Dr. Frey is a Board Certified Behavior Analyst with expertise in early assessment and naturalistic interventions to improve social communication skills of young children with developmental disabilities. Her research interests include language acquisition and intervention, social skills assessment and intervention, and parent training. She collaborates with ANDI Faculty on research investigating neural mechanisms that predict and reflect treatment success and on approaches to prime neuropredictive social-emotional and language circuits to enhance the effectiveness of social communication interventions for young children with autism and other neurodevelopmental disorders.
Ph.D., Vanderbilt University
M.Ed., Vanderbilt University
B.S., Vanderbilt University
Frey, J. R., & Gillispie, C. M. (in press). The accessibility needs of students with disabilities. In S. N. Elliott, R. J. Kettler, P. A. Beddow, & A. Kurz (Eds.), Handbook of accessible instruction and testing practices: Issues, innovations, and applications. New York: Springer.
Berry, K. A., Anderson, A., & Frey, J. R. (2017). The use of tableau to increase the ontask behavior of students with language-based learning disabilities in inclusive language arts settings. In J. Burnette (Ed.), VSA intersections: Arts and Special Education – Exemplary programs and approaches professional paper series, (Vol. 3, pp. 134-153). Washington, DC: John F. Kennedy Center for the Performing Arts.
Kaiser, A. P., Scherer, N. J., Frey, J. R., & Roberts, M. Y. (2017). The effects of EMT+PE on the speech and language skills of young children with cleft palate: A pilot study. American Journal of Speech-Language Pathology. doi: 10.1044/16-0008
Scherer, N. J., Baker, S. L., Kaiser, A. P., & Frey, J. R. (2016). Longitudinal comparison of the speech and language performance of US-born and internationally adopted toddlers with cleft lip and palate. The Cleft Palate-Craniofacial Journal. Advanced online publication. doi: 10.1597/15-237.
Elliott, S. N., Frey, J. R., & Davies, M. (2015). Systems for assessing and improving students’ social-emotional skills and academic competence. In J. Dulak, C. E. Domoitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice, (pp. 301- 319). New York: Guilford Press.
Parlakian, R., & Frey, J. R. (2014). Creating supportive caregiving environments for dual language learning infants and toddlers. In M. Dombrink-Green, H. Bohart, & K. Nemeth (Eds.), Spotlight on young children: Supporting dual language learners, (pp. 5-12). Washington, DC: National Association for the Education of Young Children.
Frey, J. R., Elliott, S. N., & Kaiser, A. P. (2014). Social skills intervention planning for preschoolers: Using the SSiS-Rating Scales to identify target behaviors valued by parents and teachers. Assessment for Effective Intervention, 39, 182-193. doi: 10.1177/1534508413488415
Frey, J. R., Elliott, S. N., & Miller, C. F. (2014). Best practices in social skills training. In A. Thomas & P. Harrison (Eds.), Best practices in school psychology - Student level services (6th ed., pp. 213- 224). Bethesda, MD: National Association of School Psychologists.
Elliott, S. N., Frey, J. R., & DiPerna, J. C. (2012). Improving social skills: Enabling academic and interpersonal successes. In S. Brock & S. R. Jimerson (Eds.), Best practices in school crisis prevention and intervention (2nd ed., pp. 55–77). Bethesda, MD: National Association of School Psychologists.
Frey, J. R., Elliott, S. N., & Gresham, F. M. (2011). Preschoolers’ social skills: Advances in assessment for intervention using social behavior ratings. School Mental Health, 3, 179-190. doi: 10.1007/s12310-011-9060-y
Frey, J. R., & Kaiser, A. P. (2011). The use of play expansions to increase the diversity and complexity of object play in young children with disabilities. Topics in Early Childhood Special Education, 31, 99-111. doi: 10.1177/0271121410378758
Beddow, P. A., Kurz, A., & Frey, J. R. (2011). Accessibility theory: Guiding the science and practice of test item design with the test-taker in mind. In S. N. Elliott, R. J. Kettler, P. A. Beddow, & A. Kurz (Eds), Handbook of accessible achievement tests for all students. New York: Springer.
Trent-Stainbrook, A., Kaiser, A. P., & Frey, J. R. (2007). Older siblings’ use of responsive interaction strategies and the effects on their younger siblings with Down Syndrome. Journal of Early Intervention, 29, 273-286. doi: 10.1177/105381510702900401