Eva Marie Horn

School of Education - Special Education
Professor
Coordinator of Early Childhood Unified Program
Ph.D., Human Development with an emphasis in Special Education, Vanderbilt University
Primary office:
785-864-0615
Joseph R. Pearson Hall
Room 502
University of Kansas
1122 West Campus Rd
Lawrence, KS 66045-3101


Summary

Eva M. Horn is a Professor in the Department of Special Education and an investigator for the Lifespan Institute for Developmental Disabilities (LSI). She earned her doctoral degree in Human Development with an emphasis in Special Education from Vanderbilt University. Dr. Horn was a classroom teacher of young children with multiple disabilities for over 10 years. Her research interests focus on effective, instructional techniques for infants, toddlers and preschool children with developmental delays and/or at risk for disabilities and their families. She has directed numerous externally funded grants including personnel preparation, doctoral leadership preparation, and research and development grants from IES and NIH. She just completed, as the PI, a multi-site IES project – Children's School Success Plus (CSS+) addressing high expectation early childhood curriculum for all preschool children including those with identified developmental delays and disabilities. She is the coordinator of the KU ECE/ECSE undergraduate and graduate teacher and leadership preparation program. Dr. Horn sits on multiple editorial boards including Early Childhood Research Quarterly, Journal of Early Intervention and Young Exceptional Children. Dr. Horn currently serves on the executive board for the Division of Early Childhood (DEC) of the Council for Exceptional Children (CEC) Professional Organization as its President.

Dr. Horn specializes in early education for infants, toddlers, and young children at risk for developmental delays, and those with identified disabilities.

Education

Ph.D., Human Development with an emphasis in Special Education, Vanderbilt University

M.S.Ed, Special Education with an emphasis in Multiple Disabilities, Northern Illinois University

B.S., Special education and Psychology (with honors), George Peabody College for Teachers


Teaching

My teaching and mentoring philosophy has emerged from my own experiences in early intervention/early childhood, my work as a teacher educator, and my research and development work in effective intervention strategies for all infants, toddlers, and young children and their families. These experiences have highlighted the importance of early educators demonstrating critical thinking, creativity, communication, and collaboration skills. Thus, as a teacher and mentor of pre-service educators at the University of Kansas, I strive to promote these skills, create opportunities to practice the skills in real world contexts, and provide supports that enable my students to become life long learners. To achieve this outcome, I use two primary strategies: (1) using the principles of universal design for learning (UDL) as a framework for designing teaching materials and methods to make the content accessible to learners with diverse abilities and backgrounds; and (2) incorporating specific evidence-based professional development practices for adult learners.

Teaching Interests

  • Teacher preparation
  • Early childhood methods
  • Family/educator partnerships

Research

Research emphasis is on effective, instructional techniques for infants, toddlers and preschool children with developmental delays and/or at risk for disabilities and their families.

Research Interests

  • Inclusive practices
  • Evidenced based instruction
  • Infants/toddlers/young children with developmental delays
  • Teacher preparation

Service

I believe that service reflects the obligation that faculty have to share their disciplinary expertise, professional experience, time and energy in activities at the community, University/School of Education, and national levels in ways that meet needs and contribute to the University's mission and my role in preparing educators. I invest my time, energy and expertise in community, university, and national efforts that support the goal to be engaged in activities that serve the public good and in particular the good of young children and their families to whom I have ultimately commitment my career. My service contributes to my research and scholarship and I utilize my research and expertise to advance service goals. For me, service is not an "add on." I integrate public engagement with my other activities to enrich my research and mentoring of future educators and researchers.

Selected Publications

Classen, A. Horn, E. M., & Palmer, S. (in press). Needs of Military Families: Family and Educator Perspectives. Journal of Early Intervention.

Horn, E. Parks, S. & An, Z. (in press). Inclusive special education for young learners with severe and multiple disabilities. Advances in Special Education: Special Education for Young Learners with Disabilities.

An, Z. Hu, X. & Horn, E. M. (2018). Chinese inclusive education: The past, present, and future. Intervention in School and Clinic, 54(2), 118-122. DOI: 10.1177/1053451218765244.

