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Temple S. Lovelace, Ph.D., BCBA-D

Associate Professor
School of Education
Counseling, Psychology, & Special Education

209D Canevin
Phone: 412.396.4159

Education:

Ph.D., Special Education/Applied Behavior Analysis, The Ohio State University, 2008
M.Ed., Early Childhood Education, Grand Valley State University, 2004,
B.A., Psychology, Hope College, 2000
Bio & Research Interests

Dr. Temple S. Lovelace is an Associate Professor of Special Education at Duquesne University in Pittsburgh, PA. Her research interests include social justice and equity through a disability inquiry lens, as well as innovative classroom based instructional and intervention strategies in the areas of academic and behavior supports. With 15 years experience as an educator, she has remained committed to serving young children and supporting quality and innovative education initiatives that provide the opportunity and access all children deserve. Dr. Lovelace spearheaded the revitalization of the widely successful Fusion program, which is a partnership between Duquesne University and Center of Life, a Hazelwood-based community empowerment organization.

As a graduate of The Ohio State University and a doctoral-level board certified behavior analyst, Dr. Lovelace's research has been focused on the principles of behavior analysis and education in urban contexts. Currently, Dr. Lovelace is focused on achieving equity for persons of color with disabilities and their families. In a partnership with The Color of Autism Foundation, Dr. Lovelace hopes to continue her community-based work using Pittsburgh and Detroit as models for how families, communities, schools and universities can work together in support of groundbreaking instruction and intervention supports for the Autism community.

Research Interests

"Making" and "Tinkering" as Evidenced Based Practices (rooted in STEAM & Literacy)

Critical Citizenship of African American Students with Disabilities

Youth Voice: Impact on Resilience, Engagement and Education Reform

Culturally Responsive Behavior Interventions

Teacher, Student, Community - Mediated Transformative Educational Practices (Behavior and Academic Interventions)

STEAM-based learning for Females and other Underrepresented Groups

Publications
UG undergraduate collaborator G graduate collaborator

Hopson, R. K., Miller, P. & Lovelace, T. S. (under review, invited). Community-University Partnerships as Vehicles of Radical Leadership, Service and Activism. Leadership & Policy in Schools.

Lovelace, T. S., Gibson, L., Jr., Tabb, JG. (2013). Response to intervention
and students with learning disabilities. In J. P. Bakken, F. Obiakor, & Rotatori (Eds.), Learning Disabilities: Practice Concerns and Students with Learning Disabilities. Cambridge, MA: Emerald Group.

Lovelace, T. S. (2012). Achieving educational equity for African American students with and without exceptionalities. In F. Obiakor & R. Smith (Eds.), Special Education Practices: Personal Narratives Of African American Scholars, Educators, And Related Professionals. Hauppauge, NY: Nova Publishers.

Schmitt, A. J., McCallum, E., Hennessey, JG., Lovelace, T. S., Hawkins, R.O. (2012). Use of Reading Pen Assistive Technology to Accommodate Post-Secondary Students with Reading Disabilities. Assistive Technology.

Vernon-Dotson, L. J. & Lovelace, T. S., & Bantum, K. N. G (2011). Creating a schoolwide culture to support practitioner research. In I. M. Selah & M. S. Khine (Eds.), Practitioner Research in Teacher Education: Theory and Best Practices, Hamburg: Peter Lang.

Lovelace, T. S., Gardner, R. III., Sainato, D., & Axe, J. (2010). Early childhood special education. In P. Peterson, E. Baker & B. McGaw (Eds.), The International Encyclopedia of Education, (pp. 594-607). Oxford: Elsevier.

Geisler, J.G, Hessler, T., Gardner, R. III., & Lovelace, T. S. (2009). The effects of differentiated instruction on the written expression of high-achieving urban African American first graders. The Journal of Advanced Academics, 20(2), 214-247.

Lovelace, T. S. (2008). A review for early childhood education and care in
the 21st century: International perspectives. Education and Treatment
of Children, 31(1), 1- 4.

Herring-Harrison, T., Gardner, R. III., & Lovelace, T. S. (2007). Adapting peer tutoring for learners who are deaf or hard of hearing. Intervention in School and Clinic, 43(2), 82-87.

Presentations

National peer reviewed

UG undergraduate collaborator G graduate collaborator

Robertson, R. & Lovelace, T. S. (2014, April). Experiences of African American Caregivers of Children with Autism Spectrum    Disorder. Paper presented at the Council for Exceptional Children Annual Convention and Expo, Philadelphia, PA.

