Positions

Overview

  • Education and Experience

    Dr. Ennis earned her bachelor's degree in secondary education, language arts from Birmingham-Southern College and went on to earn her master’s degree in special education at Peabody College of Vanderbilt University. She worked as a special education high school teacher in both resource and inclusive settings in Hoover City Schools before going on to earn her doctoral degree at Georgia State University. Before joining the faculty at UAB, Dr. Ennis was an associate professor at Clemson University for two years.

    Scholarship

    Dr. Ennis’s research interests are in the areas of comprehensive, integrated three-tiered models of prevention (Ci3T), instructional strategies, and students with emotional or behavioral disorders. She works to empower teachers to support the behavior of their students through effective identification, implementation, and data collection. On these topics, she has published over 50 peer-reviewed articles and presented over 130 conference presentations and workshops. Dr. Ennis co-authored a book entitled Supporting Behavior for School Success: A Step-by-Step Guide.

    Service

    Dr. Ennis is the co-chair of the professional development committee of the Council for Children with Behavioral Disorders and is the co-editor of the newsletter of the Council for Exceptional Children Division for Research. She serves as an associate editor for Remedial and Special Education; on the editorial boards of Behavioral Disorders, Beyond Behavior, and Intervention in School and Clinic; and is a consulting editor for the Journal of Positive Behavior Interventions. She also serves on the Student Advocacy and Awards Committee of the School of Education at UAB. She supports area school by training them to design and implement comprehensive, integrated three-tiered (Ci3T) models of prevention.

    Personal

    Dr. Ennis and her husband, John, have three sons, Archer, Andrew, and Alden.
  • Selected Publications

