Janice Grskovic

RESEARCH

Publications - Refereed Journals, Book Chapters, and Reports

Grskovic, J. A. (2012). Skills for preparing general education teachers for more successful inclusion: An American model.   Heilpadagogische Forschung, 38(4), 208-215.

Grskovic, J. A. (2012). Program report for Indiana University Northwest School of Education: Exceptional needs: Mild interventions. Submitted to the National Council for Accreditation of Teacher Education (NCATE) and the Council for Exceptional Children.

Grskovic, J. A. (2012). Program report for Indiana University Northwest School of Education: Teaching all learners--Elementary general and special education. Submitted to the National Council for Accreditation of Teacher Education (NCATE) and the Council for Exceptional Children.

Dodson. D. H., Grskovic, J. A., & Alford, G. R. (in submission). A comparison of the effects of concrete and virtual manipulatives on the multiplication fact achievement of urban third graders with and without disabilities.

Grskovic, J. A., & Trzcinka, S. M. (2012). Effectively teaching all learners. In Henson, K. T. Methods for teaching in diverse middle-level and secondary classrooms (2^nd ed). (pp. 248-253). Dubuque, IA: Kendall/Hunt Publishing. ISBN: 978-0-7575-9679-7

Trzcinka, S. M., & Grskovic, J. A. (2011). Mining reflections for the disposition to teach in special education. Journal of Higher Education Theory and Practice, 11(1), 56-67.

Grskovic, J. A., & Trzcinka, S. M. (2011). Essential standards for preparing secondary content teachers to effectively teach students with mild disabilities in included settings. American Secondary Education, 39(1). 94-106.

Grskovic, J. A., & Zentall, S. S. (2010). Understanding ADHD in girls: Identification and social characteristics. The International Journal of Special Education,25(1), 171-184.

Kercood, S., & Grskovic, J. A. (2010). Reducing the effects of auditory and visual distraction on the math performances of students with Attention Deficit Hyperactivity Disorder. Australian Journal of Learning Difficulties, 15(1), 1-11.

Goetze, H., & Grskovic, J. A.  (2010). The effects of peer-facilitated filial therapy - A play tutor approach. The Journal of Person-Centered and Experiential Psychotherapies, 8 (4), 282-298.

Kercood, S., & Grskovic, J. A.  (2009). The effects of highlighting on the math computation performance of students with attention problems. Education and Treatment of Children, 32 (2), 231-241.

Emmert, S., Kercood, S., & Grskovic, J. A. (2009). A comparison of the effects of tactile and auditory stimulation and choice on the problem solving of students with attention disorders. The Journal of the American Academy of Special Education Professionals, Winter, 5-13. 

Grskovic, J. A., & Goetze, H. (2008). Short term filial therapy with German mothers: Findings from a controlled study. The International Journal of Play Therapy, 17(1), 39-51.

Kercood, S., Grskovic, J. A., Lee, D. L., & Emmert, S. (2007). The effects of fine motor movement and tactile stimulation on the problem solving of students with attention problems. The Journal of Behavioral Education, 16, 303-310.

Grskovic, J. A., & Goetze, H. (2006). Special education teacher preparation in the U.S.: Indiana University Northwest, a representative example. Sonderpedagogic, 36(1), 32-39.

Grskovic, J. A., & Goetze, H. (2005). An evaluation of the effects of Life Space Crisis Intervention on the challenging behavior of individual students. Reclaiming Children and Youth, 13, 231-235.

Grskovic, J. A., Hall, A. M., Montgomery, D. J., Vargas, A. U., Zentall, S. S., &  Belfiore, P. J. (2004). Reducing time-out assignments for students with emotional/behavioral disorders in a self-contained classroom: Class-wide implications. Journal of Behavioral Education, 13, 25-36.

Holliday, D. C., & Grskovic, J. A. (2002). Using political cartoons: An activity for students of every ability. Middle Level Learning, 15, M8-M9.

Zentall, S. S., Moon, S., Hall, A.M., & Grskovic, J. (2001). Learning and motivational characteristics of boys with giftedness and/or attention deficit/hyperactivity disorder. Exceptional Children, 67, 499-519.

Moon, S. M., Zentall, S. S., Grskovic, J. A., Hall, A. M., & Stormont-Spurgin, M., (2001). Emotional and social characteristics of boys with AD/HD and giftedness: A comparative case study.  Journal for the Education of the Gifted, 24, 207-247.

Zentall, S. S., Grskovic, J., Javorsky, J., & Hall, A. M. (2000). Effects of noninformational color on reading test performance of students with attention deficit hyperactivity disorder (ADHD). Diagnostique, 25, 129-146.

Moon, S., Zentall, S., Grskovic, J., & Hall, A. (1997).  Families of boys with intellectual giftedness and AD/HD. National Association for Gifted Children Research Briefs, 17, 185-203.

Vargas, A. U., Grskovic, J. A., Belfiore, P. J., & Halbert-Ayala, J. L. (1997). Improving migrant student's spelling of English and Spanish words with error correction. Journal of Behavioral Education, 7, 13-23.

Grskovic, J. A. & Belfiore, P. J. (1996). Improving the spelling of students with disabilities.  The Journal of Behavioral Education, 6, 343-353.

Grskovic, J. A., & Zentall, S. S. (1996).  Aufmerksamkeits-und Hyperaktivitätsstörungen im Klassenraum - Kinder mit AD/HD verstehen und im Unterricht unterstützen.  [Understanding and accommodating AD/HD in the classroom].  In H. Goetze (Ed.), Schulische Erziehungshilfe- grenzüberschreitend  [School related educational assistance for BD youth: Going beyond school structures] (pp. 169-174).  Potsdam, Germany: Universität Potsdam.

Belfiore, P. J., Grskovic, J. A., Murphy, A. M., & Zentall, S. S. (1996). The effects of antecedent color on reading for students with attention deficit hyperactivity disorder and learning disabilities. Journal of Learning Disabilities, 29, 432-438.

Grskovic, J. A., Zentall, S. S., & Stormont-Spurgin, M. (1995). Time estimation and planning abilities:  Students with and without disabilities. Behavioral Disorders, 20,197-203.

ERIC Documents

Zentall, S. S., Moon, S. M., Hall, A. M., Grskovic, J. A. (1997).  Learning characteristics of boys with attention deficit/hyperactivity disorder and/or giftedness. ERIC#: ED407791

Materials Developed

Curricula:  Zentall, S. S., Javorsky, J., Grskovic, J. A., & Hall, A. M. (1996). ZENTALL'S A.NBCurriculum.  Novelty Interventions for Youth with Attention Deficit Disorder:  Inservice and Preservice Applications.

Assessment Instruments:  Zentall, S. S., & Grskovic, J. A. (in progress).  Girls with AD/HD Are Different (GAAD). Rating scale for AD/HD in girls