Contact
Positions
Associate Professor
- Organization:
- West Virginia University School of Medicine
- Classification:
- Faculty
Education
- PhD, Vanderbilt University, 2013
- MEd, Vanderbilt University, 1996
- BA, Concordia University, 1990
About Alex Hollo
Biography:
Dr. Hollo joined WVU in 2013 after completing a post-doctoral fellowship at the University of Louisville. She obtained MEd and PhD degrees from Vanderbilt University in Special Education and is a Board Certified Behavior Analyst. In between her masters and doctoral training, Alex taught at residential treatment centers for children with emotional and behavioral disorders. There, she noted that many of the students seemed to have undiagnosed communication disorders that exacerbated problem interactions with adults and peers. This observation sparked her primary line of research that centers on comorbidity of language and behavioral disorders in school-age children and adolescents. Her goals are to develop child-focused prevention and intervention strategies, as well as to improve adults’ ability to support children with these co-occurring conditions.
Additional Info
Representative Scholarship:
Chow, J., & Hollo, A. (In press). Current Topics: Language skills of students with emotional and behavioral disorders. Intervention in School and Clinic, 58(1).
Hollo, A., Brigandi, C. B., Jelsema, C. M., & Shi, M. (In press). Effects of a vision impairment simulation on pre-service teachers’ achievement, efficacy, attitudes, and interest. Journal of Visual Impairment & Blindness.
Haspel, M., & Hollo, A. (2021). Effects of teacher training in trial-based functional analysis via video modeling. Education and Treatment of Children. 44, 49–54. https://doi.org/10.1007/s43494-020-00033-z
Hollo, A., Staubitz, J. L., & Chow, J. C. (2020). An application of Generalizability Theory to optimize language sample analysis. Journal of Speech, Language, and Hearing Research, 63, 1947–1957. https://doi.org/10.1044/2020_JSLHR-19-00118
Chow, J. C., Walters, S., & Hollo, A. (2020). Supporting students with co-occurring language and behavioral deficits in the classroom. Teaching Exceptional Children. 52 (4), 222-230. https://doi.org/10.1177/0040059919887760
Hollo, A., Floyd, K. K., Brigandi, C. B. (2019). Endorsement by exam: Policy and practice in special education. Rural Special Education Quarterly,38(3), 177–184. https://doi.org/10.1177/8756870519843500
Hollo, A., Chow, J., & Wehby, J. H. (2019). Profiles of language and behavior in students with emotional disturbance. Behavioral Disorders, 44(4), 195–204. https://doi.org/10.1177/0198742918804803
Hollo, A., & Burt, J. (2018). Practices reflecting functional communication training for students with or at risk for EBD: Systematically mapping the literature. Behavioral Disorders, 44(1). https://doi.org/10.1177/0198742917751697
Hirn, R. G., Hollo, A., & Scott, T. (2017). Exploring instructional differences and school performance in high poverty elementary schools. Preventing School Failure, 62(1), 37-48. https://doi.org/10.1080/1045988X.2017.1329197
Hollo, A., & Wehby, J. H. (2017). Teacher talk in general and special education elementary classrooms. Elementary School Journal, 117(4), 616-641. https://doi.org/10.1086/691605
Chow, J., & Hollo, A. (2017). Language ability of students with emotional disturbance: Discrepancies between teacher ratings and direct assessment. Assessment for Effective Intervention 43(2), 90-95 https://doi.org/10.1177/1534508417702063
Hollo, A., & Chow, J. (2015). Communicative functions of problem behavior for students with high-incidence disabilities. Beyond Behavior, 24(3), 23-30. https://doi.org/10.1177/107429561502400304
Hollo, A., & Hirn, R. G. (2015). Teacher and student behaviors in context: Associations with instructional grouping and class size. Preventing School Failure, 59(1), 31-39. https://doi.org/10.1080/1045988X.2014.919140
Hollo, A., Wehby, J. H., & Oliver, R. O. (2014). Unidentified language deficits in children with emotional and behavioral disorders: A meta-analysis. Exceptional Children, 80(2), 169-186. https://doi.org/10.1177/001440291408000203
Hollo, A. (2012). Language and behavior disorders in school-age children: Comorbidity and communication in the classroom. Perspectives on School- Based Issues, 13(4), 111-119. https://doi.org/10.1044/sbi13.4.111
Teaching:
WVU
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CSAD 236: Language Science
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CSAD 485: Professional Applications (Capstone)
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CSAD 497: Research
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SPED 304: Introduction to Special Education in Contemporary Society
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SPED 603: Classroom/Behavior Management for Special Needs
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SPED 655: Naturalistic & Functional Analyses of Behavior
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SPED 675: Research-to-Practice
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SPED 797: Research
Other
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SPED 3860: Advanced Classroom Management.
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SPED 3008: Special Education in Secondary Schools
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SPED 581: Single Subject Research Design.
Current Service:
Dr. Hollo is the co-coordinator of a professional organization called the American Council on Rural Special Education (ACRES). She has served as a grant reviewer for the Office of Special Education Programs (OSEP), has reviewed for professional journals such as Remedial and Special Education, Elementary School Journal, Behavior Analysis Research and Practice, and the American Journal on Intellectual and Developmental Disabilities, and serves on the editorial boards of Behavioral Disorders, Beyond Behavior, and Rural Special Education Quarterly.
Patient Care Information
Additional Info
Patient Care Information:
Medical Specialties
Board Certified Behavior Analyst-doctoral level (BCAB-D) #1-13-12881, Behavior Analyst Certification Board