image of John McKenna

John William McKenna, Ph.D.

Associate Professor, Curriculum and Instruction

College
Fine Arts, Humanities & Social Sciences
Department
Curriculum and Instruction
Office
Coburn Hall - 240D
Email
John_McKenna@uml.edu
Links

Expertise

Students with emotional and behavioral disorders; students with learning disabilities; positive behavior supports; single-case research; observation research; What Works Clearinghouse certified reviewer of single-case research

Research Interests

What Works Clearinghouse certified reviewer of single case intervention research; Research-based academic and behavioral interventions for students with and at risk for emotional and behavioral disorders; Responsible inclusion; Special education teacher training and support

Education

Ph.D.: Special Education, Supporting Area - students with learning disabilities and behavioral disorders, The University of Texas at Austin

Selected Awards and Honors

  • 2020 Emerald Literati Award: Outstanding Author Contribution
  • Faculty Teaching Excellence Award (2018), Teaching - University of Massachusetts Lowell, College of Education
  • Faculty Research Consortium Faculty Excellence Award (2016), Scholarship/Research - St. John's University, Vincentian Institute for Social Action
  • Faculty Recognition Award: Excellence in Teaching (2015), Teaching - School of Education, St. John’s University
  • Co-Author of Must Read in Special Education for 2012 (2013), Scholarship/Research - Council for Learning Disabilities
  • Outstanding Service Award: Childcare Worker of the Year (1997), Teaching - Italian Home for Children

