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Moira Konrad

Associate Professor, Department of Educational Studies

Program Area: Special Education

(614) 514-5948
konrad.14@osu.edu

Personal Website

Biography

Dr. Moira Konrad joined the Ohio State faculty in 2005. Dr. Konrad’s research interests focus on examining the effectiveness of instructional practices designed to improve outcomes for youth with high-incidence disabilities. Specifically, she studies interventions designed to improve students’ self-determination (e.g., goal-setting, self-awareness, self-management, self-advocacy), their academic skills (particularly in reading and written expression), and, where possible, both self-determination and academic skills simultaneously. She has published numerous journal articles in these areas. Dr. Konrad teaches courses that focus on assessment and intervention for children and youth with high-incidence disabilities. Before coming to OSU, Dr. Konrad spent nine years teaching secondary students with a range of disabilities in urban, rural, and suburban settings. She has been involved in teacher training since 2000.

Education

  • PhD, Special Education, University of North Carolina at Charlotte, 2005
  • MEd, Curriculum and Instruction, Kent State University, 1998
  • BA, Dance (Psychology), University of Massachusetts at Amherst, 1993

Research Interests

Research Summary

Konrad's research focuses on developing and testing the effectiveness of interventions designed to improve outcomes for children and youth with disabilities and those at risk for developing disabilities. Specifically, she is interested in interventions that improve students’ written expression skills and promote students’ self-determination skills. Self-determination is the “combination of skills, knowledge, and beliefs that enable a person to engage in a goal-directed, self-regulated, autonomous behavior” (Field, Martin, Miller, Ward, & Wehmeyer, 1998, p. 2). Konrad's belief, which is supported by empirical data, is that if we can improve students’ self-determination, we can improve their outcomes. That is, self-determined students will perform better academically and socially, and they will find greater post-school success than those students with low levels of self-determination. Therefore, if we can identify interventions that teach students self-determination skills, while also teaching them academic and social skills, we are maximizing our instructional time. For students with disabilities, this efficient use of time is critical to closing the achievement gap that exists between students with and without disabilities.

Some of her other interests include: development and transition for youth with disabilities, curriculum-based measurement (particularly in written expression), issues related to diversity and equity in education and effective teacher education.

Experience

  • Managing Editor, Career Development for Exceptional Individuals (2003–present)
  • Member, Editorial Board, Remedial and Special Education (2013–present)
  • Member, Editorial Board, Intervention in School and Clinic (2009–present)
  • Ad Hoc Reviewer, Preventing School Failure, Psychology in the Schools Journal of Special Education, Behavioral Disorders, Education and Treatment of Children, Remedial and Special Education
  • Alumni Mentor, National Special Education Community (TFANet) (2013–present)
  • Community Leader, National Special Education Community (TFANet, 2011–2013)
  • Curriculum Specialist/Corps Member Advisor, Teach for America (2000–2001, summers)
  • Special Education Teacher (1993–2002)

