Douglas Cullinan
PROFESSOR Curriculum and Instruction Phone: 919.515.1778 |
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EDUCATION
Ed.D. University of Virginia, 1974 (Special Education)
M.Ed. University of Virginia, 1968 (Special Education)
B.A. University of Virginia, 1966 (Psychology)
Experience
1986— Faculty member (Professor, 1991-; Associate Professor, 1986-91) in Special Education, Department of Curriculum & Instruction, North Carolina State University (NCSU). Coordinator of Special Education (2000-02; 2007-).
1973—86 Faculty member (Professor, 1984-86; Associate Professor, 1978-84; Assistant Professor; 1973-78) in Special Education, Northern Illinois University (NIU). Coordinator of Special Education (rotated assignment).
1980—81 Visiting Associate Professor, Department of Special Education, University of Virginia (on leave from NIU).
1971 Teacher, Fox Elementary School, Richmond, VA (self-contained class for students with mental retardation).
1969—71 Teacher, Beaumont School, Virginia Department of Corrections), Beaumont, VA (remedial reading for juvenile offenders).
1968—69 Teacher, Bensley Elementary School, Richmond, VA (self-contained class for students with behavioral and emotional disturbance).
1967—68 Teacher, Granby Elementary School, Norfolk, VA (self-contained class for students with behavioral and emotional disturbance).
Faculty Responsibilities
Teaching and Advisement
Undergraduate and master’s level courses required or elective for teacher licensure in Behavioral-Emotional Disabilities, Learning Disabilities, and Mental Disabilities. Among these courses: introduction to special education; classroom management and discipline; teaching students with disabilities within general education; introduction to emotional and behavior disorders; teaching methods for emotional and behavior disorders; field experience in special education; microcomputing in special education; research and issues in special education.
Doctoral level courses taught have included group research in special education, single case research in special education, research on emotional and behavior disorders of students.
Advisement of master's degree and doctoral degree candidates.
Institutional Committee Work (selected)
Departmental: Personnel Committees; Search Committees; Library Committee
College: Personnel Committees; Research Committee; Ph.D. Steering Committee, Professional Education Committee
University: Research Committee; Research Planning Committee; Reappointment, Promotion and Tenure Committee
Thesis and Dissertation Committees (selected)
Digate, G. (1977). Toward a valid and reliable measure of self-concept in children: Implications for special educators. Master's thesis, NIU.
Partak, L. (1978). Differential modes of presentation in sex education instruction. Master's thesis, NIU (Director).
Dolejs, C. (1980). Increasing appropriate toy play of an autistic child. Master's thesis, NIU.
LaGrow, S. (1982). Assessment of optimal illumination for visual response accuracy in visually impaired adults. Doctoral dissertation, NIU.
Brusca, R. (1986). Ultradian rhythms in stereotypic behavior: An observation of deaf/blind mentally retarded subjects. Doctoral dissertation, NIU (Director).
Chewning, T. G. (1992). An investigation of the discriminant and concurrent validity of the Social Skills Rating System-Teacher Form. Doctoral dissertation, NCSU.
Doherty, N. (1996). The North Carolina Behaviorally-Emotionally Handicapped Student Postschool Study. Master's thesis, NCSU (Director).
Yachan Evans, R. D. (2004). Effects of reciprocal peer tutoring on academic achievement and social interaction of elementary students with emotional-behavioral disorders. Doctoral dissertation, NCSU (Chair).
Publications
Journal articles
Kauffman, J.M., Cullinan, D., Scranton, T.R., & Wallace, G. (1972). An inexpensive device for programming ratio reinforcement. Psychological Record, 22, 543-544.
Mercer, C.D., Cullinan, D., Hallahan, D.P., & LaFleur, N.K. (1975). Modeling and attention-retention in learning disabled children. Journal of Learning Disabilities, 8, 444-450.
Cullinan, D., Kauffman, J.M., & LaFleur, N.K. (1975). Modeling: Research with implications for special education. Journal of Special Education, 9, 202-221.
Cullinan, D. (1976). Verbalization in educable mentally retarded children's observational learning. American Journal of Mental Deficiency, 81, 65-72.
Epstein, M.H., Cullinan, D., & Sternberg, L. (1977). Impulsive cognitive tempo in severe and mild learning disabled children. Psychology in the Schools, 14, 290-294.
Cullinan, D., Epstein, M.H., & Silver, L. (1977). Modification of impulsive tempo in learning-disabled pupils. Journal of Abnormal Child Psychology, 5, 437-444.
