Clinical Associate Professor
Director of Graduate Studies and Engaged Learning
Department of Teaching & Learning
Ph.D., University of North Texas
6401 Airline Rd
Francesca Jones received her Ph.D. in Special Education with emphasis on behavioral disorders, from the University of North Texas in 2005. Prior to that, she taught students with behavioral disorders in upper elementary school. Dr. Jones received her M.A. in Early Childhood Special Education from Vanderbilt University, and her B.A. in Government and History from the University of Notre Dame. Dr. Jones research and teaching interests center on behavior, reading, cognitive disabilities and autism.
Allor, J. H., Mathes, P. G., Jones, F. G., Champlin, T. M., & Cheatham, J. P. (2010). Individualized research-based reading instruction for students with intellectual disabilities. TEACHING Exceptional Children, 42, 6-12.
Allor, J. H., Mathes, P. G., Roberts, J. K., Jones, F. G., & Champlin, T. M. (2010). Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. Education and Training in Autism and Developmental Disabilities, 45, 3-22.
Allor, J.H., Jones, F.G., & Mathes, P.G. (2010) “Not this child”: Success stories from research in teaching reading to students with cognitive disabilities. Teaching Exceptional Children.
Jones, F. G. (2005). Meta analysis of reading studies for students with emotional and learning disabilities. Unpublished Doctoral Dissertation, University of North Texas, Denton, TX.
Butler, C. J. & Jones, F. J. (2006). Effective Disciplinary Practices in Schools: Setting the Stage for Student Success. In L. M. Bullock, R. A. Gable, & K. Melloy (Eds.), Effective disciplinary practices: Strategies for maintaining safe schools and positive learning environments for students with challenging behaviors. Arlington, VA: Council for Children with Behavioral Disorders.
Menendez, T., M., Chen, K., Meyton, M., Jones, F., & Manning, M. (2004). Creating Quality Environments to Occasion Student Success: Meeting the Needs of Students with Emotional and Behavioral Problems. In L. M. Bullock, R. A. Gable, & K. Melloy (Eds.), Effective interventions for classrooms, schools, and communities: Making a difference in the lives of students with learning and behavioral problems. Arlington, VA: Council for Children with Behavioral Disorders.
Wehby, J. H., Symons, F. M. Canale, J. A. & Go, F. (1999). Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations. Behavioral Disorders, 20, 87-105.