An, Z. Horn, E. M., & Cheatham, G. (2018). Coaching to build parent competency in addressing early challenging behaviors. Young Exceptional Children. DOI: 10.1177/1096250618759941

Palmer, S. Horn, E. M., Fleming, K. Butera, G. & Lieber, J. (2018). Progress monitoring in inclusive preschool: Using children’s school success+ curriculum framework. Inclusion, 6, 110-126.

Friesen, A. Mihai, A. Butera, G. Horn, E. Palmer, S. & Lieber, J. (2018). Using family projects to promote meaningful home-school partnerships in inclusive preschool settings. Young Exceptional Children. DOI: 10.1177/1096250618782180

Kang, J. Horn, E. M., & Palmer, S. (2017). Influences of family involvement in kindergarten transition activities on children's early school adjustment. Early Childhood Education Journal, 45(6), 789-800. DOI: DOI 10.1007/s10643-016-0828-4.

Butera, G. Horn, E. Lieber, J. & Palmer, S. (2016). Understanding Science, Technology, Engineering, Arts, and Math (STEAM) within Early Childhood Special Education. In B. Reichow, B. Boyd, E. Barton, & S. Odom (Eds.), Handbook of Early Childhood Special Education. Springer.

Kang, J. Horn, E. M., & Palmer, S. (2016). Influences of Family Involvement in Kindergarten Transition Activities on Children's Early School Adjustment. Early Childhood Education Journal. DOI:

Horn, E. Kang, J. Classen, A. Butera, G. Palmer, S. Lieber, J. Friesen, A. & Mihai, A. (2016). Role of universal design for learning and differentiation in inclusive preschools. DEC Recommended Practices Series: Environment Practices, No. 2 , 51-66 .

Horn, E. M., Kang, J. Classen, A. Butera, G. Palmer, S. Lieber, J. Friesen, A. & Mihai, A. (2016). DEC Recommended Practices Monograph Series No. 2. Role of universal design for learning and differentiation in inclusive preschools. (L. Meyer & T. Catalino). DEC recommended practices: Environment practices , 51-66. Los Angeles, CA: DEC of CEC.

Horn, E., Palmer, S., Butera, G., & Lieber, J. (Eds.). (2016). Six Steps to Inclusive Preschool Curriculum: A UDL-Based Framework for Children's School Success (E. Horn, S. Palmer, G. Butera, & J. Lieber, Eds.). Baltimore: Brookes Publishing Co.

Graham, S., Nelson, R., & Horn, E. (Eds.). (2015). Teaching Students with Special Needs (S. Graham, R. Nelson, & E. Horn, Eds.). Denver: CO: Love Publishing.

Friesen, A. Butera, G. Kang, J. Horn, E. M., Lieber, J. & Palmer, S. (2014). Collaboration and consultation in preschool to promote early literacy for children: Lesson learned from the CSS curriculum. Journal of Educational and Psychological Consultation, 24(2), 149-164. DOI:10.1080/10474412.2014.903189

Kim, K. (2014). Effects of a sibling-implemented intervention focused on social interaction skills for young children with special needs. The Korean Journal of Early Childhood Special Education, 14(1), 1-29.

Butera, G. Friesen, A. Palmer, S. Lieber, J. Horn, E. M., Hanson, M. & Czaja, C. (2014). I can figure this out!: Integrating math problem solving and critical thinking in early education curriculum. Young Children, 69(1), 22-29.

Mihai, A. Friesen, A. Butera, G. Horn, E. Lieber, J. & Palmer, S. (2014). Teaching phonological awareness to all children through storybook reading. Young Exceptional Children, 17(4), 3-14.

Horn, E. Snyder, P. & McLean, M. (2013). Chapter 9: Assessment of Adaptive Behavior. In M. McLean, L. Hemmeter, & P. Snyder (Eds.), Essential Elements for Assessing Infants and Preschoolers with Special Needs. (pp. 316-354). Boston: Pearson Publishing.

Banerjee, R. & Horn, E. M. (2013). Supporting classroom transitions between daily routines: Strategies and tips. Young Exceptional Children, 16(2), 3-14.

