Education
Ph.D. 1995 Arizona State University, Curriculum and Instruction, Special Education, Area of Behavioral Disorders MA Ed.1983 East Carolina University, Special Education, Area of Learning Disabilities B.S. 1982 East Carolina University Special Education, Area of Mental Retardation
Honors and Awards
Member of The Honor Society of Phi Kappa Phi
President Teacher Educators for Children with Behavioral Disorders, 1996–1997
Field Editor: Preventing School Failure, 1996-present
Field Editor: Education and Treatment of Children, 1995-present
Field Editor: Journal of Emotional and Behavioral Disorders
Present Position
American Institutes for Research
Senior Research Analyst
Provide research, marketing, and other technical support services to Federal clients, including conducting all aspects of research, evaluation, and policy studies and quick-turnaround requests for information; planning meetings and conferences; and preparing briefs, reports, and other print materials for the multiple target audiences of our work.
Professional Experience
Deputy Director, Center for Effective Collaboration and Practice a cooperative agreement funded through the U.S. Department of Education, Office of Special Education Programs (1997-present). The purpose of this five year research, training, technical assistance and dissemination cooperative agreement is to develop effective responses identify, develop, and disseminate information regarding effective collaborations, practices, and programs to improve outcomes for children and youth with or at risk for developing emotional problems and their families.
Project Director, National Center on Education, Disability, and Juvenile Justice—subcontract (1999-2004). The purpose of this five year research, training, technical assistance and dissemination cooperative agreement is to develop effective responses to the needs of youth with disabilities in the juvenile justice system or those at-risk for involvement with the juvenile justice system. Responsibilities include policy analysis, writing, preparing and delivering presentations at national conferences, and disseminating information through a network of practitioners, administrators, family members, and policy makers
Task Leader, National Survey to Determine the Need for Special Education Services for Juvenile Offenders with Disabilities (1998-2000). The purpose of this study funded by the Office of Educational Research and Improvement and the Office of Correctional Education is to survey agencies responsible for serving youthful offenders with disabilities to obtain a state-by-state breakdown of the number of students with disabilities in the various programs, and to determine the extent to which special education services are provided. Responsibilities include working with expert panelists to developed a survey form, conducting the survey, and analyzing and disseminating the results through a variety of means including reports, journal articles, and presentations at professional conferences.
Task Leader, Monograph Series on the Relationship between Learning and Other Disabilities and the Juvenile Justice System (1998-2000). The purpose of this study funded by the Office of Educational Research and Improvement and the Office of Correctional Education is to communicate to all those involved in providing services or improving service for youth with learning disabilities and other disabilities who are in or at risk of becoming involved in the justice system about: (1) the relationship between learning disabilities and other disabilities and the juvenile justice system; and (2) ways of improving prevention and intervention services for youth with learning disabilities and other disabilities who come in contact with or are at risk of coming into contact with the juvenile justice system. Responsibilities include working with nationally recognized experts who author drafts; editing monographs; co-authoring one monograph and an introduction; and working with the client to produce camera-ready copy and electronic versions of all 8 monographs.
Research Analyst, Safe, Drug-Free, and Effective Schools for All Students (1997-1998). This was a collaborative study sponsored by Safe and Drug-Free Schools, Office of Elementary and Secondary Education and the Office of Special Education Programs, Office of Special Education and Rehabilitation Services at the U.S. Department of Education. Responsibilities included working with others to organize and conduct symposia to identify: critical issues concerning the discipline of children and youth with disabilities; common goals of the safe and drug-free schools initiative and those concerned with the rights of children and youth with disabilities; appropriate strategies for addressing these issues; and strategies for preventing discipline problems in our schools and writing a report synthesizing the issues of improving discipline in the schools.
Research Analyst, Classroom and Schoolwide Practices That Support Students’ Social Competence: A Synthesis of Research funded through the U.S. Department of Education, Office of Special Education Programs (1997-1998). This project was designed to synthesize research-validated practices that support the acquisition and performance of prosocial behaviors among school-aged children and youth. Responsibilities included assisting in the identification of authors, relevant issues and the appropriate research-base, and contributing to the writing of a report.
