarten-level placements. Canadian National Conference on Disability Services; Ontario, Canada. (Interna-tional)

Hanline. (February, 1990). Administrative issues in transition. Florida Diagnostic and Learning Resources System Galaxy Conference; Fort Pierce, FL. (State)

Hanline. (March, 1989). Integrating young children with disabilities: Issues, options, and out-comes. Annual Georgia Preschool Handicapped Conference; Atlanta & Tifton, GA. (State)

Hanline. (March, 1990). Family-focused intervention in the early years. Florida Division of Blind Services; Tallahassee, FL. (State)

Hanline. (March, 1990). Sensorimotor development in the infant with visual impairments. Flori-da Division of Blind Services; Tallahassee, FL. (State)

Hanline. (April,. 1990). Pre-K and infant teacher preparation. Leon County Schools; Tallahas-

see, FL. (Local) Hanline. (May, 1990). Least restrictive environment for young children. Advent Parish Day

School; Tallahassee, FL. (Local)

Hanline. (June, 1990). Administrative, family support, and curriculum strategies to facilitate transition. Prekindergarten Handicapped Summer Training Institute; University of Miami. (State)

Hanline. (November, 1990). Understanding and teaching young children prenatally exposed to drugs. Leon Council for Exceptional Children; Tallahassee, FL. (Local)

Hanline. (January, 1989). What is early childhood special education? Leon County Schools; Tal-lahassee, FL. (Local)

Hanline. (May, 1989). Facilitating early childhood service delivery transitions. Florida Diagnos-

tic and Learning Resources System Gateway Conference; Fort Pierce, FL. (Regional)

Hanline. (June, 1989). Strategies for facilitating special education service delivery transitions. Florida Diagnostic and Learning Resources System Annual Conference; Tallahassee, FL. (State)



Hanline. (August, 1989). Issues in planning for the integration of children with severe disabili-ties. Madison County Schools; Madison, FL. (Local)

Hanline. (September, 1989). Family-focused intervention. Growth, Development, and Disability Conference; Pensacola, FL

Hanline. (November, 1989). Model components of special education preschool programs. Pre-school Handicapped Institute; Florida Atlantic University. (State)

Hanline. (October, 1988). Community-based instruction. Leon County Schools; Tallahassee, FL. (Local)

Hanline. (December, 1988). What do we know about integrating young children? Dick Howser Center; Tallahassee, FL. (Local)

Refereed Presentations at Conferences

Presentations submitted in 2010 and submitted/accepted for 2011 presentation: Hanline, M.F. (April 25-29, 2011). Interventions for Young Children with Autism Spectrum

Disorder: Literacy, Language Support, Council for Exceptional Children. National Harbor, MD. (International)

Hanline & Phelps. (December, 2010). Division of Early Childhood Annual International Confe-

rence, Council for Exception Children, 2009: The Relationship Between Preschool Play and Academic Abilities in Elementary and Middle School. Albuquerque, NM. (International)

Correa-Torres & Hanline. (April, 2009). Qualitative Analysis of the Social Experiences of Pre-schoolers in Inclusive Early Education. Council for Exceptional Children Annual Interna-tional Conference. Seattle, WA. (International)

Hanline. (December, 2007). Longitudinal Study of the Relationship Between Preschool Con-struction and Socio-dramatic Play and Early Elementary Academic Skills. Division of Early Childhood International Annual Conference. Niagara Falls. (International)

Hanline. (April, 2007). The Relationship Between Preschool Construction Play and Academic Abilities in Elementary School. Council for Exceptional Children International Annual Con-ference. Louisville, KY. (International)

Hanline & Correa-Torres. (December, 2006). The Nature of Social Experiences of Stu-dents with Visual Impairments Educated in Inclusive Preschool Classrooms. The As-sociation for Persons with Severe Disabilities Annual Conference. Baltimore, MD. (National)

Hanline & Correa-Torres. (December, 2005). The Evolution of an Augmentative and Alternative Communication (AAC) System for a Preschool Child with Multiple Disabilities. The Asso-ciation for Persons with Severe Disabilities Annual Conference. Chicago, IL. (National)



Hanline. (January, 2005). Preparing Early Childhood Educators to Support Young Children with Challenging Behaviors: A Preservice Personnel Preparation Program. Hawaii International Conference on Education. Honolulu, HA. (International)

Hanline (April, 2004). Evaluating The Outcomes Of Developmentally Appropriate Practice With Preschoolers: Effects On Developmental And Academic Skills. Council for Exceptional Children (CEC) International Annual Convention. New Orleans. (International)

Hanline. (December, 2004). Early Childhood Personnel Preparation at Florida State University.

