Biography and education
Stephen Ciullo is an Associate Professor of Special Education. His research focuses on two topics. First, he studies the extent to which classroom writing instruction provided to students with disabilities aligns with research evidence, and how observed instruction relates to students’ writing performance. Second, Stephen is interested in interventions that enhance teachers’ effectiveness in the area of writing and content-area knowledge.
Stephen has received three research grants from the Institute of Education Sciences (IES). He is Primary Investigator (PI) on an IES-funded project (R324A180137) that explores the extent to which effective writing instructional practices are used by special educators and general educators who teach writing to students with disabilities. This project also examines differences between the writing instruction of special educators and general educators. Stephen serves as Co-PI on a second IES-funded grant (R324A190028) with Dr. Linda Mason (PI). This project explores relationships between middle school social studies and science teachers' use of evidence-based writing practices, teachers' beliefs about adapting instruction for students with disabilities, and students' writing outcomes. Additionally, Stephen is Co-PI on a recently funded IES grant (PI Alyson Collins, Texas State University). This project (R305A200363) is a meta-analysis of writing interventions for students in Grades K-5.
Stephen teaches undergraduate as well as graduate-level special education courses. His courses focus on Learning Disabilities, and instructional practices that improve reading and writing outcomes for students who receive special education services.
Before joining Texas State University, Stephen earned his doctorate in Special Education from the University of Texas at Austin. He was also a Special Education teacher in New York for six years.
Stephen has received three research grants from the Institute of Education Sciences (IES). He is Primary Investigator (PI) on an IES-funded project (R324A180137) that explores the extent to which effective writing instructional practices are used by special educators and general educators who teach writing to students with disabilities. This project also examines differences between the writing instruction of special educators and general educators. Stephen serves as Co-PI on a second IES-funded grant (R324A190028) with Dr. Linda Mason (PI). This project explores relationships between middle school social studies and science teachers' use of evidence-based writing practices, teachers' beliefs about adapting instruction for students with disabilities, and students' writing outcomes. Additionally, Stephen is Co-PI on a recently funded IES grant (PI Alyson Collins, Texas State University). This project (R305A200363) is a meta-analysis of writing interventions for students in Grades K-5.
Stephen teaches undergraduate as well as graduate-level special education courses. His courses focus on Learning Disabilities, and instructional practices that improve reading and writing outcomes for students who receive special education services.
Before joining Texas State University, Stephen earned his doctorate in Special Education from the University of Texas at Austin. He was also a Special Education teacher in New York for six years.
Featured grants
- Collins, Alyson Alexander, Ciullo, Stephen P, Porterfield, Jennifer Allison. Project LEAD: Learning and education for all with dyslexia, Preparation of Special Education, Related Services, and Early Intervention, U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS), Federal, $1223265. (Funded: October 1, 2023 - September 30, 2028). Grant.
- Collins, Alyson Alexander (Principal), Percent Contribution: %25, Ciullo, Stephen P (Co-Principal), Percent Contribution: %25, Harris, R (Co-Principal), Percent Contribution: %15.8, Graham, Steve (Co-Principal), Percent Contribution: %15.8. Turning the TIDE: Building teacher capacity to accelerate text-based writing performance of students with and at-risk for disabilities, Institute of Education Sciences, Federal, $2999507. (Submitted: September 2021, Funded: July 1, 2022 - June 30, 2026). Grant.
- Collins, Alyson Alexander (Principal), Percent Contribution: %13, Ciullo, Stephen P (Co-Principal), Percent Contribution: %13, Graham, Steve (Co-Principal), Percent Contribution: %25. Comprehensive meta-analysis of writing interventions for students in grades K to 5, Institution of Education Sciences (IES), Federal, $599953. (Funded: August 1, 2020 - July 31, 2024). Grant.
- Mason, Linda H (Principal), Berkeley, Sheri (Co-Principal), Ciullo, Stephen P (Co-Principal), Percent Contribution: %16, Collins, Alyson Alexander (Co-Principal), Percent Contribution: %16. Writing in middle school science and social studies: Exploring instruction and support for students with disabilities (Project Explore), Institution of Education Sciences (IES), Federal, $1399887. (Funded: July 1, 2019 - June 30, 2023). Grant.
- Ciullo, Stephen P (Principal), Percent Contribution: %17, Collins, Alyson Alexander (Co-Principal), Percent Contribution: %17, Graham, Steve (Co-Principal). Exploring writing instruction delivered by teachers providing services to students with disabilities, Institution of Education Sciences (IES), Federal, $1398259. (Funded: August 1, 2018 - July 31, 2024). Grant.
Featured scholarly/creative works
- Graham, S., Ciullo, S. P., & Collins, A. A. (2024). Do special and general education teachers’ mindset theories about the malleability of writing and intelligence predict their writing practices? Journal of Learning Disabilities, Online First, 63–78. https://doi.org/https://doi.org/10.1177/00222194231181915
- Graham, S., Collins, A. A., & Ciullo, S. P. (2024). Evidence-based recommendations for teaching writing. Education 3-13, 1–14. https://doi.org/https://doi.org/10.1080/03004279.2024.2357893
- Graham, S., Collins, A. A., & Ciullo, S. P. (2023). Special and general education teacher beliefs about writing and writing instruction. Journal of Learning Disabilities, 56(3), 163–179. https://doi.org/https://doi.org/10.1177/00222194221092156
- Garwood, J. D., McKenna, J. W., Roberts, G. J., Ciullo, S., & Shin, M. (2021). Social studies content knowledge interventions for students with emotional and behavioral disorders: A meta-analysis. Behavior Modification, 44(1), 147–176. https://doi.org/0145445519834622
- Brownell, M., Ciullo, S. P., & Kennedy, M. (2021). High-leverage practices: Teaching students with disabilities – and all students who need a learning boost. American Educator. Retrieved from https://www.aft.org/ae/winter2020-2021/brownell_ciullo_kennedy
Featured awards
- Award / Honor Recipient: College Achievement Award for Service. 2023 - 2024
- Award / Honor Recipient: College Achievement Award for Scholarly/Creative Activities for the College of Education in the Associate Professor Rank. 2021
- Award / Honor Nominee: Presidential Distinction Award in Scholarly Creative Activities, College of Education. 2017
- Award / Honor Nominee: Presidential Distinction Nomination in Scholarly/Creative Activities, Texas State University. 2016
- Award / Honor Nominee: Presidential Distinction Award for Scholarly / Creative Activities, College of Education. 2015
Featured service activities
- Chair
Division of Learning Disabilities
- Editorial Review Board Member
Journal of Learning Disabilities
- Reviewer / Referee
The Journal of Social Studies Research
- Editorial Review Board Member
Editorial Review Board: Learning Disability Quarterly
- Member
Special Education Comprehensive Exam Study Sessions, Grading and Feedback
- Editorial Review Board Member
Editorial Review Board: Teaching Exceptional Children