McCracken Hall 309D
Dr. Jennifer Ottley holds the B.S. in Multidisciplinary Studies and the M.S. in Elementary Education, both from West Virginia University. She also holds the Ph.D. in Special Education from Florida State University and completed a Postdoctoral Fellowship in Early Childhood Research and Policy from The Ohio State University. Dr. Ottley teaches courses in adaptations, methods, and assessment for learners with special needs in early childhood settings. Her major research interests focus on supporting the development of young children with disabilities by enhancing the capacity of early childhood educators and families to meet their individualized needs.
Most Recent Publications:
Good, S. C., & Ottley, J. R. (2019). Learning mathematics through every-day play activities: Enhancing exposure and mastery. Young Children, 74, 73-78.
Newton, J. R., Ottley, J. R., Coogle, C. G., & Hartman, S. L. (2019). Simultaneous renewal: An inclusive approach to collaboration and teaming. Collaborations: A Journal of Community-Based Research and Practice, 2(1), 17, 1-7. doi:10.33596/coll.43 (https://doi.org/10.33596/coll.43)
Rahn, N. L., Coogle, C. G., & Ottley, J. R. (2019). Early childhood special education teachers' use of embedded learning opportunities within classroom routines and activities. Infants and Young Children, 32(1), 3-19. Doi:10.1097/IYC.0000000000000132
Ottley, J. R., Piasta, S. B., Coogle, C. G., Spear, C. F., & Rahn, N. L. (2019). Implementation of bug-in-ear coaching by community-based professional development providers. Early Education and Development, 30(3), 400-422. doi:10.1080/10409289.2018.1545500 (https://doi.org/10.1080/10409289.2018.1545500)
Schaefer, J., & Ottley, J. R. (2018). Evaluating immediate feedback via bug-in-ear as an evidence-based practice for professional development. Journal of Special Education Technology, 33, 247-258. doi:10.1177/0162643418766870
Coogle, C. G., Rahn, N.L., Ottley, J. R., & Zehner, A. (2018). Young children with autism spectrum disorder: Increasing social communication with evidence-based practices. Young Children, 73, 81-87.
Weber-Mayrer, M., Piasta, S., Ottley, J. R., Justice, L., & O’Connell, A. (2018). Early childhood literacy coaching: An examination of coaching intensity and changes in early childhood educators’ literacy knowledge and practice. Teaching and Teacher Education, 76, 14-24. doi:10.1016/j.tate.2018.07.013
Ottley, J. R., Rahn, N. L., Coogle, C. G., Ferron, J. M. & Storie, S. (2018). Associations among professional development, teachers’ use of naturalistic language strategies, and preschoolers’ functional communication. Early Education and Development, 29, 1019-1038. doi:10.1080/10409289.2018.1492296
Spear, C., Piasta, S. B., Yeomans-Maldonado, G., Ottley, J. R., Justice, L. M., & O’Connell, A. (2018). Early childhood general and special educators: An examination of similarities and differences in background characteristics, beliefs, knowledge, and practice. Journal of Teacher Education, 69, 263-277. doi:10.1177/0022487117751401
Coogle, C. G., Ottley, J. R., Rahn, N.L., & Storie, S. (2018). Bug-in-ear eCoaching: Impacts on novice early childhood special education teachers. Journal of Early Intervention, 40, 87-103. doi:10.1177/1053815117748692
Brodzeller, K., Ottley, J. R., Jung, J., & Coogle, C. G. (2018). Interventions and adaptations for children with autism spectrum disorder in inclusive early childhood settings. Early Childhood Education Journal, 46, 277-286. doi:10.1007/s10643-017-0859-5
Xu, T., Ottley, J. R., & Sembiante, S. (2017). A multilevel model of Hispanic kindergarteners’ English oral language development. Scholarly-Practitioner Quarterly, 11(1-4), 135-159.
Kahn, S., Pigman, J. R., & Ottley, J. R. (2017). A tale of two courses: Exploring teacher candidates’ translation of science and special education methods instruction into inclusive science practices. Journal of Science Education for Students with Disabilities, 20(1), 50-68. Available from https://scholarworks.rit.edu/jsesd/vol20/iss1/6/