Research Analyst, Strategic Planning for Improving Outcomes for Children and Youth with Serious Emotional Disturbance (SED) (1996–1998). This project was designed to promote the National Agenda to Improve Results for Children and Youth with Serious Emotional Disturbance, and identified and communicated information about effective practices. Responsibilities included the organization of strands at national conferences, presentations at national conferences, and the supervision of the preparation of a handbook describing the targets and overriding themes of the National Agenda. Further responsibilities include the oversight of the development of a book for teachers and paraprofessionals to assist in the identification of effective practices for teaching students with emotional and behavioral problems.
Research Analyst, Outcomes of OSEP-Funded Research (1996–1998). Analyzed how results of research investments funded by the Office of Special Education Programs, U.S. Department of Education, have contributed to the use and institutionalization of practices to improve outcomes for students with disabilities. Responsibilities included assisting in identification and synthesis of research, and preparation of Supporting Legislative Intent: How Special Education Research Improves Policies and Practices in Schools.
Research Analyst, Technical Support for the Department of Education’s Technology, Educational Media, and Materials Program, (1996–1998). Provided technical support for the Office of Special Education Programs’ Part G program under the Individuals with Disabilities Education Act, including synthesizing and evaluating the current knowledge base and communicating this information to key stakeholders. Responsibilities included the synthesis of information regarding the Technical Assistance Projects and development of the document entitled Access to Assistive Technology: The TECH Act and Its Implications for Children and Youth with Disabilities and Their Families.
National Trainer and Special Education Research Translator, American Federation of Teachers’ Educational Research and Dissemination Program (1995-present). Developed and implemented two curricula, the first designed to train in-service teachers, and paraprofessionals to identify, and address the emotional and behavioral needs of students, the second designed specifically for school related personnel.
Adjunct Faculty and University Supervisor, Graduate School of Education, George Mason University, Fairfax, Virginia (1995–1997). Responsibilities included curriculum and course development, planning and conducting instruction for the special education masters degree program in the areas of applied behavior analysis and curriculum and methods for instruction of students with learning disabilities and emotional disturbance. Further responsibilities included the supervision and evaluation of graduate students during the field-based training portion of their teacher certification program.
Project Co-Director, Promoting Social Communication and Social Problem Solving Skills in Incarcerated Adolescent Females for Arizona State University/Arizona Department of Youth Treatment and Rehabilitation Partnership Special Grant at the Urban Studies Center, Arizona State University, Tempe, Arizona. This one year research grant was designed to identify and conduct interventions to improve outcomes for incarcerated youth in Arizona. Responsibilities included designing the research study, ensuring scientific rigor for all phases of the study, assessment, development of problem solving curriculum, implementation of intervention, evaluation of the effects of the intervention, publication and presentation of research findings to researchers and practitioners.
Social Skills Coordinator/Parent-Teacher Collaborative Facilitator, Avondale Elementary School District in Avondale Arizona (1993–1995). Responsibilities included working with teachers, parents, and individual students to facilitate collaborative efforts to promote the use of effective social skill development in students with emotional or behavioral problems. Duties included serving six schools including Head Start through eighth grade.
Teacher Representative of the School Advisory Committee, Department of Defense Dependent Schools Republic of the Philippines (1984–1987) and Spangdahlem, Federal Republic of Germany (1990–1992). Served as an elected member of the Department of Defense Dependent Schools’ equivalent of a local school board. Participated in all aspects of the decision making process to improve education for dependent children. As an appointed member of the Installation Advisory Committee (1990–1992) duties included giving input on issues affecting the children whose parents were stationed at Spangdahlem Air Force Base, Federal Republic of Germany, including the design of proactive readiness response procedures during Operation Desert Storm.
Special Education Teacher (1982–1992). Planned and conducted instruction designed to address the individual social, emotional, behavioral, and academic needs of students identified as having learning disabilities or serious emotional disorders. Further duties included assessment of students and collaboration with parents, teachers, other service providers, and various agencies to develop and implement individualized education programs.
Employment History
1995–Present National Trainer and Special Education Research Translator,
American Federation of Teachers, Washington, DC1995–1997 Adjunct Faculty and University Supervisor, Graduate School of
Education, George Mason University, Fairfax, Virginia1993–1995 Social Skills Coordinator/Parent-Teacher Collaborative Facilitator,
Avondale Elementary School District, Avondale, Arizona1982–1992 Special Education Teacher
Professional Memberships
Council for Exceptional Children
Council for Children with Behavioral Disorders
Division for Research
Teacher Education Division
Teacher Educators for Children with Behavioral Disorders
Correctional Education Association
MEND
Publications
Book Reviews
Quinn, M.M. (1994). Book review: J. McCord, & R.E. Tremblay (Eds.). Preventing antisocial behavior: Interventions from birth to adolescence. (New York: Guildord Press, 1992). Review in Behavioral Disorders, 19(4), 313-315.
