Michael Broda

Associate Professor

Virginia Commonwealth University

United States

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Michael Broda is an Associate Professor at Virginia Commonwealth University in the United States. His research focuses on emotional and behavioral disorders in educational settings, examining topics such as behavior management practices, student-teacher relationships, and the development of assessment tools for early childhood. Additionally, he explores inclusive education for youth with disabilities and the effects of classroom context on teaching efficacy.

Articles (15)

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2025

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2023

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2023

Collaborators (7)

Josh Taylor

Assistant Professor of Special Education

Washington State University

UNITED STATES

University of Maryland

UNITED STATES

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Michael Broda

Research Interests

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About

Articles (15)

Classroom Seating Placements of Students With or at Risk for Emotional and Behavioral Disorders

Profiles of Teachers’ Behavior Management Practices and Student–Teacher Relationships: Longitudinal Impacts on Challenging Behavior and Social Skills for Students With or at Risk for EBD

Friendship Reciprocity, Stability, and Quality of Students With or at Risk for Emotional and Behavioral Disorders

Examining the Dimensionality, Internal Consistency, and Invariance of the Depression, Anxiety, and Stress Scale–21 (DASS-21) Across Age, Race, Ethnicity, and Caretaking Status

Child gender and challenging behavior influences early childhood teachers' use of behavior specific praise

Initial Development of the Child Responsiveness Scale for Early Childhood Settings

Understanding COVID-19 infection among people with intellectual and developmental disabilities using machine learning

Motivation and Opportunities-to-Learn in Science as Predictors of Student Science Performance

Inclusive educational and vocational predictors of postsecondary education for youth with intellectual and developmental disabilities

Effects of a 9-Month Military-Base Internship on the Competitive Integrated Employment of Military Dependent and Connected Youth with ASD

A preliminary investigation of the role of classroom contextual effects on teaching efficacy and classroom quality

An inclusive school for computer science: Evaluating early impact with propensity score matching

Influence of Child Externalizing Behavior on Friendship Centrality and Reciprocity in Kindergarten Classrooms

Trajectories of Students’ Writing Feedback Attitudes

Factor Structure of Student Science-Learning Motivation: Evidence from TIMSS U.S. Data

Collaborators (7)

Josh Taylor

Holly Whittenburg

Colleen Thoma

Paul Wehman

Carol Schall

Kevin Sutherland

Jason C. Chow

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