Florida Council Comprehensive System of Personnel Development meeting; Tampa, FL. (State)

Hanline, Phelps, & Boothby. (December, 2001). Building with Blocks: Supporting and Evaluat-ing Construction Play; Division of Early Childhood International Annual Conference. Boston, MA. (International)

Hanline, Phelps, & Boothby. (December, 2001). Marker/Crayon Drawing and Easel Painting: Conducting and Evaluating Effective Intervention Activities; Division of Early Childhood In-ternational Annual Conference. Boston, MA. (International)

Hanline. (December, 2000). Enriching Opportunities to Facilitate Communication, Peer Inte-raction, and Emergent Literacy Skills; Division of Early Childhood International Annual Con-ference. Boston, MA. (International)

Hanline. (December, 1999). Meaningful inclusion of young children with severe disabilities in play-based early childhood settings. The Association for Persons with Severe Handicaps An-nual Conference. Chicago, IL. (National)

Hanline. (December, 1998). Play-based early education in inclusive settings: A model of inter-vention and evaluation. International Early Childhood Conference on Children with Special Needs. Chicago, IL. (International)

Hanline, Fox, & Chen. (December, 1998). Self-determination in the early childhood years: De-velopmental and programmatic issues. International Early Childhood Conference on Children with Special Needs. Chicago, IL. (International)

Hanline. (April, 1998). Strategies and tactics for inclusion. Council for Exceptional Children International Conference. Minneapolis, MN. (International)

Hanline, Fox, & Chen. (December, 1997). Self-determination for individuals with severe disabil-ities from early childhood through adolescence: Implications for personnel preparation. The Association for Persons with Severe Handicaps Annual Conference; Boston, MA. (National)

Hanline. (December, 1997). Strategies and tactics used to promote inclusion. The Association for Persons with Severe Handicaps Annual Conference; Boston, MA. (National)

Hanline & Fox. (April, 1997). Supporting young children with severe disabilities in community

preschools: Naturalistic approaches. Council for Exceptional International Children Annual Convention. Salt Lake City, UT. (International)



Hanline. (November, 1996). Current and future agendas for research in severe disabilities. The Association for Persons with Severe Handicaps Annual Conference; New Orleans, LA. (Na-tional)

Chen, Friedman, & Hanline (November, 1995). Promoting learning through active interaction

(PLAI) with infants who are deaf-blind. Zero to Three 10th National Training Institute. (Na-tional)

Hanline. (November, 1995). Research challenges in early intervention. International Early Childhood Conference on Children with Special Needs. (International)

Hanline. (August, 1993). Strategies for adapting early childhood settings for infants and tod-dlers with special needs. Florida 1993 Summer Conference on Young Children; Tampa, FL. (State)

Fox & Hanline (December, 1993). Creating developmentally appropriate environments for in-fants and toddlers with disabilities. International Early Childhood Conference on Children with Special Needs; San Diego, CA. (International)

Chen & Hanline (December, 1993). Recruitment, retention, and reform: The critical three R's of personnel preparation for diversity. International Early Childhood Conference on Children with Special Needs; San Diego, CA. (International)

Fox & Hanline (November, 1993). Meeting the needs of toddlers with severe disabilities in deve-lopmentally appropriate environments. The Association for Persons with Severe Handicaps Annual Conference; Chicago, IL. (National)

Hanline. (December, 1993). Making the transition to inclusion: Considerations and challenges. Eighth Annual National Training Institute of Zero to Three; Washington, D.C. (National)

Hanline & Fox. (April, 1993). Distance education in early childhood education: A collaborative satellite training project. Council for Exceptional Children International Annual Conference; San Antonio, Texas. (International)

Fox, Burton, & Hanline (December, 1992). Merging early childhood education and early child-hood special education: Personnel preparation issues. International Early Childhood Interna-tional Conference on Children with Special Needs; Washington, DC. (International)

