Faculty Profiles

Randolph, K. M., Horn, A. L., Sears, J. A., Hott, B. L., & Willis, T. (2025). Remote Coaching via Technology in Rural Schools: Exploring Three Coaching Models. Journal of Special Education Technology, 40(2), 227–234. https://doi.org/10.1177/01626434241263059

Randolph, K. M. (Ed.). (2025). Editor’s Note: The Journal of Case Learning and Exceptional Learners Special Issue. Navigating challenges in teacher preparation: Case studies in practice and innovation. The Journal of Case Learning and Exceptional Learners, 3(1).

Randolph, K. M., & Fisher, L. (2025). Supporting special education teachers pursuing board certification in behavior analysis with quality supervision. Journal of Case Learning for Exceptional Learners, 3(1).

Randolph, K. M., Billingsley, G. M., Riden, B. S., Brafford, T., & 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/https://doi.org/10.1177/87568705251342507

Ryan, J., Jameson, J. M., Randolph, K. M., Horn, A., & Hott, B. L. (2025). Recommendations for conducting single-case research design studies in rural school settings. Rural Special Education Quarterly, 44(3), 175–186. https://doi.org/10.1177/87568705251330883

Dewhirst, C. B., Hott, B. L., & Randolph, K. M. (2025). Mixed-Methods Approaches to Enhance Rural Special Education Research. Rural Special Education Quarterly. https://doi.org/10.1177/87568705251332594

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., Riggleman, S., Taylor, M. S., Oh, J. H., & Lohmann, M. (2024). Preparing early elementary teacher candidates to positively support students with challenging behavior. Journal of Special Education Preparation, 4(1), 58–67. https://doi.org/10.33043/4baad965

Hayes, L., Hirsch, S. E., Lewis, T. J., Bruhn, A. L., & Randolph, K. M. (2024). Domain Four: Intensify and Intervene as Needed. In High Leverage Practices in Special Education Refresh.

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.

Riden, B. S., & Randolph, K. M. (2023). Using Reinforcement Strategies to Promote Positive Student Outcomes in the Classroom. In Applied Behavior Analysis in Schools (pp. 121–135). Routledge. https://doi.org/10.4324/9781003522584-7

Hott, B. L., Heiniger, S., Justus, J., Randolph, K. M., Al Shabibi, A., Beasley, B., … Wester, F. (2023). Reporting Quality of Single–Case Research Published in Learning Disabilities Journals. Learning Disabilities Research & Practice, 38(3), 224–238. https://doi.org/10.1111/ldrp.12317

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.

Hott, B. L., Flores, M. M., Morano, S., Randolph, K. M., & Peltier, C. (2023). Reviewing Manuscripts Reporting Findings From Single-Case Research Design Studies. Learning Disability Quarterly, 46(1), 46–58. https://doi.org/10.1177/07319487221089616

Hott, B. L., Randolph, K. M., & Raymond, L. (2022). Teaching Students with Emotional and Behavioral Disabilities. Plural Publishing.

Heiniger, S., Tucker, K., Hott, B. L., & Randolph, K. M. (2022). Classroom Reinforcement Systems: Using Token Economies to Foster Independence. Beyond Behavior, 31(3), 151–162. https://doi.org/10.1177/10742956221108359

Randolph, K. M., Jones, B. A., & Gates, L. E. (2021). Identifying, Locating, and Evaluating Educational Research. In Research Methods in Special Education. Routledge.

Barrio, B. L., Hott, B. L., & Kathleen M. (2021). Individualized Education Program. In Special education law and policy: From foundation to application. Plural.

Hott, B. L., Jones, B. A., Randolph, K. M., Kuntz, E., McKenna, J. W., & Brigham, F. J. (2021). Lessons Learned From a Descriptive Review of Rural Individualized Education Programs. The Journal of Special Education, 55(3), 163–173. https://doi.org/10.1177/0022466920972670

Lohmann, M. J., Randolph, K. M., & Oh, J. H. (2021). Classroom Management Strategies for Hyflex Instruction: Setting Students Up for Success in the Hybrid Environment. Early Childhood Education Journal, 49(5), 807–814. https://doi.org/10.1007/s10643-021-01201-5

Hott, B. L., Randolph, K. M., Josephson, J., & Heininger, S. (2021). Implementing Electronic Check-In/Check-Out to Reduce Challenging School Bus Behavior. Journal of Special Education Technology, 36(3), 152–161. https://doi.org/10.1177/01626434211004446

Morano, S., Markelz, A. M., Randolph, K. M., Myers, A. M., & Church, N. (2021). Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics. Intervention in School and Clinic, 57(1), 15–22. https://doi.org/10.1177/1053451221994803

Walker, J. D., Johnson, K. M., & Randolph, K. M. (2021). Teacher Self-Advocacy for the Shared Responsibility of Classroom and Behavior Management. TEACHING Exceptional Children, 53(3), 216–225. https://doi.org/10.1177/0040059920980481

Morano, S. M., Randolph, K. M., Marklez, A. M., Myers, A. M., & Church, N. (2020). Combining strategy instruction, relationship activities, and timed mastery practice to build arithmetic fact fluency. TEACHING Exceptional Children, 53(1), 60–69. https://doi.org/10.1177/0040059920906455

Randolph, K. M., Chubb, C. S., Hott, B. L., & Cruz-Torres, E. (2020). iCoaching Behavior-Specific Praise in a Rural Classroom. Rural Special Education Quarterly, 40(1), 4–13. https://doi.org/10.1177/8756870520982302

Randolph, K. M., Duffy, M. L., Brady, M. P., Wilson, C. L., & Scheeler, M. C. (2020). The Impact of iCoaching on Teacher-Delivered Opportunities to Respond. Journal of Special Education Technology, 35(1), 15–25. https://doi.org/10.1177/0162643419836414

Hott, B. L., Randolph, K. M., & Martin, A. (2019). The Dynamic Duo: Integrating Positive Behavioral Interventions and Supports and Universal Design for Learning Frameworks. In What Really Works With Universal Design for Learning (p. 328). Thousand Oaks, CA, USA: Corwin Publishing.

Randolph, K. M., & Lohmann, M. (Eds.). (2019). Edited Special Issue (2nd ed., Vol. 8). Journal of Special Education Apprenticeship.

Randolph, K. M., & Duffy, M. L. (2019). Using iCoaching to support teachers’ implementation of evidence-based practices. The Journal of Special Education Apprenticeship, 8(2). https://doi.org/10.58729/2167-3454.1094

Finnegan, L. A., Miller, K. M., Randolph, K. M., & Bielskus-Barone, K. D. (2019). Supporting Student Knowledge Using Formative Assessment and Universal Design for Learning Expression. The Journal of Special Education Apprenticeship, 8(2). https://doi.org/10.58729/2167-3454.1092

Riden, B. S., Markelz, A. M., & Randolph, K. M. (2019). Creating Positive Classroom Environments With Electronic Behavior Management Programs. Journal of Special Education Technology, 34(2), 133–141. https://doi.org/10.1177/0162643418801815

Randolph, K. M., & Brady, M. P. (2018). The evolution of covert coaching as evidence-based practice: Implications in special education. In Handbook of research on human development in the digital age. Hershey, PA: IGI Global.

Randolph, K. M., & Brady, M. P. (2018). Evolution of Covert Coaching as an Evidence-Based Practice in Professional Development and Preparation of Teachers. In Advances in Human and Social Aspects of Technology (pp. 281–299). IGI Global. https://doi.org/10.4018/978-1-5225-2838-8.ch013