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Matthew Brock

Assistant Professor, Department of Educational Studies

Program Area: Special Education

(614) 688-1421
brock.184@osu.edu

Personal Website

Biography

Matthew Brock is an Assistant Professor of Special Education at The Ohio State University and a faculty associate at the Crane Center for Early Childhood Research and Policy. He has two major lines of research. First, he studies the effects of practitioner training on implementation of evidence-based practice and outcomes for students with significant disabilities. Second, he studies avenues for supporting the inclusion of students with significant disabilities in general education classrooms. Prior to receiving his doctorate, Matthew worked as a preschool and elementary special education teacher, U.S. Peace Corps special education worker and technical assistance specialist with the National Professional Development Center on Autism Spectrum Disorders. Matthew was the recipient of the Emerging Leader Award from TASH for potential for leadership in teaching, scholarship, and service on behalf of people with significant disabilities.

Education

  • PhD, Special Education, Vanderbilt University, 2014
  • MA, Education, University of North Carolina at Chapel Hill, 2009
  • BS, Special Education and Elementary Education, University of Indianapolis, 2004

Research Interests

Selected Publications

  1. Farley, K. S., Brock, M. E., Winterbottom, C. (in press). Evidence-based practices: Providing guidance for early childhood practitioners. Journal of Research in Childhood Education.
  2. Schaefer, J. M., Malone, H. C., & Brock, M. E. (in press). Promoting social connections across environments for students with severe disabilities. Career Development and Transition for Exceptional Individuals.
  3. Brock, M. E., Seaman, R. L., &Downing, C. (in press). Promoting learning for a student with a severe disability through paraprofessional training. Research and Practice for Persons with Severe Disabilities.
  4. Schaefer, J. M., Malone, H. C., & Brock, M. E. (in press). Effects of peer support arrangements across instructional formats and environments for students with severe disabilities. Remedial and Special Education.
  5. Wermer, L., Brock, M. E., & Seaman, R. L. (in press). Efficacy of a teacher coaching a paraprofessional to promote communication for a student with autism and complex communication needs. Focus on Autism and Other Developmental Disorders.
  6. Brock, M. E., & Beaman-Diglia, L. E. (in press). Efficacy of coaching preschool teachers to manage challenging behavior. Education and Treatment of Children.
  7. Brock, M. E. (in press). Trends in the educational placement of students with intellectual disability in the united states over the past 40 years. American Journal on Intellectual and Developmental Disabilities.
  8. Brock, M. E., Cannella-Malone, H. I., Seaman, R. L., Andzik, N. R., Schaefer, J. M., Page., E. J., Barczak, M., & Dueker, S.(2017). Findings across practitioner training studies in special education: A comprehensive review and meta-analysis. Exceptional Children. Advance online publication. doi:10.1177/0014402917698008
  9. Seaman, R. L., Malone, H. C., Brock, M. E., & Dueker, S. (2017). Efficacy of paraprofessional-implemented video prompting to teach vocational skills to students with autism spectrum disorder. Career Development and Transition for Exceptional Individuals. Advance online publication. doi:10.1177/2165143417708191
  10. Brock, M. E. & Huber, H. B. (2017). Are peer support arrangements an evidence-based practice? A systematic review. The Journal of Special Education. Advance online publication. doi: 10.1177/0022466917708184
  11. Dynia, J. M., Brock, M. E., Justice, L., & Kaderavek, J. (2017). Predictors of kindergarten word reading for children with autism spectrum disorder in comparison to their peers. Research in Autism Spectrum Disorders. 37, 41-48. doi:10.1016/j.rasd.2017.02.003
  12. Brock, M. E., & Carter, E. W. (2017). A meta-analysis of practitioner training to improve implementation of interventions for students with disabilities. Remedial and Special Education, 38, 131-144. doi:10.1177/0741932516653477