Epstein, M.H., Cullinan, D., & Lloyd, J. (1977). Reliability of the Matching Familiar Figures Test scores of learning disabled children. Perceptual and Motor Skills, 45, 56-58.
Rotatori, A., Cullinan, D., Epstein, M.H. & Lloyd, J. (1978). Cognitive tempo in educable mentally retarded children. Journal of Psychology, 99, 135-137.
Epstein, M.H, Repp, A.C., & Cullinan, D. (1978). Decreasing obscene language of behaviorally disordered children through the use of a DRL schedule. Psychology in the Schools, 15, 419-423.
McMorrow, M.J., Cullinan, D., & Epstein, M.H. (1978). The use of the Premack Principle to motivate patient activity attendance. Perspectives in Psychiatric Care, 15, 14-18.
Digate, G., Epstein, M.H., Cullinan, D., & Switzky, H.N. (1978). Modification of impulsivity; Implications for improved efficiency in learning for exceptional children. Journal of Special Education, 12, 459-468.
Zweig, J.T., Epstein, M.H., Chlebnikow, B., & Cullinan, D. (1979). The contingent use of trading stamps in reducing truancy: A case report. Journal of Experimental Education, 47, 230-232.
Cullinan, D., Epstein, M.H., & Dembinski, R.J. (1979). Behavior problems of educationally handicapped and normal pupils. Journal of Abnormal Child Psychology, 7, 495-502.
Epstein, M.H. & Cullinan, D. (1979). Social validation: Use of normative peer data to evaluate LD interventions. Learning Disability Quarterly, 2(4), 93-98.
Epstein, M.H., Cullinan, D., Lessen, E.I., & Lloyd, J. (1980). Understanding children with learning disabilities. Child Welfare, 59, 2-14.
Epstein, M.H., & Cullinan, D. (1980). An educational application of the social comparison method. Child Behavior Therapy, 2, 69-71.
Cullinan, D., Epstein, M.H., Lloyd, J., & Noel, M. (1980). Development of cognitive tempo in learning disabled and normal children. Learning Disability Quarterly, 3(2), 46-53.
Lloyd, J., Cullinan, D., Heins, E.D., & Epstein, M.H. (1980). Direct instruction: Effects on oral and written language comprehension. Learning Disability Quarterly, 3(4), 70-76.
Cullinan, D., Epstein, M.H., & Lloyd, J. (1981). School behavior problems of learning disabled and normal girls and boys. Learning Disability Quarterly, 4(2), 163-169.
Cullinan, D., Lloyd, J., & Epstein, M.H. (1981). Strategy training: A structured approach to arithmetic instruction. Exceptional Education Quarterly, 2, 41-49.
Epstein, M.H., & Cullinan, D. (1981). Project ExCEL: A behaviorally-oriented educational program for learning disabled pupils. Education and Treatment of Children, 4, 357-373.
Epstein, M.H., & Cullinan, D. (1982). Teaching pupils with learning disabilities: Principles of effective instruction. Journal for Special Educators, 18(3), 27-30.
Epstein, M.H., & Cullinan, D. (1982). Use of the social comparison procedure to evaluate the reading performance of mildly handicapped pupils. Child and Family Behavior Therapy, 4, 57-60.
Epstein, M.H., & Cullinan, D. (1982). Using social comparison procedures in educating behaviorally disordered pupils. Behavioral Disorders, 7, 219-224.
Epstein, M.H. Cullinan, D., & Rosemier, R.A. (1983). Behavior problems of behaviorally disordered and normal adolescents. Behavioral Disorders, 8, 171-175.
Epstein, M.H., Cullinan, D., & Rosemier, R.A. (1983). Behavior problem patterns among the learning disabled: Boys aged 6-11. Learning Disability Quarterly, 6, 305-311.
Epstein, M.H., & Cullinan, D. (1983). Academic performance of behaviorally disordered and learning-disabled pupils. Journal of Special Education, 17, 303-307.
Epstein, M.H., & Cullinan, D. (1983). Guidelines for evaluating research in special education. Exceptional Education Quarterly, 4(3), 107-112.
Deitz, D., Cullinan, D., & Epstein, M.H. (1983). Considerations for evaluating single-subject research. Exceptional Education Quarterly, 4(3), 52-60.
Cullinan, D., Epstein, M.H., Matson, J.L., & Rosemier, R.A. (1984). Behavior problems of mentally retarded and nonretarded adolescent pupils. School Psychology Review, 13, 381-384.