Hanline & Galant. (December, 1992). Learning within the context of play: Developmentally ap-propriate practice for young children. International Early Childhood Conference on Children with Special Needs; Washington, DC. (International)

Daley & Hanline. (May, 1992). Respecting cultural diversity in early intervention: Practical im-plications of three studies. American Association on Mental Retardation International Confe-rence; New Orleans, LA. (International)



Fox & Hanline. (October, 1992). Learning within the context of play: Best practice for young children. Florida Annual Prekindergarten Leadership Conference; Orlando, FL

Hanline & Fox. (December, 1992). Childcare as the context for early intervention. National Center for Clinical Infant Programs Seventh Biennial National Training Institute; Washing-ton, DC. (National)

Hanline. (July, 1991). Learning within the context of play: Developmentally appropriate prac-tice for young children with severe disabilities. Southeast Regional Division for Early Child-hood Conference; Gatlinburg, TN. (Regional)

Hanline. (July, 1991). Childcare as an early intervention model. Florida Annual Prekindergarten Leadership Conference; Tampa, FL. (State)

Hanline. (October, 1991). Strategies for the successful inclusion of students with se-vere/profound disabilities into regular education settings. Annual Florida Federation Council for Exceptional Children Conference; Jacksonville, FL. (State)

Fox & Hanline. (November, 1991). Learning within the context of play: Developmentally appro-priate practice for young children with severe disabilities. The Association for Persons with Severe Handicaps Annual Conference; Washington, DC. (National)

Daley & Hanline. (December, 1990). Social support and family strengths: A cross-cultural study of families of young children with and without severe disabilities. The Association for Persons with Severe Handicaps Annual Conference; Chicago, IL. (National)

Burton & Hanline. (October, 1990). Progress through collaboration: The bridge between special and regular early childhood education. Division for Early Childhood International Early Childhood Conference on Children with Special Needs; Albuquerque, NM. (International)

Hanline. (April, 1990). Transition issues and research in ECSE. Council for Exceptional Child-ren 68th Annual International Conference; Toronto, Ontario. (International)

Hanline & Fox. (October, 1990). Quality integrated programming for preschoolers with severe disabilities. Annual Florida Federation Council for Exceptional Children Conference; Dayto-na Beach, FL. (State)

Hanson & Hanline. (April, 1989). Providing integration opportunities for infants and preschoo-lers: Issues and service delivery models. Council for Exceptional Children 67th Annual Inter-national Convention; San Francisco, CA. (International)

Hanline. (October, 1989). Family and child integration in the early years: Issues and strategies. Annual Florida Federation Council for Exceptional Children Conference; St. Petersburg Beach, FL. (State)

Hanline. (August, 1988). Supporting families during the transition to special education prekin-dergarten programs. Florida Leadership Conference: Curriculum for Prekindergarten Pro-grams; Tampa, FL. (State)



Hanson & Hanline. (December, 1988). Integrating the very young child: Issues and options. The Association for Persons with Severe Handicaps Annual Conference; Washington, DC. (Na-tional)

Hanline. (April, 1988). Early childhood service delivery transitions: Providing comprehensive support to families. Council for Exceptional Children 66th International Annual Conference; Washington, DC. (International)

#Hanline. (November, 1987). Early childhood transitions: Providing comprehensive support to families. Division of Early Childhood International Conference on Children with Special Needs; Denver, CO. (International)

#Hanline. (October, 1987). Making the transition to preschool: Providing comprehensive sup-port to families. The Association for Persons with Severe Handicaps Annual Conference; Chicago, IL. (National)

#Hanson & Hanline. (October, 1987). Integrated early childhood services. The Association for Persons with Severe Handicaps Annual Conference; Chicago, IL. (National)

#Hanline. (November, 1986). Making the transition into preschool programs: Identification of parent needs. The Association for Persons with Severe Handicaps Annual Conference; San Francisco, CA. (National)

#Hanson & Hanline. (April, 1985). Early childhood special education personnel preparation: Models and issues. Council for Exceptional Children 63rd Annual International Convention; Anaheim, CA. (International)

