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Casey Hord

Title: Assoc Professor
Office: 600G Teachers College
Tel: 513-556-2481
Email: hordcy@ucmail.uc.edu

Casey Hord is an assistant professor in the department of Special Education. He coordinates the Special Education PhD and EdD programs at the University of Cincinnati. His primary research interest is developing interventions in mathematics for students with high incidence disabilities. Other research interests include the role of visual representations in mathematics teaching for addressing difficulties with working memory, the mathematical reasoning processes of students with high incidence disabilities, and the potential role of tutors for students with disabilities in urban, suburban, and rural settings.

For more information on UC student involvement in tutoring contexts in the community, please see this link: http://cech.uc.edu/headlines/2016/hughes-tutoring.html

If you are interested in the Special Education PhD or EdD program, please contact Dr. Hord at (513) 556-2481 or at casey.hord@uc.edu.

Education

  • PhD, Purdue University, 2012 (Special Education).
  • M. S. Ed., Southern Illinois University Edwardsville, 2002 (Elementary Education).
  • B.A. , Millikin University, 1997 (Sociology).

Research Information

Research Support

  • (Collaborator), Koenig, K. (PI), Bao, L., Hord, C., & Zydney, J. , Teacher Professional Development for Technology--Enhance Inquiry to Foster Students' 21st Century Learning, National Science Foundation. (DRL-1417983), $449,876. 09-01-2014 to 08-31-2017. Status: Active.
  • (Collaborator), Camp, E. M. (PI), Kroeger, S. D., Haydon, T, & Hord, C. , 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), $250,000. 07-01-2014 to 06-30-2015. Status: Completed.

Publications

Peer-reviewed Publications

  • Hord, C., & Bouck, E. C. (2012). Review of academic mathematics instruction for students with mild intellectual disability.. Education and Training in Autism and Developmental Disabilities, 47, 389-400..
  • Xin, Y. P., Hord, C., Zhang, D., Cetintas, S, Park. J., & Si, L. (2012). The effects of computer-assisted instruction in teaching conceptual model-based problem solving. Learning Disabilities: A Multidisciplinary Journal, 18, 71-85..
  • Tzur, R., Johnson, H. L., McClintock, E., Kenney, R. H., Xin, Y. P., Si, L., Woodward, J., Hord, C., & Jin, X. (2013). Distinguishing schemes and tasks in children's development of multiplicative reasoning. PNA, 7 (3), 85-101.
  • Hord, C., & Marita, S. (2014). Students with learning disabilities tackling multi-step problems: Better opportunities through math conversations supported by tables. . Mathematics Teaching in the Middle School., 19, 548-555.
  • Hord, C., & Newton, J. (2014). Mathematics curricula and the needs of students with learning disabilities. School Science and Mathematics., 114, 191-201.
  • Xin, Y. P. & Hord, C. (2013). Conceptual model based teaching to facilitate geometry learning of students who struggle in mathematics. Journal of Scholastic Inquiry: Education, 1 (1), 147-160.
  • Hord, C., & Xin, Y. P. (2013). Intervention research for helping elementary school students with math learning disabilities understand and solve word problems from 1996-2009 . Learning Disabilities: A Multidisciplinary Journal, 19, 3-17.
  • Hord, C. & Xin, Y. P. (2015). Teaching area and volume to students with mild intellectual disability. Journal of Special Education, 49 (118-128).
  • Hord, C., Marita, S., Walsh, J. B., Tomaro, T. M., & Gordon, K. (2016). Conversational scaffolding for students with LD.. Mathematics Teacher, 109,, 612-617.
  • Hord, C., Marita, S., Ayaz, S., Tomaro, T. M., Gordon, K., Tunningley, J., & Haskins, S. (In Press). Diverse Needs of Students with Learning Disabilities: Meeting High Expectations in Algebra. Journal of Research in Special Educational Needs..
  • Hord, C., Marita, S., Walsh, J. B., Tomaro, T. M., Gordon, K., & Saldanha, R. L. (2016). Teacher and student use of gesture and access to secondary mathematics for students with learning disabilities: An exploratory study. Learning Disabilities: A Contemporary Journal, 14, 189-206.
  • Hord, C., Tzur, R., Xin, Y. P., Si, L., Kenney, R., & Woodward, J. (2016). Overcoming a 4th Grader’s Challenges with Working-Memory via Constructivist-Based Pedagogy and Strategic Scaffolds: Tia’s Solutions to Challenging Multiplicative Tasks. Journal of Mathematical Behavior, 44, 13-33.
  • Marita, S., & Hord, C. (2017). Review of Mathematics Interventions for Secondary Students with Learning Disabilities. Learning Disability Quarterly, 40, 29-40.
  • Taylor, G. S., & Hord, C. (2016). An exploratory analysis of a middle school science curriculum: Implications for students with learning disabilities. . Learning Disabilities: A Multidisciplinary Journal, 21 (2), 1-13.
  • Cetintas, S., Si, L., Xin, Y. P., & Hord, C. (2010). Automatic detections of off-task behaviors in intelligent tutoring systems with machine learning techniques.. IEEE Transactions on Learning Technologies (3), 228-236.
  • Xin, Y. P., Tzur, R., Hord, C., Liu, J., Park, J. Y., & Si, L. (2017). An Intelligent Tutor-assisted Mathematics Intervention Program for Students with Learning Difficulties. Learning Disability Quarterly, 40, 4-16.