Epstein, M.H., Cullinan, D., & Nieminen, G. (1984). Social behavior problems of learning disabled and normal girls. Journal of Learning Disabilities, 17, 609-611.
Epstein, M.H., & Cullinan, D. (1984). Behavior problems of mildly handicapped and normal adolescents. Journal of Clinical Child Psychology, 13, 33-37.
Ludwig, G., & Cullinan, D. (1984). Behavior problems of gifted and nongifted elementary school girls and boys. Gifted Child Quarterly, 28, 37-39.
Cullinan, D., & Epstein, M.H. (1984). Patterns of maladjustment of behaviorally disordered male students. Behavioral Disorders, 9, 175-181.
Matson, J.L., Epstein, M.H., & Cullinan, D. (1984). A factor analytic study of the Quay-Peterson Scale with mentally retarded adolescents. Education and Training of the Mentally Retarded, 19, 150-154.
Rose, T.L., Cullinan, D., & Heller, H.W. (1984). A consumer's report to special education doctoral programs. Teacher Education and Special Education, 7, 88-91.
Cullinan, D., Epstein, M.H., & Kauffman, M.H. (1984). Teachers' ratings of students' behaviors: What constitutes behavior disorder in school? Behavioral Disorders, 10, 9-19.
Cullinan, D., Epstein, M.H., & Ollinger, E. (1984). School behavior problems of mentally retarded and normal females. Mental Retardation and Learning Disability Bulletin, 11, 104-109.
Epstein, M.H., & Cullinan, D. (1984). Research issues in behavior disorders: A national survey. Behavioral Disorders, 10, 56-59.
Cullinan, D., Schultz, R.M., Epstein, M.H., & Luebke, J.F. (1984). Behavior problems of handicapped adolescent female students. Journal of Youth and Adolescence, 13, 57-64.
Perkins, V., & Cullinan, D. (1984). Effects of a direct instruction intervention for fraction skills. Education and Treatment of Children, 7, 109-117.
Polloway, E.A., Epstein, M.H., & Cullinan, D. (1985). Prevalence of behavior problems among educable mentally retarded students. Education and Training of the Mentally Retarded, 20, 3-13.
Cullinan, D., & Epstein, M.H. (1985). Adjustment problems of mildly handicapped and nonhandicapped students. Remedial and Special Education, 6(2) 5-11.
Cullinan, D., Epstein, M.H., Cole, K., & Dembinski, R.J. (1985). School behavior problems of behaviorally disordered and nonhandicapped girls. Journal of Clinical Child Psychology, 14, 162-164.
Epstein, M.H., Kauffman, J.M., & Cullinan, D. (1985). Patterns of maladjustment among the behaviorally disordered. II: Boys aged 6-11, boys aged 12-18, girls aged 6-11, and girls aged 12-18. Behavioral Disorders, 10, 125-135.
Epstein, M.H., Bursuck, W., & Cullinan, D. (1985). Patterns of behavior problems among the learning disabled: Boys aged 12-18, girls aged 6-11, girls aged 12-18. Learning Disability Quarterly, 8, 123-129.
Cullinan, D., & Epstein, M.H. (1985). Behavioral interventions for educating adolescents with behavior disorders. Pointer, 30(1), 4-7.
Epstein, M.H., Cullinan, D., & Bursuck, W.D., (1985). Prevalence of behavior problems among learning disabled and nonhandicapped students. Mental Retardation and Learning Disability Bulletin, 13(1), 30-39.
Epstein, M.H., & Cullinan, D. (1986). Depression in children. Journal of School Health, 56, 10-12.
Tripisovsky, S., & Cullinan, D. (1986). Improving self-catheterization of a disabled student. Journal of School Health, 56, 78-79.
Epstein, M.H., Cullinan, D., & Lloyd, D. (1986). Behavior-problem patterns among the learning disabled: III- Replication across age and sex. Learning Disability Quarterly, 9, 43-54.
Polloway, E.A., Epstein, M.H., Patton, J.R., Cullinan, D., & Luebke, J. (1986). Demographic, social, and behavioral characteristics of students with educable mental retardation. Education and Training of the Mentally Retarded, 21, 27-34.
Epstein, M.H., Cullinan, D., & Polloway, E.A. (1986). Patterns of maladjustment among mentally retarded children and youth. American Journal of Mental Deficiency, 91, 127-134.
Cullinan, D. (1986). Disciplinary exclusion and the behaviorally disordered. Pointer, 30, 11-13.