Referenced Articles
Rutherford, R. B., & Quinn, M. M. (1999). Special education in alternative education programs. Clearing House, 73(2), 79-81.
Leone, P., Quinn, M. M., & Osher, D. M. (in press). Collaboration within the juvenile justice system and youth serving agencies: Improving prevention, providing more efficient services, and reducing recidivism for youth with disabilities. Washington, DC.
Gable, R. A., Quinn, M. M., Rutherford, R. B., Howell, K. (1998). Addressing problem behaviors in schools: Use of functional assessments and behavior intervention plans. Preventing School Failure, 42 (3), 106-119.
Gresham, F. M., Quinn, M. M., & Restori, A. (1999). Methodological issues in functional analysis: Considerations in generality to other disability groups. Behavioral Disorders, 24(2), 180-182.
Hoffman, C. C. & Quinn, M. M. (Eds.) (in press). The Center for Effective Collaboration and Practice addresses the topic of behavior in the 1997 Amendments to the IDEA. RRC Links.
Quinn, M. M., Kavale, K. A., Mathur, S. R., Rutherford, R. B., & Forness, S. R. (1999) A meta-analysis of social skills interventions for students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 7(1), 54-64.
Rutherford, R. B., Mathur, S. R., Quinn, M. M. (1998). Promoting social communication and problem solving skills through cooperative learning and direct instruction. Education and Treatment of Children, 21(3), 354-369.
Yellin, E., Quinn, M. M., & Hoffman, C. C. (1998). Heavy mettle: Visions of resilience and successful transition in delinquent youth. Reaching Today’s Youth, 2(4), 4-8.
Mathur, S. R., Kavale, K. A., Quinn, M. M., Forness, S. R., & Rutherford, R. B. (1998) Social skills interventions for students with emotional or behavioral disorders: A meta-analysis of the single-subject research. Behavioral Disorders, 23(3), 149-152.
George, M., Valore, T., Quinn, M. M., & Varisco, R. (1997). Preparing to go home: A collaborative approach to transition. Preventing School Failure, 41(4), 168-172.
McWhirter, J. J., Herrman, D. S., Jefferys, K., & Quinn, M. M. (1997). Tools for violence prevention: Anger control programs. Catholic School Studies, 70(1), 15-19.
Kavale, K. A., Mathur, S. R., Forness, S. R., Rutherford, R. B., & Quinn, M. M. (1997). Effectiveness of social skills training for students with behavior disorders: A meta analysis. In T. E. Scruggs & M. A. Mastropieri (Eds.), Advances in learning and behavioral disabilities: (Vol. 11, pp. 1-26). Greenwich CT: JAI Press.
Quinn, M. M., Mathur, S. R., Rutherford, R. B. (1995). Early identification of antisocial boys: A multi-method approach. Education and Treatment of Children, 18(3), 272-281.
Quinn, M. M. Jannasch-Pennell, A., & Rutherford, R. B. (1995) Using peers as social skills training agents for students with antisocial behavior: A cooperative learning approach. Preventing School Failure, 39(4), 26-31.
Other
Bear, G., Quinn, M. M., Carroll, K., & Burkholder, S. (in press). Interim alternative educational settings. National Association of School Pshcyologists.
Quinn, M. M., Gable, R. A., Rutherford, R.B., Howell, K. W., & Hoffman, C. C. (in press). Addressing student problem behavior—Part III: Creating positive behavioral intervention plans and supports. Washington, DC: CECP, AIR.
Snow, S.T., Hoffman, C. C., Kendziora, K. T., & Quinn, M. M. (in press). Depression in adolescent girls: Emerging themes from the research literature. Reaching Today’s Youth.
Gable, R. A., Quinn, M. M., Rutherford, R. B., Howell, K. W., & Hoffman, C. C. (1998). Addressing student problem behavior – part II: Conducting a functional behavioral assessment. Washington, DC: Center for Effective Collaboration and Practice, American Institutions for Research.
