Robin Ennis

HIGHLIGHTED PUBLICATIONS

1. Ennis, R. P., & Lee, E. O. (in press). Mindfulness- and relationship-based interventions: Which break is better for improving classroom behavior. Education and Treatment of Children. https://doi.org/10.1007/s43494-024-00128.
2. Royer, D. J. & Ennis, R. P. (2024). Student-delivered behavior-specific praise: A systematic review and meta-analysis. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1444394
3. Ennis, R. P., Royer, D. J., & Hosp, J. L. (2022).Using systematic screening to identify students with
   academic and behavioral challenges for strategy instruction. Preventing School Failure, 66, 312-319. https://doi.org/10.1080/1045988X.2022.2076643
4. Ennis, R. P., Lane, K. L., & Flemming, S. C. (2021). Empowering teachers with low-intensity strategies: Supporting students at-risk for EBD with instructional choice during reading. Exceptionality, 29, 61-79. https://doi.org/10.1080/09362835.2020.1729766
5. Losinski, M., Ennis, R. P., Shaw, A. & Gage, N. (2021). Supporting students within an MTSS framework using SRSD Fractions: Results of a regression discontinuity design. Learning Disabilities Research and Practice, 36, 213-223. (invited manuscript). https://doi.org/10.1111/ldrp.12253
6. Ennis, R. P., Royer, D. J., Lane, K. L. & Dunlap, K. (2020). Behavior-specific praise in PK-12 settings: Mapping the 50-year knowledge base. Behavioral Disorders, 45, 131-147. https://doi.org/10.1177/0198742919843075
7. Yell, M., Ennis, R. P., Katsiyannis, A., Losinski, M., & Bateman, D. (2020). Making legally sound placement decisions. Teaching Exceptional Children, 52, 291-303. https://doi.org/10.1177/0040059920906537
8. Ennis, R. P. & Losinski, M. L. (2019). Interventions to improve the fraction skills for students with disabilities: A meta-analysis. Exceptional Children, 85, 367-386. https://doi.org/10.1177/0014402918817504
9. Ennis, R. P., & Losinski, M. L. (2019). SRSD Fractions: Helping students at risk for disabilities add/subtract fractions with unlike denominators. Journal of Learning Disabilities, 52, 399-412. https://doi.org/10.1177/0022219419859509
10. Losinski, M., Ennis, R.P., Katsiyannis, A., & Rapa, L. J.(2019).Schools as change agents in reducing bias and discrimination:  Shaping behaviors and attitudes. Journal of Child and Family Studies, 28, 2718-2726. https://doi.org/10.1007/s10826-019-01452-2
11. Ennis, R. P. (2018). Group contingencies to increase appropriate behaviors in the classroom: Tips for success. Beyond Behavior, 27, 82-89. https://doi.org/10.1177/1074295617728509
12. Ennis, R. P., Lane, K. L., & Oakes, W. P.  (2018). Empowering teachers with low-intensity strategies to support instruction: Implementing within-activity choices in third-grade math with null effects. Remedial and Special Education, 39, 77-94. https://doi.org/10.1177/0741932517734634
13. Katsiyannis, A., Whitford, D. K., & Ennis, R. P. (2018). Historical examination of United States intentional school shootings by students in the 20^th and 21^st Centuries: Implications for students, schools, and society. Journal of Child and Family Studies, 27, 2562-2573. https://doi.org/10.1007/s10826-018-1096-2
14. Messenger, M., Common, E., Lane, K. L., Oakes, W. P., Menzies, H. M., Cantwell, E. D., & Ennis, R. P. (2017). Empowering teachers with low-intensity strategies to support student engagement:  Increasing opportunities to respond for students with internalizing behaviors. Behavioral Disorders, 42, 170-184. https://doi.org/10.1177/0198742917712968
15. Lane, K. L., Oakes, W. P., Ennis, R. P., & Royer, D. J. (2015). Additional evidence of convergent validity between SRSS-IE and SSiS-PSG scores. Behavioral Disorders, 40, 213-229. https://doi.org/10.17988/0198-7429-40.4.213
16. Ennis, R. P., Harris, K. R., Lane, K. L., & Mason, L. H. (2014). Lessons learned from implementing self-regulated strategy development with students with emotional and behavioral disorders in alternative educational settings. Behavioral Disorders, 40, 68-77. https://doi.org/10.17988/0198-7429-40.1.68

BIOGRAPHY

Robin Parks Ennis, PhD, BCBA-D, is a professor in the department of Special Education at the University of Alabama. Dr. Ennis has previously served as a faculty member at the University of Alabama at Birmingham, Clemson University, and Georgia State University. Before that, she taught special education in Hoover City Schools. Dr. Ennis earned her Ph.D. at Georgia State University, her master’s degree and BCBA certification at Peabody College of Vanderbilt University, and her undergraduate degree at Birmingham-Southern College. Her research interests include integrated behavioral, academic, and social/emotional interventions to support the complex needs of students with emotional and behavioral disorders. On these topics she has published over 100 peer-reviewed articles, conducted over 300 conference presentations and workshops, and co-authored the book Supporting Behavior for School Success: A Step-by-step Guide to Key Strategies. Dr. Ennis currently participates in Alabama Multi-Tiered Systems of Support (AL-MTSS), a project supporting Alabama schools in MTSS development and implementation. Dr. Ennis serves as an associate editor of Behavioral Disorders and Remedial and Special Education and on the editorial boards of Beyond Behavior, Education and Treatment of Children, Intervention in School and Clinic, and the Journal of Positive Behavior Interventions. Dr. Ennis currently serves as immediate past president of the Division for Emotional and Behavioral Health (formerly the Council for Children with Behavioral Disorders) of the Council for Exceptional Children. Dr. Ennis and her husband, John, have five children – Archer, Andrew, Alden, Miles, and Meadow.