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Todd F Haydon

Title: Associate Professor
Office: 600F Teachers College
Tel: 513-556-3580
Email: haydontd@ucmail.uc.edu

Todd Haydon is an Associate Professor in the Special Education Program. He earned his doctorate from the University of Florida in Special Education with a focus on emotional and behavioral disorders. Dr. Haydon’s current research interests include effective teaching practices, functional behavior assessments, positive behavior and supports, and the integration of instructional and behavioral interventions for students exhibiting behavioral difficulties. He also has an interest and book published on Eastern Philosophy.

Education

  • Doctor of Philosophy, University of Florida, Gainesville, FL, 2008 (Special Education: Emotional Behavioral Disorders).
  • MSW, Washington University, St. Louis, MO, 1995 (Social Work).
  • B.M., Washington University, St. Louis, MO, 1983 (Music).

Research Information

Research Support

  • (Collaborator), Camp, Emilie; Crosby, Cathryn; Haydon, Todd; Hord, Casey; Kroeger, Stephen, Addressing the Needs of Every Student: An Evidence-Based Model for Inclusive and Special Education Teacher Preparation, Department of Education. (RSC13042 / 63941-P11622 / H027A090111A), $124,998.00. 12-16-2013 to 06-30-2015. Status: Awarded.
  • (Collaborator), Camp, Emilie; Crosby, Cathryn; Haydon, Todd; Hord, Casey; Kroeger, Stephen, Addressing the Needs of Every Student: An Evidence-Based Model for Inclusive and Special Education Teacher Preparation, Department of Education. (RSC14036 /ODE 63941 /USEd H027A140111A), $124,821.00. 07-01-2014 to 06-30-2015. Status: Awarded.