Cullinan, D., Epstein, M.H., & McLinden, D. (1986). Status and change in state administrative definitions of behavior disorder. School Psychology Review, 15, 383-392.
Epstein, M.H., Cullinan, D., & Gadow, K.D. (1986). Teacher ratings of hyperactivity in learning-disabled, emotionally disturbed, and mentally retarded children. Journal of Special Education, 20, 219-229.
Cullinan, D., & Epstein, M.H. (1986). Legal decisions and appropriate education of seriously emotionally disturbed students. Journal of Special Education, 20, 265-272.
Cullinan, D., Epstein, M.H., & Schultz, R.M. (1986). Importance of SED teacher competencies to residential, local, and university education authorities. Teacher Education and Special Education, 9, 63-70.
Cullinan, D., Schloss, P.J. & Epstein, M.H. (1987). Relative prevalence and correlates of depressive characteristics among seriously emotionally disturbed and nonhandicapped students. Behavioral Disorders, 12, 90-98.
Epstein, M.H., & Cullinan, D., (1987). Effective social skills curricula for behaviorally disordered students. Pointer, 31(2), 21-24.
Cullinan, D., Polloway, E., and Epstein, M.H. (1987). Social and personal adjustment of elementary and secondary students. Journal of Psychopathology and Behavioral Assessment, 9, 281-294.
Kauffman, J.M., Cullinan, D., & Epstein, M.H. (1987). Characteristics of students placed in special programs for the Seriously Emotionally Disturbed. Behavioral Disorders, 12, 175-184.
Koorland, M.A., Rose, T.C., & Cullinan, D. (1987). Patient recording of medically relevant data. International Journal of Partial Hospitalization, 4, 137-143.
Luebke, J.F., Epstein, M.H., & Cullinan, D. (1987) First- and second-order factor analyses of the Behavior Problem Checklist with behaviorally disordered pupils. Behavioral Disorders, 12, 193-199.
Cullinan, D., Gadow, K.D., & Epstein, M.H. (1987). Psychoactive drug treatment among learning-disabled, educable mentally retarded, and seriously emotionally disturbed students. Journal of Abnormal Child Psychology, 15, 469-477.
Epstein, M.H., & Cullinan, D. (1988). Selected research issues in the education of adolescents with behavior disorders. Monograph in behavioral disorders, 11, 106-118.
Schloss, P.J., Epstein, M.H., & Cullinan, D. (1988). Depression characteristics among mildly handicapped students. Journal of the Multihandicapped Person,1, 293-302.
Cullinan, D. (1988). Basic research and basic needs in research on learning disabilities. Journal of Learning Disabilities, 21, 227-229.
Cullinan, D., & Epstein, M.H. (1988). Promising developments and persisting issues in screening behavior disorders. Remedial and Special Education, 9(4), 53-54.
Luebke, J., Epstein, M.H., & Cullinan, D. (1989). Comparison of teacher-rated achievement levels of behaviorally disordered, learning disabled, and nonhandicapped adolescents. Behavioral Disorders, 15, 1-8.
Sabornie, E.J., Kauffman, J.M., & Cullinan, D. (1990). Extended sociometric status of adolescents with mild handicaps: A cross-categorical perspective. Exceptionality, 1, 197-209.
Foley, R.M., Cullinan, D., & Epstein, M.H. (1990). Academic and related functioning of mainstreamed and nonmainstreamed seriously emotionally disturbed students. Monographs in behavioral disorders, 13, 80-89.
Cullinan, D., Epstein, M.H., & Lloyd, J.W. (1991). Evaluation of conceptual models of behavior disorders. Behavioral Disorders, 16, 148-157.
Epstein, M.H., & Cullinan, D. (1991). Adjustment problems of students with LD: A review of current interventions. Intervention in School and Clinic, 26, 164-169.
Foley, R.M., Epstein, M.H., & Cullinan, D. (1991). Achievement, locus of control, and study orientation of adolescents with and without behavior disorders. Programming for Adolescents with Behavioral Disorders, 5, 35-45.
Peacock Hill Working Group (Kauffman, J.M., Lloyd, J.W., Cook, L., Cullinan, D., Epstein, M.H., Forness, S.R., Hallahan, D.P., Nelson, C.M., Polsgrove, L., Sabornie, E.J., Strain, P.S., & Walker, H.M.) (1991). Problems and promises in special education and related services for children and youth with emotional or behavioral disorders. Behavioral Disorders, 16, 299-313.
Cullinan, D., Sabornie, E.J., & Crossland, C.L. (1992). Social mainstreaming of mildly handicapped students. Elementary School Journal, 339-351.
