Papers

2026

Levin, J.N., Vatalaro, A., Turner, S., Burke, K., & Macy, M., (2026). Other worlds and other possibilities: How a team of professionals re-envisioned early childhood with a professional development delegation in Reggio Emilia, Italy. In M. Macy, E. Ring, & A. Landini (Eds.), Realizing children's rights in a global context: Glocalization of the Reggio Emilia experience (pp. 277-310). Hershey, PA: IGI Global. https://doi.org/10.4018/979-8-3373-3431-8.ch010

Macy, M. (2026). A self-assessment strategy for writing and publishing a quantitative research article. Early Childhood Education Journal, 54(5), 3325-3338. https://doi.org/10.1007/s10643-024-01829-z

Macy, M. (2026). Authentic assessment practices to enhance early childhood systems for early identification of developmental delays. In D. Katsarou & M. Argyriou (Eds.), Groundbreaking approaches to early childhood development and therapy (pp. 119-142). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-3068-6.ch005

Macy, M., Diamond, L., Riggleman, S., McCorkle, L., & Zelan, A. (2026) Fostering scholarly writing through the division for early childhood consortium for innovations in doctoral excellence (DECIDE) mentorship. Early Childhood Education Journal, 54(5), 3289-3296. https://doi.org/10.1007/s10643-024-01806-6

Macy, M., Harshbarger, D., Burke, K., & Neukirch, E. (2026). Experiential learning in Reggio Emilia, Italy: Reflections from in-service and pre-service professionals. Journal of Early Childhood Teacher Education, 47(3), 693-715. http://doi.org/10.1080/10901027.2025.2493175

Macy, M., Ring, E., & Landini, A. (2026). A compass for navigating children’s rights. In M. Macy, E. Ring, & A. Landini (Eds.), Realizing children's rights in a global context: Glocalization of the Reggio Emilia experience (pp. xx-xxxi). Hershey, PA: IGI Global.

Macy, M., Ring, E., & Landini, A. (2026). Heart-mapped pedagogies in dialogue with right to early childhood education. In M. Macy, E. Ring, & A. Landini (Eds.), Reggio Emilia-inspired pedagogies of listening and inclusion: Advancing children's rights (pp. xxi-xxxi). Hershey, PA: IGI Global.

Macy, M., Ring, E., & Landini, A. (2026). Mapping possibility: True north for early childhood systems. In M. Macy, E. Ring, & A. Landini (Eds.), Realizing children's rights in a global context: Glocalization of the Reggio Emilia experience (pp. xxxiii-xlix). Hershey, PA: IGI Global.

2025

Burke, K., Macy, M., & Edokhamhen, E. (2025). Authentic assessment practices for supporting child development during preschool-to-kindergarten transition: A multiyear comparison of parental and teacher ratings. Early Childhood Education Journal, 53, 2933-2947. https://doi.org/10.1007/s10643-025-01884-0

Edokhamhen, E., Burke, K., & Macy, M., (2025). Using parent and teacher authentic assessment results to guide preschool to kindergarten transition for multilingual learners. The Dialog: A Journal for Inclusive Early Childhood Professionals, 28(1), 39-44. https://journals.charlotte.edu/dialog/article/view/1959

Landini, A. & Macy, M. (2025). Early childhood inclusion in Italy. Infants and Young Children: An Interdisciplinary Journal of Special Care Practices, 38(4), 322-333. https://doi.org/10.1097/IYC.0000000000000302

Macy, M. (2025). Let’s give them something to talk about: Podcasting as a form of pedagogy. Journal of Early Childhood Teacher Education, 46(2), 243-252. https://doi.org/10.1080/10901027.2024.2410000

Macy, M., Edokhamhen, E., & Burke, K. (2025). Transition to kindergarten for preschoolers with multilingual abilities: Do parents and professionals see eye to eye? The Dialog: A Journal for Inclusive Early Childhood Professionals, 28(1), 21-38. https://doi.org/10.55370/thedialog.v28i1.1789

2024

Bagnato, S., Macy, M., Dionne, C., Smith, N., Brock, J. R., Larson, T., Londoño, M., Fevola, A., Bruder, M.B., & Cranmer, J. (2024). Authentic assessment for early childhood intervention: In-vivo & virtual practices for interdisciplinary professionals. Perspectives On Early Childhood Psychology and Education, 8(1), 43-74. https://doi.org/10.58948/2834-8257.1066