Contracts and Grants

Proposals in Progress

Hanline, Delano,Whalon, Woods, & Riggie. June, 2011 submission date. Social Stories for Young Children with ASD. U.S. Department of Education, Institute of Educational Sciences (IES), Goal 2. Contracts and Grants Funded External funding at Florida State University: $7,536,803 Funded in 2010 Hanline, M.F. Augmentative and Alternative Communication Technology. Fall 2010 Student Technology Fee Proposal . $19,027.97

Hanline & Woods. Project LIFE: Leadership in Family-Centered Intervention. Funded by U.S. Department of Education, Leadership Personnel Preparation Program. (2007-2011). Total award: $800,000 – continuation in 2010

Hanline. Project SEE – Special Education Endorsements. Funded by U.S. Department of Educa-tion, Personnel Preparation of Special Education Related Services, and Early Intervention Per-



sonnel to Serve Infants, Toddlers, and Children with Low-Incidence Disabilities. (2005–2010). Total award: $800,000 – continuation in 2010

Contracts and Grants Funded

Hanline. Personnel Preparation of Highly Qualified Early Intervention Specialists. Funded by U.S. Department of Education, Personnel Preparation of Special Education, Related Services, and Early Intervention Personnel to Serve Infants, Toddlers, and Children with Low-Incidence Disabilities. (2003–2008). Total award: $1,250,000

Hanline, Wetherby, Woods, & Fox. Meeting the Challenge: Building Capacity of Early Care and Education Providers. Funded by U.S. Department of Education, Project of National Significance. (2002-2005). Total award: $591,000

Hanline & Phelps. Evaluating the Outcomes of Developmentally Appropriate Practice with Pre-schoolers: Effects on Developmental and Academic Skills. Funded by U.S. Department of Edu-cation, Directed Research Project. (2000 – 2004). Total award: $450,000

Hanline & Wetherby. Personnel Preparation in Autism. Funded by U.S. Department of Educa-tion, Training Personnel for the Education of the Handicapped. (1997-2001). Total award: $318,000

Hanline. Planning Grant to Develop Research Proposal. Funded by Florida State University. (2000). Total award: $5007

Hanline & Phelps. Play-Based Learning for Young Children with Disabilities. Funded by U.S. Department of Education, Early Childhood Demonstration Projects. (1994-1999). Total award: $522, 985

Hanline. Leadership Training in Early Childhood Special Education . Funded by U.S. Depart-ment of Education, Training Personnel for the Education of the Handicapped. (1994-1999). To-tal award: $625,000

Hanline & Westling. Preparation of Personnel to Teach Individuals with Severe Disabilities. Funded by U.S. Department of Education, Training Personnel for the Education of the Handi-capped. (1993-1997). Total award: $500,256 Hanline. Collaborative Personnel Preparation in Early Childhood Education and Intervention. Funded by U.S. Department of Education, Training Personnel for the Education of the Handi-capped. (1992-1997). Total award: $597,840

Chen, Friedman, & Hanline. Project PLAI: Promoting Learning Through Active Interaction with Infants Who are Deaf-Blind. Funded by U.S. Department of Education, Services for Children with Deaf-Blindness. (1995-1996). Total award: $40,000

Hanline & Graham. Mainstreaming Works! Funded by Florida Department of Health and Reha-bilitation. (1993-1994). Total award: $9,000



Hanline. Assessing the Effectiveness of Play-Based Early Education. Funded by U.S. Depart-ment of Education, Research in Education of Individuals with Disabilities Program. (1992-1993). Total award: $70,657

Hanline. Planning Grant to Develop Research Proposal. Funded by Florida State University. (1992). Total award: $5440

Hanline. Leadership Training in Early Childhood Special Education . Funded by U.S. Depart-ment of Education, Training Personnel for the Education of the Handicapped. (1991-1994). To-tal award: $312,474 Hanline. Prekindergarten Handicapped Training Institute. Funded by Florida Department of Education, Bureau of Education for Exceptional Students. (1991-1192). Total award: $62,841

Hanline. "Mainstreaming Works!" Childcare personnel preparation manual. Funded by Florida Developmental Disabilities Council. (1991). Total award: $3000

Hanline. University Training Institute for Teachers of Pre-K Children with Handicaps. Funded by Florida Department of Education, Bureau of Education for Exceptional Students. (1990). To-tal award: $50,000