Gresham, R. M., Sugai, G., Horner, R. H., Quinn, M. M., & McInerney, M. (1999). Classroom and schoolwide practices that support students’ social competence: A synthesis of research. Washington, DC: U.S. Department of Education, Office of Special Education Programs.
Quinn, M. M. (1998). Managing antisocial behavior for school-related personnel. American Federation of Teachers, Washington, DC.
Quinn, M. M., & Gable, R. A. (1998). Functional assessment and behavioral intervention plans: Part 1 [videotape]. (Available from Training and Technical Assistance Center Old Dominion University, 1401 West 49th Street, Norfolk, VA 23529-0164).
Quinn, M. M., Gable, R. A., Rutherford, Jr., R. B., Nelson, C. M., & Howell, K. W. (1998). Addressing student problem behavior: An IEP team’s introduction to functional behavioral assessment and behavior intervention plans. Washington, DC: Center for Effective Collaboration and Practice, American Institutes for Research.
Quinn, M. M., Osher, D., Hoffman, C. C., & Hanley, T. V. (1998). Safe, drug-free, and effective schools for ALL students: What works! Washington, DC: Center for Effective Collaboration and Practice, American Institutes for Research.
Quinn, M. M., & Rutherford, R. B. (1998). Alternative programs for students with social, emotional or behavioral problems. Reston, VA: Council for Children with Behavioral Disorders.
Quinn, M. M., Osher, D., & Valore, T. (1997). The Positive Education Program in practice. Reaching Today’s Youth, 1(2), 58-62.
Fitzsimons-Lovett, A., Quinn, M. M., Rutherford, R. B., & Ashcroft, R. (1997). Reducing crime and substance abuse among youth with emotional/behavioral disorders. In L. M. Bullock & R. A. Gable (Eds.), Making collaboration work for children, youth, families, schools, and communities (pp. 35-38). Reston, VA: Council for Children with Behavioral Disorders & Chesapeake Institute.
Quinn, M. M., & Mathur, S. R. (1997). Managing antisocial behavior. Washington, DC: American Federation of Teachers.
Quinn, M. M., Osher, D., Hoffman, C. C., & Davis, E. (1997). Alternative practices and programs for serving children and youth with emotional and behavioral problems. Washington, DC: U.S. Department of Education.
Quinn, M. M., Osher, D., Hoffman, C. C., McInerney, M., Webb, L. (1996). Access to assistive technology: The Tech Act and its implications for children and youth with disabilities and their families. Washington, DC: U.S. Department of Education.
Rutherford, R. B., Nelson, C. M., & Quinn, M. M. (1996). Special education for youthful offenders with disabilities: A current analysis of mandates and programming. Richmond, KY: Training Resource Center.
Mathur, S.R., Quinn, M.M., & Rutherford, R.B. (1995). Teacher mediated behavior management strategies for children with emotional or behavioral disorders. Reston, VA: Council for Children with Behavioral Disorders.
Quinn, M. M. (1995). Peers as social training agents for young boys with antisocial behavior patterns: A cooperative learning approach. Doctoral dissertation, Arizona State University, Tempe.
Quinn, M. M., & Mathur, S. R. (1995). Instructor's manual with test items for Walker, H. M., Colvin, G., & Ramsey, E. Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/Cole.
Rutherford, R. B., Quinn, M. M., & Mathur, S. R. (1995). Effective strategies for teaching appropriate behaviors to children with emotional or behavioral disorders. Reston, VA: Council for Children with Behavioral Disorders.
McWhirter, J. J., Herrmann, D. S., Jefferys, K., & Quinn, M. M. (1994). Violence prevention programs. Phoenix, AZ, City of Phoenix.
Quinn, M. M., Mathur, S. R., & Rutherford, R. B. (1994). Social skills and social competence of children and youth: A comprehensive bibliography of articles, chapters, books, and programs. Scottsdale, AZ: Behavioral Disorders Conference.
Presentations
Quinn, M .M. (1999). Background and context for the functional behavioral assessment requirement of IDEA ’97. Oregon Department of Education, Salem, Oregon.
Quinn, M. M., Gable, R., & Rutherford, R. B. (1999). Functional behavioral assessment and positive behavioral intervention plans. Linn-Benton-Lincoln Education Service District, Albany, Oregon.
Quinn, M.M. (1999). Violent students: Recognizing the warning signs. 1999 Paraprofessional and School Related Personnel Conference, American Federation of Teachers, Washington, D.C.