Bagnato, S., Macy, M., Smith, N., Dionne, C., Bruder, M.B., Londoño, M. C., Brock, J. R., Fevola, A., & Larson, T. (2024). LINK virtual forum on authentic assessment for early childhood intervention: Interdisciplinary and international consensus. Perspectives On Early Childhood Psychology and Education, 8(1), 5-41. https://doi.org/10.58948/2834-8257.1026

Landini, A. & Macy, M. (2024). Case study of social inclusion and community-based partnership in Reggio Emilia, Italia. In Galla, Amareswar’s (Editor) Sixteenth International Conference on the Inclusive Museum Conference Proceedings. Common Ground Research Networks. https:// doi.org.10.18848/978-1-963049-02-2/CG

Laser, A., H., Acar, S., Brown, K., Green, K., Chapman, L. A., Morris, C. T., Rollins, L.H., George-Puskar, A., Gonzalez, M., Moldavan, A. M., Doody, K. R., Fulcher-Rood, K., Schuetze, P., Jackson, K., Mills, B., Dennis, L. R., Cole, T., Farquharson, K., & Macy, M. (2024). Meaningful and engaging learning experiences in early childhood special education preparation programs. Journal of Special Education Preparation, 4(1), 68-84. https://doi.org.10.33043/7959d86z

Lohmann, M. & Macy, M. (2024). Early childhood special education stars: A 5-point model for addressing the teacher shortage. HS Dialog: The Research to Practice Journal for the Early Childhood Field, 27(1), 104-116. https://doi.org.10.55370/27i1.1788

Macy, M. (2024). Equitable practices in early learning environments: Designing dreams with individualized education plans. Literacy Today of the International Literacy Association, 41(3), 54-55. https://publuu.com/flip-book/24429/811271/page/56

Macy, M. (2024). Promoting social inclusion of children and their families with experiential learning. The International Journal of the Inclusive Museum, 17(2), 33-50. https://doi.org/10.18848/1835-2014/CGP/v17i02/33-50

Macy, M. & Bagnato, S. (2024). Interdisciplinary conversations about authentic assessment as a form of social validity evidence. International Journal of Assessment and Evaluation, 31(1), 53-78. https://doi.org/10.18848/2327-7920/CGP/v31i01/53-78

Macy, M. & Bagnato, S. (2024). Authentic and meaningful developmental screening assessment in early childhood. In H. Seitz (Ed.), Spotlight on young children: Observation and assessment, volume 2 (pp. 116-121). Washington, DC: NAEYC. https://www.naeyc.org/resources/pubs/books/spotlight-observation-assessment-vol-2

Macy, M. & Bagnato, S. (2024). Wishful LINKing: Authentic environmental measures aligned with programmatic purposes. Early Childhood Education Journal, 52(2), 259-279. https://doi.org/10.1007/s10643-022-01424-0

Macy, M., Bagnato, S., Weiszhaupt, K., & Macy, R. (2024). Assess together, play together. International Journal of Early Childhood Learning, 31(2), 25-41. https://doi.org/10.18848/2327-7939/CGP/v31i02/25-41

Macy, M., Lohmann, M., Neukirch, E., & Burke, K. (2024) The way H-O-M-E: Service learning to address early education teacher shortage. School Community Journal, 34(2), 159-178. https://www.adi.org/journal/FW2024/MacyEtAl.pdf

Macy, M. & Marks, K. (2024). Core concepts and resources for community-based, developmental-behavioral screening. Young Exceptional Children, 27(1), 29-41. https://doi.org/10.1177/10962506231194040

Regalla, M., Peker, H., & Macy, M. (2024). An examination of an inclusive French immersion program and preschoolers’ executive functioning skills. Foreign Language Annals (of the American Council on the Teaching of Foreign Languages), 57, 1000-1025. https://doi.org/10.1111/flan.12773