Epstein, M.H., Foley, R., & Cullinan, D. (1992). National survey of educational programs for adolescents with Serious Emotional Disturbance. Behavioral Disorders, 17, 202-210.
Epstein, M.H., & Cullinan, D. (1992). Assessment practices used in programs for adolescents with behavior disorders. Preventing School Failure, 36, 20-24.
Cullinan, D., Epstein, M.H., & Sabornie, E.J. (1992). Selected characteristics of a national sample of Seriously Emotionally Disturbed adolescents. Behavioral Disorders, 17, 273-280.
Epstein, M.H., Kauffman, J.M., Lloyd, J.W., Cook, L., Cullinan, D., Forness, S.R., Hallahan, D.P., Nelson, C.M., Polsgrove, L., Sabornie, E.J., Strain, P.S., & Walker, H.M. (1993, January). Improving services for students with Serious Emotional Disturbance: Recommended strategies for the 1990s. NASSP Bulletin, 46-51.
Sabornie, E.J., Cullinan, D., & Epstein, M.H. (1993). Patterns and correlates of learning, behavior, and emotional problems of adolescents with and without Serous Emotional Disturbance. Journal of Child and Family Studies, 2, 159-175.
Epstein, M.H., Cullinan, D., Quinn, K.P., & Cumblad, C. (1994). Characteristics of children with emotional and behavioral disorders in community-based programs designed to prevent placement in residential facilities. Journal of Emotional and Behavioral Disorders, 2, 51-57.
Epstein, M.H., Cullinan, D., Quinn, K, & Cumblad, C. (1995). Personal, familial, and service use characteristics of young people served by an interagency, community-based system of care. Journal of Emotional and Behavioral Disorders, 3, 55-64.
Cullinan, D., Epstein, M.H., & Quinn, K. (1996). Patterns and correlates of personal, family, and prior placement variables in an interagency community based system of care. Journal of Child and Family Studies, 5(3), 299-321.
Epstein, M.H., Cullinan, D., Harniss, M.K., & Ryser, G. (1999). The Scale for Assessing Emotional Disturbance: Test-retest and interrater reliability. Behavioral Disorders, 24, 222-230.
Cruz, L., & Cullinan, D. (2001). Awarding points, using levels to help children improve behavior. Teaching Exceptional Children, 33(3), 16-23.
Cullinan, D., & Epstein, M.H. (2001). Comorbidity among students with emotional disturbance. Behavioral Disorders, 26, 200-213.
Cullinan, D., Harniss, M.K., Epstein, M.H., & Ryser, G. (2002). The Scale for Assessing Emotional Disturbance: Concurrent validity. Journal of Child and Family Studies, 10, 449-466.
Epstein, M.H., Nordness, P.D., Cullinan, D., & Hertzog, M. (2002). Scale for Assessing Emotional Disturbance: Long term test-retest reliability and convergent validity with kindergarten and first grade students. Remedial and Special Education, 23, 141-148.
Epstein, M.H., Cullinan, D., Ryser, G., & Pearson, N. (2002). Development of a scale to assess emotional disturbance. Behavioral Disorders, 28, 5-22.
Cullinan, D., Evans, C., Epstein, M.H., & Ryser (2003). Characteristics of emotional disturbance of elementary school students. Behavioral Disorders, 28, 94—110.
Cullinan, D., & Sabornie, E.J. (2004). Characteristics of emotional disturbance in middle and high school students. Journal of Emotional and Behavioral Disorders, 12, 157-167.
Cullinan, D., Osborne, S., & Epstein, M.H. (2004). Characteristics of emotional disturbance of female students. Remedial and Special Education, 25, 276-290.
Sabornie, E. J., Cullinan, D., Osborne, S. S., & Brock, L. B. (2005). Intellectual, academic, and behavioral functioning of students with high incidence disabilities: A cross-categorical meta-analysis. Exceptional Children, 72, 47-63.
Cullinan, D., & Kauffman, J. M. (2005). Do race of student and race of teacher influence ratings of emotional and behavioral problem characteristics of students with emotional disturbance? Behavioral Disorders, 30, 393-402.
Sabornie, E. J., Evans, C., & Cullinan, D. (2006). Comparing characteristics of high-incidence disability groups. Remedial and Special Education, 27, 95-104.
Book Chapters
Cullinan, D. (1978). Behavior modification with adolescent problems. In D.A. Sabatino & A.J. Mauser (Eds.), Intervention strategies for specialized secondary education. Boston: Allyn and Bacon.