Presentations & Lectures

Invited Presentations

  • Tagg, K., Duvelius, S., Marita, S., Hord, C., Brett, H., & Wiles, B. (12-2015). Students with Disabilities Create Models for Money Management Utilizing Software TASH Conference, Portland, OR..
  • Hord, C., DeJarnette, A. F., & Marita, S. (11-2015). Justification in the Context of Linear Functions: Gesturing as Support for Students with Learning Disabilities Psychology of Mathematics Education-North America, East Lansing, MI..
  • Mishne, S., Broadnax, W., Marita, S., Brett-Mendez, H., & Hord, C. (12-2014). Time and Money Management Software Built by and for Individuals with Disabilities TASH Conference, Washington, D.C..
  • Gregson, S., & Hord, C. (11-2013). Crossing the Mathematics-Special Education Divide in the Era of the Common Core Standards Psychology of Mathematics Education-North America, Chicago, IL..
  • Park, J. Y., Xin, Y. P., Liu, J., Hord, C., Tzur, R., Si, L., Cordova, M., & Ruan, L. Y. (04-2013). Exploring the Effects of Intelligent Tutoring System on Multiplicative Reasoning and Problem-Solving of Students with Learning Disabilities American Educational Research Association Annual Meeting, San Francisco, CA..
  • Xin, Y. P., Hord, C., Liu, J., Park, J. Y, Tzur, R., Si, L., Cordova, M., & Ruan, L. Y. (04-2013). A Comparison of Teacher-delivered Instruction and an Intelligent Tutor-assisted Math Problem-Solving Intervention Program American Educational Research Association Annual Meeting, San Francisco, CA..
  • Hord, C., & Xin, Y. P. (04-2012). Interventions for Helping Elementary Students With Learning Disabilities Succeed With Word Problems Council for Exceptional Children Conference,, Denver, CO..
  • Xin, Y. P., Park, J. Y., Hord, C., Liu, J., Bugdayci, A., Tzur, R., & Si, L. (04-2012). Nurture Multiplicative Reasoning and Problem Solving Through Concept Construction: The Effect of an Intelligent Tutor Council for Exceptional Children Conference, Denver, CO..
  • Xin, Y. P., Hord, C., Park, J. Y., Liu, J, Tzur, R., Bugdayci, A., & Si, L. (04-2012). Make Explicit the Reasoning behind Math Problem Solving: Explore the Effect of an Intelligent Tutor American Educational Research Association Conference, Vancouver, BC.
  • Tzur, R., Johnson, H. L., McClintock, E., Xin, Y. P., Si, L., Kenney, R. H., Woodward, J., Hord, C., & Jin, X. (07-2012). hildren's development of multiplicative reasoning: A schemes and tasks framework. In T. Y. Tso (Ed.) Proceedings of the 36th conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 155-162)., Taipei, Taiwan: National Taiwan Normal University.
  • Wiles, B., & Hord, C. (04-2011). Implications of the Common Core Math Standards on Special Education Teacher Training Council for Exceptional Children Conference, National Harbor, MD..
  • Cetintas, S., Si. L., Xin, Y. P., & Hord, C. (11-2010). Predicting Correctness of Problem Solving in ITS with a Temporal Collaborative Filtering Approach Interactive Tabletops and Surfaces Conference, Saarbrücken, Germany.
  • Hord, C., Xin, Y. P., Tzur, R., Si, L., & Bugdayci, A. (10-2010). The Experiences of a Fourth-Grade Student with a Learning Disability in Mathematics within Constructivist Curriculum Psychology of Mathematics Education-North America, Columbus, OH..
  • Hord, C., Xin, Y. P., & Glavan, C. (04-2010). Effects of CSA and Model-based Teaching on Geometry Skills of Struggling Learners. Council for Exceptional Children Conference, Nashville, TN..
  • Hord, C. & Xin, Y. P. (02-2010). A Comparison of Model-Based and Reform-Based Methods for Teaching Multiplicative Word Problems to Students with Learning Disabilities: A Mixed Methods Explanatory Approach Pacific Coast Research Conference, Coronado, CA..
  • Xin, Y. P., Tzur, R., Si, L., Zhang, D., Hord, C., Luo, W, & Cetintas, S. (10-2009). Interweaving Tasks and Conceptions to Promote Multiplicative Reasoning in Students with Learning Disabilities in Mathematics Psychology of Mathematics Education-North America Conference, Atlanta, GA.
  • Zhang, D., Xin, Y. P., Tzur, R., Hord, C., Si, L., & Cetintas, S. (10-2009). How Do Changes Happen? Transition from Intuitive to Advanced Strategies in Multiplicative Reasoning for Students with Math Disabilities. Psychology of Mathematics Education-North America Conference, Atlanta, GA..
  • Cetintas, S., Si. L., Xin, Y. P., & Hord, C. (07-2009). Predicting Correctness of Problem Solving from Low-level Log Data in Intelligent Tutoring Systems 2nd International Conference on Educational Data Mining Conference, Cordoba, Spain..
  • Cetintas, S., Si, L., Xin, Y. P., Hord, C., & Zhang, D. (07-2009). Learning to Identify Students’ Off-Task Behavior in Intelligent Tutoring Systems. The 14th Annual Conference on Artificial Intelligence in Education, Brighton, United Kingdom.
  • Hendricks, J., & Hord. C. (05-2015). Supporting the Working Memory of a Student with Mild Intellectual Disability by Using Visual and Tactile Supports Midwestern Psychological Association, Chicago, IL..
  • Hord, C., Carnahan, C., Birri, N., Marita, S., & Troup, K. S. (05-2015). Achieving Optimal Stimulation for Students with High Functioning ASD through Academic Engagement Midwestern Psychological Association, Chicago, IL..
  • Hord. C., Marita, S., Ayaz, S., Tomaro, T. M., Gordon, K., Walsh, J. B., & Haskins, S. (05-2015). Overcoming Difficulties with Visual-Motor Integration: A Case of Adaptive Teaching for when a Student with a Learning Disability Struggled with Diagramming and Solving Algebra Problems Midwestern Psychological Association, Chicago, IL..
  • Sunderhaus, N., Alonzo, S., & Hord. C. (05-2015). Utilizing Diagrams and Gestures to Teach Linear Functions to Students with Learning Disabilities Midwestern Psychological Association, Chicago, IL..
  • Hord, C., Xin, Y. P., & Marita, S. (05-2015). Supporting the Working Memory of Students with Mild Intellectual Disability during Mathematical Problem Solving Midwestern Psychological Association, Chicago, IL..
  • Marita, S., & Hord, C. (05-2014). Utilizing Visual Representations to Minimize Working Memory Deficits for Students with Learning Disabilities in Mathematics Midwestern Psychological Association, Chicago, IL..
  • Taylor, G., & Hord, C. (01-2014). Teaching Students with Learning Disabilities in the General Education Classroom Science Education Council of Ohio, Columbus, OH.
  • Hord, C. & Xin, Y. P. (03-2011). Intervention Research for Helping Elementary School Students with Math Learning Disabilities Succeed with Word Problems The 5th Annual Graduate Student Educational Research Symposium., Purdue University, West Lafayette, IN..
  • Hord, C. & Xin, Y. P. (03-2009). Applying the Concrete-Semiconcrete-Abstract Instructional Sequence in Model-based Teaching to Facilitate Conceptual Understanding of Geometry with Students Who Struggle in Mathematics The 3rd Annual Graduate Student Educational Research Symposium, Purdue University, West Lafayette, IN..

