Jennifer Ledford

Associate Professor

Vanderbilt University

United States

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About

Jennifer Ledford is an Associate Professor at Vanderbilt University in the United States. Her research focuses on child development and education, particularly concerning social behaviors and interventions for young children, including those with autism. Recent publications include studies on engagement in instructional settings and systematic reviews of single-case design research methods.

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2025

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University of Maryland

UNITED STATES

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Jennifer Ledford

Research Interests

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Articles (20)

Comparing Effects of Stay-Play-Talk With or Without Reinforcement on Children’s Social Behaviors

Extending the Single Case Analysis and Review Framework (SCARF‐UI): A review and discussion

The Effect of Break Type on Engagement and Skill Acquisition During Massed Trial Instruction

An Adaptation of Stay-Play-Talk for Young Children Who Exhibit Social Withdrawal

Deriving relations at multiple levels of complexity following minimal instruction: A demonstration

Single-Case Effect Size Distributions for Interventions Designed to Improve Engagement in Elementary Schools

Single-case design effect-size distributions: Association with procedural parameters.

The Impact of Fidget Toys on Story Detail Acquisition and Visual Attention for Elementary Students With Autism

Centering Autistic Perspectives: Social Acceptability of Goals, Learning Contexts, and Procedures for Young Autistic Children

Systematic Review of Gaps in Single Case Design Research: Evaluation of Study Quality and Rigor Using the Single Case Analysis and Review Framework

Single-Case-Design Research in Special Education: Next-Generation Guidelines and Considerations

Systematic Review of Time Delay Instruction for Teaching Young Children

Evaluating the Effects of Training Plus Practice-Based Coaching Delivered Via Text Message on Teacher Use of Pyramid Model Practices

Empirically Derived Single-Case-Design Effect Size Distributions of Engagement and Challenging Behavior in Early Childhood Research

Rethinking Rigor in Multiple Baseline and Multiple Probe Designs

Comparing Interventions With Speech-Generating Devices and Other Augmentative and Alternative Communication Modes: A Meta-Analysis

Teaching and Promoting Generalization of Peer Imitation With Preschoolers With Disabilities

Preventing Challenging Behavior Using Physical Activity With Young Children

Systematic review of interruption and redirection procedures for autistic individuals

Systematic Review and Meta-Analysis of Stay-Play-Talk Interventions for Improving Social Behaviors of Young Children

Collaborators (8)

Ann Kaiser

Kathleen Zimmerman

Kara Wunderlich

Natalie Pak

Adithyan Rajaraman

Shawn Gilroy

Joseph Lambert

Jason C. Chow

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