Hanline. Committee on Faculty Research Support (COFRS). Funded by Florida State University. (1990). Total award: $8000

Hanline. Graduate Training in Early Childhood Special Education. Funded by U.S. Department of Education, Training Personnel for the Education of the Handicapped. (1989-1992). Total award: $240,495

Hanline. Infant Specialization Personnel Preparation. Funded by U.S. Department of Education, Training Personnel for the Education of the Handicapped. (1989-1992). Total award: $225,000

Hanline. University Training Institute. Funded by Florida Department of Education, Bureau of Education for Exceptional Students. (1989). Total award: $50,000

Hanline. Prekindergarten Haandicapped Transition Project. Funded by Florida Department of Education, Bureau of Education for Exceptional Students. (1989). Total award: $10,255

Hanline. First Year Assistant Professor Research and Creative Activity Award. Funded by Flori-da State University. (1989). Total award: $6000

#Hanline. Supported Transition to Integrated Preschool Demonstration Project. Funded by U.S. Department of Education, Handicapped Children's Early Education Program. (1985-1988). Total award: $369,000

#Hanson, Krentz, Stallacher, & Hanline. Social-Emotional Development of Preschoolers with Disabilities and Their Families' Adaptation. Funded by U.S. Department of Education, National Institute for Rehabilitation and Research Demonstration. (1985-1988). Total award: $285,000



#Hanson & Hanline. Infant Specialization Training. Funded by U.S. Department of Education, Training Personnel for the Education of the Handicapped. (1986-1988). Total award: $270,000

#Hanson & Hanline. Early Childhood Special Education Specialist Personnel Preparation Train-ing. Funded by U.S. Department of Education, Training Personnel for the Education of the Han-dicapped. (1986-1988). Total award: $100,000 Contracts and Grants Under Review Contracts and Grants Denied Lake & Hanline. June, 2009. Character Education Dialogic Reading Project (CEDR). U.S. Department of Education, Institute of Educational Sciences (IES), Goal 2. Hanline & Phelps. 2003. Creative Preschool Inclusion Model; Language and Emergent Literacy Focus. Submitted to the U.S. Department of Education

Lewis, S., & Hanline, M. F. 2002. Providing inclusion in charter schools: Project PIICS. Sub-mitted to the U. S. Department of Special Education Programs.

SERVICE Florida State University University

Dissertation Research Grant Committee – reviewed proposals in Dr. Edwards’ leave Subcommittee Member, Graduate Policy Committee, review of Communication Disorders Pro-

gram (2009) Committee Member, FSU Childcare Committee (2008-2009) Committee Member, FSU ERT Council, (2005 - 2006) Committee Member, Theodore and Vivian Scholarship Committee (2001 - 2002) Committee Member, Human Subjects Committee (1999 - 2001) Committee Member, Council on Research and Creativity (1992 - 1995; 2000- 2001) College of Education

Member, COE Curriculum Committee, (1996 - present) Member, Faculty Advisory Board (Spring, 2010) Chair, COE Curriculum Committee, (2000 - 2001) Member, COE Administrative Council, (1993-1995) Member, COE Teaching Incentive Program, (1996 - 1997) Member, Search Committee, Department of Educational Theory and Practice (1996 - 1997)

Committee Member, COE Policy Advisory Board, (1990 - 1992) Committee Member, COE Scholarship Committee, (1990 - 1992) Committee Member, Dean's Conference Committee, (1989 - 1991)



Committee Member, COE Graduate Advisory Council, (1988 - 1990) Subcommittee Chair, COE College Teaching Fellowships, (1989 - 1990) *Committee Member, Barger Scholarship Committee, (1989 - 1990) *Committee Member, COE Library Resources Committee, (1988 - 1990) *Committee Member, COE GAC subcommittee, Doctoral Directive Status (1988 - 1989) Department of Special Education/Childhood Education, Reading, and Disability Servic-

es/School of Teacher Education

By-Laws Revision Committee (2010 – present) Promotion and Tenure Committee (2010 – present) Chair, STE Curriculum Committee (2005 – present) Interim Department Chair, Department of Childhood Education, Reading, and Disability Servic-

es, (2006 - 2007) Department Chair, Special Education and Rehabilitative Counseling Services, (2003 - 2004) Department Chair, Department of Special Education, (1999 - 2003) Chair, Department Curriculum Committee, (2005 - 2008) Committee Member, Merit Revision Committee, (2005 - 2007) FSU Representative, Comprehensive System of Personnel Development, Florida Department of