Selected Publications

  • McKenna, J., Brigham, F., Mitchell, B., & Parenti, M. (2024). Special education experiences of parents/guardians of children with emotional and behavioral disabilities. Child Care in Practice. Advance online publication.
  • McKenna, J. (2024). Inclusive instruction for students with emotional disturbance and evidence-based decision-making. In G. Bennett and G. Goodall (Eds.). The Palgrave Encyclopedia of Disability (pp. 1-9). London, UK: Palgrave Macmillan.
  • Brigham, F.J., Claude, C., Chow, J., Eddy, C.L., Gage, N. and McKenna, J. (2024). Come Tomorrow: Considering the Future Needs for Students With Emotional and/or Behavioral Disorders. In Obiakor, F.E. and Bakken, J.P. (Ed.) Special Education: Advancing Values (Advances in Special Education, Vol. 38)(pp. 29-54). Leeds, UK: Emerald Publishing. Note: Authors made equal contributions and are listed in alphabetical order.
  • McKenna, J., & Peltier, C. (2024). Single-case experimental design. In J. Kauffman, D. Hallahan, & P. Pullen (Eds.). Handbook of Special Education (pp. 99-115). New York, NY: Routledge.
  • Pelter, C., McKenna, J., & van Dijk, W. (2024). Investigation of two preliminary analysis-altering elements: Ordinate scaling and DPPXYR. Behavior Modification. Advance online publication.
  • McKenna, J. (in press). Best practices for teaching students with emotional and/or behavioral disorders. In J. Bakken (Eds). Teaching students with disabilities: Best practices for student success. United Kingdom: Cambridge Scholars Publishing.
  • Solis, M., & McKenna, J. (2023). Reading instruction for students with Autism Spectrum Disorder: Comparing observations of instruction to student reading profiles. Journal of Behavioral Education. Advance online publication.
  • Adamson, R., McKenna, J., Nelson, J., & Post, F. (2023). We can do better: A critical review of commercially endorsed crisis intervention programs. Preventing School Failure. Advance online publication. 
  • McKenna, J., Solis, M., Garwood, J. & Parenti, M. (2023). Characteristics of Individualized Education Programs for students with learning disabilities: A systematic review. Learning Disability Quarterly. Advance online publication.
  • McKenna, J., Newton, X., & Brigham, F. (2023). The impact of co-teaching on inclusive instruction for students with emotional and behavioral disabilities. Psychology in the Schools, 60(8), 2782-2794.
  • Brigham, F., Claude, C., McKenna, J., & Lemp, L. (2023). Research on using technology for students with emotional and/or behavioral disorders: Cruel optimism or meaningful progress? In J. Baaken & F. Obiakor (Eds.). Using technology to enhance special education. Advances in Special Education (Vol. 37). Bingley, United Kingdom: Emerald Publishing Group Limited.
  • McKenna, J. (2022). Single-case design: A promising tool for improvement science. Impacting Education: Journal on Transforming Educational Practice, 7(3), 27-33.
  • Garwood, J., Peltier, C., Ciullo, S., Wissinger, D., McKenna, J., Giangreco, M., & Kervick, C. (2022). Students with disabilities doing service learning: A best-evidence synthesis and self-determination analysis. Journal of Experiential Education, 46(1), 5-31. 
  • McKenna, J., Newton, X., Brigham, F., & Garwood, J. (2022). Inclusive Instruction for Students with Emotional Disturbance: An Investigation of Classroom Practice. Journal of Emotional and Behavioral Disorders, 30(1), 29-43.
  • McKenna, J., Garwood, J., Solis, M. (2022). Reading Instruction for Students with and At-Risk for Emotional and Behavioral Disorders: A Synthesis of Observation Research. Journal of Behavioral Education, 31, 1-27.
  • Watts, G., McKenna, J. (2022). Training, supervising, and supporting students with emotional-behavioral disorders as cross-age tutors. Intervention in School and Clinic, 57(3), 156-162.
  • Solis, M., McKenna, J. (2022). Intensive reading interventions and the challenges of comorbid reading and behavioral difficulties. In M. Tankersley, B. Cook & T. Landrum (Eds). Delivering intensive, individualized interventions to children and youth with learning and behavioral disabilities. Bingsley, UK: Emerald Publishing.
  • Peltier, C., Garwood, J., McKenna, J., Peltier, T., & Sendra, S. (2021). Using the SRSD instructional approach for argumentative writing: A look across the content areas. Learning Disabilities Research & Practice, 36(3), 224-234
  • Peltier, C., Morano, S., Shin, M., Stevenson, N., & McKenna, J. (2021). A Decade Review of Single-Case Graph Construction in the Field of Learning Disabilities. Learning Disabilities Research and Practice, 36(2), 121-135.
  • McKenna, J., Brigham , F., Garwood , J., Zurawski, L., Koc, M., Werunga, R. (2021). A Systematic Review of Intervention Studies for Young Children with Emotional and Behavioral Disorders: Identifying the Research Base. Journal of Research in Special Educational Needs, 21(2), 120-145.
  • Peltier, C., McKenna, J., Sinclair, T., Garwood, J., Vannest, K. (2021). Ordinate Scaling and Axis Proportions of Single-Case Graphs in Two Prominent EBD Journals from 2010 to 2019. Behavioral Disorders, 47(2), 134-148.
  • Garwood, J., Ciullo, S., Wissinger, D., McKenna, J. (2021). Civics education for students with learning disabilities and emotional and behavioral disorders. Intervention in School and Clinic, 56(4), 250-254.
  • Hott, B., Jones, B., Randolph, K., Kuntz, E., McKenna, J., Brigham, F. (2021). Lessons Learned from a Descriptive Review of Rural Individualized Education Programs. The Journal of Special Education, 55(3), 163-173.
