Dr. Margaret T Floress, Associate Professor
Office: 1437 - Physical Sciences
Phone: 2175812127
Email: mfloress@eiu.edu
Website: https://www.eiu.edu/schoolpsych/
Welcome to my webpage! In addition to coordinating the School Psychology Graduate Program at EIU, I have established an academic research program focusing on teacher training and classroom management. My love of research began as an undergraduate student in the Parent-Child Interaction Therapy (PCIT) Clinic at Central Michigan University. I blended my interest in parent training and school psychology by completing my dissertation examining the effects of Teacher-Child Interaction Training (TCIT) on behaviorally at-risk preschool children. I've also completed pre and post-doctoral training in behavioral pediatrics at the University of Nebraska Medical Center, Munroe-Meyer Institute (MMI).
My overarching goal of my research agenda is to identify simple, effective, and low-cost behavior management strategies and training methods to help retain high-quality teachers and increase positive behavioral and academic outcomes for students. To meet this goal, I invite undergraduate and graduate students to be a part of my research program. I enjoy engaging in research with students that provides hands on experience (e.g., recruiting, collecting data, writing) and opportunities to contribute to discussion and ideas that drive research forward.
I am also happy to speak to students who are interested in graduate training in applied fields with children, especially school psychology and behavioral pediatrics.
Frequently Taught Courses
Undergraduate Courses:
PSY 3515 Child Psychology
PSY 3620 Psychology of Learning
Graduate Courses:
PSY 6890 Advanced Practicum in School Psychology - Assessment & Intervention
PSY 5023 Preschool Assessment for Prevention & Intervention
PSY 6050 Behavior Therapy
PSY 5170 Theories of Learning
PSY 5550 Neurodevelopmental & Related Disabilities in School Psychology
Education
B.S., Central Michigan University (1999-2003)
M.A., Indiana State University (2003-2004)
Ph.D., Indiana State University (2004-2007)
Pre-Doctoral Internship, University of Nebraska Medical Center, Munroe-Meyer Institute
(2006-2007)
Post-Doctoral Internship, University of Nebraska Medical Center, Munroe-Meyer Institute
(2007-2008)
Licensed Psychologist in Illinois # 071.007945
Nationally Certified School Psychologist # 36455
Professional Organizations
ISPA, NASP
Research
Natural Rates of Teacher Behavioral Skills
Teacher/Parent Training
Preschool Intervention
Behavioral and Academic Interventions
Sleep and Elimination Disorders
Selected Publications
* indicates graduate or undergraduate student
- Zoder-Martell, K., Markelz, A., Floress, M. T., Skriba, H. A., Sayyah, L. (2020). Technology to facilitate telehealth in applied behavior analysis. Behavior Analysis in Practice. Published on-line May 2020. Preprint doi:10.31234/osf.io/nz5s7
- Floress, M. T., Cates, G., Poroit, K, *Estrada, N. (2020). Conceptualizing fixed-interval praise delivery. Intervention in School and Clinic. Published on-line May 1, 2020. https://doi.org/10.1177/1053451220914889
- Zoder-Martell, K. A., Floress, M. T., Bernas, R. S., Dufrene, B. A., & Foulks S. L. (Sept, 2019). Training teachers to increase behavior-specific praise: A meta-analysis. Journal of Applied School Psychology, 35, 309-338. Doi: 10.1080/15377903.2019.1587802.
- Floress, M. T., & *Beschta, S. (Oct, 2018). An analysis of general education teachers’ use of diverse praise. Psychology in the Schools, 55(10), 1188-1204. doi.org/10.1002/pits.22187.
- *Meyer, K., Floress, M. T., & Zoder-Martell, K. (Feb, 2019). Utilizing staff incentives to increase school-wide praise. Journal of Applied School Psychology, 35 (1) 75-104. doi.org/10.1080/15377903.2018.1493556
- Floress, M. T., *Rader, R., *Berlinghof, J, & *Fanok, P. (April, 2018). Externalizing behaviors within general, at-risk, and special education preschool classrooms: A preliminary investigation. Preventing School Failure: Alternative Education for Children and Youth, 62(4), 279-288. doi:10.1080/1045988X.2018.1443424
- Floress, M. T., Jenkins, L. N., Reinke, W., & *McKown, L. (July, 2018). General education teachers’ natural rates of praise: A preliminary investigation. Behavioral Disorders, 43(4), 411-422. doi.org/10.1177/0198742917709472
- Floress, M. T., *Beschta, S., *Meyer, K., & Reinke, W. (Nov, 2017). Praise research trends and future directions: Characteristics and teacher training. Behavioral Disorders, 43, 227-243. doi.org/10.1177/0198742917704648
- Floress, M.T., *Berlinghof, J., *Rader, R., & *Riedesel, E. (May, 2017). Preschool teachers’ natural use of praise in general, at-risk, and special education classrooms. Psychology in the Schools, 54, 519-531.