Education (1999 - 2007) Committee Member, Scholarship Committee, (1997 - 2005) Doctoral Program Coordinator, (1997 - 2005) Program Coordinator, MS Mental Disabilities Program, (1997 - 2005) Member, Curriculum Revision Committee, (1997 - 1998) Committee Member, Search Committee, Mental Disabilities Faculty Member, (1997 - 1998) Committee Member, Decorating Committee, (1997 - 1998) Committee Member, Teaching Incentive Program, (1996 - 1997) Chair, Committee on Collaboration with Other Departments, (1992 - 1993) Committee Member, Promotion and Tenure Committee, (1988 - 1989) Education of Exceptionalities/Special Education/Special Education Studies Programs

Program Coordinator, MS distance learning Special Education Studies Program, (2005 - present) Program Coordinator, ECSE Certificate Program, (1990 - present) Program Coordinator, Child and Family Intervention Certificate Program, (2005 - present) Program Coordinator, ESE initial teacher certification Program, (Fall 2007, Spring 2008, Sum-

mer 2008, Fall 2008) Program Coordinator, EH/LD initial teacher certification Program, (1999 - 2004)

The Profession

Editorial Board Membership(s)

Editorial Board Member (1989 - 2000). Journal of Early Intervention Editorial Board Member (1993 - 1995) Assessment in Rehabilitation and Exceptionality



*Editorial Board Member (1988 - 1991) Teaching Exceptional Children Guest Reviewer for Refereed Journals

(2000 - present) Journal of Early Intervention (1991 - present) Teaching Exceptional Children (2008 - present) Journal of Research in Childhood Education (2008 - present) Early Childhood Service (1995 - present) Early Childhood Research Quarterly (1991 - present) Teacher Education and Special Education (2009) American Journal of Play (1992- 1999; 2008) Topics in Early Childhood Special Education (2006) International Journal of Developmental Disabilities Reviewer for Grant Applications

(2010) U.S. Department of Education (2002) U.S. Department of Education (1992) Idaho State Board of Education (1991) U.S. Department of Education Service to Professional Associations

Member, National Division of Early Childhood, Council for Exceptional Children, National Re-search Committee (1991 - present)

FSU Representative, Higher Education Consortium for Special Education (1997 - 2008) Treasurer, Florida Division of Early Childhood (2007) Proposal Reviewer, Division for Early Childhood 18th Annual International Conference. (2002) Member, Peer Support Network, Florida Family Network on Disability (1992 - 2001) Member, Information and Referral Network, National Association for Persons with Severe Han-

dicaps (1992 - 2000) Chair, Florida Early Intervention Faculty Network (1988 - 1999) Representative, Coalition for the Education of Exceptional Students for the Florida Association

for Persons with Severe Handicaps (1988 - 1999) Member, Board of Directors, Florida Advocacy Coalition for Excellence (1988 - 1999) Member, National Conference Committee, The Association for Persons with Severe Handicaps

(1991 - 1995) Member, National Government Relations Liaison, Florida Chapter of the Association for Persons

with Severe Handicaps (1990 - 1994) Member, National Conference Committee, Association for Persons with Severe Handicaps (1991

- 1993) Member, National Division of Early Childhood, Council for Exceptional Children, Best Practice

Strand on Service Delivery Models/Environments (1991) Chair, Transition Strand, National Division of Early Childhood, Council for Exceptional Children

Annual Conference (1991)



Member, National Division of Early Childhood, Council for Exceptional Children, Student Award Committee (1991)

University Liaison, Florida Division for Early Childhood (1989) Member, Board of Directors, Florida Association for Persons with Severe Handicaps (1989)

Other Universities

Service to Other Universities

Promotion review, Southern Methodist University (2005) Promotion review, University of Hawaii (2000) Member, Advisory Council for Early Childhood Education and Violence Counseling Program,