Selected Presentations

  • Chan, P. E., & Konrad, M. (2013, May). Literature findings on student involvement in educational planning for students with emotional or behavioral disorders. Paperpresented at the Association for Behavior Analysis International 39th Annual Convention, Minneapolis, MN.
  • Konrad, M., & Chan, P. E. (2013, May). How do students fare upon exit from high school? Paper presented at the Association for Behavior Analysis International 39th Annual Convention, Minneapolis, MN.
  • Konrad, M., Helf, S., & Joseph, L. M. (2011, April). Strategies for increasing instructional efficiency. Paper presented at the Council for Exceptional Children Annual Convention, National Harbor, MD.
  • Keesey, S., Fishley, K. M., Konrad, M., & Hessler, T. (2011, May). Effects of scripted Spellography on spelling skills of elementary students with learning difficulties. Paper presented at the Association for Behavior Analysis International 37th Annual Convention, Denver, CO.
  • Fishley, K. M., Konrad, M., & Keesey, S. (2010, May). Effects of an explicit teaching package on morpheme definition fluency. Paper presented at the Association for Behavior Analysis International 36th Annual Convention, San Antonio, TX.
  • Moser, L. A., Fishley, K. M., & Konrad, M. (2010, May). Effects of copy-cover-compare on acquisition, maintenance, and generalization of spelling skills for children with disabilities. Paper presented at the Association for Behavior Analysis International 36th Annual Convention, San Antonio, TX.
  • Konrad, M., Alber-Morgan, S., & Hessler, T. (2010, April). READY, AIM, WRITE! Paper presented at the Council for Exceptional Children Annual Convention, Nashville, TN.
  • Konrad, M., & Hessler, T. (2009, November). Introduction to special education: What’s the big idea? Paper presented at the Conference of the Teacher Education Division (Council for Exceptional Children), Charlotte, NC.
  • Konrad, M., & Joseph, L. (2008, May). A review of the writing intervention literature for individuals with intellectual disabilities. Paper presented at the Association for Behavior Analysis International 34th Annual Convention, Chicago, IL.
  • Konrad, M. (2008, April). More bang for the book: Using children’s literature to promote self-determination and literacy. Paper presented at the Council for Exceptional Children Annual Convention, Boston, MA.
  • Itoi, M., Konrad, M., & Hessler, T. (2007, May). Effects of two supplemental writing interventions on fourth and fifth grade students’ written expression. Paper presented at the Association for Behavior Analysis International 33rd Annual Convention, San Diego, CA.
  • Alber-Morgan, S. R., Hessler, T., & Konrad, M. (2007, April). Teaching writing for keeps. Paper presented at the Council for Exceptional Children Annual Convention, Louisville, KY.
  • Konrad, M., & Test, D. W. (2006, May). Curriculum-based measurement: A “write” way—CBM at the middle school level. Paper presented at the Association for Behavior Analysis International 32nd Annual Convention, Atlanta, GA.
  • Walker, A. R., Konrad, M., & Fowler, C. H. (2006, April). Integrating self-determination into academic content instruction. Paper presented at the Council for Exceptional Children Annual Convention, Salt Lake City, UT.
  • Fowler, C. H., Konrad, M., & Test, D. W. (2005, October). Effects of self-determination interventions on academic skills. Paper presented at the International Conference of the Division on Career Development and Transition (Council for Exceptional Children), Albuquerque, NM.
  • Konrad, M., & Test, D. W. (2005, May). Using GO 4 IT…NOW! to Teach Middle School Students With Disabilities to Write IEP Goal Paragraphs.  Paper presented at the Association for Behavior Analysis International 31st Annual Convention, Chicago, IL.
  • Konrad, M., Trela, K., & Test, D. W. (2005, April). Using IEP goals and objectives to teach paragraph writing. Paper presented at the Council for Exceptional Children Annual Convention, Baltimore, MD.

Selected Publications

  • Fishley, K. M., Konrad, M., Hessler, T., & Keesey, S. (2012). Effects of GO FASTER on morpheme definition fluency for high school students with high-incidence disabilities. Learning Disabilities Research & Practice, 27, 104–115.
  • Joseph, L. M., Konrad, M., Cates, G., Vajcner, T., Eveleigh, E., & Fishley, K. M. (2012). A meta-analytic review of the cover-copy-compare self-management procedure. Psychology in the Schools, 49, 122–136.
  • Konrad, M., Joseph, L. M., & Itoi, M. (2011) Using guided notes to enhance instruction for all students. Intervention in School and Clinic, 46, 131–140.  
  • Konrad, M., Joseph, L. M., & Eveleigh, E. (2009). A meta-analytic review of guided notes. Education and Treatment of Children, 32, 421–444. 
  • Konrad, M. (2008). Twenty ways to involve students in the IEP process. Intervention in School and Clinic, 43, 236–239.
  • Stotz, K. E., Itoi, M., Konrad, M., & Alber-Morgan, S. R. (2008). Effects of self-graphing on written expression of fourth grade students with high-incidence disabilities. Journal of Behavioral Education, 17, 172–186.
  • Alber-Morgan, S. R., Hessler, T. L., & Konrad, M. (2007). Teaching writing for keeps. Education and Treatment of Children, 30(3), 107–128.
  • Fowler, C. H., Konrad, M., Walker, A. R., Test, D. W., & Wood, W. M. (2007). Self-determination interventions’ effects on the academic performance of students with developmental disabilities. Education and Training in Developmental Disabilities, 43, 270–285.
  • Konrad, M., Fowler, C. H., Walker, A. R., Test, D. W., & Wood, W. M. (2007). Effects of self-determination interventions on academic skills of students with learning disabilities. Learning Disability Quarterly, 30, 89–113.
  • Konrad, M., Helf, S., & Itoi, M. (2007). More bang for the book: Using children’s literature to teach self-determination and literacy skills. TEACHING Exceptional Children, 40(1), 64–71.
  • Konrad, M., & Test, D. W. (2007). Effects of GO 4 IT…NOW! strategy instruction on the written IEP goal articulation and paragraph-writing skills of middle school students with disabilities. Remedial and Special Education, 28, 277–291.
  • Konrad, M., & Trela, K. (2007). GO 4 IT…NOW! Extending writing strategies to support all students. TEACHING Exceptional Children, 39(4), 38–47.
  • Konrad, M., Trela, K., & Test, D. W. (2006). Using IEP goals and objectives to teach paragraph writing to high school students with physical and cognitive disabilities. Education and Training in Developmental Disabilities, 41, 111–124.
  • Konrad, M., & Test, D. W. (2004). Teaching middle school students with disabilities to use an IEP template. Career Development for Exceptional Individuals, 27, 101–124.