EIU Department of Psychology

<back to listing

Dr. Margaret T Floress, Professor and Coordinator of the School Psychology Graduate Program

Office: 1437 - Physical Sciences
Phone: 217-581-2127
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

Floress, M. T., Briesch, A., Jenkins, L., & *Hampton, K. (May, 2021). Teacher praise and reprimand: Examining the generalizability and dependability of observational estimates, Behavior Disorders. Published on-line.

Floress, M. T., *Beaudoin, M. M., & Bernas, R. S. (March, 2021). Exploring secondary teachers’ actual and perceived praise and reprimand use. Journal of Positive Behavior Interventions. Published on-line.

Floress, M. T., Zoder-Martell, K., *Beaudoin, M., & *Yehling, Z. (March, 2021). Teacher praise to reprimand ratios during small and large group instruction: A video pilot study. Preventing School Failure: Alternative Education for Children and Youth, 65, 206-215. http://doi:10.1080/1045988X.2021.1898318

Markelz, A. M., Riden, B. S., Floress, M. T., Balint-Langel, K. M., Health, J. A., Pavelka, S. (Jan, 2021). Teachers’ use of specfic, contingent, and varied praise. Journal of Positive Behavior Interventions. Published on-line.

Zoder-Martell, K., Floress, M. T., Sciuchetti, M., Markelz, A., Sayyah, L. Gather, J. (March, 2021). Teachers’ willingness to use a telepresence robot for consultation in autism spectrum disorder. Contemporary School Psychology. doi.org/10.1007/s40688-021-00359-4. Published on-line.

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., Poirot, K, *Estrada, N. (May, 2020). Conceptualizing fixed-interval praise delivery. Intervention in School and Clinic, 56, 84-91. 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., Zoder-Martell, K., & *Schaub, R. (Dec, 2017). Social skills plus relaxation training with a child with ASD in the Schools. Research in Developmental Disabilities, 71, 200-213. doi:org/10.1016/j.ridd.2017.10.012

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

Jenkins, L.N., Mulvey, N., & Floress, M. T. (Aug, 2017). Social and language skills as predictors of bullying roles in early childhood: A narrative summary of the literature. Education and Treatment of Children, 40, 401-417. doi: 10.1353/etc.2017.0017

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

 

Funding & Grants

Extramural Sponsorship:

2019 - Co-Principal Investigator. Five in 20: A Classroom Observation Tool Used to Assess the Five Critical Features for Effective Classroom Management. Illinois School Psychologist Association Practitioner Grant: Total amount funded: $1,000.

2018 - Principal Investigator. Teacher Praise and Reprimand: Using Technology in
Assessment and Consultation. The Spencer Foundation: Small Research Grants. Total amount
requested: $49,896. Unfunded.

2013 - Principal Investigator. A Preliminary Investigation of Teachers’ Use of Praise in General Education Classrooms (2013-2015). Early Career Research Award. Funded by the Society for the Study of School Psychology. Total amount funded: $16,000.

Intramural Sponsorship:

2020 - Summer Research/Creative Activity Award. For the purpose of carrying out summer research related to the creation and analysis of a classroom observation tool. Unfunded.

2019 - Student Impact Grant for Faculty Mentors. Awarded for carrying out student supported research. Oct, 2019. Total funded, $1500.

2019 - College of Liberal Arts and Sciences Travel Grant. Awarded for attending and disseminating research at the National Association of School Psychologists Annual Conference. Feb, 2020. Total funded, $500.

2019 - Redden Grant, May 2019. Unfunded

2019 - Provost Research Assistantship, February 2019. Unfunded.

2019 - Academic Technology Support Proposal, January 2019. Unfunded.

2018 - College of Sciences Travel Grant, awarded to attend and disseminate research at the National Association of School Psychologists Annual Conference, February 2019. $500.

2017 - College of Sciences Travel Grant, awarded to attend and disseminate research at the National Association of School Psychologists Annual Conference, February 2018. $750.

2017 - College of Sciences Student Impact Grant, $1500.

Graduate Student Thesis Projects: 

1. Jillian McMahan (in progress). Assessing early educators' knowledge of behavior management and developmental disabilities. 
2. Jess White (in progress). Assessing teachers' need for classroom management training: Can consultants link data to evidence-based practices?
3. Kaylee Hampton (in progress). Social validity and feasibility of the five in 20 classroom management observation tool. 
4. Allie Cardot (defended spring 2021). Five in 20: An observation tool used to assess the five features critical to effective classroom management.
5. Madison Fisher (defended spring 2021). Elementary educators’ knowledge and acceptability of praise.
6. Aubrey Toosley (defended fall 2019). Teachers use of diverse praise: A middle and high school sample.
7. Zachary Yehling (defended spring 2020). Middle school and high school teachers’ knowledge and acceptability of praise.
8. Emma Riedesel (defended spring 2019). Middle and high school teachers’ praise and reprimand delivery.
9. Melissa Beaudoin (defended spring 2019). Middle and high school teachers’ actual and perceived use of praise and reprimand.
10. Chloe Lindstrom (defended spring 2019). Teacher perceptions of evidence-based classroom management strategies.  
11. Sara Hayn (defended spring 2018). An examination of teachers’ natural praise to reprimand ratios and teachers’ perceptions of self-efficacy and stress.
12. Kari Meyer (defended spring 2017). Utilizing incentives to increase teacher praise.
13. Shelby Beschta (defended spring 2017). An analysis of general education teachers’ use of diverse praise statements.
14. Jessica Berlinghof (defended spring 2016). Preschool teachers’ use of praise: Comparing general, at-risk, and special education classrooms.
15. Rebecca Radar (defended spring 2016). Examination of externalizing behaviors within general education, at-risk, and special education preschool-aged classrooms.
16. Kaci Clark (defended spring 2016). Examining the effect of caffeine and technology on adolescent sleep.
17. Amber Jacoby (defended 2016). The effects of the caterpillar game on classroom behavior and teacher stress.

Undergraduate Honors Thesis: 

1. Megan Evans (defended 2020). Pre-service early childhood educators' use of praise and reprimand.
2. Madison Fisher (defended 2018). Teacher attitudes and knowledge of praise as a classroom management tool.
3. Megan Dandurand (defended 2014). Nightmares and kindergarten-aged children
4. Elizabeth Schroeder (defended 2013). Maladaptive behaviors within the context of play