Towson, J., Macy, M., Abarca, D., Myers, K., & Fitzpatrick, E. (2024). Examining models of professional development for teachers in low-income childcare centers using a dialogic reading intervention. Early Childhood Education Journal, 52, 1751-1763. https://doi.org/10.1007/s10643-023-01526-3

Weiszhaupt, K., Bastedo, K., & Macy, M. (2024). Play-based assessment through a simulation-based widget: Reflection to practice. Journal of Early Childhood Teacher Education, 45(2), 177-191. https://doi.org/10.1080/10901027.2024.2302624

Zyskind, K. & Macy, M. (2024). Authentic assessment for children with language considerations: Early identification and connection to services. Perspectives On Early Childhood Psychology and Education, 8(1), 111-143. https://doi.org/10.58948/2834-8257.1069

2023

Macy, M. (2023). Rapprochement of families, professionals, and community: Strategic assessment approach for supporting children. International Journal of Early Childhood Learning, 30(1), 31-45. https://doi.org/10.18848/2327-7939/CGP/v30i01/31-45

Macy, M. (2023). Authenticity of assessment in inclusive spaces. Head Start Dialog: The Research-to-Practice Journal for the Early Childhood Field, 26(2), 100-106. https://doi.org/10.55370/hsdialog.v26i2.1632

Macy, M. & Bagnato, S. (2023). Authentic and meaningful developmental screening in early childhood. In I. Alanís & T. Sturdivant (Eds.), Focus on developmentally appropriate practice: Equitable and joyful learning in preschool (pp. 64-67). Washington, DC: NAEYC. https://www.naeyc.org/resources/pubs/books/dap-focus-preschool

Macy, M., Reid, M., & Macy, R. (2023). Where is there convergence/divergence in how parents and educators interpret child development and learning? Head Start Dialog: The Research-to-Practice Journal for the Early Childhood Field, 26(2), 24-47. https://doi.org/10.55370/hsdialog.v26i2.1507

Macy, M., Spinetti Rincón, M. P., Macy, R. S., Zhang, B., & Argus-Calvo, B. (2023). Social emotional sequelae resulting from trauma experienced by media exposure in the early years: Implications for policies and practices. International Journal of Humanities Education, 21(2), 59-74. https://doi.org/10.18848/2327-0063/CGP/v21i02/59-74

Macy, M. & Steed, E. A. (2023). Mentoring graduate students in early childhood education. In A. Wilkerson & S. Samuels (Eds.), Best practices and programmatic approaches for mentoring educational leaders (pp. 102-119). IGI Global. https://doi.org/10.4018/978-1-6684-6049-8.ch008

2022

Lohmann, M., Greer, K., & Macy, M. (2022). Social emotional learning. In K. Fisher & K. Zimmer (Eds.), Special education programs and practices for young children (pp. 257-268). NJ: Slack Incorporated/Routledge/Taylor & Francis Group. https://www.routledge.com/Early-Childhood-Special-Education-Programs-and-Practices/Fisher-Zimmer/p/book/9781630917029

Macy, M. (2022). Seeking harmony between antecedents, intervening mechanisms & child outcomes: Considerations for early childhood “IDEA Child Find” services. International Journal of Community Diversity, 23(1), 19-33. https://doi.org/10.18848/2327-0004/CGP/v23i01/19-33

Macy, M. (2022). What to know about developmental screening. Message in a Backpack™. Teaching Young Children, 16(1), 22. NAEYC. https://www.naeyc.org/resources/pubs/tyc/fall2022/message-backpack

Macy, M. (2022). Early identification of risk, developmental delay, or disability in young children: Connecting families with services during a global health crisis. In J. Pattnaik & M. Jalongo (Eds.), Educating the Young Child special series issue, The Impact of COVID-19 on Early Childhood Education and Care: International Perspectives, Challenges, and Responses (pp. 237-252). Springer Nature Publishing. https://doi.org/10.1007/978-3-030-96977-6

Macy, M. & Bagnato, S. (2022). Authentic and meaningful developmental screening in early childhood. Teaching Young Children, 16(1), 18-21. NAEYC. https://www.naeyc.org/resources/pubs/tyc/fall2022

Macy, M., Pool, J., Chen, C., Rusiana, T., & Sawyer, M. (2022). A preliminary examination of a kindergarten school readiness assessment. Early Childhood Education Journal, 50, 1035-1046. https://doi.org/10.1007/s10643-021-01237-7