Cullinan, D., & Epstein, M.H. (1979). Administrative definitions of behavior disorders: Status and directions. In F.H. Wood & K.C. Lakin (Eds.), Disturbing, disordered, or disturbed? Minneapolis: Advanced Training Institute.
Epstein, M.H., & Cullinan, D. (1979). Education of handicapped adolescents: An overview. In D. Cullinan & M.H. Epstein (eds.), Special education for adolescents: Issues and perspectives. Columbus: Merrill.
Epstein, M.H., Cullinan, D., & Rose, T.L. (1980). Applied behavior analysis and behaviorally disordered pupils: Selected issues. In L. Mann & D.A. Sabatino (Eds.), Fourth review of special education. New York: Grune & Stratton.
Lloyd, J., Epstein, M.H., & Cullinan, D. (1981). Direct teaching for learning disabilities. In J. Gottlieb & S. Strichart (Eds.), Developmental theory and research in learning disabilities. Baltimore: University Park Press.
Rose, T., Epstein, M.H., Cullinan, D., & Lloyd, J.(1981). Academic programming for behaviorally disordered adolescents. In G.B. Brown, R. McDowell, & J. Smith (Eds.), Educating adolescents with behavior disorders. Columbus: Merrill.
Cullinan, D., Epstein, M.H., & Reimers, C. (1981). Social validation: Evaluating the social importance of interventions with behaviorally disordered pupils. In F.H. Wood (Ed.), Perspectives for a new decade: Education's responsibility for seriously disturbed and behavorally disordered children and youth. Reston, VA: Council for Exceptional Children.
Cullinan, D., Epstein, H.M., & Kauffman, J.M. (1982). The behavioral model and children's behavior disorders: Foundations and evaluations. In R. McDowell, G. Adamson, & F. Wood (Eds.), Teaching emotionally disturbed children. Boston: Little, Brown.
Epstein, M.H., & Cullinan, D. (1982). Characteristics of mild behavioral disorders, In E.E. Davis & T.L. Miller (Eds.), The mildly handicapped student. New York: Grune & Stratton.
Cullinan, D., & Epstein, M.H. (1982). Behavior disorders. In N.G. Haring (Ed.), Exceptional Children (3rd ed.). Columbus, OH: Merrill.
Cullinan, D. & Root, H. (1985). Assessment of behavior disorders. In A.F. Rotatori & R. Fox (Eds.), Assessment for regular and special education teachers. Austin: Pro-Ed.
Cullinan, D., & Epstein, M.H. (1986). Behavior disorders. In N.G. Haring & L. McCormick (Eds.), Exceptional children and youth (4th ed.). Columbus, OH: Merrill.
Cullinan, D., & Epstein, M.H. (1990). Behavior disorders. In N.G. Haring & L. McCormick (Eds.), Exceptional children and youth (5th ed.). Columbus, OH: Merrill.
Cullinan, D., & Epstein, M.H. (1995). Behavior disorders. In N.G. Haring & L. McCormick (Eds.), Exceptional children and youth (6th ed.). Columbus, OH: Macmillan.
Cullinan, D. (2004). Research issues in classification and definition of emotional and behavioral disorders. In R.B. Rutherford, Jr., M. M. Quinn, & S. R. Mathur (Eds.), Handbook of Research in Behavioral Disorders (pp. 32-53). New York: Guilford.
Books
Cullinan, D., & Epstein, M.H. (Eds.) (1979). Special education for adolescents: Issues and perspectives. Columbus: Merrill.
Cullinan, D., Epstein, M.H., & Lloyd, J. (1983). Behavior disorders of children and adolescents. Englewood Cliffs, NJ: Prentice-Hall.
Cullinan, D. (2002). Students with emotional and behavior disorders: An introduction for teachers and other helping professionals. Columbus: Merrill Prentice Hall.
Cullinan, D. (2007). Students with emotional and behavioral disorders: An introduction for teachers and other helping professionals (2nd ed.). Columbus: Pearson Merrill Prentice Hall.
Other Publications
Cullinan, D. (1978). Review of Behavioral approaches to children with development delays by S.M. O'Neill, B.N. McLaughlin, & M.B. Knapp. American Journal of Mental Deficiency, 82, 615-616.
Cullinan, D. (1978). Response to Smith and Hunt. Perspectives in Psychiatric Care, 16, 170.
Cullinan, D., & Epstein, M.H. (1978). Review of Learning disabilities by S.W. Johnson & R.L. Morasky. Journal of Learning Disabilities, 11, 358-359.