- Floress, M.T. & *Jacoby, A. (Jan, 2017). The Caterpillar Game: A SW-PBIS aligned classroom management system. Journal of Applied School Psychology, 33, 16-42. doi:10.1080/15377903.2016.1229706
- Floress, M.T., *Rock, A.L., & HaileMariam, A. (Apr, 2017). The Caterpillar Game: A classroom management system. Psychology in the Schools, 54, 385-403. doi: 10.1002/pits.22000.
- Jenkins, L.N., Floress, M.T., & Reinke, W. (May, 2015). Rates and types of teacher praise: A review and future directions. Psychology in the Schools, 52, 463-476. doi:10.1002/pits.2183
- Floress, M.T. & Jenkins, L.N. (2015). A preliminary investigation of kindergarten teachers’ use of praise in general education classrooms. Preventing School Failure: Alternative Education for Children and Youth, 59, 253-262. doi:10.1080/1045988X.2014.942834
Funding & Grants
2013 - College of Sciences Early Research Support Grant, Awarded for the purpose of carrying out research. Project titled: Video Observation of Teacher's Behavioral Skills in the Classroom, Eastern Illinois University, $300.
2013 - Society for the Study of School Psychology, Awarded for the purpose of carrying out research. Project titled: A Preliminary Investigation of Teacher's Use of
Praise in General Education Classrooms, $16,000.
2013 - College of Sciences Seed Grant, Awarded for the purpose of carrying out research. Project titled: Teachers' Use of Behavioral Skills in the Classroom and Student Classroom Behavior, Eastern Illinois University, $1300.
Graduate Student Thesis Projects:
- Allie Cardot (proposed spring 2020, in progress). Five in 20: An observation tool used to assess the five features critical to effective classroom management.
- Madison Fisher (proposed spring 2020, in progress). Elementary educators’ knowledge and acceptability of praise.
- Aubrey Toosley (defended fall 2019). Teachers use of diverse praise: A middle and high school sample.
- Zachary Yehling (defended spring 2020). Middle school and high school teachers’ knowledge and acceptability of praise.
- Emma Riedesel (defended spring 2019). Middle and high school teachers’ praise and reprimand delivery.
- Melissa Beaudoin (defended spring 2019). Middle and high school teachers’ actual and perceived use of praise and reprimand.
- Chloe Lindstrom (defended spring 2019). Teacher perceptions of evidence-based classroom management strategies.
- Sara Hayn (defended spring 2018). An examination of teachers’ natural praise to reprimand ratios and teachers’ perceptions of self-efficacy and stress.
- Kari Meyer (defended spring 2017). Utilizing incentives to increase teacher praise.
- Shelby Beschta (defended spring 2017). An analysis of general education teachers’ use of diverse praise statements.
- Jessica Berlinghof (defended spring 2016). Preschool teachers’ use of praise: Comparing general, at-risk, and special education classrooms.
- Rebecca Radar (defended spring 2016). Examination of externalizing behaviors within general education, at-risk, and special education preschool-aged classrooms.
- Kaci Clark (defended spring 2016). Examining the effect of caffeine and technology on adolescent sleep.
- Amber Jacoby (defended 2016). The effects of the caterpillar game on classroom behavior and teacher stress.
Undergraduate Honors Thesis:
- Megan Evans (defended 2020). Pre-service early childhood educators' use of praise and reprimand.
- Madison Fisher (defended 2018). Teacher attitudes and knowledge of praise as a classroom management tool.
- Megan Dandurand (defended 2014). Nightmares and kindergarten-aged children
- Elizabeth Schroeder (defended 2013). Maladaptive behaviors within the context of play