  • Garwood, J., Peltier, C., Sinclair, T., Eisel, H., McKenna, J., Vannest, K. (2021). A Quantitative Synthesis of Intervention Research Published in Flagship EBD Journals: 2010-2019. Behavioral Disorders, 47(1), 14-27.
  • McKenna, J., Garwood , J., Parenti, M. (2021). Inclusive instruction for students with emotional/behavioral disorders: Service in the absence of intervention research. Intervention in School and Clinic, 56(5), 316-321.
  • Brigham, F., Claude, C.., & McKenna, J. (2021). Triennial evaluations: Divorcing the means from the ends. Education Sciences, 11(7), 314.
  • Brigham, F., McKenna, J., Claude, C., & Brigham, M. (2021). Assessment of EBD. In F. Obiakor and J. Bakken (Eds.). Traditional and Innovative Assessment Techniques for Students with Disabilities (Advances in Special Education, Vol. 36), pp. 39-58). Bingley, UK: Emerald Publishing.
  • McKenna, J., Parenti, M. (2021). Inclusive instruction for students with Emotional Disturbance: Development of a survey to identify and describe classroom practice . SAGE Research Methods Cases.
  • McKenna, J., Brigham , F. (2021). More than de minimis: FAPE in the post Endrew F. era. Behavior Modification, 45(1), 3-12.
  • McKenna, J., Adamson, R., Solis, M. (2021). Reading Instruction for Students with Emotional Disturbance: A Mixed Methods Investigation. Behavior Modification, 45(3), 399-437.
  • Bettini, E., Cumming, M., Brunsting, N., McKenna, J., Schneider, C., Muller, R., Peyton, D. (2020). Administrators’ Roles: Providing Special Educators Opportunities to Learn and Enact Effective Reading Practices for Students with EBD. Beyond Behavior, 29(1) 52-61.
  • Adamson, R., McKenna, J. (2020). Editorial: New Beginnings (4:1). reThinking Behavior
  • McKenna, J., Adamson, R. (2020). Pulling back the Curtain: Inclusive instruction for students with emotional and behavioral disorders . Lexington Books, Rowman and Littlefield
  • McKenna, J., Garwood, J., Werunga, R. (2020). Reading Instruction for Secondary Grade Students with Emotional and Behavioral Disorders: A Focus on Comprehension. Beyond Behavior,29(1) 18-30.
  • Peltier, C., McKenna, J. (2020). Systematic reviews of the literature. In B. Hott, C. Peltier, & F. Brigham (Eds). Research methods in special education. Thorofare, NJ: SLACK Incorporated
  • McKenna, J. (2020). What's your favorite website? (3:3 pp. 50). reThinking Behavior
  • Garwood , J., McKenna, J. (2020). Vocabulary interventions for students identified with emotional disturbance: A literature review and a call to action. Education and Treatment of Children,43 187-199.
  • Garwood, J., McKenna, J., Ciullo, S. (2020). Early Reading Instruction with Embedded Behavioral Supports for Children with Emotional and Behavioral Disorders. Beyond Behavior,29(1) 6-17.
  • Ciullo, S., Collins, A., Wissinger, D., McKenna, J., Lo, Y., Josman, D. (2020). Students with Learning Disabilities in the Social Studies: A Meta-Analysis of Intervention Research. Exceptional Children, 86(4), 393-412.
  • McKenna, J., Newton, X., Bergman , E. (2019). Inclusive instruction for students receiving special education services for Emotional Disturbance: A survey development study. Assessment for Effective Intervention, 46(3), 207-216.
  • McKenna, J., Brigham, F., Parenti, M., Hott, B. (2019). Foundational assumptions for successful transition: Examining alternatively certified special educator perceptions. In J. Bakken & F. Obiakor (Eds.). Special education transition services for students with disabilities. Bigsley, UK: Emerald Publishing
  • Brigham, F., McKenna, J., Brigham , M. (2019). Memories of the warmth: Transition for students with emotional and/or behavioral disorders. In J. Bakken & F. Obiakor (Eds.). Special education transition services for students with disabilities. Bingsley, UK:(35:). Emerald Publishing
  • McKenna, J., Brigham, F., Gilic, L. (2019). The Effects of a Function-Based Classwide Intervention on the Behavior of Students in Urban Self-Contained English Language Arts Classrooms. Journal of Vincentian Social Action.
  • McKenna, J., Solis, M., Brigham , F., Adamson, R. (2019). The Responsible Inclusion of Students Receiving Special Education Services for Emotional Disturbance: Unraveling the Practice to Research Gap . Behavior Modification,43(4) 587-611.
  • Ciullo, S., Ely, E., McKenna, J., Alves, K., Kennedy, M., (2019). Reading instruction for students with learning disabilities in grades four and five: An observation study. Learning Disability Quarterly ,42(2) 67-79.
  • Garwood , J., McKenna, J., Roberts , G., Ciullo, S., Shin, M. (2019). Social studies content knowledge interventions for students with emotional and behavioral disorders: A meta-analysis. Behavior Modification
  • McKenna, J., Shin, M., Solis, M., Mize, M., Pfannenstiel, K. (2019). Effects of Single-Case Reading Interventions for Students with and At-Risk of Emotional and Behavioral Disorders in Grades K-12: A Quantitative Synthesis (56:4 pp. 608-629). Psychology in the Schools
  • Brigham, F., McKenna, J., Lavin, C., Koc, M., Watkins, L., Brigham, M., (2019). The urgent and the always: Intervening on behavior problems in young children. Emerald Publishing Group
  • Adamson, R., McKenna, J., Mitchell, B., (2019). Creating a tiered continuum of behavior support at the classroom level to enhance school-wide multi-tiered systems of support. Preventing School Failure ,63(1) 62-67.
  • McKenna, J., Bettini, E. (2018). Improving reading fluency skills for secondary students with emotional and behavioral disorders. Beyond Behavior,27(2) 74-81.
