Faculty & Staff
Faculty
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Rose Iovannone, PhDAssociate Research ProfessorPhone: 813-974-1696 |
Research Interests:
Autism and related disabilities; functional behavior assessment and positive behavior supports; augmentative/alternative communication.
Dr. Iovannone is an Associate Research Professor at the 51在线 and a board-certified behavior analyst. She is currently the Director of the . She is a Co-Principal Investigator for two federal research grants. MAAPS is a four-year randomized controlled trial evaluation of a modular approach for school-team implementation of evidence-based practices with autistic students. MOTIVATED is a three-year development grant that will create a modular approach for Tier 1 behavioral strategies teachers of students with emotional disturbance will implement. She is a co-investigator for the recently funded ePTR grant that aims to develop a virtual process for training PTR coaches. She works with the National PBIS Center to develop Tier 3 resources.
Dr. Iovannone previously served as the director of Prevent-Teach-Reinforce (PTR), a randomized controlled trial of a standardized functional behavior assessment model. Dr. Iovannone is the current elected treasurer of the Association for Positive Behavior Support. Dr. Iovannone has provided professional development and technical assistance to educators nationally and internationally. She has published numerous peer-reviewed articles, books, and book chapters related to behavioral interventions at the individualized level and evidence-based practices for students with autism spectrum disorders.
Current Research & Training
51在线 Diagnostic and Learning Resource System
The mission of the is to provide evaluation and intervention services to students whose presenting needs
have been resistant to typical interventions. Specifically, the USF clinic will provide
the following: (a) Behavioral evaluations and support plans using evidencebased practices
(i.e., functional behavior
assessments and function-based support plans); (b) Autism Spectrum Disorder (ASD)
diagnosis and strategies; and (c) Diagnosis of ASD and co-morbid conditions and strategies
(e.g., anxiety, ADHD, depression). Services will include interdisciplinary processes
in planning for evaluations and developing contextually based interventions and coaching
support for implementation of interventions in educational, community, and home settings.
In addition, capacity building activities will be embedded to increase skills in school
personnel, specifically in developing and implementing interventions for students
needing Tier 3 multitiered behavioral supports and using data to make educational
decisions that will increase academic and behavioral success of students. Finally,
training and technical assistance (e.g., school-based/family consultations) will be
provided in specialization areas as indicated by needs assessments to families, community
and medical agency staff, and educational personnel.