Cullinan, D. (1979). Review of Emotionally disturbed and deviant children by W.C. Rhodes & J.L. Paul. American Journal of Mental Deficiency, 83, 529.
Cullinan, D. (1980). Review of Teaching strategies for children in conflict: Curriculum, methods, and materials by H.L. Swanson and H.R. Reinert. American Journal of Mental Deficiency, 85, 101.
Epstein, M.H., & Cullinan, D. (1980). Reply to Steinhoff. Child Welfare, 59, 502-504.
Cullinan, D., Epstein, M.H., & Silver, L. (1980). Modification of impulsive tempo in learning disabled pupils. Published in digest form in H.L. Millman, C.E. Schaeffer, & J.J. Cohen, Therapies for school behavior problems. San Francisco: Jossey-Bass.
Epstein, M.H., Repp, A.C., & Cullinan, D. (1980). Decreasing obscene language of behaviorally disordered children through the use of a DRL schedule. Published in digest form in H.L. Millman, C.E. Schaeffer, & J.J. Cohen, Therapies for school behavior problems. San Francisco: Jossey-Bass.
Digate, G., Epstein, M.H., Cullinan, D. (1980). Modification of impulsivity: Implications for improved efficiency in learning for exceptional children. Published in digest form in H.L. Millman, C.E. Schaeffer, & J.J. Cohen, Therapies for school behavior problems. San Francisco: Jossey-Bass.
Cullinan, D., & Epstein, M.H. (1983). Foreword. Exceptional Education Quarterly, 4(3), vii-viii.
Polloway, E.A., Looney, T.A., West, G.K., Motroopin, R.N., Smith, J.D., Gordon, M.E., Evita, R., Decker, T.W., Epstein, M.H., Cullinan, D., Patton, J.W., McClure, J.T., Warren, P.D.L., & Smith, C.R. (1986). Collaborative research and publication: An experimental investigation of the dynamics underlying the trend toward multiple authorship in scholarly psychological publications. Journal of Polymorphous Perversity, 3(1), 3-5.
Epstein, M.H., & Cullinan, D. (1992). Emotional/Behavioral problems. Entry in M.C. Alkin (Ed.), Encyclopedia of educational research (6th ed.). New York: MacMillan.
Cullinan, D. (1992, August). President’s Message: Community-multidisciplinary approach. CCBD Newsletter, p. 2.
Cullinan, D. (1992, November). President’s Message: Full inclusion: Considerations for students with EBD. CCBD Newsletter, p. 2.
Cullinan, D. (1993, February). President’s Message: Three decades of deviance. CCBD Newsletter, p. 2.
Cullinan, D. (1993, May). President’s Message: CCBD and Colorado. CCBD Newsletter, p. 2.
Cullinan, D. (1993). President’s Page. Behavioral Disorders, 239-240.
Epstein, M.H., Holderness, D., & Cullinan, D. (1997). Identifying children with emotional disturbance who qualify for special education services. 13th Annual Conference Proceedings of the Research and Training Center for Children’s Mental Health.
Epstein, M.H., & Cullinan, D. (1998). Scale for Assessing Emotional Disturbance. Austin, TX: PRO•ED.
Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom: A practice guide (NCEE #2008-012). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Available from http://ies.ed.gov/ncee/wwc/publications/practiceguides.
PRESENTATIONS (SELECTED)
"Reducing behavior through vicarious reinforcement and modeling: Enhancing direct reinforcement procedures." American Association on Mental Deficiency Annual Meeting, New Orleans, June, 1977.
"Project ExCEL: Educational remediation of learning disabilties through applied behavior analysis." Association for Children with Learning Disabilties Annual International Conference, Kansas City, March 1978. (With M. Epstein & J. Lloyd.)
"The role of definitions in delivering education to pupils with behavior disorders." Conference, Advanced Institute for Trainers of Teachers for Seriously Emotionally Disturbed Children and Youth, Charlottesville, February, 1979.
"Adjustment problems of handicapped students." International Council for Exceptional Children, Washington, April, 1984, (With W. Bursuck & M.H. Epstein.)
"Educational, demographic, and personal characteristics of adolescents with behavior disorders served in the United States"(with E.J. Sabornie & M.H. Epstein). American Educational Research Association Annual Meeting, Chicago, April, 1991.
“A contrary view on the federal SED definition and the Coalition definition” (Panel 1: EBD Definition Issues). 20th Annual Conference of Teacher Educators of Children with Behavior Disorders, Tempe, AZ, November, 1996.