    Academic Article

    Year Title Altmetric
    2019 A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student PerformanceRemedial and Special Education.  40:112-128. 2019
    2019 Excessive Force and Students with Disabilities: Legal and Practice ConsiderationsJournal of Child and Family Studies.  28:885-893. 2019
    2019 A Meta-Analysis Examining the Evidence-Base of Mathematical Interventions for Students With Emotional DisturbancesJournal of Special Education.  52:228-241. 2019
    2019 Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-AnalysisExceptional Children2019
    2018 Effects of TWA on science text comprehension of students with emotional and behavior disorders in a special day schoolEducation && Treatment of Children.  41:483-506. 2018
    2018 Understanding and trumping behavioral concerns in the classroomPreventing School Failure: Alternative Education for Children and Youth.  62:239-249. 2018
    2018 Charter School Enrollment Effects: A Review of Results from Recent Large-Scale StudiesJournal of Child and Family Studies.  27:3132-3140. 2018
    2018 Empowering teachers with low-intensity strategies to support instruction: Self-monitoring in an elementary resource classroomPreventing School Failure: Alternative Education for Children and Youth.  62:176-189. 2018
    2018 Historical Examination of United States Intentional Mass School Shootings in the 20th and 21st Centuries: Implications for Students, Schools, and SocietyJournal of Child and Family Studies.  27:2562-2573. 2018
    2018 Firearm Violence across the Lifespan: Relevance and Theoretical Impact on Child and Adolescent Educational ProspectsJournal of Child and Family Studies.  27:1748-1762. 2018
    2018 Promoting Athletic Participation for Students with Disabilities: Trends and IssuesJournal of Physical Education, Recreation and Dance.  89:34-38. 2018
    2018 Avoiding Unwarranted Segregation of Students With Behavioral Needs: Lessons LearnedIntervention in School and Clinic.  53:212-215. 2018
    2018 Empowering Teachers With Low-Intensity Strategies to Support Instruction: Within-Activity Choices in Third-Grade Math With Null EffectsRemedial and Special Education.  39:77-94. 2018
    2018 Positive behavioral interventions and supports in pictures: Using videos to support schoolwide implementationPreventing School Failure: Alternative Education for Children and Youth.  62:1-12. 2018
    2018 An Investigation of SRSD to Teach Fractions to Students With DisabilitiesExceptional Children2018
    2017 A systematic review of precorrection in PK-12 settingsEducation && Treatment of Children.  40:465-496. 2017
    2017 Evaluating Implementation of Check In/Check Out in Alternative Educational Settings: Stakeholder PerspectivesResidential Treatment for Children and Youth.  34:107-121. 2017
    2017 Increasing Students’ Opportunities to Respond: A Strategy for Supporting EngagementIntervention in School and Clinic.  52:204-209. 2017
    2017 Increasing opportunities to respond for students with internalizing behaviors: The utility of choral and mixed respondingBehavioral Disorders.  42:170-184. 2017
    2017 The effects of writing choice prompt on the written narratives of students with emotional and behavioral disorders: A case study of an abandoned single-case designBehavioral Disorders.  42:185-195. 2017
    2016 Using self-regulated strategy development to help high school students with EBD summarize informational text in social studiesEducation && Treatment of Children.  39:545-568. 2016
    2016 Systematic screening at the elementary level: Considerations for exploring and installing universal behavior screeningJournal of Applied School Psychology.  32:214-233. 2016
    2015 Additional evidence of convergent validity between SRSS-IE and SSiS-PSG scoresBehavioral Disorders.  40:213-229. 2015
    2015 Classwide Teacher Implementation of Self-Regulated Strategy Development for Writing with Students with E/BD in a Residential FacilityJournal of Child and Family Studies.  24:88-111. 2015
    2015 Empowering teachers with low-intensity strategies to support academic engagement: Implementation and effects of instructional choice for elementary students in inclusive settingsEducation && Treatment of Children.  38:473-504. 2015
    2015 Retrospective testimony and the IEP: Implications of R.E., M.E., et al. v. New York city department of educationPreventing School Failure: Alternative Education for Children and Youth.  59:58-62. 2015
    2014 Lessons learned from implementing self-regulated strategy development with students with emotional and behavioral disorders in alternative educational settingsBehavioral Disorders.  40:68-77. 2014
    2014 Using self-regulated strategy development for persuasive writing to increase the writing and self-efficacy skills of students with emotional and behavioral disorders in health classBehavioral Disorders.  40:26-36. 2014
    2014 Barriers and Facilitators to Integrating SWPBIS in Alternative Education Settings With Existing Behavior Management SystemsJournal of Disability Policy Studies.  24:247-256. 2014
    2014 Examining the effects and quality of Interventions based on the assessment of contextual variables: A meta-analysisExceptional Children.  80:407-422. 2014
    2014 Existing Research and Future Directions for Self-Regulated Strategy Development With Students With and At Risk for Emotional and Behavioral DisordersJournal of Special Education.  48:32-45. 2014
    2014 Identifying students for secondary and tertiary prevention efforts: How do we determine which students have tier 2 and tier 3 needs?Preventing School Failure: Alternative Education for Children and Youth.  58:171-182. 2014
    2014 School-wide positive behavioral interventions and supports in a residential school for students with emotional and behavioral disorders: First years of implementation and maintenance follow-up focus groupsResidential Treatment for Children and Youth.  31:63-79. 2014
    2013 Using comparison peers as an objective measure of social validity: Recommendations for researchersFocus on Autism and Other Developmental Disabilities.  28:195-201. 2013
    2013 PBIS as prevention for high-risk youth in alternative education, residential, and juvenile justice settingsEducation && Treatment of Children.  36:1-2. 2013
    2013 Additional Evidence for the Reliability and Validity of the Student Risk Screening Scale at the High School Level: A Replication and ExtensionJournal of Emotional and Behavioral Disorders.  21:97-115. 2013
    2013 STOP and DARE: Self-regulated strategy development for persuasive writing with elementary students with E/BD in a residential facilityEducation && Treatment of Children.  36:81-99. 2013
    2012 Embedding the positive behavioral interventions and supports framework into the complex array of practices within alternative education settings: A decision-making processDiagnostique.  38:15-29. 2012
    2012 Score Reliability and Validity of the Student Risk Screening Scale: A Psychometrically Sound, Feasible Tool for Use in Urban Elementary SchoolsJournal of Emotional and Behavioral Disorders.  20:241-259. 2012
    2012 Secondary prevention efforts at a residential facility for students with emotional and behavioral disorders: Function-based check-in, check-outResidential Treatment for Children and Youth.  29:79-102. 2012
    2012 Secondary prevention efforts at the middle school level: An application of the behavior education programEducation && Treatment of Children.  35:51-90. 2012
    2009 Preparing students for college entrance exams: Findings of a secondary intervention conducted within a three-tiered model of supportRemedial and Special Education.  30:3-18. 2009
    2008 Student Risk Screening Scale: Initial evidence for score reliability and validity at the high school levelJournal of Emotional and Behavioral Disorders.  16:178-190. 2008
    2007 Systematic screening at the middle school level: Score reliability and validity of the student risk screening scaleJournal of Emotional and Behavioral Disorders.  15:209-222. 2007
    2007 Function-based interventions for students who are nonresponsive to primary and secondary prevention efforts: Illustrations at the elementary and middle school levelsJournal of Emotional and Behavioral Disorders.  15:169-183. 2007

    Chapter

    Year Title Altmetric
    2016 Chapter 10: Deep pressure therapy doesn't reduce stereotypical behavior, function-based interventions do.  197-219. 2016