Macy, M. & Slanda, D. (2022). Emergent writing in the early childhood years. In K. Fisher & K. Zimmer (Eds.), Special education programs and practices for young children (pp.161-178). NJ: Slack Incorporated/Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781003523932-8

Macy, M., Towson, J., & Levin, J. (2022). Creating a leadership learning community: A blended approach for professional development. In I. Management Association (Ed.), Research Anthology on Service Learning and Community Engagement Teaching Practices (pp. 748-767). IGI Global: Hershey, PA. https://doi.org/10.4018/978-1-7998-5089-2.ch003

Slanda, D., & Macy, M. (2022). Early childhood reading. In K. Fisher & K. Zimmer (Eds.), Special education programs and practices for young children (pp.139-160). NJ: Slack Incorporated/Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781003523932-7

2021

(a) Dionne, C., Paquett, A., Lemire, C., Rousseau, M., Dugas, C., Squires, J., Macy, M., Chen, C-I, Schonhaut, L., Pomes, M., Arias Beccerra, N.J., & Moratto Vasquez, N. S. (2021). Inclusive early childhood care and education: From commitment to action. UNESCO. https://unescdoc.unesco.org/ark:/48223/pf0000378076

(b) Dionne, C., Paquett, A., Lemire, C., Rousseau, M., Dugas, C., Squires, J., Macy, M., Chen, C-I, Schonhaut, L., Pomes, M., Arias Beccerra, N.J., & Moratto Vasquez, N. S., (2021). Pour une inclusion dans l’education des la petite enfance: De l’engagment a l’action. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000378076

Gellasch, P., Macy, M., & Alvarado, A. (2021). Strategies for developmental screening during challenging times. Zero to Three, 42(2), 90-97. https://www.zerotothree.org/wp-content/uploads/2021/12/42-2-Gellasch-1.pdf

Macy, M. & Szente, J. (2021). Preparing early childhood professionals to support the social welfare of young children. Journal of Early Childhood Teacher Education, 42(2), 121-122. https://doi.org/10.1080/10901027.2021.1923758

Tan, T., Macy, M., Levin, J., & Roberts, S. (2021). Comparing in-service and pre-service teachers’ perspectives on racial minority students. Reparative Justice, Racial Restoration, and Education Journal.

2020

Chumbimuni Torres, K., Hashim, A. Huang, H., Leon, L., Lewis, K., Macy, M., Mayo, T., Reckdenwald, A., Vosoughi, A., Wang, L., & Walters, L. (2020). Is your mentor really a mentor? Faculty Focus, 18(3), 5-7. https://fctl.ucf.edu/teaching-resources/faculty-focus/

Macy, M., Spinetti Rincón, M. P., & Hogan, M. (2020). What are undergraduate students’ perceptions of a peer coaching model intended to foster effective electronic communication strategies with parents? Journal of Early Childhood Teacher Education, 42(1), 110-120. https://doi.org/10.1080/10901027.2020.1852345

Macy, M., Towson, J., & Levin, J. (2020). Creating a leadership learning community: A blended approach for professional development. In D. D. Cunningham (Ed.), Handbook of Research on Leadership in Early Childhood Education (pp. 50-69). IGI Global: Hershey, PA. https://doi.org/10.4018/978-1-6684-3877-0.ch041

Macy, M., & Wheeler, T. L. (2020). Positive behavioral interventions and supports: Factors that influence teacher buy-in. The International Journal of Educational Organization and Leadership, 28(1), 17-33. https://doi.org/10.18848/2329-1656/CGP/v28i01/17-33

2019

Macy, M. (2019). Activity-based intervention to support second language acquisition. International Journal of Early Childhood Special Education, 11(1), 43-51. https://doi.org/10.20489/intjecse.584468

Macy, M., Argus-Calvo, B., & Fort, A. C. (2019). Listening and learning from families of young children/ El aprendizaje de las familias. In P. B. Valdivia, P. G. Moreno, G. M. Meraz, & I. R. Herrera (Eds.), El Cuerpo Académico UACH-CA-108 Investigación Psicoeducativa. https://uach.mx/catedraunesco/cuerpos-academicos/

