Robin Ennis

SELECTED PUBLICATIONS

1. Ennis, R. P., Evanovich, L., Shaw, A., & Katsiyannis, A. (in press). Supporting students with EBD through intervention research – Who are we serving? A Call for Action. Behavioral Disorders. https://doi.org/10.1177/01987429251409770
2. Ennis, R. P., & Royer, D. J. (in press). Student-delivered behavior-specific praise in residential settings: A systematic literature review and meta-analysis. Residential Treatment for Children and Youth. https://doi.org/10.1080/0886571X.2025.2566016
3. Evanovich, L. & Ennis, R. P. (in press). Intervention research for students with internalizing and co-occurring behavior patterns: A scoping review and call for additional research. Education and Treatment of Children.
4. Rose, C. A., Gage, N. A., & Ennis, R. P. (in press).Friends still matter! Exploring peer social support and bullying involvement for students with emotional and behavioral disorders – A replication over time. Education and Treatment of Children.
5. Royer, D. J., & Ennis, R. P. (2026). From precorrection to individualized de-escalation plans: A continuum of supports for preventing breakdowns in learning and behavior. In L. Collins and T. J. Landrum (Eds.). Advances in Learning and Behavioral Disabilities, Vol. 48. Emerald Insight.
6. Ennis, R. P., & Sallese, M. R. (2026). Moving beyond punishment to cultivate lasting behavior change. Beyond Behavior, 35, 4-13. https://doi.org/10.1177/10742956261420706
7. Michael, E.*, Jolivette, K., Swoszowski, N. C., Ennis, R. P., Sanders, S., Pitzel, A.*, & Hackney, A. J.* (2026). Giving voice through choice: embedding a low intensity behavior strategy into strategic writing instruction. Exceptionality, 34(2), 92-109.. https://doi.org/10.1080/09362835.2025.2600973
8. Ennis, R. P. & Kilgo, J. (2025). Implementing a comprehensive behavior support framework in an inclusive early childhood program: Process overview and lessons learned. In B. G. Cook and T. J. Landrum (Eds.). Advances in Learning and Behavioral Disabilities, Vol. 47. Emerald Insight.
9. Hackney, A.*, Sanders, S., Jolivette, K., Ennis, R. P., & Swoszowski, N. C. (2025). Exploring facilitator and student conversation within check-in/check-out interventions: A systematic review with links to a trauma-informed conversations. Behavioral Disorders, 50, 162-181.https://doi.org/10.1177/01987429241256319  AWARD WINNER
10. Lee, E. O., Ennis, R. P., Anson, L. E., Kilgo, J., Christensen, L., Hill, K., & Stavrinos, D. (2025). Using a mindfulness-based intervention with children with autism spectrum disorders to decrease disruptive behavior in early elementary inclusion classrooms. Journal of Emotional and Behavioral Disorders, 33, 145-158. https://doi.org/10.1177/10634266241311556
11. Mercier, A., Sherrod, G., Ennis, R. P., Clay, O. J., Richter, C. G., & Stavrinos, D. (2025). Examination of driving performance across autistic drivers: A meta-analysis. Journal of Developmental and Behavior Pediatrics, 46(3), 312-320. https://doi.org/10.1097/DBP.0000000000001360
12. Powell, S. R., Barnes, M. A., Root, J., Hughes, E. M., Ketterlin-Geller, L., Nelson, G., Rojo, M., Allsopp, D. H., Witzel, B. S., Myers, J. A., Flores, M. M., Lembke, E. S., Burns, M. K., Namkung, J., Poncy, B., Ennis, R. P., Morin, L. L., Arsenault, T. L., Doabler, C. T., Hinton, V., Satsangi, R., Kong, J. E., Jimenez, B., Bundock, K., Codding, R. S., King, S., Dueker, S. A., Arizmendi, G., Gilley, D., Brafford, T., Stevens, E. A., Clarke, B., Riccomini, P. J., & Peltier, C. (2025). The NCTM/CEC position statement on teaching mathematics to students with disabilities: What’s in it and what’s not. Research in Special Education, 2, 1-37. https://doi.org/10.25894/rise.2796
13. 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.
14. 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
15. 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
16. 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
17. 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
18. 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
19. 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
20. 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
21. 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
22. 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
23. 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
24. 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
25. 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
26. 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
27. 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
28. 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.