Caryn Ward

Biographic Data

ID6607746
NAMECaryn Ward
GIVEN NAMESCaryn
FAMILY NAMEWard
SIGNATUREWARD C
AFFILIATIONSThe University of North Carolina at Chapel Hill, USA
ORCID0000-0001-6026-6597
VERIFIEDYes
TOTAL WORKS6
TOTAL CITATIONS0
WORKS AS AUTHOR6
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2004
LATEST PUBLICATION YEAR2025
H-INDEX0

  • Strengthening Education Through Equitable and Inclusive Evidence-Based Teaching Practices

    Open AccessElaine K Miller, Ximena Franco-Jenkins et al.ARTICLEEducation Sciences2025

    This scoping review provides clarity on the landscape of evidence-based and High-Leverage Practices that have been shown to be effective with students with disabilities and have the potential to meet the needs of marginalized students across lines of difference. Of 672 articles screened, 85 met eligibility criteria, including 46 studies, 11 systematic reviews, and 28 conceptual papers. Among included articles, instruction practices were the most …

  • Special Issue on Application of Implementation Science to Improve Outcomes for Students With Disabilities

    Open AccessLauren Morando Rhim, Caryn WardARTICLEJournal of Disability Policy…2023References: 1

    Over the last 20 years, researchers examining the education of students with disabilities have made a concerted effort to develop evidence-based practices (EBP) and enact policies to promote and support their usage to raise expectations and improve outcomes. However, the promised results of EBP are still elusive. This special issue illustrates the potential and impact of using implementation science across various educational contexts to develop …

  • Developing Implementation Capacity of a State Education Agency to Improve Outcomes for Students With Disabilities

    Open AccessEric Kloos, Ellen Nacik et al.ARTICLEJournal of Disability Policy…2022References: 1

    The U.S. Department of Education’s Office of Special Education Programs has adopted a Results Driven Accountability (RDA) framework to support state education agencies (SEAs) in improving results for students with disabilities. RDA directed SEAs to focus on measurable outcomes. A leadership team in a large Midwestern state in the United States partnered with an institute of higher education implementation science purveyor team to systematically a…

  • Effective Implementation Capacity to Impact Change Within State Education Systems to Support Students With Disabilities

    Open AccessCaryn Ward, Tanya Ihlo et al.ARTICLEJournal of Disability Policy…2022References: 4

    There is a continued call for the use of practices supported by evidence to improve the quality and effectiveness of services provided for students with disabilities. Despite best intentions, our education systems continue to struggle to adopt these practices and transfer them into consistent, sustained use by practitioners. Implementation science, the multi-disciplinary study of methods and strategies to promote use of research findings in pract…

  • Factor Structure and Validity of the Parenting Stress Index-Short Form

    Mary E Haskett, Lisa Senatore Ahern et al.ARTICLEJournal of Clinical Child &…2006

    The psychometric properties of the Parenting Stress Index-Short Form (PSI-SF) were examined in a sample of 185 mothers and fathers. Factor analysis revealed 2 reasonably distinct factors involving parental distress and dysfunctional parent-child interactions. Both scales were internally consistent, and these scales were correlated with measures of parent psychopathology, parental perceptions of child adjustment, and observed parent and child beha…

  • Subgroups of physically abusive parents based on cluster analysis of parenting behavior and affect

    Mary E Haskett, Susan Smith Scott et al.ARTICLEAmerican Journal of Orthopsychiatry2004References: 29

    Cluster analysis of observed parenting and self-reported discipline was used to categorize 83 abusive parents into subgroups. A 2-cluster solution received support for validity. Cluster 1 parents were relatively warm, positive, sensitive, and engaged during interactions with their children, whereas Cluster 2 parents were relatively negative, disengaged or intrusive, and insensitive. Further, clusters differed in emotional health, parenting stress…