Quinn, M. M., Rutherford, R. B., Leone, P. E., & Nelson, C. M. (1999). Special education services for incarcerated youthful offenders with disabilities: A national survey. International Council for Exceptional Children Annual Convention, Charlotte, NC
Quinn, M. M., & Sims, A. (1999). Using functional behavioral assessment and positive behavior strategies to improve students’ behavior problems. Promising Practices 1998: Building on What We Have Learned. National Resource Network Spring Grantee Meeting, Arlington, VA.
Quinn, M. M. (1999). You can’t discipline special ed kids, can you? American Federation of Teachers QuEST Conference. Washington, DC.
Hoffman, C. C., & Quinn, M. M. (1999). Characteristics of safe and effective schools. Office of Special Education Research Project Directors Conference. Washington, DC.
Rutherford, R. B., Quinn, M. M., Mathur, S. R., & Gresham, F. M. (1999). Does social skill training work? Analysis of research literature. Office of Special Education Research Project Directors’ Conference. Washington, DC.
Quinn, M. M., & Rutherford, R. B. (1999). Teaching prosocial skills in alternative and correctional programs. 1999 Summer Correction/Alternative Education Seminar, Bellingham, WA.
Rutherford, R. B., & Quinn, M. M. (1999). Special education in alternative and correctional settings: Mandates and best practices. 1999 Summer Correction/Alternative Education Seminar, Bellingham, WA.
Quinn, M. M. (1999). Reauthorization of Individuals with Disabilities Education Act (IDEA): How this may effect children’s mental health services. National Association of State Mental Health Program Director’s Forensic and Children, Youth & Families Divisions 1999 Annual Meetings, Tarrytown, NY.
Quinn, M. M., & Kea, C. (1999). Strategies for developing quality IEPs. Third International Conference on Children and Youth with Behavioral Disorders. Dallas, TX.
Hoffman, C. C., Osher, D., Quinn, M. M., Hanley, T. V., & Rutherford, R. B. (1999). Safe and effective schools for ALL students: What works. Third International Conference on Children and Youth with Behavioral Disorders. Dallas, TX.
Quinn, M. M. (1999). You can’t discipline special ed kids, can you? Rhode Island Federation of Teachers and Health Professionials 1999 QuEST Conference. Providence, RI.
George, M., Quinn, M. M., & Valore, T. (1998). The tale of two programs: Transition strategies that work! The International Adolescent Conference: Programming for the Needs of Adolescents with Behavioral Disorders IX. Bethesda, Maryland.
Quinn, M. M., Gable, R. A., Rutherford, Jr., R. B., (1998). The 1997 IDEA, student discipline, and functional assessment: Strategies for translating public policy into classroom practice. 7th Annual Mid-Atlantic Symposium on Best Practices for addressing Standards of Learning, Meeting Student’s Needs, & Learning Accountability, Virginia Beach, Virginia.
Quinn, M. M. (1998). Keynote address: New IDEA legislation and its impact on educators. 7th Annual Mid-Atlantic Symposium on Best Practices for addressing Standards of Learning, Meeting Student’s Needs, & Learning Accountability, Virginia Beach, Virginia.
Quinn, M. M. (1998). Functional behavioral assessment: Legal guidelines vs. recommended practices. 22nd Annual Conference on Severe Behavior Disorders of Children and Youth, Scottsdale, Arizona.
Bader, B., Quinn, M. M., & Mathur, S. R. (1998). School safety and discipline: The AFT’s approach. 22nd Annual Conference on Severe Behavior Disorders of Children and Youth, Scottsdale, Arizona.
Hamilton, J., Quinn, M. M., & Osher, D. (1998). What’s preventing progress: A national portrait. International Council for Exceptional Children Annual Convention, Minneapolis, Minnesota.
Osher, D., & Quinn, M. M. (1998). Safe, drug-free, disciplined schools. OSEP’s 8th Annual Technical Assistance and Dissemination Conference, Washington, DC.
Osher, D., & Quinn, M. M. (1998). What makes programs for kids with emotional or behavioral problems successful. Eighth Annual National Conference on Educating Adjudicated, Incarcerated and At-Risk Youth, Palm Springs, California.
Osher, D., Quinn, M. M., & Hamilton, J. (1998). Overcoming “Parallel Play”: Developing new systems to promote family and professional collaboration. International Council for Exceptional Children Annual Convention, Minneapolis, Minnesota.