Dennis, L. & Horn, E. (2013). The effects of professional development on preschool teachers" instructional behaviors during storybook reading. Early Development and Care. DOI:10.1080/03004430.2013.853055

Horn, E. M., & Kang, J. (2012). Supporting young children with multiple disabilities: What do we know and what do we still need to learn? Topics in Early Childhood Special Education, 31, 241-248.

Hanson, M. J., Miller, A. D., Diamond, K. Odom, S. Lieber, J. Butera, G. Horn, E. M., Palmer, S. & Fleming, K. (2011). Neighborhood Community Risk Influences on Preschool Children's Development and School Readiness. Infants & Young Children, 24, 87-100.

Dennis, L. R., & Horn, E. M. (2011). Strategies for supporting early literacy development. Young Exceptional Children, 10, 29-40.

Odom, S. L., Hanson, M. Lieber, J. Diamond, K. Palmer, S. Butera, G. & Horn, E. M. (2010). Prevention, early childhood intervention, and implementation science. In B. Doll, W. Pfohl, & J. Yoon (Eds.), Handbook of Youth Prevention Science (pp. 413-432). New York, NY: Routledge.

Plunkett, D. Bannerjee, R. & Horn, E. M. (2010). Supporting early childhood outcomes through assistive technology. In S. Seok, E. Meyen, & B. DaCosta (Eds.), Handbook of Research on Human Cognition and Assistive Technology: Design, Accessibility and Transdisciplinary Perspectives (pp. 339-358). New York, NY: Medical Information Science Reference.

Lieber, J. Hanson, M. Butera, G. Palmer, S. Horn, E. M., & Czaja, C. (2010). Do preschool teachers sustain their use of a new curriculum? NHSA Dialog: A Research-to-Practice Journal for the Early Intervention Field, 13(4), 248-252.

Odom, S. Fleming, K. Lieber, J. Diamond, K. Hanson, M. Butera, G. Horn, E. M., Palmer, S. & Marquis, J. (2010). Examining Different Forms of Implementation in Early Childhood Curriculum Research. Early Childhood Research Quarterly, 25, 314-328.

Hurley, J. & Horn, E. M. (2010). Family and professional priorities for inclusive early childhood settings. Journal of Early Intervention, 32, 335-350.

Kim, T. & Horn, E. M. (2010). Sibling-implemented intervention for skill development with children with disabilities. Topics in Early Childhood Special Education, 30(2), 80-90.

Chambers, C. R., & Horn, E. M. (2010). Strategies for family facilitation of play dates. Young Exceptional Children, 13(3), 2-14.

Lieber, J. Butera, G. Hanson, M. Palmer, S. Horn, E. M., & Czaja, C. (2010). Sustainability of a preschool curriculum: What encourages continued use among teachers? NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field, 3(4), 225-242.

Lieber, J. Butera, G. Hanson, M. Palmer, S. Horn, E. M., Czaja, C. Diamond, K. Goodman-Jansen, G. Daniels, J. Gupta, S. & Odom, S. (2009). Factors that influence the implementation of a new preschool curriculum: Implications for professional development. Early Education and Development, 20(3), 456-481.

Horn, E. M., & Banerjee, R. (2009). Understanding curriculum modifications and embedded learning opportunities in the context of supporting all children's success. Language, Speech, and Hearing in Schools, 40, 406-415.

Horn, E. M., Chambers, C. & Saito, Y. (2008). Supporting young children with multiple and severe disabilities. In S. Raver (Ed.), An Introduction to Early Childhood Special Education Strategies and Practices (pp. 255-275). Columbus, OH: Merrill Prentice-Hall.

Sandall, S. Schwartz, I. Joseph, G. Lieber, J. Horn, E. M., Wolery, R. Odom, S. L., & Chou, H. (2008). Building Blocks for teaching preschoolers with special needs, 2nd Edition, Baltimore, MD: Paul H. Brookes.

Skrtic, T. M., Horn, E. Marie, & Clark, G. M. (Eds.). (2008). Taking stock of special education policy and practice: A retrospective commentary (T. M. Skrtic, E. Marie Horn, & G. M. Clark, Eds.). Denver, CO: Love Publishing.