Macy, M., Argus-Calvo, B., Torres Hernández, S. X., & Hernández Collazo, R. L. (2019). Co-producing culturally relevant services with families of young children with disabilities. Dimensions of Early Childhood, 47(2), 25-28. https://web.p.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=0&sid=7695ad5c-08dc-427b-bc1e-bb21c9831f0c%40redis

Macy, M., Bagnato, S., & Weiszhaupt, K. (2019). Family-friendly communication via authentic assessment for early childhood intervention programs. ZERO to THREE, 40(2), 45-51. https://www.zerotothree.org/resource/journal/family-friendly-communication-via-authentic-assessment-for-early-childhood-intervention-programs/

Macy, M., Chen, C., & Macy, R. (2019). Assessment, evaluation, and programming system for infants and children: Salient development and research factors to consider. Journal of Intellectual Disability – Diagnosis and Treatment, 7(3), 68-76. https://doi.org/10.6000/2292-2598.2019.07.03.2

Macy, M., & Torres, C. (2019). The role of state lead agency designation in early childhood intervention. International Journal of Early Childhood Learning, 26(2), 7-20. https://doi.org/10.18848/2327-7939/CGP/v26i02/7-20

Ollila, J., & Macy, M. (2019). Social studies curriculum integration in elementary classrooms: A case study on a Pennsylvania rural school. The Journal of Social Studies Research, 43(1), 33-45. https://doi.org/10.1016/j.jssr.2018.02.001

2018

Macy, M., & Bagnato, S.J. (2018). Authenticity in early childhood assessment: The developmentally appropriate alternative. In D.H. Saklofske, C. R. Reynolds, & V. Schwean (Eds.), Oxford handbook of psychological assessment of children and adolescents (pp. 671-682). New York: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199796304.013.0028_update_001

Macy, M., & Bagnato, S.J. (2018). The authentic alternative for assessment in early childhood intervention. In V. Schwean & D.H. Saklofske (Eds.), Oxford handbook of psychological assessment of children and adolescents (online edition). New York: Oxford University Press. https://global.oup.com/academic/product/the-oxford-handbook-of-child-psychological-assessment-9780199796304?cc=us&lang=en&#

Macy, M., Macy, R., & Shaw, M., (2018). Bringing the ivory tower into students’ homes: Promoting accessibility in online courses. Ubiquitous Learning: An International Journal, 11(1), 13-21. https://doi.org/10.18848/1835-9795/CGP/v11i01/13-21

Note: This paper (Macy, Macy, & Shaw, 2018) won the International Award for Excellence by Common Ground Research Networks.

2017

Macy, M. (2017). Children’s literature of the southwest. Texas Childcare Quarterly, 40(5). https://search.lib.utexas.edu/permalink/01UTAU_INST/be14ds/alma991023131259706011

Macy, M., Glascoe, F. P., Ji, Y., Macy, R., & Zhang, B. (2017). Management of an early detection program: Supporting helpful features. Current Developmental Disorders Report Journal, 4(4), 118-129. https://doi.org/10.1007/s40474-017-0123-0

Macy, M., Zhang, B., Ji, Y., & Macy, R. (2017). Authentic assessment to measure outcomes in creative arts. NHSA Dialog: Research-to-Practice for the Early Education Field, 20(1), 83-95. https://doi.org/10.55370/hsdialog.v20i1.748

2016

Macy, M. (2016). Developmental screening instruments. In D. Couchenour & K. Chrisman (Eds.), The SAGE Encyclopedia of Contemporary Early Childhood Education (pp. 406-407). Sage: Thousand Oaks, CA. https://doi.org/10.4135/9781483340333

Macy, M. & Bagnato, S. J. (2016). Authentic assessment practice guide: Ten big ideas for implementing authentic assessment practices. Unpublished paper.