  • Brigham, F., McKenna, J., Lavin, C., Brigham, M., Zurawski, L., (2018). Promoting positive freedoms for secondary students with emotional and behavioral disorders: The role of instruction. Emerald Publishing Group
  • McKenna, J. (2018). Use of mixed methods to identify teacher and student needs: Reflections on a partnership with a residential and day school for students with emotional and behavioral disorders. Sage Research Methods Cases.
  • McKenna, J., Kim, M., Shin, M., Pfannenstiel, K. (2017). An evaluation of single-case reading intervention study quality for students with and at risk for emotional and behavioral disorders. Behavior Modification ,41(6) 868-906.
  • Flower, A., McKenna, J., Haring, C.D. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth,61(2) 163-169.
  • Mitchell, B.S., Adamson, R., McKenna, J. (2017). Curbing Our Enthusiasm: An Analysis of the Check-In/Check-Out Literature Using the Council for Exceptional Children’s Evidence-Based Practice Standards. Behavior Modification,41(3) 343-367.
  • McKenna, J., Parenti, M. (2017). Fidelity assessment to improve teacher instruction and school decision-making . Journal of Applied School Psychology ,33(4) 331-346.
  • Kim, M., McKenna , J., Park, M. (2017). The use of computer-assisted instruction to improve the reading comprehension of students with learning disabilities . Remedial and Special Education ,38(4) 233-245.
  • Shin, M., Bryant, D.P., Bryant, B.R., McKenna, J., Hou, F., Ok, M.W. (2017). Virtual manipulatives: Tools for teaching fractions to students with learning disabilities . Intervention in School & Clinic,52(3) 148 - 153.
  • McKenna, J., Flower, A., Falcomatta, T., Adamson, R. (2017). Function-based replacement behavior interventions for students with problem behavior . Behavioral Interventions ,32(4) 379-398.
  • Brigham, F.J., Ahn, S.Y., Stride, A.N., McKenna, J. (2016). FAPE-Accompli: Misapplication of the Principles of Inclusion and Students with EBD (pp. 31-47). Emerald Group Publishing Limited
  • Kang, E.Y., McKenna, J., Arden, S., Ciullo, S. (2016). Integrated Reading and Writing Interventions for Students with Learning Disabilities: A Review of the Literature. Learning Disabilities Research & Practice,31(1) 22-33.
  • Shin, M., Lee, H., McKenna , J. (2016). Special education and general education preservice teachers’ co-teaching experiences: a comparative synthesis of qualitative research. International Journal of Inclusive Education,20(1) 91-107.
  • Sciuchetti, B., McKenna , J., Flower , A. (2016). Teacher knowledge and selection of evidence-based practices: A survey study . Journal of Vincentian Social Action ,1(2) 20-31.
  • McKenna , J., Ciullo, S. (2016). Typical reading instructional practices provided to students with emotional and behavioral disorders in a residential and day treatment setting: A mixed methods study. Residential Treatment for Children & Youth,33(3-4) 225-246.
  • McKenna , J., Flower, A., Adamson, R. (2016). A Systematic Review of Function-Based Replacement Behavior Interventions for Students With and At Risk for Emotional and Behavioral Disorders. Behavior Modification,40(5) 678-712.
  • Flower, A., McKenna , J., Upreti, G. (2016). Validity and Reliability of GraphClick and DataThief III for Data Extraction. Behavior Modification,40(3) 396-413.
  • McKenna , J., Flower, A., Kim, M.K., Ciullo, S., Haring, C. (2015). A Systematic Review of Function-Based Interventions for Students with Learning Disabilities. Learning Disabilities Research & Practice,30(1) 15-28.
  • McKenna , J., Shin, M., Ciullo, S. (2015). Evaluating Reading and Mathematics Instruction for Students With Learning Disabilities: A Synthesis of Observation Research. Learning Disability Quarterly,38(4) 195-207.
  • Roberts, G.J., Solis, M., Ciullo, S., McKenna , J., Vaughn, S. (2015). Reading interventions with behavioral and social skill outcomes: a synthesis of research. Behavior Modification,39(1) 8-42.
  • Flower, A., McKenna , J., Haring, C., Pazey, B. (2015). School to life transition: Perceptions of youth in behavior intervention programs . Preventing School Failure ,59(4) 217-226.
  • McKenna , J., Muething, C., Flower, A., Bryant, D.P., Bryant, B. (2015). Use and relationships among effective practices in co-taught inclusive high school classrooms. International Journal of Inclusive Education,19(1) 53-70.
  • Flower, A., McKenna , J., Bunuan, R.L., Muething, C.S., Vega, R. (2014). Effects of the Good Behavior Game on challenging behaviors in school settings. Review of Educational Research,84(4) 546-571.
  • Flower, A., McKenna , J., Muething, C., Bryant, D., Bryant , B. (2014). Effects of the Good Behavior Game on classwide off-task behavior in a high school algebra resource room . Behavior Modification ,38(1) 45-68.
  • McKenna , J., Flower, A. (2014). Get Them Back on Track: Use of the Good Behavior Game to Improve Student Behavior. Beyond Behavior,23(2) 20-26.
  • McKenna , J., Flower, A., Ciullo, S. (2014). Measuring fidelity to improve intervention effectiveness. Intervention in School and Clinic,50(1) 15-21.
  • McKenna , J. (2013). The Disproportionate Representation of African Americans in Programs for Students With Emotional and Behavioral Disorders. Preventing School Failure: Alternative Education for Children and Youth,57(4) 206-211.
  • Swanson, E., Solis, M., Ciullo, S., McKenna , J. (2012). Special education teachers’ perceptions and instructional practices in response to intervention implementation. Learning Disability Quarterly,35(2) 115-126.