Lieber, J. Horn, E. M., Palmer, S. & Fleming, K. (2008). Access to the general curriculum for preschoolers with disabilities: Children's School Success. Exceptionality, 16, 18-32.

Kim, T. & Horn, E. M. (2008). Families' perceptions of community inclusion for their young children with disabilities. The Journal of Special Education: Theory and Practice, 12, 285-310.

Kim, T. & Horn, E. M. (2008). Korean parents' perceptions of their child with a disability's opportunities for community participation. The Journal of Special Education: Theory and Practice, 6, 423-444.

Horn, E. Marie, Peterson, C., & Fox, L. (Eds.). (2007). Young Exceptional Children Monograph Series No 9: Linking Curriculum to Child and Family Outcomes (E. Marie Horn, C. Peterson, & L. Fox, Eds.). Missoula, MT: DEC.

Pretti-Frontczak, K. Jackson, S. Gross, S. M., Grisham-Brown, J. Horn, E. M., Harjusola-Webb, S. Lieber, J. & Matthews, D. S. (2007). A curriculum framework that supports quality early childhood education for all young children., 16-28.

Purcell, M. & Horn, E. M. (2007). Key Influences to implementing and sustaining inclusive preschool education. Exceptional Children, 74(1), 85-100.

Kang, J. & Horn, E. M. (2007). Understanding urban Korean fathers' participation in the childcare and play activities of their young children with disabilities. The Korean Journal of Early Childhood Special Education, 7(1), 225-246.

Pretti-Frontczak, K. McKeen, L. Grisham-Brown, J. Horn, E. M., Matthews, D. Lieber, J. & Sullivan, L. (2007). Curriculum in early childhood education.

Horn, E. Marie & Jones, H. (Eds.). (2006). Young Exceptional Children Monograph Series No 8: Social Competence (E. Marie Horn & H. Jones, Eds.). Missoula, MT: DEC.

Tyrrell, A. Horn, E. M., & Freeman, R. (2006). The Role of the Family in the Positive Behavior Support Process: Team-Based Problem Solving. Young Exceptional Children, 10(1), 23-35.

Horn, E. Marie & Jones, H. (Eds.). (2005). Young Exceptional Children Monograph Series No 7: Supporting Early Literacy Development (E. Marie Horn & H. Jones, Eds.). Longmont, CO: Sopris West.

Banerjee, R. & Horn, E. M. (2005). Use of sociodramatic play to develop literacy skills in early childhood settings.

Horn, E. M., & Childre, A. (2004). Assessing adaptive skills. In M. McLean, D. Bailey, & M. Wolery (Eds.), Assessing Infants and Preschoolers with Special Needs. Columbus, OH: Merrill Prentice-Hall.

Horn, E. M., Thompson, B. & Nelson, C. (2004). Essential issues in inclusive education: Collaborative teams. In C. H. Kennedy & E. Horn (Eds.), Inclusion of students with severe disabilities (pp. 17-32). Boston, MA: Allyn and Bacon.

Horn, E. M., Thompson, B. Palmer, S. Jensen, R. & Turbiville, V. (2004). Inclusive education at different ages: Preschool. In C. H. Kennedy & E. Marie Horn (Eds.), Inclusion of students with severe disabilities (pp. 207-211). Boston, MA: Allyn and Bacon.

Kennedy, C. & Horn, E. Marie (Eds.). (2004). Inclusion of students with severe disabilities (C. Kennedy & E. Marie Horn, Eds.). Boston, MA: Allyn and Bacon.

Horn, E. Marie & Jones, H. (Eds.). (2004). Young Exceptional Children Monograph Series No 6: Interdisciplinary Teams (E. Marie Horn & H. Jones, Eds.). Longmont, CO: Sopris West.

Horn, E. M., & Jones, H. (2004). Collaborative teaming., 11-20.

Odom, S. Vitztum, J. Wolery, R. Lieber, J. Sandall, S. Hanson, M. Beckman, P. Schwartz, I. & Horn, E. M. (2004). Preschool Inclusion in the United States: A Review of Research from an Ecological Systems Perspective. Journal of Research in Special Educational Needs, 4(1), 17-49.