Osher, D., Quinn, M. M., Rutherford, R. B. (1998). Federal collaborations for success. Eighth Annual National Conference on Educating Adjudicated, Incarcerated and At-Risk Youth, Palm Springs, California.
Osher, D., Quinn, M. M., & Sims, A. (1998). Positive approaches to school-wide behavior. OSEP’s 8th Annual Technical Assistance and Dissemination Conference, Washington, DC.
Quinn, M. M. (1998). Managing antisocial behavior: The 1997 Amendments to the IDEA. American Federation of Teachers Educational Research & Dissemination Program: Winter Institute, Washington, DC.
Quinn, M. M., & Dwyer, K. (1998, May). Behavior and discipline issues for students with learning disabilities. LD Online [On-line]. Available: http://weta.baweb.com/cgi-bin/ldonline/behavior.
Quinn, M. M., & Osher, D. (1998). Providing appropriate education while keeping schools safe and drug free. Eighth Annual National Conference on Educating Adjudicated, Incarcerated and At-Risk Youth, Palm Springs, California.
Gable, R., Quinn, M. M., & Rutherford, R. B. (1997). In compliance with IDEA ’97: Functional behavioral assessments and positive behavioral interventions. 6th Annual Mid-Atlantic Symposium on Best Practices for Developing Effective Classroom Techniques and Intervention Strategies, Virginia Beach, Virginia.
Gresham, F. M., & Quinn, M. M. (1997). Effective programming for students with behavioral problems: Conducting functional behavioral assessment. 21st Annual Conference of Severe Behavior Disorders of Children and Youth, Scottsdale, Arizona.
Osher, D., Hamilton, J. L., & Quinn, M. M. (1997). Center for Effective Collaboration and Practice: Improving Services for Children and Youth with E/BD. International Council for Exceptional Children Annual Convention, Salt Lake City, Utah.
Osher, D., Quinn, M. M., Dodge, J., Brush, L., Sims, A., McCarthy, J., & Snow, S. T. (1997). Results of the National Information Needs Sensing survey. Center for Mental Health Services Federal/National Partnership Meeting, Washington, DC.
Osher, D., Quinn, M. M., & Hamilton, J. L. (1997). State E/BD Coordinators meeting for the Center for Effective Collaboration and Practice. International Council for Exceptional Children Annual Convention, Salt Lake City, Utah.
Osher, D., Quinn, M. M., & Sims, A. (1997). Positive approaches to schoolwide behavior. U.S. Department of Education's 1997 Regional Conference on Improving America's Schools, Washington, DC.
Quinn, M. M. (1997). Keynote address: What’s the big IDEA? A discussion of the 1997 Amendments. 6th Annual Mid-Atlantic Symposium on Best Practices for Developing Effective Classroom Techniques and Intervention Strategies, Virginia Beach, Virginia.
Quinn, M. M. (1997). Managing antisocial behavior. 1997 Educational Research and Dissemination Program, American Federation of Teachers, Baltimore, Maryland.
Quinn, M. M. (1997). Managing antisocial behavior. Rhode Island Federation of Teachers and Health Professionals 1997 Quest Conference, Providence, Rhode Island.
Quinn, M. M. (1997). Strand leader: Reauthorization of IDEA. 21st Annual Conference of Severe Behavior Disorders of Children and Youth, Scottsdale, Arizona.
Quinn, M. M. (1997). Writing behavioral objectives for students with antisocial behavior patterns. American Federation of Teachers Educational Research & Dissemination Program: Winter Institute. Washington, DC.
Quinn, M. M., & Hoffman, C. C. (1997). Interpersonal problem solving for students with antisocial and aggressive behavior. 40th Annual Virginia State Federation Council for Exceptional Children Convention, Fredericksburg, Virginia.
Quinn, M. M., & Rutherford, R. B. (1997). A cognitive behavioral intervention for children with antisocial and aggressive behavior patterns. International Council for Exceptional Children Annual Convention, Salt Lake City, Utah.
Quinn, M. M., & Rutherford, R. B. (1997). Improving results for juveniles with emotional/behavioral problems. 52nd International Conference of the Correctional Education Association, Houston, Texas.