Selected Contracts, Fellowships, Grants and Sponsored Research

  • Reading Instructional Practices Provided to Students With and At-Risk for Emotional and Behavioral Disorders (2017), Grant - University of Massachusetts Lowell Seed Grant
    McKenna, J.
  • Empowering Families from Culturally and Linguistically Diverse Backgrounds to Advocate for and Support their Children with Disabilities (2019), Grant - University of Massachusetts Lowell
    WERUNGA, R.N. (Principal), McKenna, J. (Consultant)
  • Improving the School Performance of Students with Disabilities at the Abraham Lincoln Elementary School (2020), Grant - Mary Bacigalupo Educational Endowment Award
    McKenna, J., Coleman, G., Vicente, F.
  • Improving Teacher Effectiveness in High Need/Low Resourced Schools. Sinatra Foundation Grant (2015), Grant - St. John’s University
    McKenna, J.
  • Reading and behavioral interventions for students with and at risk for emotional and behavioral disorders: Faculty Seed Grant. (2015), Grant - St. John’s University
    McKenna, J.
  • Long Graduate Fellowship (2012), Fellowship - The Long Foundation
    McKenna, J.
  • Graduate Student Recruitment Fellowship (2009), Fellowship - University of Texas at Austin
    McKenna, J.
  • Newton Schools Foundation Grant: Science at the Elementary Stabilization Program (2008), Grant -
    McKenna, J.
  • Council for Children with Behavioral Disorders Practitioner Grant: Social Skills Through Film and Drama (2007), Grant -
    McKenna, J.
  • Universal Design for Learning and Technology Based Interventions for Students with Emotional and Behavioral Disorders: Cambridge Savings Bank (2007), Grant -
    McKenna, J.

Research Currently in Progress

"Inclusive Instruction for Students with Emotional Disturbance: A Survey Study": This project investigates teacher self-reported knowledge, use, and perceived effectiveness of recommended instructional practices for the inclusion of students with emotional and behavioral disabilities. Relationships between self-reports, teacher and district demographics, and school contextual factors are also investigated. For more information, please contact Professor McKenna.

"Parents and Guardians of Students with Emotional Disturbance: Perceptions of Special Education and the IEP Process": This study investigates parent and guardian perceptions of the Individualized Education Program process and the provision of a free appropriate public education for students receiving special education services for Emotional Disturbance. For more information, please contact Professor McKenna.