Horn, E. M. (2003). [Review of the book AEPS series, Diane Bricker (Ed)]. Topics in Early Childhood Special Education, 23, 41-42.

Horn, E. Marie, Ostrosky, M., & Jones, H. (Eds.). (2003). Young Exceptional Children Monograph Series No 5: Family based practices (E. Marie Horn, M. Ostrosky, & H. Jones, Eds.). Longmont, CO: Sopris West.

Nasatir, D. & Horn, E. M. (2003). Disability as a part of diversity in children's literature. Young Exceptional Children, 6(4), 2-10.

Sandall, S. Schwartz, I. Joseph, G. Chou, H. Horn, E. M., Lieber, J. Odom, S. L., & Wolery, R. (2002). Building Blocks for successful early childhood programs: Strategies for including all children, Baltimore, MD: Paul H. Brookes.

Ostrosky, M. & Horn, E. Marie (Eds.). (2002). Young Exceptional Children Monograph Series No. 4: Assessment Strategies (M. Ostrosky & E. Marie Horn, Eds.). Longmont, CO: Sopris West.

Schwartz, I. Odom, S. L., Horn, E. M., & Beckman, P. (2001). "I know it when I see it": In search of a common definition of inclusion. In S. Odom (Ed.), Widening the Circle of Inclusion: Including Children with Disabilities in Preschool Programs (pp. 10-24). New York, NY: Teachers College Press.

Horn, E. M., Lieber, J. Sandall, S. Schwartz, I. & Wolery, R. (2001). Classroom models of individualized instruction. In S. Odom (Ed.), Widening the Circle of Inclusion: Including Children with Disabilities in Preschool Programs (pp. 46-60). New York: Teachers College Press.

Lieber, J. Wolery, R. Horn, E. M., Tschantz, J. Beckman, P. & Hanson, M. (2001). Collaborative relationships among adults in inclusive preschool programs. In S. Odom (Ed.), Widening the Circle of Inclusion: Including Children with Disabilities in Preschool Programs (pp. 81-97). New York, NY: Teachers College Press.

Beckman, P. J., Hanson, M. & Horn, E. M. (2001). Family perceptions of inclusion. In S. Odom (Ed.), Widening the Circle of Inclusion: Including Children with Disabilities in Preschool Programs (pp. 98-108). New York, NY: Teachers College Press.

Odom, S. Wolery, R. Lieber, J. & Horn, E. M. (2001). Social policy and preschool inclusion. In S. Odom (Ed.), Widening the Circle of Inclusion: Including Children with Disabilities in Preschool Programs (pp. 120-136). New York, NY: Teachers College Press.

Hanson, M. J., Horn, E. M., Sandall, S. Beckman, P. Morgan, M. Marquart, J. Barnwell, D. & Chou, H. Y. (2001). After Preschool Inclusion: Children's Educational Pathways Over the Early School Years. Exceptional Children, 68(1), 65-83.

Horn, E. M., Lieber, J. Sandall, S. & Schwartz, I. (2001). Embedded learning opportunities as an instructional strategy for supporting children's learning inclusive programs., 59-71.

Odom, S. Hanson, M. J., Lieber, J. Marquart, J. Sandall, S. Wolery, R. Horn, E. M., Schwartz, I. Beckman, P. Hikido, C. & Chamber, J. (2001). The Costs of Preschool Inclusion. Topics in Early Childhood Special Education, 21(1), 46-55.

Odom, S. Favazza, P. Brown, W. H., & Horn, E. M. (2000). Approaches to understanding the ecology of early childhood settings for children with disabilities. In T. Thompson, D. Felce, & F. Symons (Eds.), Computer-assisted solutions to observational problems: Assessing and monitoring behavior in developmental disabilities (pp. 193-214). Baltimore, MD: Paul H. Brookes.

Horn, E. M. (2000). [Review of the book The educators' guide to feeding children with disabilities, Diane Koontz Lowman and Suzanne McKeever Murphy]. Journal of the Association for Persons with Severe Handicaps, 24(4), 308.