Experience & Service

Work Experience

  • 2012 to To Present, Assistant Professor - Special Education, University of Cincinnati.
  • 2011 to 2012, Teaching Assistant - Special Education, Purdue University.
  • 2008 to 2012, Research Assistant/Project Coordinator - Special Education, Purdue University.
  • 2009 to 2010, University Supervisor for Student Teachers - Special Education, Purdue University.
  • 08-2005 to 05-2008, Middle School Math Teacher, LaVergne Middle School, LaVergne, TN.
  • 08-2014 to 06-2005, Middle School At-Risk Teacher, LaVergne Middle School, LaVergne, TN.
  • 08-2002 to 06-2004, Middle School Special Education Teacher, Dirksen School, Joliet, IL.
  • 01-2002 to 04-2002, Student Teacher, Lebanon Elementary School, Lebanon, IL.
  • 08-2000 to 06-2001, Directed Study Room Teacher, Highland Elementary School, Highland, IL.
  • 07-2000 to 08-2000, K-2 Special Education Program Teacher Aide, Region II Special Education Coop., Troy, IL.
  • 05-1996 to 04-2000, Mental Health Professional, Heartland Human Services, Effingham, IL.

Other Experience and Professional Memberships

  • 2009 to To Present ,American Education Research Association (AERA),
  • 2009 to To Present ,Council of Exceptional Children (CEC),
  • 2013 to To Present ,Midwestern Psychological Association (MPA),
  • 2011 to To Present ,National Council of Teachers of Mathematics (NCTM),
  • 2010 to To Present ,North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA),
  • 2013 to To Present ,School Science and Mathematics Association (SSMA),

Courses Taught

  • Level: Undergraduate

  • Level: Undergraduate

  • Level: Undergraduate

  • Level: Undergraduate

  • Level: Undergraduate

  • Level: Undergraduate

  • Level: Undergraduate

  • Level: Undergraduate