Hopson, R. K., Miller, P., & Lovelace, T. S. (2013, August). Leveraging Urban Partnerships: Universities and other nongovernmental organizations as Change Agents in Urban Communities. Paper presented at the 9th Transatlantic Dialogue Conference, Baltimore, MD.

Robertson, R. & Lovelace, T. S., Marburger, S.UG (2013, April). Culturally responsive behavior consulting to African American caregivers of children with autism. Paper presented at the Council for Exceptional Children Annual Convention and Expo, San Antonio, TX.

Lovelace, T.S., Gibson, L, Jr., Yawn, C.D. (2012, April). The effects of digital storytelling on the disruptive behavior of African American urban students. Paper presented at the Council for Exceptional Children Annual Convention and Expo, Denver, CO.

Bantum, K. N.G, Lovelace, T. S., McGoey, K. E., Serdy, P.G (2011, August). TRAK: A new tool for addressing cultural responsiveness. Poster presented at the American Psychological Association annual convention, Washington, D.C.

Lovelace, T. S, Bantum, K. N. G, Serdy, P. G, & McGoey, K. E. (2011, May). Applied behavior analysis and culturally responsive practice: Practice meets purpose in urban education. Paper presented at the ABA International annual convention, Denver, CO.

Bantum, K. N. G, Lovelace, T. S., Sebastian, E. G, & Hagar, A G. (2011, February). Addressing cultural responsiveness: A snapshot of current practices. Paper presented at the National Association of School Psychologists annual convention, San Francisco, CA.

Lovelace, T. S., Bantum, K. N. G, & Fenclau, E. J. G, Jr. (2010, June). TRAK & TRACE: A culturally responsive approach to the referral and recommendation processes for special education. Paper presented at the inaugural conference of the Division 45 American Psychological Association, Ann Arbor, MI.

Lovelace, T. S., Gluck, J. UG, & McGregor, M UG. (2010, May). Effects of self-management of behavior and school-wide positive behavior support in an urban third-grade classroom. Poster presented at the 36 Annual National Convention of the International Association for Behavior Analysis, San Antonio, TX.Gardner, R. III., Yawn, C. D., & Lovelace, T. S. (2007, October). Literacy for learners with behavior disorders. Paper presented at the Council for Children with Behavior Disorder, Council for Exceptional Children, Dallas, TX.

Gardner, R. III., Yawn, C. D., & Lovelace, T. S. (2007, October). Literacy for learners with behavior disorders. Paper presented at the Council for Children with Behavior Disorder, Council for Exceptional Children, Dallas, TX.

Tsvetkoff, J. L., Hessler, T., Lovelace, T. S. & Gardner, R. III. (2007, May). Effects of two self-mediated interventions on the writing of high-achieving urban African American first graders. Paper presented at the 33rd Annual National Convention of the Association for Behavior Analysis, San Diego, CA.

Tsvetkoff, J. L., Hessler, T., Lovelace, T. S., & Gardner, R. III. (2007, April; 2008, May). The effects of differentiated instruction on the written expression of high- achieving urban African American first graders. Paper presented at the 2007
National Convention for Council for Exceptional Children, Louisville, KY.

Yawn, C. D., Lovelace, T. S., & Hsin, Y. (2007, May). Corrective Reading: Improving the reading skills of struggling middle school urban learners. Poster presented at the 33rd Annual National Convention of the Association for Behavior Analysis, San Diego, CA.

Gardner, R. III, Lovelace, T. S., & Yawn, C. D. (2007, April). Culturally responsive reading instruction for adolescent urban struggling readers. Paper presented at the 2007 National Convention for Council for Exception Children, Louisville, KY.

Regional Peer Reviewed

Good, T. G, Allie, A. G, Dandridge, J. G, Lovelace, T. S. & Hipsky, S. (2011, February). African American Women Pursuing Doctorate Degrees at PWI's. Pennsylvania Black Colleges of Higher Education Annual Convention, Pittsburgh, PA.

Lovelace, T. S., Bantum, K. N. G, & Fenclau, E. J. G, Jr. (2010, July). An introduction to the TRAK & TRACE conceptual framework for culturally-responsive practice. Poster presented at the inaugural Barbara A. Sizemore Urban Education Summer Conference, Pittsburgh, PA.

Rezzetano, K. G, Marshall, S G. McGoey, K. E., & Lovelace, T.S. & Bantum, K. N G. (2010, May). Barriers to the implementation of evidence-based practices in early childhood education. Poster presented at the inaugural Barbara A. Sizemore Urban Education Summer Conference, Pittsburgh, PA.