Hanson, M. J., Beckman, P. Horn, E. M., Marquart, J. Sandall, S. R., Grieg, D. & Brennan, E. (2000). Entering preschool: Family and Professional Experiences in the Transition Process. Journal of Early Intervention, 23(4), 279-293.

Lieber, J. Hanson, M. J., Beckman, P. J., Odom, S. L., Sandall, S. R., Schwartz, I. S., Horn, E. M., & Wolery, R. (2000). Key influences on the initiation and implementation of inclusive preschool programs. Exceptional Children, 67(1), 83-98.

Horn, E. M., Lieber, J. Li, S. Schwartz, I. & Sandall, S. (2000). Supporting young children's IEPs in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20(4), 208-223.

Horn, E. M., & Sandall, S. (2000). The visiting teacher: A model of inclusive ECSE service delivery (S. Sandall & M. Ostrosky). Young Exceptional Children Monograph Series: Natural Environments and Inclusion, 49-58. Longmont, CO: Sopris West.

Lieber, J. Schwartz, I. Sandall, S. Horn, E. M., & Wolery, R. (1999). Curricular considerations for young children in inclusive settings. In C. Seifert (Ed.), The early childhood curriculum: Current findings in theory and practice(3rdrd ed.) (pp. 243-264). New York: Teachers College Press.

Odom, S. L., Horn, E. M., Marquart, J. M., Hanson, M. Wolfberg, P. Beckman, P. Lieber, J. Schwartz, I. Janko, S. Sandall, S. & Li, S. (1999). On the forms of inclusion: Organizational context and individualized service models. Journal of Early Intervention, 22(3), 185-199.

Jones, H. Horn, E. M., & Warren, S. F. (1999). The effects of motor skill acquisition on the development of intentional communication. Journal of Early Intervention, 22(1), 25-37.

Jones, H. Horn, E. M., & Warren, S. F. (1999). The effects of motor skill acquisition on the development of intentional communication. Journal of Early Intervention, 22(1), 25-37.

Horn, E. M., Jones, H. & Warren, S. F. (1999). The effects of neurobehavioral intervention on motor skill acquisition and generalization. Journal of Early Intervention, 22(1), 1-18.

Lieber, J. Beckman, P. J., & Horn, E. M. (1998). Working together to provide services for young children with disabilities: Lessons from inclusive preschool programs. In K. Harris & S. Graham (Eds.), Teachers working together: Enhancing the performance of students with special needs (pp. 1-29). Cambridge, MA: Brookline Books.

Beckman, P. J., Barnwell, D. Horn, E. M., Hanson, M. J., Gutierrez, S. & Lieber, J. (1998). Communities, families, and inclusion. Early Childhood Research Quarterly, 13(1), 126-150.

Lieber, J. Capell, K. Sandall, S. R., Wolfberg, P. Horn, E. M., & Beckman, P. (1998). Inclusive preschool programs: Teachers' beliefs about inclusion. Early Childhood Research Quarterly, 13(1), 87-106.

Horn, E. M. (1997). Achieving meaningful change in motor skills: Conceptual and empirical bases of a neurobehavioral intervention approach. Mental Retardation and Developmental Disabilities Research Reviews, 3(2), 138-144.

Lieber, J. Beckman, P. J., Hanson, M. J., Janko, S. Marquart, J. M., Horn, E. M., & Odom, S. L. (1997). The impact of changing roles on relationships between professionals in inclusive programs for young children. Early Education and Development, 8(1), 67-82.

Horn, E. M., & Childre, A. (1996). Assessing adaptive skills. In M. McLean, D. Bailey, & M. Wolery (Eds.), Assessing Infants and Preschoolers with Special Needs (pp. 462-490). MacMillan Publishing Co.

Warren, S. F., & Horn, E. M. (1996). Generalization issues in providing integrated services. In R. A. McWilliams (Ed.), Rethinking pull-out services in early intervention: A professional resource (pp. 121-143). Baltimore, MD: Paul H. Brookes.

