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Faculty/Staff Profiles




Shanna Eisner Hirsch

Assistant Professor

Office: 228 Holtzendorff Hall
Phone: 864-656-5796
Email: shannah@clemson.edu
Vita: Click Here

Educational Background

Ph.D. Special Education
University of Virginia 2016

M.Ed. Special Education
Vanderbilt University 2009

B.S. Social Work
University of Vermont 2004

Profile

Shanna E. Hirsch, Ph.D., BCBA-D, is an Assistant Professor of Special Education in the Department of Education and Human Development. She received her master's degree from Vanderbilt University and doctoral degree from the University of Virginia. She has previously worked as a special education teacher and behavior analyst. These experiences have shaped her research, teaching, and service. Her expertise centers on (a) supporting novice teachers learn to implement classroom-level positive behavior interventions and supports (PBIS), (b) developing classroom-level supports for students with or at risk for emotional behavioral disorders, and (c) teacher training on targeted behavioral supports (i.e., functional-assessment based interventions). Dr. Hirsch is a Co-Principal Investigator on Project FRaME (Using Feedback, Reflection, and Multimedia to Teach Evidence-Based Practices in Classroom Management). Project FRaME (Dr. Michael Kennedy, PI) is a four-year Institute of Education Science development grant related to multimedia instruction in teacher preparation coursework related to classroom management.

Dr. Hirsch is an active member of a number of professional organizations (e.g., Council for Exceptional Children, Association of Positive Behavior Supports) and serves on the editorial boards of Behavioral Disorders, Beyond Behavior, Exceptional Children, Intervention in School and Clinic, Preventing School Failure, and TEACHING Exceptional Children.

Dr. Hirsch works with students to conduct research in schools and on campus. She also facilitates two Creative Inquiries: PBIS Films and Mixed-Reality Teaching Simulator. If you are interested in working with Dr. Hirsch, please contact her at ShannaH@g.clemson.edu.

Courses Taught

EDSP 3700: Introduction to Special Education
EDSP 3740: Characteristics and Strategies for Individuals with Emotional/Behavioral Disorders
EDSP 8560: Intensive Behavioral Interventions for Individuals with Disabilities

Research Interests

RECENT PUBLICATIONS (* Indicates a co-author was a student at time of preparation)

Nagro, S., Hirsch, S. E., & Kennedy, M. J. (2020). A self-led approach to improving classroom management practices using video analysis. Teaching Exceptional Children. https://doi.org/10.1177/0040059920914329

Hirsch, S. E., Chow, J., *Randall, T., *Nemer, S. L., & *McKown, G. (2020). Effect of embedded responses in multimedia-based instruction with preservice teachers: A conceptual replication. Behavioral Disorders. doi.org/10.1177/0198742920911178

Hall, A. H., *Gao, Q., & Hirsch, S. E. (2020). Encouraging shifts in preservice teachers’ beliefs about writing and plans for future instruction. Early Childhood Education Journal. doi.org/10.1007/s10643-020-01048-2

Hirsch, S. E., MacSuga-Gage, A. S., Ennis, R. P., Mathews, H., *Rice, K., & *Marcus, K. (2020). Using videos to promote positive behavioral interventions and supports: A qualitative study. Journal of Special Education Technology, 35, 76-86. doi:/10.1177/0162643419836408

Larsen, K., Hirsch, S. E., McGraw, J., & Bradshaw, C. P. (2020). Examining the feasibility and acceptability of using mixed-reality simulator to support pre-service teacher training. Journal of Special Education Technology, 35, 63-75. doi.org /10.1177/0162643419836415

Herro, D., Hirsch, S. E., & Quigley, C. (2019). Faculty-in-Residence program: Enacting practice-based professional development in a STEAM-focused middle school. Professional Development in Education. doi.org/10.1080/19415257.2019.1702579

Hirsch, S. E., *Randall, T., Common, E., & Lane, K. L. (2019). Results of practice-based professional development for supporting special educators in learning how to design functional assessment-based interventions. Teacher Education and Special Education. doi.org/10.1177/0888406419876926

Hirsch, S. E., Lloyd, J. W., & Kennedy, M. J. (2019). Professional development in practice: Improving novice teachers’ use of universal classroom management practices. Elementary School Journal, 120, 61-87. doi.org/10.1086/704492

Hirsch, S. E., Alves, K., & *Dunn, M. (2019). Classroom management using technology to support students with EBD in the general education setting. Intervention in School and Clinic, 55 (2), 94-102. doi.org/10.1177/1053451219837638

Hirsch, S. E., *Brown, C., *Haley, E., Beach, J., MacSuga-Gage, A. S., Spence, S. E., & Kennedy, M. J. (2019). Ten tips to consider when creating and screening PBIS Films. Beyond Behavior, 28, 79-89. doi.org/10.1177/1074295619845830

Walker, V., Hirsch, S. E., & Kennedy, M. J. (2019). Exploring videos to support SW- PBIS initiatives: A survey of teachers and film creators. Preventing School Failure: Alternative Education for Children and Youth, 63, 184-193 doi:10.1080/1045988X.2018.1545215

*Peeples, K., Hirsch, S. E., Gardner, S. J., Kelley, R. G., Sherrow, B. L., McKenzie, J. M., *Randall, K., & Kennedy, M. J. (2019). Using multimedia instruction and performance feedback to improve pre-service teachers’ vocabulary instruction. Teacher Education and Special Education, 42, 227-245. doi:10.1177/0888406418801913

Hirsch, S. E., Ely, E., Lloyd, J. W., & Isley, D. (2018). Targeted professional development: A systematic and multi-step approach to identifying educator need. School-University Partnerships, 11(2), 84-91.

*Mathews, H., Hirsch, S. E., & Therrien, W. J. (2018). Becoming critical consumers of research: Understanding replication. Intervention in School and Clinic, 53, 267-275. doi/full/10.1177/1053451217736863 (Lead Feature Article)

Hirsch, S. E., Ennis, R. P., & Driver, M. K. (2018). Three student engagement strategies to help elementary teachers work smarter, not harder in mathematics. Beyond Behavior, 27, 5-14. doi:10.1177/1074295617753113

Oakes, W. P., Lane, K. L., & Hirsch, S. E. (2018). Functional assessment-based interventions: Focusing on the environment and considering function. Preventing School Failure: Alternative Education for Children and Youth, 62, 25-36. doi:10.1080/1045988X.2017.1326799

Ennis, R. P., Hirsch, S. E., MacSuga-Gage, A. S., & Kennedy, M. J. (2018). Positive behavior support in pictures: Using film to support school-wide PBS implementation. Preventing School Failure: Alternative Education for Children and Youth, 62, 1-12. doi:10.1080/1045988X.2017.1287048

Links

Google Scholar
Research Grate
ORCID