Florida A & M University (1994 - 1997) Member, National Advisory Council, Transitioning Young, Culturally Diverse Children with

Disabilities into the General Education Setting. University of New Hampshire (1994 - 1997) Member, Advisory Committee, Bridging Early Services Outreach Project, University of Kansas

(1990 - 1995) Member, National Advisory Committee, Successful Integration of Infants/Toddlers with Handi-

caps in Multidisciplinary Programs Project, University of New Hampshire (1990 - 1994)

The Community Service to the Community

Board of Directors, Turn About (2010 - present) Board of Directors, Abilities Beyond the Horizon (2008 - present) Member, Expanding Opportunities Team, Technical Assistance and Training System (2008 -

present) Judge, Hawks Rise Elementary School Spelling Bee (2008 - 2010) Member, Florida DOE Mental Disabilities Rules Revision Committee (2006 - 2008) Member, Professional Development Council (2005 - 2006) Professional Advisor, First Words Project (1999 - 2003) Member, National Advisory Board, Parents, Let's Unite for Kids (PLUK) (1994 - 2001) Advisor, U.S. Senate Democratic Task Force on Early Childhood Development (1997 - 2000) Panel Leader, Part C Service Guidelines for Down Syndrome, Florida Department of Health

(1998 - 1999) Member, Florida Developmental Disabilities Council, Florida Department of Health, & Agency

for Health Care Administration (1998 - 1999) Member, Planning Committee for Florida School Social Worker’s Association 1998 Conference

(1997) Member, Board of Trustees, Open Doors Child Development Center, Inc. (1992 - 1994) Professional Advisor, Tallahassee Parent-to-Parent (1992 - 1994) Member, Dick Howser Professional Advisory (1988 - 1994) Member, Inclusion Team, Florida Bureau of Education for Exceptional Students, Department of

Education (1993)



Member, Research Validation Workgroup Design Monitoring Team, Cost Implementation Study, Florida Department of Education (1992)

Member, Research Validation Workgroup Design Monitoring Team, Cost Implementation Study, Florida Department of Education (1990 - 1992)

Vice Chair, Florida Advocacy Coalition for Excellence (1989 - 1992) Session Leader, Leon Forum on Early Intervention (1991) Member, Expert Panel on Integration into Community Day Care Cost Implementation Study for

P.L. 99-457, Florida Department of Education (1991) Member, Expert Panel on Screening, Evaluation, and Family Assessment Cost Implementation

Study for P.L. 99-451, Florida Department of Education (1991) Member, Leon County Pre-K Interagency Council (1988 - 1991) Member, Design Monitoring Team, Competency Research Project; Florida DOE (1989 - 1990)

Consultation Consultation

Pennsylvania Early Intervention Programs (2010 – present) Florida Department of Education ESE Test Revision Committee. (2008) National Association for the Education of Young Children Book review. (2006) Research &Training Center on Early Childhood Development, Orelena Hawks Puckett Institute External Evaluator. (2005) Delmar Publishers Book review. (2000) McGraw Hill Publishers Book review. (1999) SPIES Project: Strategies for Preschool Intervention in Everyday Setting. Utah State University Review of professional development materials. (1996) University of South Florida Site review for U.S. Department of Education project. (1996) Family and Agency Collaboration through Technical Support (FACTS) Project, United Cerebral

Palsy Association. Learning within the context of play: Promoting the development of infants and toddlers [videotape]. (1992)

Family and Agency Collaboration through Technical Support (FACTS) Project, United Cerebral Palsy Association. Learning within the context of play: Making it work for infants and tod-dlers [videotape]. (1992)

Developed by SHAPE and the University of Alberta Severe Disabilities program. Early child-hood integration [videotape]. (1991)

Expert witness. Eliana MARTINEZ, By and Through her next friend, Rosa E. MARTINEZ, her mother, Plaintiff-Appellant, v. SCHOOL BOARD OF HILLSBOROUGH COUNTY, FLORIDA, a corporate body public, Defendant-Appellee. (1988)

Documents

2010 Annual Evaluation Vitae Mary Frances Hanline, Ph.D ...its.fsu.edu/sites/g/files/imported/storage/original/application/... · • Both EEX 5239 and EEX 5456 were taught both online