Horn, E. M. (1996). Interventions to promote adaptive behavior skills. In S. Odom & M. McLean (Eds.), Early intervention/early childhood special education recommended practices (pp. 259-286). Austin, TX: Pro-Ed.

Horn, E. M. (1996). What's special about dual enrollment? Journal of Early Intervention, 20(2), 111-112.

Horn, E. M., & Jones, H. (1996). A comparison of two selections techniques used in augmentative and alternative communication. Augmentative and Alternative Communication Journal, 12(1), 23-31.

Brown, W. H., Horn, E. M., Heiser, J. G., & Odom, S. L. (1996). Project BLEND: An inclusive model of early childhood services. Journal of Early Intervention, 20(4), 364-375.

Horn, E. M., Warren, S. F., & Jones, H. A. (1995). An experimental analysis of a neurobehavioral motor intervention. Developmental Medicine and Child Neurology, 37, 697-714.

Horn, E. M., Jones, H. & Millen, C. (1994). Home visiting: A teacher's perspective. Dimensions of Early Childhood, 22(2), 39.

Horn, E. M., Jones, H. & Warren, S. F. (1993). Experimental analysis of early motor skills intervention for infants with neuromotor disabilities . Developmental Medicine & Child Neurology: Abstract 1993, 35(9), 5.

Horn, E. M. (1992). Intervention strategies to promote adaptive behavior. In M. McLean & S. Odom (Eds.), Recommended Practices in Early Intervention for Infants and Young Children with Disabilities and their Families. Reston, VA: CEC/DEC.

Horn, E. M., Warren, S. F., & Rieth, H. (1992). Effects of a small group microcomputer-mediated motor skills instructional package. Journal of the Association for Persons with Severe Handicaps, 17(3), 133-144.

DeStefano, D. Howe, A. Horn, E. M., & Smith, B. (1991). Best practices in early childhood special education, Tucson, AZ: Communication Skill Builders.

Horn, E. M., Jones, H. & Hamlett, C. (1991). An Investigation of the Feasibility of a video game system for developing scanning and selection skills. Journal of the Association for Persons with Severe Handicaps, 16(2), 108-115.

Horn, E. M. (1991). Basic motor skills instruction for children with neuromotor delays: A critical review. Journal of Special Education, 25(2), 168-197.

Horn, E. M. (1989). Motor skills intervention for children with neuromotor deficits: Two decades of research. DEC Communicator, 15(3).

Horn, E. M., Smith, B. & DeStefano, D. (1989). Moving toward best practices. In Proceedings from the "Moving Toward Best Practices Conference". Nashville, TN: John F. Kennedy Center, Vanderbilt University.

Warren, S. F., Horn, E. M., & Hill, E. W. (1987). Some innovative educational applications of advanced technologies. In L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program designed for individuals with dual sensory impairments (pp. 283-309). Baltimore, MD: Paul Brookes Publishing.

Horn, E. M., Millen, C. Cavanaugh, C. L., & Komsar, S. A. (1987). Designing and constructing cardboard chair inserts for young handicapped children. Teaching Exceptional Children, 20(1), 19-22.

Horn, E. M., & Warren, S. F. (1987). Facilitating the acquisition of sensorimotor behavior with a microcomputer-mediated teaching system: An experimental analysis. Journal of the Association for Persons with Severe Handicaps, 12(3), 205-215.

Warren, S. F., & Horn, E. M. (1987). Microcomputer applications in early childhood special education: Problems and possibilities. Topics in Early Childhood Special Education, 7(2), 72-84.

Horn, E. M., & Fuchs, D. (1987). Using adaptive behavior in assessment and intervention: An overview. The Journal of Special Education, 21(1), 11-26.

Hooper, E. H., & Hasselbring, T. S. (1985). Electronic communication aids for non-reading children. Journal of Special Education Technology, 7(2), 39-49.

Horn, E. M., & Goin, L. (1985). Flexiscan. Nashville, TN: Expert Systems Software, Inc.

Horn, E. M., & Hamlett, C. (1985). The scanning game. Nashville, TN: Expert Systems Software, Inc.

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Selected Awards & Honors

Education Award
American Association for Intellectual Developmental Disabilities
2015 - 2016


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