EDUCATION
| Ph.D. | Special Education (Emphasis: Early Childhood) | University of Alabama |
| M.T. | Early Childhood Special Education | University of Virginia |
| B.A. | Psychology (With Distinction) | University of Virginia |
AWARDS AND HONORS
| Year | Award |
|---|---|
| 2020 | Tommy Russell Award for Excellence in Doctoral Studies, Department of Special Education, College of Education, University of Alabama |
| 2018-19 | Council for Exceptional Children Division for Research Doctoral Student Scholars |
| 2017 | Jasper Harvey Award for Excellence in Graduate Studies, Department of Special Education, College of Education, University of Alabama |
| 2012-13 | Harris Fellowship in Child Development and Early Childhood Education, Yale School of Medicine, Yale University |
AREAS OF EXPERTISE
Early intervention
Coaching and consultation
Autism
Use of remote technology/telepractice
RESEARCH AND GRANT PROJECTS
- Advancing Effective Autism Practices in Early Intervention Community Settings
Alabama Department of Rehabilitation Services
The University of Alabama, Department of Communicative Disorders
Principal Investigator: Angela Barber, Ph.D.
Total Funds: $825,322 (2019-2022)
HIGHLIGHTED PUBLICATIONS
- Tomeny, K. R., Tomeny, T. S., & McWilliam, R. A. (2024). Feasibility of remote coaching with early interventionists: NDBI strategies in Part C. Topics in Early Childhood Special Education.
- Tomeny, K. R., GarcĆa-Grau, P., & McWilliam, R. A. (2021). Early interventionistsā ratings of family-centered practices in natural environments. Infants & Young Children, 34, 266-283. *Infants & Young Children chose this as a featured article in conjunction with the International Society on Early Intervention (ISEI)
- Akemoglu, Y, & Tomeny, K. R. (2021). A parent-implemented shared-reading intervention to promote communication skills of preschoolers with autism spectrum disorder. Journal of Autism and Developmental Disorders, 51, 2974-2987. Ā· IDEA Infant & Toddler Coordinators Association. (2021). Autism spectrum disorder: Developing state guidelines for services.
- Ā· Tomeny, K. R., McWilliam, R. A., & Tomeny, T. S. (2020). Caregiver-implemented intervention for young children with autism spectrum disorder: A systematic review of coaching components. Review Journal of Autism and Developmental Disorders, 7, 168-181.
PROFESSIONAL MEMBERSHIPS / ACTIVITIES
- Alabama Interagency Autism Coordinating Council (AIACC) Standards of Practice: Birth to Five Committee (Co-Chair)
- Diagnostic and Treatment Workgroup for Young Children with Autism Spectrum Disorder through Alabama Department of Mental Health and Alabama Department of Rehabilitation Services (Member)
- Infants & Young Children Editorial Board (Member)
BIOGRAPHY
Dr. Kimberly Tomeny is a clinical associate professor in the Department of Special Education at The University of Alabama. She also serves as an instructional consultant with the UA Teaching Academy, which promotes high-quality, evidence-based instruction across campus.
Dr. Tomeny holds a Ph.D. in special education (with an emphasis in early childhood) from The University of Alabama. She received her bachelorās degree in psychology and masterās degree in early childhood special education from the University of Virginia. She also completed a post-graduate fellowship in Child Development and Early Childhood Education at Yale University.
Dr. Tomeny has a wide range of experience working in education, from providing educational services to infants and toddlers with disabilities and their families to preparing future educators through higher education instruction. Her experience and research interests have centered on consultation and coaching to support professionalsā implementation of evidence-based practices across educational settings (e.g., early intervention, early childhood education, higher education), as well as the use of remote technology for service delivery and professional development. Dr. Tomeny has collaborated with colleagues across disciplines and partnered with state leaders on numerous service and research initiatives aimed toward developing sustainable approaches to professional development and facilitating professionalsā use of best practices in existing community-based systems.