Faculty Profiles

Hott, B. L., McKenna, J. W., Billingsley, G. M., Heiniger, S., & Muns, K. T. (n.d.). Individualized education program characteristics and development for rural students with disabilities: A mixed methods investigation. Rural Special Education Quarterly. https://doi.org/10.1177/87568705261440244

Randolph, K. M., Billingsley, G. M., Riden, B. S., Brafford, T. L., & Hott, B. L. (2025). Supporting Students in Unstructured Settings Using Universal Positive Behavioral Interventions and Supports. TEACHING Exceptional Children. https://doi.org/10.1177/00400599251347228

Billingsley, G. M., Randolph, K. M., Gaylord, K., Earley, R., & Jimenez, O. (2025). Addressing the teacher shortage in rural areas with military veteran teacher candidates. Rural Special Education Quarterly. https://doi.org/10.1177/87568705251342507

Randolph, K. M., Pegg, L., Contesse, V., & Billingsley, G. M. (2024). iCoaching the coach: Building capacity with embedded implementation support for classroom management evidence-based practices. International Journal of Mentoring and Coaching in Education, 14(2). https://doi.org/10.1108/ijmce-01-2024-0006

Randolph, K. M., Billingsley, G. M., & Thomas, C. N. (2024). Using behavior skills training and virtual simulations to train preservice practitioners in behavior management: An exploratory comparison study. Journal of Special Education Apprenticeship, 13(1), 1–21. https://doi.org/10.58729/2167-3454.1195

Randolph, K. M., Atwood, J., Billingsley, G. M., & Muns, K. (2024). Quality Instruction and intervention strategies for elementary educators. In Elementary Instruction and Intervention. Rowman & Littlefield.

Meyer, B. C., Billingsley, G. M., Turner, M. R., & Scheuermann, B. K. (2023). PBIS adaptations in alternative programs (pp. 1–8). pbis.org. Retrieved from https://cdn.prod.website-files.com/5d3725188825e071f1670246/6466565b25082de918423648_PBIS_Adaptations_in_Alternative_Programs.pdf

Randolph, K. M., Billingsley, G. M., & Justus, J. (2023). Social, emotional, and behavioral intervention. In Inclusive instruction and intervention for middle and secondary educators (pp. 189–211). Rowman & Littlefield.

Scheuermann, B. K., Billingsley, G. M., & Hall, J. A. (2021). Positive behavioral supports for the classroom - 4th edition. US: Pearson.

Scheuermann, B. K., Billingsley, G. M., Dede-Bamfo, O., & White, S. R. (2021). School law enforcement officer perceptions of developmentally oriented training. Policing: A Journal of Policy and Practice, 15(4), 2283–2296. https://doi.org/10.1093/police/paab049

Ledbetter-Cho, K., Lang, R. B., Lee, A., Murphy, C., Davenport, K., Kirkpatrick, M., … O’Reilly, M. (2021). Teaching children with autism abduction-prevention skills may result in overgeneralization of the target response. Behavior Modification, 45(3), 438–461. https://doi.org/10.1177/0145445519865165

Thomas, C. N., Allen, A., Ciullo, S., Lembke, E. S., Billingsley, G., Goodwin, M., & Judd, L. (2020). Exploring the perceptions of middle school teachers regarding response to intervention for struggling readers. Exceptionality, 30(4), 261–278. https://doi.org/doi.org/10.1080/09362835.2020.1729765

Billingsley, G. M., Smith, K. S., Meritt, J. M., & Smith, S. F. (2019). A systematic literature review of using immersive virtual reality technology in teacher education. Journal of Interactive Learning Research, 30(1), 65–90. Retrieved from https://www.learntechlib.org/p/176261/

Billingsley, G. M., Thomas, C. N., & Webber, J. A. (2018). Effects of student choice of instructional method on the learning outcomes of students with comorbid learning and emotional/behavioral disabilities. Learning Disability Quarterly, 41(4), 213–226. https://doi.org/10.1177/0731948718768512

Billingsley, G., McKenzie, J., & Scheuermann, B. (2018). The effects of a structured classroom management system in secondary resource classrooms. Exceptionality, 28(5), 317–332. https://doi.org/doi.org/10.1080/09362835.2018.1522257

Billingsley, G. M., & Thomas, C. (2017). 5 Ways to help students with learning disabilities manage their anxiety. Learning Disabilities Forum, 2–7. Retrieved from https://council-for-learning-disabilities.org/wp-content/uploads/2017/11/LDF_2017_Dec-2017-_111617.pdf

Billingsley, G. M. (2016). Combating work refusal using research-based practices. Intervention in School and Clinic, 52(1), 12–16. https://doi.org/10.1177/1053451216630289

Billingsley, G. M. (2016). Strategies that work for task avoidance. The Bulletin: Newsletter for the Texas Council for Exceptional Children. Retrieved from https://higherlogicdownload.s3.amazonaws.com/SPED/2c69acf2-97cb-4498-bd86-8c1b204161f9/UploadedImages/NewFolder/Publications/TCEC%20Newsletter%20Spring%202016.pdf

Scheuermann, B., Peterson, R., Ryan, J. B., & Billingsley, G. M. (2016). Professional and ethical issues related to physical restraint and seclusion. Journal of Disability Policy Studies, 27(2), 86–95. https://doi.org/10.1177/1044207315604366

Ciullo, S. P., Falcomatta, T., Pfannenstiel, K., & Billingsley, G. M. (2015). Improving learning with science and social studies text using computer-based concept maps for students with disabilities. Behavior Modification, 39(1), 117–135. https://doi.org/10.1177/0145445514552890

Billingsley, G. (2014). 3 Guiding principles for all classrooms. New Teacher Advocate, 2(22), 2–3.

Billingsley, G. M., & Scheuermann, B. K. (2014). Using virtual technology to enhance field experiences for pre-service special education teachers. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 37(3), 255–272. https://doi.org/10.1177/0888406414530413

Scheuermann, B., Peterson, R., Ryan, J., & Billingsley, G. (2013). Ethical issues in the use of restraint and seclusion. In Physical Restraint and Seclusion in Schools (pp. 31–49). Council for Exceptional Children.

Ciullo, S. P., & Billingsley, G. M. (2013). Strategies for improving understanding and engagement with expository text in students with emotional and behavioral disorders. Beyond Behavior, 23(1), 3–11.

Billingsley, G. M., Scheuermann, B., & Webber, J. (2009). A comparison of three instructional methods for teaching math skills to secondary students with emotional/behavioral disorders. Behavioral Disorders, 35(1), 4–18.

Webber, J., Plotts, C., & Billingsley, G. M. (2008). Chapter vignettes. Emotional and Behavioral Disorders: Theory and Practice, (5th Ed.). Boston, MA: Pearson, Allyn, Bacon, Inc.

Webber, J., Plotts, C., & Billingsley, G. M. (2008). Instructor’s manual and test bank for emotional and behavioral disorders: Theory and practice, (5th ed.). Boston, MA: Pearson, Allyn, Bacon, Inc.