Rutherford, R. B., & Quinn, M. M. (1997). Strand leader: Alternative education placements. Second International Conference on Behavioral Disorders, Dallas, Texas.
Rutherford, R. B., Quinn, M. M., & Mathur, S. R. (1997). Interpersonal problem-solving & social skills for juvenile offenders. 52nd International Conference of the Correctional Education Association, Houston, Texas.
Wood, F. H., Quinn, M. M., Nelson, C. M., Bullock, L. M., Gresham, F. M., Beaudin, K., & Meadows, N. (1997). Pre-conference workshop: Teacher Training Issues in Emotional and Behavioral Disorders. 21st Annual Conference of Severe Behavior Disorders of Children and Youth, Scottsdale, Arizona.
Mathur, S. R., Quinn, M. M., & Rutherford, R. B. (1996). Teaching social problem-solving and communication skills to adolescent female delinquents. International Council for Exceptional Children Annual Convention, Orlando, Florida.
Mathur, S. R., Rutherford, R. B., & Quinn, M. M. (1996). A cooperative learning approach to teaching social communication and problem-solving skills. American Educational Research Association Annual Meeting, New York, New York.
Jannasch-Pennell, A., DiGangi, S. A., Quinn, M. M., & McLoone, B. (1996). Effects of cooperative computer-mediated instruction on internet navigation strategies. American Educational Research Association Annual Meeting, New York, New York.
Osher, D., & Quinn, M. M. (1996). SED agenda: Cultural sensitivity, respect, and competence. 20th Annual Teacher Educators for Children with Behavioral Disorders National Conference, Tempe, Arizona.
Quinn, M. M. (1996). Collaborating to meet the needs of children with antisocial behavior. American Federation of Teachers Educational Research & Dissemination Program: Winter Institute, Washington, DC.
Quinn, M. M. (1996). Collaborative problem solving: Working with others to solve student behavior problems. American Federation of Teachers Educational Research & Dissemination Program: Winter Institute, Washington, DC.
Quinn, M. M. (1996). Managing antisocial behavior. 196 Educational Research and Dissemination Program, American Federation of Teachers, Baltimore, Maryland.
Quinn, M. M. (1996). Strand Leader: National Agenda for Achieving Better Results for Children and Youth with Serious Emotional Disturbance. 20th Annual Teacher Educators for Children with Behavioral Disorders National Conference, Tempe, Arizona.
Quinn, M. M. (1996). Strategies for teaching children to effectively solve social problems. American Federation of Teachers, West Suburban Teachers Union, Westchester, Illinois.
Quinn, M. M. (1996). Teaching social problem-solving strategies to aggressive and antisocial youth. Association of New York State Educators of the Emotionally Disturbed, Albany, New York.
Quinn, M. M., Jannasch-Pennell, A., Rutherford, R. B., & Mathur, S. R., (1996). Peers as social training agents for young boys with antisocial behavior patterns. International Council for Exceptional Children Annual Convention, Orlando, Florida.
Quinn, M. M., Mathur, S. R., Rutherford, R. B., Forness, S. R., & Kavale, K. (1996). Meta-analysis of social skills interventions for students with emotional or behavioral disorders. 20th Annual Teacher Educators for Children with Behavioral Disorders National Conference, Tempe, Arizona.
Quinn, M. M., & Osher, D. (1996). SED agenda: Empowerment: Enabling all players. 20th Annual Teacher Educators for Children with Behavioral Disorders National Conference, Tempe, Arizona.
Jannasch-Pennell, A., Quinn, M. M., Pukys, K., McAuliffe, J., & DiGangi, S.A., (1996). Factors influencing student decision-making in a computer mediated environment. International Council for Exceptional Children, Orlando, Florida.
Quinn, M. M., & Rutherford, R. B. (1996). Interpersonal problem-solving and social skills-interventions for adolescents with antisocial and aggressive behavior. The International Adolescent Conference, Snowmass, Colorado.
Quinn, M. M., & Rutherford, R. B. (1996). Interpersonal problem-solving and social skills-interventions for students with learning and behavioral problems. 5th Annual Mid-Atlantic Symposium on Best Practices for Dealing with Students with Learning and Behavior Problems, Virginia Beach, Virginia.
Mathur, S. R., Quinn, M. M., & Rutherford, R. B. (1995). Effective teacher-mediated strategies for managing student behavior. CCBD International Conference on Behavioral Disorders, Dallas, Texas.
