Assistant Professor, Ph.D.
Office & Hours
Office: SZB 408M
Courses of Instruction
ALD 328: Foundations of Positive Behavior
Support and Classroom Management
SED 386: Foundations of Positive Behavior Support and Classroom Management
SED 383: Assessment in Special Education
SED 395D: Seminar in Special Education
Department of Special Education
The University of Texas at Austin
1 University Station
Austin, TX 78712
UT Mail Code: D5300
Dr. Flower teaches courses at the undergraduate and graduate levels concerning Positive Behavior Support, classroom management, assessment, and behavioral disorders. Her primary research interests focus on the development and implementation of secondary level interventions to improve the academic, behavioral, and life outcomes of youth with or at-risk for Emotional/Behavioral Disorders, and challenging school behavior. This area of research involves three interrelated strands of inquiry including (a) the use of positive behavior support approaches to facilitate academic and behavioral change, (b) teacher preparation with regard to behavior management, and (c) academic interventions for youth with challenging behavior.
Ph.D. University of Washington
McKenna, J. W., Flower, A., Ciullo, S., Kim, M., & Haring, C. (accepted, anticipated 2014). Function-based interventions for students with learning disabilities. Learning Disabilities Research & Practice.
Flower, A. (in press, anticipated 2014). The effect of iPad use during independent practice for students with challenging behavior. Journal of Behavioral Education.
Flower, A., McKenna, J., Bunuan, R. L., Muething, C., & Vega, R. (2014). Effects of the Good Behavior Game on challenging behaviors in school settings. Review of Educational Research. doi:10.3102/0034654314536781
Flower, A., McKenna, J., Haring, C., & Pazey B. (in press, anticipated 2014). School to life transition: Perceptions of youth in behavior intervention programs. Preventing School Failure.
McKenna, J. W., & Flower, A. (in press, anticipated 2014). Get them back on track: Use of the Good Behavior Game to improve student behavior. Beyond Behavior.
McKenna, J., Flower, A., & Ciullo, S. (2014). Measuring fidelity to improve intervention effectiveness. Intervention in School and Clinic, 50(1), 15-21. doi:10.1177/1053451214532348
McKenna, J., Muething, C., Flower, A., Bryant, D. P., & Bryant, B. (2014). Use and relationships among effective practices in co-taught inclusive high school classrooms. International Journal of Inclusive Education. doi:10.1080/13603116.2014.906665
Flower, A., McKenna, J., Muething, C., Bryant, D. P., & Bryant, B. (2013). Effects of the Good Behavior Game on classwide off-task behavior in a high school basic algebra resource classroom. Behavior Modification, 38, 45-68. doi:10.1177/0145445513507574
Wexler, J., Pyle, N., Flower, A., Williams, J., & Cole, H. (2013). A synthesis of academic interventions for incarcerated adolescents. Review of Educational Research, 84(1), 3-46. doi:10.3102/0034654313499410
Stage, S., Cheney, D., Lynass, L., Mielenz, C., & Flower, A. (2012). Three validity studies of the daily progress report in relationship to the Check, Connect, and Expect intervention. Journal of Positive Behavior Interventions, 14(3), 181-191. doi:10.1177/1098300712438942
Flower, A., McDaniel, S. C., & Jolivette, K. (2011). A literature review of research quality and effective practices in alternative education settings. Education & Treatment of Children, 34, 489-510. doi:10.1353/etc.2011.0038
McDaniel, S. C., Flower, A., & Cheney, D. (2011) Put Me in Coach! A powerful and efficient secondary tier behavioral intervention for alternative settings. Beyond Behavior, 20, 18- 24.
Cheney, D., Lynass, L., Flower, A., Waugh, M., Iwaszuk, W., Mielenz, C., & Hawken, L. (2010). The Check, Connect, and Expect program: A targeted, tier 2 intervention in the school-wide positive behavior support model. Preventing School Failure, 54(3), 152-158. doi:10.1080/10459880903492742
Cheney, D., Flower, A., & Templeton, T. (2008). Applying Response to Intervention metrics in the social domain for students at risk of developing emotional or behavioral disorders. The Journal of Special Education, 42, 108-126. doi:10.1177/0022466907313349
University of Texas System: Regents’ Outstanding Teaching Award
Society for Teaching Excellence 2012