Publications

Peer-reviewed Publications

  • Haydon, T.; Mancil, G. R.; VanLoan, C. (2009). Using opportunities to respond in a general education classroom: A case study. Education and Treatment of Children, 32 (2), 267-278..
  • Haydon T., Conroy M., Scott T.,Sindelar P.,Barber B.,Orlando M. (2010). A Comparison of three typs of opportunities to respond on student academic and social behaviors. Journal of Emotional Behavior Disorders, 18 (1), 27-40.
  • Haydon, T.,Borders, C.,Embury, D.,Clarke, L. (2009). Using effective instructional delivery as a classwide management tool. Beyond Behavior, 18 (2)-1-6.
  • Haydon, T. (2009). A response to Diller and Lattal's "Radical Behaviorism and Buddhism". The Behavior Analyst, 321 (1), 241-242.
  • Carnahan, C.; Williamson, P.; Haydon, T. (2009). Matching literacy profiles with instruction for students on the spectrum: Making reading instruction meaningful. Beyond Behavior, 18 (1), 10-16.
  • Mancil, G. R.; Conroy, M. A.; Haydon, T. (2008). Effects of a modified milieu therapy intervention on the social communicative behaviors of young children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 39, 149-163.
  • Haydon, T. & Scott, T. M. (2008). Using commonsense in common settings: Utilizing active supervision and pre-correction in the "Morning Gym". Intervention in School and Clinic, 43 , 283–290..
  • Alter, P. J.; Conroy, M. A.; Mancil, G. R., Haydon, T. (2008). A comparison of functional behavior assessment methodologies with young children: Descriptive methods and functional analysis. Journal of Behavioral Education, 17, 200-219..
  • Conroy, M. A.; Stichter, J. P.; Daunic, A. P., & Haydon, T. (2008). Classroom-based research in the field of emotional/behavioral disorders: Methodological issues and future research directions. Journal of Special Education, 41, 209-222.
  • Mancil, G., Haydon, T. (2009). Differentiated effects of paper and computer-assisted social stories on inappropriate behavior in children with autism. Focus on Autism and Other Developmental Disabilities, 24 (4).
  • Conroy, M. A.; Sutherland, K. S.; Haydon, T.; Stormont, M.; Harmon, J. (2009). Preventing and ameliorating young children’s chronic problem behaviors: A multi-gated classroom-based approach. Psychology in the Schools, 46, 3-17. .
  • Mancil, G Richmond; Conroy, Maureen A, & Haydon, T. (2009). Effects of a modified milieu therapy intervention on the social communicative behaviors of young children with autism spectrum disorders.. Journal of autism and developmental disorders, 39 (1), 149-63.
  • Gagnon, J. C., Haydon, T., & Maccini (2010). Juvenile correctional schools for committed youth: Assessment and accountability policies and practices. The Journal of Correctional Education, 61 (1), 23-45.
  • Haydon, T., & Maheady, L., & Hunter, W. C. (2010). Examining the Effects of NHT on Quiz Results with Students Identified with Various Disabilities. Journal of Behavioral Education, 19 (3), 222-238.
  • Haydon, T., & Hunter, W. C. (2011). The effects of two types of teacher questioning on teacher behavior and student performance: A case study. Education and Treatment of Children , 34 (2), 229-245.
  • Gagnon, J. C., Maccini, P., & Haydon, T. (2011). Assessment and accountability in public and private secondary day treatment and residential schools for students with emotional and behavioral disorders. . Journal of Special Education Leadership,, 24 (2), 79-91.
  • Landers, E., Servilio, K., Tuttle, T., Alter, P. A., Haydon, T., & Anderson, K. (2011). Defining disrespect: A teacher’s perspective. Rural Special Education Quarterly, 30 (2), 13-18..
  • Haydon, T., Mancil, G. R., Kroeger, S. D., McLeskey, J., & Lin, W. J. (2011). A review of the effectiveness of guided notes for students who struggle learning academic content.. Preventing School Failure, 55 (4), 226-231.
  • Musti-Rao, S., & Haydon, T. (2011). Strategies to increase behavior specific teacher praise in an inclusive environment.. Intervention in School and Clinic, 47 (2), 91-97.
  • Haydon, T., DeGreg, J., Maheady, L., & Hunter, W. C. (2012). Using active supervision and precorrection to improve transition behaviors in a middle school classroom. Journal of Evidence-Based Practices for Schools, 13 (1), 81-97.
  • Haydon, T., Marsicano, R., & Scott, T. M. (2013). A comparison of choral and individual responding: A review of the literature. Preventing School Failure., 57 ((4)), 181-188..
  • Haydon, T., Hawkins, R., Basham, J., Denune, H., Kimener, L., & McCoy, D. (In Press). A comparison of iPads and worksheets on math skills of high school students with emotional disturbance. Behavioral Disorders, 37 ((4)), 232-243..
  • Haydon, T., & Hunter, W.C. (2011). The effects of two types of teacher questioning on teacher behavior and student performance: A case study.. Education and Treatment of Children, 34(2), 229-245..
  • Haydon, T., Mancil, G.R., Kroeger, S.D., McLeskey, J., & Lin, W.J. (2011). A review of the effectiveness of guided notes for students who struggle learning academic content.. Preventing School Failure, 55(4), 226-231.
  • Haydon, T., & Musti-Rao, S. (2011). Using teacher praise to reduce disruptive behavior in two eighth-grade general education classrooms. . Beyond Behavior, 20(2), 31-39..
  • Haydon, T. (2012). Using functional assessment to match task difficulty for a 5th grade student: A case study. Education and Treatment of Children, 35 ((2)), 459- 476.
  • Haydon, T., Musti-Rao, S., & Alter, P (2017). Comparing choral responding and a mnemonic strategy during geography lessons for students with multiple disabilities. Education and Treatment of Children, 40 ((1)), 77–96..
  • Haydon, T., Musit-Rao, S., McCune, A., Clouse, D., McCoy, D., *Denune, H., & Hawkins, R., (2017). The use of video modeling and mobile technology with students with emotional behavioral disorders.. Intervention in School and Clinic, 52 ((3)), 154-162..
  • *Wahl, E., Hawkins, R. O., Haydon, T., *Marsicano, R., & Morrison, J. (2016). Comparing versions of the good behavior game: Can a positive spin enhance effectiveness? . Behavior Modification., 40 ((4) ), 493–517.
  • Mancil, G. R., Haydon, T., & Boman, M. (2016). Differentiated effects of sensory activities as abolishing operations via non-contingent reinforcement on academic and aberrant behavior.. Education and Training in Autism and Developmental Disabilities. , 51 ((1)), 93–104..
  • Clarke, L., & Haydon, T., & Bauer, A. (2016). Use of picture response cards in the general education classroom to increase participation of students with mild mental disabilities. . Preventing School Failure, 60 ((1)), 35-42..
  • Haydon, T., & Kroeger, S. (2016). Using active supervision, precorrection, and an explicit timing procedure to improve transition behaviors in a co-taught high school classroom. . Preventing School Failure, 60 ((1)), 70-78..
  • Hawkins, R. O., Haydon, T., Denune, H., Larkin, W. & Fite, N. (2015). Improving the transition behavior of high school students with emotional behavioral disorders using a randomized interdependent group contingency.. School Psychology Review, 44 ((2)), 208-223..
  • Hunter, W. C., & Haydon, T. (2013). Increasing the effectiveness of numbered heads together for students with emotional and behavioral disorders. Beyond Behavior, 22 ((3)), 40-45..