Macy, M., Bagnato, S.J., & Gallen, R. (2016). Authentic assessment: A venerable idea whose time is now. Zero to Three Journal, 37(1), 37-43. https://www.aucd.org/uploads/eventfiles/AA-VenerableIdea2016.pdf

Macy, M., & Macy, R. (2016). Playing to win: A model using games for early literacy assessment. New Mexico Journal of Reading, 36(1), 6-11. https://aepsinteractive.com/wp-content/uploads/2022/10/AEPS-Journal-Articles.pdf

2015

Macy, M. (2015). Promising practices, models, and research in the early identification of young children with disabilities. Journal of Intellectual Disability: Diagnosis and Treatment, 3(4), 154-5. https://www.lifescienceglobalca.com/index.php/jiddt/article/view/3522/2060

Macy, M., Bagnato, S.J., Macy, R., & Salaway, J. (2015). Conventional tests and testing for early intervention eligibility: Is there an evidence base? Infants and Young Children: An Interdisciplinary Journal of Special Care Practices, 28(2), 182-204. https://doi.org/10.1097/IYC.0000000000000032

Macy, M., Bricker, D., Dionne, C., Grisham-Brown, J., Waddell, M., Slentz, K., Johnson, J., Behm, M., & Shrestha, H. (2015). Content validity analyses of qualitative feedback on the revised Assessment, Evaluation, & Programming System for infants and children (AEPS) test. Journal of Intellectual Disability: Diagnosis and Treatment, 3(4), 177-186. https://doi.org/10.6000/2292-2598.2015.03.04.3

2014

Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education 2014. (Contributed to assessment practices with Drs. Stefano Bagnato, Jane Squires, and Susan Killmeyer). https://divisionearlychildhood.egnyte.com/dl/7urLPWCt5U

Macy, M., Marks, K., & Towle, A. (2014). Missed, misused, or mismanaged? Improving early detection systems to optimize child outcomes. Topics Early Childhood Special Education, 34, 1-12. https://doi.org/10.1177/0271121414525997

2013

Macy, M. (2013). Developmental-behavioral screening assessment in a social service context. Child Welfare 360° The Intersection of Child Welfare and Disability: Focus on Children (CW360°), 15-16. https://conservancy.umn.edu/server/api/core/bitstreams/e7b89fa9-396a-4415-9965-c9da1370f6c2/content

Macy, M., & Bagnato, S. (2013). The authentic alternative for assessment in early childhood intervention. In V. Schwean & D.H. Saklofske (Eds.), Oxford handbook of psychological assessment of children and adolescents (pp. 671-682). New York: Oxford University Press. https://global.oup.com/academic/product/the-oxford-handbook-of-child-psychological-assessment-9780199796304?cc=us&lang=en&#

Marks, K. P., Dunkle, M., Squires, J., Bricker, D., Glascoe, F. P., & Macy, M. (2013). Clear national standards needed to detect and effectively help infants and toddlers with developmental-behavioral challenges. Pediatrics e-letter, 131. https://publications.aap.org/pediatrics/issue/131/1

Squires, J., Waddell, M., Funk, K., & Macy, M. (2013). Parent and professional collaboration in the assessment process. Journal of Intellectual Disability: Diagnosis and Treatment, 1, 74-84. https://doi.org/10.6000/2292-2598.2013.01.01.9

2012

Carmona-Bell, L. & Macy, M. (2012). SpecialQuest birth-five: Supporting collaboration and inclusion. Early Intervention Newsletter of the PA State Interagency Coordinating Council. https://www.pattan.net/Partners/State-Interagency-Coordinating-Council-SICC

Catlett, C., Jones-Hoats, L., Macy, M., & Ahonkhai, B. (2012). Together we’re better: Supporting inclusion through collaborative approaches to professional development. Early Intervention Newsletter of the PA State Interagency Coordinating Council. https://www.pattan.net/Partners/State-Interagency-Coordinating-Council-SICC

Fairchild, B., Guss, G., & Macy, M. (2012). Higher education and the SpecialQuest approach and materials. Early Intervention Newsletter of the PA State Interagency Coordinating Council. https://www.pattan.net/Partners/State-Interagency-Coordinating-Council-SICC

Macy, M. (2012). The evidence behind developmental screening instruments. Infants and Young Children: An Interdisciplinary Journal of Special Care Practices, 25(1), 19-61. https://doi.org/10.1097/IYC.0b013e31823d37dd

Macy, M. & Murphey, K. (2012). Cross sector collaboration to implement an early identification system. Unpublished.