Quinn, M. M. (1995). Behavior management. American Federation of Teachers Quality Educational Standards in Teaching (QuEST) Annual Conference, Washington, DC.
Quinn, M. M. (1995). Cognitive/behavior approaches to teaching social problem solving. 19th Annual Teacher Educators for Children with Behavioral Disorders National Conference, Tempe, Arizona.
Quinn, M. M. (1995). Cooperative learning approach to teaching social skills. 4th Annual Mid-Atlantic Symposium on Best Practices for Dealing with Students with Learning and Behavior Problems, Virginia Beach, Virginia.
Quinn, M. M. (1995). Managing antisocial behavior. 1995 Educational Research and Dissemination Program, American Federation of Teachers, Nashville, Tennessee.
Quinn, M. M. (1995). Managing antisocial behavior. 1995 QuEST Conference, American Federation of Teachers, Washington, DC.
Quinn, M. M. (1995). Teaching social problem-solving to antisocial and aggressive youth: A cognitive-behavioral approach. 4th Annual Mid-Atlantic Symposium on Best Practices for Dealing with Students with Learning and Behavior Problems, Virginia Beach, Virginia.
Quinn, M. M. (1995, August). Using cooperative learning to enhance the use of prosocial skills. Online Social Skills Newsletter (On-line). Available: arleen@imssys.com(a:\ascII\ssn10895.txt).
Quinn, M. M., & Jannasch, A. K. (1995). Applications of cooperative learning strategies in teaching social skills to emotionally and behaviorally disturbed students in the regular classroom. Association of New York State Educators of the Emotionally Disturbed: 30th Annual Conference, Rochester, New York.
Quinn, M. M., Mathur, S. R., & Rutherford, R. B. (1995). Peers as social training agents for young boys with antisocial behavior patterns: A cooperative learning approach. 19th Annual Teacher Educators for Children with Behavioral Disorders National Conference, Tempe, Arizona.
Quinn, M. M., Mathur, S. R., & Rutherford, R. B. (1995). Structured cooperative learning as an intervention to impede the development of antisocial behavior. CCBD International Conference on Behavioral Disorders, Dallas, Texas.
Quinn, M. M., Mathur, S. R., Rutherford, R. B., & Jannasch, A. K. (1995). Teaching social skills to at-risk elementary students: A cooperative learning approach. International Council for Exceptional Children Annual Convention, Indianapolis, Indiana.
Quinn, M. M., Mathur, S. R., Rutherford, R. B., & Nelson, C. M. (1995). Preventing antisocial behavior through proactive identification and interventions. The 50th Anniversary Conference of the International Correctional Education Association, San Francisco, California.
Rutherford, R. B., Nelson, C. M., & Quinn, M. M. (1995). Special education for youthful offenders with disabilities: A brief analysis of mandates and programming. Academy of Criminal Justice Science, Boston, Massachusetts.
Rutherford, R. B., Quinn, M. M., & Mathur, S. R. (1995). Early screening of antisocial and at-risk students. Fifth Annual National Conference on Educating Adjudicated, Incarcerated, and At-Risk Youth, Palm Springs, California.
McWhirter, J. J., Quinn, M. M., Hermann, D. S., & Jefferys, K. (1994). Violence prevention project: Aggression replacement and anger management programs. 18th Annual Teacher Educators for Children with Behavioral Disorders National Conference, Tempe, Arizona.
Quinn, M. M., & Jannasch, A. K. (1994). Aggression and anger replacement for primary school students. ASU/City of Phoenix Conference on Reducing and Preventing Violence, Phoenix, Arizona.
Quinn, M. M., & Rutherford, R. B. (1994). Applications of cooperative learning strategies in teaching social skills. 3rd Annual Mid-Atlantic Symposium on Best Practices for Dealing with Learning and Emotional/Behavioral Disorders, Virginia Beach, Virginia.
Quinn, M. M., & Rutherford, R. B. (1994). Teaching prosocial skills to antisocial adolescents: A cooperative learning approach. Programming for the Developmental Needs of Adolescents with Behavior Disorders Conference VII, Miami, Florida.
Quinn, M. M., Mathur, S. R., Rutherford, R. B., & Walker, H. M. (1994). Strategies for the early identification of antisocial students. 18th Annual Teacher Educators for Children with Behavioral Disorders National Conference, Tempe, Arizona.