Published Books

  • Haydon, T. (2009). Thorns for a seeker. Madrid: Trompa De Elefante.

Electronic Journal Articles

  • Haydon, T. (2010). Using Behavior Specific Praise with Students., 1 (2).

Presentations & Lectures

Invited Presentations

  • Haydon, T. (03-2008). The effects of increasing opportunities to respond on student behavior and active student responding 5th International Conerecne on Positive Behavior Support, Chicago, IL.
  • Sutherland, K. S. & Haydon, T. (02-2008). Classroom-based practices for preventing and ameliorating problem behaviors in young children Midwest Symposium for Behavior Disorders, Kansas City, MO.
  • Haydon, T. (11-2007). The effects of increasing opportunities to respond on active student responding and student behavior Teacher Educators for Children with Behavioral Disorders, Tempe, AZ.
  • Scott, T. M. & Haydon, T. (10-2006). Using a team-based approach to secondary and tertiary intervention: Facilitating adult compliance PBIS Secondary and Tertiary Interventions, Chicago, IL.
  • Haydon, T. (09-2005). Creating reinforcements in elementary schools CCBD Conference, Dallas, TX.
  • Haydon, T. (02-2002). The effects of a group contingency plan in a self-contained special education classroom PBIS Regional Conference, Collinsville, IL.
  • Haydon, T. (2012). Using Classroom-level PBIS Interventions To Manage Off-task and Disruptive Behaviors 9th International Conference on Positive Behavior Support, Atlanta, GA..
  • Haydon, T. (2011). Using active supervision and precorrection as an effective classroom management tool. 50th Anniversary Conference of the Council for Children with Behavioral Disorders, New Orleans, LA.
  • Haydon, T (2010). The effects of teacher questioning on teacher behavior and student performance 34th Teacher Educators for Children with Behavioral Disorders, Tempe, AZ.
  • Haydon, T., & Barber, B. (2009). Examining the effects of two evidenced based practices Midwest Symposium for Behavior Disorders, Kansas City, MO.

Paper Presentations

  • Haydon, T. (2009). Improving Student Social and Academic Behavior Through Increased Opportunities to Respond, Jacksonville, FL.
  • Haydon, T; Duckham (2010). Applying behavioral consultation in an urban middle school: An example, St. Louis, MO.
  • Haydon, T. (2012). Using Classroom-level PBIS Interventions to Manage Off-Task and Disruptive Behaviors., Atlanta, GA.
  • Haydon, T. (2016). Haydon, T. (2016). Are Two Interventions Better Than One? , Tempe, AZ..

Poster Presentations

  • Haydon, T. (2008). A comparison of three types of opportunities to respond on student behavior and academic responding 34th Association for Behavioral Analysis International, Chicago, IL.
  • Haydon, T. (2007). Using commonsense in common settings: Utilizing active supervision and pre-correction in the "Morning Gym" 4th International Conference on Positive Behavior Support, Boston, MA.
  • Haydon, T. (2007). Using Opportunities to respond in a general education classroom: A case study 33rd Association for Behavioral Analysis International .
  • Haydon, T. (2016). Comparing Choral Responding and a Choral Responding Plus Mnemonic Device During Geography Lessons ABAI’s 42nd Annual Convention., Chicago.

Honors & Awards

  • Ted Carr Initial Researcher Award , 2012 to 2013. Association for Positive Behavior and Supports (APBS)..

Experience & Service

Service

  • Secretary, Ohio Council for Children with Behavioral Disorders 2009 to To Present

Other Experience and Professional Memberships

  • 2009 to To Present ,Secretary, . Ohio Council for Children with Behavioral Disorders.
  • 2010 to To Present ,Member, . Higher Education Consortium for Special Education.
  • 2012, Tedd Carr Initial Researcher Award, . Association for Positive Behavior and Supports.