Lovelace, T. S., McGregor, M. UG, & Gluck, J. UG (2010, May). Effective of schoolwide positive behavior support in an urban alternative education charter school. Poster presented at the 36th Annual National Convention of the International Association for Behavior Analysis, San Antonio, TX.

Rezzetano, K. G, Marshall, S. G, McGoey, K. E., Lovelace, T. S., & Bantum, K. N. (2010, May). Barriers to the implementation of evidence-based practices in early childhood education. Poster presented at the 36th Annual National Convention of the International Association for Behavior Analysis, San Antonio, TX.

Lovelace, T. S., & Gardner, R, III. (2009, May). Effects of explicit phonological awareness instruction with preschool children at risk for reading failure: comparing single and multiple skill instructional strategies. Poster presented at the 35th Annual National Convention of the International Association for Behavior Analysis, Phoenix, AZ.

Lovelace, T. S., & Gardner, R, III. (2009, April). Exceptional children, exceptional learning: explicit phonological awareness instruction for at risk populations. 2009. Poster presented at the National Convention for Council for Exceptional Children, Seattle, WA.

Shaheen, A. G, Gardner, R, III., & Lovelace, T. S. (2009, May). Effects of using explicit instruction in phonological awareness in preschoolers at risk for reading disabilities. Poster presented at the 5th Annual National Convention of the International Association for Behavior Analysis, Phoenix, AZ.

Yawn, C.D., & Lovelace, T. S. (2008, October). Effectively preparing teachers to work with diverse school populations. Paper presented at the Teacher Education Division Conference, CEC, Dallas, TX.

Itoi, M., Yawn, C. D., Rodrigues, L., Lovelace, T. S., & Konrad, M. (2008, May).
Comparing effects of one-attempt versus three-attempt on-line quizzes on college students' in-class quiz performance. Paper presented 34th Annual National Convention of the International Association for Behavior Analysis, Chicago, IL.

Lovelace, T. S. (2008, May). Preventing reading failure in at-risk preschool students: targeting language and literacy. Paper presented at the 34th Annual National Convention of the Association for Behavior Analysis, Chicago, IL.

Grants

Lovelace, T. S. & Prier, D. (2014). Youth Leading Change: The Role of Critical Citizenship in Supporting Youth Voice and Its Impact on the Resilience of Youth and Adolescents. (Vol. $5,000). Pittsburgh, PA: Duquesne University (Canevin Center Grant)

Lovelace, T. S. (2013). Hazelwood-Duquesne Partnership: PACC*VISTA. (Vol. $16,852; awarded to student). Harrisburg, PA: Pennsylvania Campus Compact. Renewable for 3yrs.

Lovelace, T. S. (2012). Fusion. (Vol. $46,837) Pittsburgh, PA: Center of Life. Renewable.

Lovelace, T. S. (2011). Fusion: The Intersection of Families, Schools & Community to Increase Urban Student Outcomes. (Vol. $9,997) Pittsburgh, PA: Duquesne University (Faculty Development Fund).

Lovelace, T. S. (2010). TRAK & TRACE: Incorporating culturally-responsive practice in the training of special educators and school psychologists. (Vol. $700) Pittsburgh, PA: Duquesne University (Multicultural Travel Grant).

Lovelace, T. S., & McGoey, K. E. (2010). Keys to success: The effects of Incredible Years on the maladaptive behavior of at risk preschool students in an urban early childhood education program. (Vol. $5,000) Pittsburgh, PA: Duquesne University (Barbara A. Sizemore Fellows and Small Grants Program).

Place - Based Grants: Community - Based Partners

Allegheny Intermediate Unit (2014). Teacher Empowerment Grant. (Vol. $591,000).
Pittsburgh, PA: The Heinz Endowments.

Allegheny Intermediate Unit (2013). Teacher Empowerment Grant. (Vol. $300,000).
Pittsburgh, PA: The Heinz Endowments.

Center of Life. (2013). Center of Life. (Vol. $1,350,000) Pittsburgh, PA: The Heinz
Endowments.

Certifications & Affiliations

Pertinent Professional Certification

Board Certified Behavior Analyst-Doctoral (Certification #1-07-3864)
Early Childhood Intervention Specialist (Ohio Department of Education, #OH3033187, inactive)

Memberships in Professional Organizations

American Educational Research Association (AERA)
American Psychological Association (APA)
Association for Professional Behavior Analysts (APBA)
Council for Exceptional Children (CEC; state and national level)
Division of Culturally and Linguistically Diverse Exceptional Learners (DDEL; state and national level)
Division of Early Childhood of CEC (DEC)
International Association of Behavior Analysis (ABAI)
Sisters of the Academy (SOTA)