    Teaching Activities

  • ECE792 - Directed Readings in Research (Spring Term 2019) 2019
  • ECE798 - Non-Dissertation Research (Spring Term 2019) 2019
  • ECT531 - Intern in Collab Tchng K-12 (Spring Term 2019) 2019
  • ECT531 - Intern in Collab Tchng K-12 (Spring Term 2019) 2019
  • EEC415 - Learn Environment Positive Sup (Spring Term 2019) 2019
  • EEC415 - Learn Environment Positive Sup (Spring Term 2019) 2019
  • EEC515 - Learn Environment Positive Sup (Spring Term 2019) 2019
  • ECT525 - Positive Behavioral Supports (Fall Term 2018) 2018
  • ECT625 - Positive Behavioral Supports (Fall Term 2018) 2018
  • ECT631 - Practicum Collab Teaching K-12 (Fall Term 2018) 2018
  • EEC415 - Learn Environment Positive Sup (Fall Term 2018) 2018
  • EEC415 - Learn Environment Positive Sup (Fall Term 2018) 2018
  • EEC515 - Learn Environment Positive Sup (Fall Term 2018) 2018
  • EEC415 - Learn Environment Positive Sup (Summer Term 2018) 2018
  • EEC515 - Learn Environment Positive Sup (Summer Term 2018) 2018
  • ECT627 - Collaborative Processes (Summer Term 2018) 2018
  • EDC780 - Expand Lit Respons Methodology (Summer Term 2018) 2018
  • EDC780 - Expand Lit Respons Methodology (Summer Term 2018) 2018
  • EDC780 - Expand Lit Respons Methodology (Summer Term 2018) 2018
  • ECT531 - Intern in Collab Tchng K-12 (Spring Term 2018) 2018
  • ECT623 - Instructional Methods (Spring Term 2018) 2018
  • EEC415 - Learn Environment Positive Sup (Spring Term 2018) 2018
  • EEC515 - Learn Environment Positive Sup (Spring Term 2018) 2018
  • ECT525 - Positive Behavioral Supports (Fall Term 2017) 2017
  • ECT623 - Instructional Methods (Fall Term 2017) 2017
  • ECT625 - Positive Behavioral Supports (Fall Term 2017) 2017
  • EEC415 - Learn Environment Positive Sup (Fall Term 2017) 2017
  • EEC415 - Learn Environment Positive Sup (Fall Term 2017) 2017
  • EEC515 - Learn Environment Positive Sup (Fall Term 2017) 2017
  • ECT525 - Positive Behavioral Supports (Summer Term 2017) 2017
  • ECT625 - Positive Behavioral Supports (Summer Term 2017) 2017
  • EEC415 - Learning Environments (Summer Term 2017) 2017
  • EEC515 - Learning Environments (Summer Term 2017) 2017
  • EEC415 - Learning Environments (Summer Term 2017) 2017
  • EEC515 - Learning Environments (Summer Term 2017) 2017
  • ECT523 - Instructional Methods (Spring Term 2017) 2017
  • ECT525 - Positive Behavioral Supports (Spring Term 2017) 2017
  • ECT623 - Instructional Methods (Spring Term 2017) 2017
  • ECT625 - Positive Behavioral Supports (Spring Term 2017) 2017
  • EEC415 - Learning Environments (Spring Term 2017) 2017
  • EEC415 - Learning Environments (Spring Term 2017) 2017
  • ECT525 - Positive Behavioral Supports (Fall Term 2016) 2016
  • ECT623 - Instructional Methods (Fall Term 2016) 2016
  • ECT625 - Positive Behavioral Supports (Fall Term 2016) 2016
  • ECT521 - Program and Lesson Planning (Summer Term 2016) 2016
  • ECT621 - Program and Lesson Planning (Summer Term 2016) 2016
  • ECT523 - Instructional Methods (Spring Term 2016) 2016
  • ECT623 - Instructional Methods (Spring Term 2016) 2016
  • ECY300 - Survey of Special Education (Spring Term 2016) 2016
  • ECT523 - Instructional Methods (Fall Term 2015) 2015
  • ECT623 - Instructional Methods (Fall Term 2015) 2015
  • ECY600 - Intro to Exceptional Learner (Fall Term 2015) 2015
  • Education And Training

  • Doctor of Philosophy in Education / Teaching of Individuals With Multiple Disabilities, Georgia State University 2013
  • Master of Education in Special Education and Teaching, Vanderbilt University 2007
  • Bachelor of Arts in English / Language Arts Teacher Education, Birmingham-Southern College 2005
  • Awards And Honors

    Full Name

  • Robin Ennis