Rogers, A., Hickoff-Cresko, R., & Macy, M. (2012). Transforming teacher preparation programs to meet the needs of all learners. In S. Dziuk (Ed). Educational programs and special education: Issues, challenges, and perspectives (pp. 73-88). New York: Nova Publishers.

Rogers, A., Macy, M., & Hickoff-Cresko, R. (2012). A window of opportunity for quality field experiences. Pennsylvania Association of Colleges and Teacher Educators, 11(1), 19-28. https://aacte.org/about-aacte/

2011

Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. (2011). Identifying instructional targets for early childhood via authentic assessment: Alignment of professional standards and practice-based evidence. Journal of Early Intervention, 33(4), 243-253. https://doi.org/10.1177/1053815111427565

Pretti-Frontczak, K., Bagnato, S., Macy, M., & Sexton, D. (2011). Data driven decision-making to plan programs and promote performance in early intervention: Applying best professional practice standards. In C. J. Groark (Series Ed.) & S. Maude (Vol. Ed.), Early childhood intervention: Shaping the future for children with special needs and their families, three volumes: Vol. 2 (pp. 55- 80). Santa Barbara, CA: ABC-CLIO, Praeger.

2010

Bagnato, S., & Macy, M. (2010). Authentic assessment in action: A “R-E-A-L” solution. National Head Start Association Dialog, 13(1), 1-4. https://doi.org/10.1080/15240750903458121

Bagnato, S. J., Pretti-Frontczak, K., Macy, M., & Grisham-Brown, J. (2010). Accountability for early childhood intervention: Aligning professional standards and policies. Advocacy for Sensible and Equitable Outcomes.

Bricker, D., Grisham-Brown, J., Dionne, C., Pretti-Frontczak, K., Johnson, JJ., Macy, M., Slentz, K., Thorndike-Christ, T., & Waddell, M. (2010). Using the Assessment, Evaluation, and Programming System to meet federal accountability requirements. EMRG White Paper No. 6. Eugene, OR: Early Intervention Management and Research Group (EMRG). https://aepsinteractive.com/research/

Macy, M. (2010). Interactive online assessment options: A review of the AEPSi. International Journal of Early Childhood Special Education, 2(3), 254-257. https://doi.org/10.20489/intjecse.107973

Macy, M., & Bagnato, S. (2010). Keeping it “R-E-A-L” with authentic assessment. National Head Start Association Dialog, 13(1), 1-21. https://doi.org/10.1080/15240750903458105

Macy, M., Thorndike-Christ, T., & Lin, Y. (2010). Parental reports of perceived assessment utility: A comparison of authentic and conventional approaches. Infants and Young Children: An Interdisciplinary Journal of Special Care Practices, 23(4), 286-302. https://doi.org/10.1097/IYC.0b013e3181f1ec1b

2009

Bricker, D., Grisham-Brown, J., Dionne, C., Pretti-Frontczak, K., Johnson, J.J., Macy, M., Slentz, K., Thorndike-Christ, T., & Waddell, M. (2009). Deriving and using the AEPS® cutoff scores to determine eligibility for IDEA services. EMRG White Paper No. 5. Eugene, OR: Early Intervention Management and Research Group (EMRG). https://aepsinteractive.com/research/

Macy, M., & Rusch, F. R. (2009). Life care planning and evaluation. In E. Mpofu & T. Oakland (Eds.), Assessment in rehabilitation and health (pp. 297-312). New York: Springer Publishing Co.

Macy, M., & Squires, J. (2009). L’arte d’arrangiarsi: Evaluation of an innovative practice in a pre- service practicum. Journal of Early Intervention, 31(4), 308-325. https://doi.org/10.1177/1053815109352585

Macy, M., Squires, J., & Barton, E. E. (2009). Providing optimal opportunities: Structuring practicum experiences in early intervention and early childhood special education preservice programs. Topics in Early Childhood Special Education, 28(4), 209-218. https://doi.org/10.1177/0271121408327227

Mental Health Advisory Committee (2009). Recommendations of the Pennsylvania Early Childhood Mental Health Advisory Committee.

2008

Hughes, C. A., Macy, M., Hitchcock, J., & Turner, H. (2008). Interventions that improve the performance of students with high-incidence disabilities in general education classrooms: A review of published literature. Dept. of Special Education, Penn State University, University Park, PA.

