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Brockport / EHD / People / Dr. Jie Zhang

Dr. Jie Zhang

Associate Professor


Office:  285 Albert W. Brown Buildingjzhang
Phone:  (585) 395-5547
E-mail:  jzhang@brockport.edu

Education:

PhD, Tennessee Technological University
BS, Jiangsu Institute of Petrochemical Technology

Areas of specialty:

Interventions and assessments for children with disabilities, especially children with autism spectrum disorders

Research interests:

Investigating the efficacy of different interventions for children with disabilities, especially children with autism spectrum disorders.

Exploring the cultural and linguistic factors in the services for children and their families of diverse ethnicities.

Conducting scholarly activities related to teaching and learning, including instructional methodology and assessments.

Mentoring undergraduate and/or graduate students to engage in scholarly activities.

Publications:

Mayton, M. R., Carter, S. L., Zhang, J., & Wheeler, J. J. (2014). Intrusiveness of behavioraltreatments for children with autism and developmental disabilities: An initial investigation. Education and Training in Autism and Developmental Disabilities, 49(1), 92-101.

Zhang, J., LeSavoy, B., Lieberman, L., & Barrett, L. (2014).  Faculty learning community (FLC) on student leadership: Applying student voices to leadership development. Mountain Rise: the International Journal of the Scholarship of Teaching and Learning, 8(2), 1-18. DOI :http://dx.doi.org/10.1234/mr.v8i2.250. Retrieved from http://mountainrise.wcu.edu/index.php/MtnRise/article/view/250.

Zhang, J., & Pelttari, C. (2013). Exploring the emotions and needs of English Language Learners: Facilitating pre-service and in-service teachers’ recognition of the tasks facing language learners. Journal of Multilingual and Multicultural Development, 34(7), 1-16. DOI:10.1080/01434632.2013.822505. Retrieved from http://dx.doi.org/10.1080/01434632.2013.822505.

Zhang, J., & Fallon, M. A. (2013). Supporting the language development and service needs of young children from Chinese immigrant families: Utilizing best practices from international education. International Journal of Multidisciplinary Social Studies, 1, 9-22. Retrieved from http://www.auaicei.com/yahoo_site_admin/assets/docs/Jie_Zhang.21423418.pdf

Fallon, M. A., & Zhang, J. (2013). Inclusive collaborating with families of children with autism spectrum disorders (ASD): Perceptions of families, pre-service and in-service level teachers. Journal of Educational Thought, 46(1), 45-62.

Zhang, J., Mayton, M. R. & Wheeler, J. J. (2013). Effectiveness of gluten-free and casein-free diets for individuals with autism spectrum disorders: An evidence-based research synthesis. Education and Training in Autism and Developmental Disabilities, 48(2), 277-288.

Fallon, M. A., Zhang, J., & Kim, E. J. (2011). Using course assessments to train teachers in functional behavioral assessment (FBA) and behavior intervention plan (BIP) techniques. Journal of the International Association of Special Education, 12(1), 50-58.

Zhang, J., & Wheeler, J. J. (2011). A meta-analysis of peer-mediated interventions for young children with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 46(1), 62-77.

Mayton, M. R., Wheeler, J. J., Menendez, A. L., & Zhang, J. (2010). An analysis of evidence-based practices in the education of learners with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 45(4), 539-551.

Zhang, J., Fallon, M. A., & Kim, E. J. (2010).  The Reggio Emilia curricular approach for enhancing play development of young children.  Curriculum and Teaching Dialogue, 12, 85-99.

Zhang, J., & Wheeler, J. J. (2010). Mercury and autism: A review. Education and Training in Developmental Disabilities, 45(1), 107-115.

Manaseri, C., Kim, E. J., & Zhang, J. (2010). An administrator’s view of inclusion as a parent of a child with special needs. Duets and Dialogue: Voices on Inclusive Practices in Our Schools, 60-68.

Zhang, J. (2008). The efficacy of peer-mediated interventions for promoting social interactions among young children with autism spectrum disorders: A meta-analysis. Dissertation Abstract International, 69, No. 03A (2008), p.939.

Zhang, J., Wheeler, J. J., & Richey, D. (2006). Cultural validity in assessment instruments for children with autism from a Chinese cultural perspective. International Journal of Special Education, 21, 109-114.

Last Updated 8/25/14