Ph.D. University of Connecticut
M.A. Grand Valley State University
B.A. Calvin College
Areas of Expertise:
Positive Behavioral Interventions and Supports
Classroom and Behavior Management
Dr. Jennifer Freeman is an assistant professor in the Department of Educational Psychology and is a research scientist for the Center for Behavioral Education Research (CBER) at the University of Connecticut. Dr. Freeman studies the effects of multi-tiered systems of support such as Positive Behavior Interventions and Supports (PBIS) on outcomes at the high school level for high-risk student groups including students with disabilities. She is particularly interested in improving graduation rates across and within student groups. She also studies professional development methods for improving teacher’s use of evidence based classroom management strategies. She currently teaches undergraduate and graduate courses in the special education program. Prior to joining the faculty at the University of Connecticut, she had 10 years of special education teaching experience across grades K-8 in both urban and rural school settings and had served as a K-12 district level consultant working to implement PBIS and Response to Intervention (RtI) strategies.
Freeman, J., Simonsen, B., McCoach, D.B., Sugai, G., Lombardi, A., Horner, R.(2015). Relationship between school-wide positive behavior interventions and supports and academic, attendance, and behavior outcomes in high schools. Journal of Positive Behavior Interventions. DOI: 10.1177/1098300715580992
Freeman, J., Simonsen, B., McCoach, D.B., Sugai, G., Lombardi, A., Horner, R.(2015). An analysis of the relationship between implementation of School-wide Positive Behavior Interventions and Supports and high school attendance and dropout rates. The High School Journal.
Freeman, J., & Simonsen, B. (2014). Examining the impact of policy and practice interventions on high school dropout and school completion rates: A systematic review of the literature. Review of Educational Research. online first. 10.3102/0034654314554431
Freeman, J., Simonsen, B., Briere, D. E., & MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37, 106-120. doi. 10.1177/0888406413507002
Simonsen, B. S., Sugai, G., Freeman, J., Kern, L., & Hampton, J. (2014). Ethical and professional guidelines for crisis procedures. Education and Treatment of Children.
Freeman, J., & Sugai, G., (2013). Recent changes in state policies and legislation regarding restraint or seclusion. Exceptional Children, 79, 427-438
Freeman, J., & Sugai, G. (2013). Identifying evidence based practices using single subject research. TEACHING Exceptional Children, 45, 6-12.
Simonsen, B., MacSuga-Gage, A. S., Briere, D. E., Freeman, J., Myers, D., Scott,T., & Sugai, G. (2014). Multi-tiered support framework for teachers’ classroom management practices: Overview and case study of building the triangle for teachers. Journal of Positive Behavior Interventions.16 (3) 179-190. doi. 10.1177/1098300713484062
Gage, N., Freeman, J., Horner, R. H., Sugai, G., Lewis, T. J., & Strickland-Cohen,K. (2014). State funding of positive behavior support initiatives: Strategies and recommendations for efficiency and effectiveness. Journal of Disability Policy Studies, 25 (3) 164-174. doi. 10.1177/1044207313488943
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