Pool, J., Macy, M., McManus, S., & Noh, J. (2008). An exploratory investigation of frequently cited articles from the early childhood intervention literature, 1994-2005. Topics in Early Childhood Special Education, 28(3), 181-189. https://doi.org/10.1177/0271121408321949

2007

Bagnato, S.J., Macy, M., Salaway, J., & Lehman, C. (2007). Research foundations of authentic assessments to ensure accurate and representative early intervention eligibility. Pittsburgh, PA: TRACE Center for Excellence in Early Childhood Assessment, Early Childhood Partnerships, Children’s Hospital/University of Pittsburgh; US Department of Education, Office of Special Education Programs, and Orelena Hawks Puckett Institute.

Bagnato, S.J., Macy, M., Salaway, J., & Lehman, C. (2007). Research foundations for conventional tests and testing to ensure accurate and representative early intervention eligibility. Pittsburgh, PA: TRACE Center for Excellence in Early Childhood Assessment, Early Childhood Partnerships, Children’s Hospital/University of Pittsburgh; US Department of Education, Office of Special Education Programs, and Orelena Hawks Puckett Institute.

Bricker, D., Pretti-Frontczak, K, Grisham-Brown, J., Johnson J.J., Macy, M., Slentz, K., & Waddell, M. (2007). Original purposes and expanded uses of the AEPS. EMRG White Paper No. 2. Eugene, OR: Early Intervention Management and Research Group. https://aepsinteractive.com/research/

Macy, M. (2007). Theory and theory-driven practices of activity-based intervention. Journal of Early Intensive Behavior Intervention, 4(3), 561-585. https://doi.org/10.1037/h0100392

Macy, M., & Bricker, D. (2007). Embedding individualized social goals into routine activities in inclusive early childhood classrooms. Early Child Development and Care, 177(2), 107-120. https://doi.org/10.1080/03004430500337265

Macy, M., & Hoyt-Gonzales, K. (2007). A linked system approach to early childhood special education eligibility assessment. TEACHING Exceptional Children, 39(3), 40-44. https://doi.org/10.1177/004005990703900306

2006

Macy, M., & Bricker, D. (2006). Practical applications using curriculum-based assessment to create embedded learning opportunities for young children. Young Exceptional Children, 9(4), 12-21. https://doi.org/10.1177/109625060600900402

Macy, M., Sharp, H. L., & Chan, R. J. (2006). Activity-based intervention for young children with autism. Autism News, 3(1), 12-14.

2005

Clifford, J., Macy, M., Albi, L., Bricker, D., & Rahn, N. (2005). A model of clinical supervision for preservice professionals in early intervention and early childhood special education. Topics in Early Childhood Special Education, 25(3), 167-176. https://doi.org/10.1177/02711214050250030401

Macy, M. (2005). The developmental systems approach to early intervention. Topics in Early Childhood Special Education, 25(2), 119-121. https://doi.org/10.1177/02711214050250020201

Macy, M., Albi, L., & Pool, J. (Eds.) (2005). BOOST: Building on opportunities for student teaching and learning. Lead staff manual. University of Oregon, Eugene, OR.

Macy, M., Bricker, D. D., & Squires, J. K. (2005). Validity and reliability of a curriculum-based assessment approach to determine eligibility for part C services. Journal of Early Intervention, 28(1), 1-16. “Feature Article” https://doi.org/10.1177/105381510502800101

2004

Macy, M. (2004). Using A Curriculum-Based Assessment To Determine Eligibility For Early Intervention Services. Doctoral dissertation, University of Oregon, Eugene.

2003

Pretti-Frontczak, K., Barr, D., Macy, M., & Carter, A. (2003). Research and resources related to activity-based intervention, embedded learning opportunities, and routines-based instruction: An annotated bibliography. Topics in Early Childhood Special Education, 23(1), 29-39. https://doi.org/10.1177/027112140302300104

2002

Macy, M. (2002). The development and implementation of the Assessment, Evaluation, and Programming System (AEPS) play-based scripts and activities: An exploratory study. Unpublished manuscript. University of Oregon, Eugene.