“Scale for Assessing Emotional Disturbance.” International Conference on Behavioral Disorders, Irving, TX, October, 1999.
“Getting it right: Identifying students with emotional disturbance.” International Council for Exceptional Children, Louisville, April, 2007.
External Funding (selected)
Teaching adolescents with seriously emotionally disturbed functioning. A training program leading to the M.S. Ed. degree and teaching certification in the area of behavioral disorders. Responsibilties include training, supervision, and advisement of students, liason with schools, evaluation of trainees and the program components, grant reporting and renewal, and dissemination through publications, conferences, and otherwise. Funded at NIU by the U.S. Bureau of Education for the Handicapped. Co-director, 1983-1986, $138,000.
Middle Years Special Education. A training program leading to the M.Ed. degree and teaching certification in the areas of behavior disorders and learning disabilities, with an emphasis on teaching preadolescents and young adolescents. Responsibilities included training, supervision, and advisement of students, liaison with schools, evaluation of trainees and project, grant administration, and dissemination. Funded at NCSU by the U.S. Department of Education. Co-Director, 1987-1990, $223,000.
Serving Secondary School Students identified as Seriously Emotionally Disabled. A personnel preparation program leading to the M.Ed. degree and teaching certification in the area of behavior disorders, with an emphasis on teaching adolescents. Responsibilities included training, supervision, and advisement of students, liaison with schools, evaluation, budget administration, and dissemination. Funded at NCSU by the U.S. Department of Education. Director, 1988-1991, $229,000.
Special Educators for Middle Schools. A personnel preparation program leading to the M.Ed. degree and teaching certification in the areas of behavior disorders and learning disabilities, with an emphasis on teaching emerging adolescents. Responsibilities include training, supervision, and advisement of students, liaison with schools, evaluation of trainees and project, grant administration, and dissemination. Funded at NCSU by the U.S. Department of Education. Director, 1990-1993, $234,000.
Adolescent Special Educators Project. A grant for personnel preparation leading to the M.Ed. degree and state certification to teach students with behavioral/emotional handicaps, with emphases in recruiting African-American trainees and serving adolescent students. Responsibilities include training, supervision, and advisement of students, liaison with schools, evaluation of trainees and project, grant administration, and dissemination. Funded at NCSU by the U.S. Department of Education. Director, 1992-1995, $334,000.
Consultation and Professional Service (selected)
U.S. Bureau of Education for the Handicapped, 1978, 1979, 1980. Field reader and convened panelist, Division of Innovation and Development and Division of Personnel Preparation.
Merrill, Mosby, Prentice-Hall, 1979-85: Book manuscript reviewer.
West Virginia Department of Education, 1984. Consultant to Task Force for Behavior Disorders.
Wake County, North Carolina, Public Schools, 1986-87. Consultant on Behaviorally/Emotionally Handicapped.
Chesapeake Institute, 1993. Panelist and discussant for development of National Agenda for Achieving Better Outcomes for Children and Youth with Serious Emotional Disturbance.
SRI International, 2007-2008. Panelist and Contributor, Reducing behavior problems in the elementary classroom. What Works Clearinghouse Practice Guide for Institute for Education Sciences, U.S. Department of Education.
Professional Associations
Council for Exceptional Children
Publications Committee Task Force on Journals, 1983-1984.
Division representative to CEC Delegate Assembly, 1991, 1992
Council for Children with Behavioral Disorders
Publications Committee, 1975-1978; 2006—
Liaison to CEC Research Committee, 1983-1985
President, 1992-93
The Honor Society of Phi Kappa Phi (1998—)
Editorial Activities (selected)
Behavioral Disorders (Associate Editor, 1975, 1(1); Consulting Editor, 1981— present).
Education and Treatment of Children (Associate Editor, 1987—91; Consulting Editor, Annual Special Issue, 1998—).
Exceptionality (Editorial Board, 1999— )
Exceptional Children (Associate Editor, 1977—82).
Journal of Emotional and Behavioral Disorders (Editor, 1991—2001; Consulting Editor, 2001—present)
Journal of Special Education (Consulting Editor, 1988—91).
Journal of Special Education Technology (Consulting Editor, 1985—90).
Learning Disability Quarterly (Consulting Editor, 1984—94).
Remedial and Special Education (Editorial Board, 1984—89).
DEPARTMENTAL ADDRESS & CONTACT INFO
Department of Curriculum and Instruction
Box 7801, North Carolina State University
Raleigh, N.C. 27695-7801