  13. Asmus, J. M., Carter, E. W., Moss, C. K., Biggs, E. E., Bolt, D, Bottema-Beutel, K., Brock, M. E. …Weir, K. (2017). Efficacy and social validity of peer network interventions for high school students with severe disabilities. American Journal on Intellectual and Developmental Disabilities, 122, 118-137. doi:10.1352/1944-7558-122.2.118
  14. Brock, M. E., Cannella-Malone, H. I., Schaefer, J. M., Page, E. J., Andzik, N. R., & Seaman, R. L. (2016). Efficacy of training job coaches to implement evidence-based instructional strategies. Journal of Vocational Rehabilitation. 45, 351-364. doi:10.3233/JVR-160835
  15. Dynia, J. M., Brock, M. E., Logan, J. A. R., & Justice, L.M., Kaderavek, J. N. (2016). Comparing children with ASD and their peer’ growth in print knowledge. Journal of Autism and Developmental Disorders, 46, 2490-2500. doi:10.1007/s10803-016-2790-9
  16. Brock, M. E., & Carter, E. W. (2016). Efficacy of teachers training paraprofessionals to implement peer support arrangements. Exceptional Children, 82, 354-371. doi:10.1177/0014402915585564
  17. Brock, M. E., Biggs, E., Carter, E. W., Cattey, G., & Raley, K. (2016). Implementation and generalization of peer support arrangements for students with severe disabilities in inclusive classrooms. The Journal of Special Education. 49, 221-232. doi:10.1177/0022466915594368
  18. Feldman, R., Carter, E. W., Asmus, J., & Brock, M. E. (2016). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children, 82, 192-208. doi:10.1177/0014402915585481
  19. Carter, E. W., Asmus, J., Moss, C. K., Amirault, K. A., Biggs, E. E., Bolt, D., Born T. L., Brock, M.. E., …Weir, K. (2016). Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities. Exceptional Children, 82, 209-233. doi:10.1177/0014402915598780
  20. Brock, M. E., & Schaefer, J. M. (2015). Location matters: Geographic location and educational placement of students with developmental disabilities. Research and Practice for Persons with Severe Disabilities. 40, 154-164. doi:10.1177/1540796915591988
  21. Carter, E. W., Moss, C. K., Asmus, J., Fesperman, E., Cooney, M., Brock, M. E., …Vincent, L. (2015). Promoting inclusion, social connections, and learning through peer support arrangements. TEACHING Exceptional Children. 48(1), 9-18. doi:10.1177/0040059915594784
  22. Wong, C., Odom, S. L., Hume, K. A., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., …Shultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45, 1951-1966. doi:10.1007/s10803-014-2351-z
  23. Brock, M. E., & Carter E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education. 49, 39-51. doi:10.1177/0022466913501882
  24. Brock, M. E., Huber, H. B., Carter, E. W., Juarez, A. P, & Warren, Z. E. (2014). Statewide assessment of professional development needs related to educating students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 29,67-79. doi:10.1177/1088357614522290
  25. Carter, E. W., Brock, M. E., & Trainor, A. A. (2014). Transition assessment and planning for youth with severe intellectual and developmental disabilities. The Journal of Special Education, 47, 245-255. doi:10.1177/0022466912456241
  26. Brock, M. E., & Carter E. W. (2013). A systematic review of paraprofessional-delivered instruction to improve outcomes for students with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 38, 211-221. doi:10.1177/154079691303800401
  27. Carter, E. W., Brock, M. E., Bottema-Beutel, K., Bartholomew, A., Boehm, T. L., & Cease-Cook, J. (2013). Methodological trends in secondary education and transition research: Looking backward and moving forward. Career Development and Transition for Exceptional Individuals, 36, 15-24. doi:10.1177/2165143413475659
  28. Odom, S. L., Cox, A. W., Brock, M. E., & National Professional Development Center on Autism Spectrum Disorders. (2013). Implementation science, professional development, and autism spectrum disorders. Exceptional Children, 79, 233-251.
  29. Brock, M. E., Freuler, A., Sabatino, A., Baranek, G. T., Watson, L. R., & Poe, M. D. (2012). Temperament and sensory features of children with autism. Journal of Autism and Developmental Disorders, 42, 2271–2284. doi:10.1007/s10803-012-1472-5
  30. Brock, M. E., & Hatton, D. D. (2010). Distinguishing features of autism in boys with fragile X syndrome. Journal of Intellectual Disability Research, 54, 894–905. doi:10.1111/j.1365-2788.2010.01315.x