Robin Ennis

Professor

The University of Alabama

United States

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Robin Ennis is a Professor at the University of Alabama, USA. His research focuses on interventions for children with Autism Spectrum Disorder and Emotional and Behavioral Disorders (EBD), exploring mindfulness-based strategies and trauma-informed practices. He has contributed to the field through various systematic reviews and studies aimed at improving classroom behavior and academic outcomes for students with diverse needs.

Articles (13)

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2025

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2025

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2025

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2024

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2024

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2024

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2022

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2022

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2021

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2021

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2021

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2021

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2020

Collaborators (4)

Debra McKeown

Associate Professor

Texas A&M University

UNITED STATES

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Olivio Clay

Associate Professor

The University of Alabama

UNITED STATES

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Sara Sanders

Research Assistant Professor

The University of Alabama

UNITED STATES

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Caroline G. Richter

Assistant Professor

University of Alabama, Tuscaloosa

UNITED STATES

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Robin Ennis

Research Interests

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Articles (13)

The Effects of Trauma-Informed Check-in, Check-out for Youth With EBD in a Residential Treatment Facility

The Driving Profile of Autistic Drivers and Their Driving Experiences: A Systematic Review

Using a Mindfulness-Based Intervention With Children With Autism Spectrum Disorder to Decrease Disruptive Behavior in Early Elementary Inclusion Classrooms

Mindfulness- and Relationship-Based Interventions: Which Break is Better for Improving Classroom Behavior?

There’s a Thin Line Between Numerators and Denominators: Addressing Academic and Behavioral Needs of Students With EBD Using SRSD Fractions

Exploring Facilitator and Student Conversations Within Check-In/Check-Out Intervention: A Systematic Review With Links to Trauma-Informed Conversations

Setting the stage: The importance of effective assessment for strategy instruction and self-regulation in implementation and research

Using systematic screening to identify students with academic and behavioral challenges for strategy instruction

Self‐Regulated Strategy Development: A Framework for Effective Instruction across the Content Areas

Supporting Students within an MTSS Framework Using SRSD Fractions: Results of a Regression Discontinuity Design

Using SRSD to Improve the Fraction Computations of Students With and At-Risk for EBD

Empowering Teachers with Low-Intensity Strategies: Supporting Students At-Risk for EBD with Instructional Choice during Reading

Using a Tiered Approach to Support Early Childhood Educators’ Use of Behavioral Strategies

Collaborators (4)

Debra McKeown

Olivio Clay

Sara Sanders

Caroline G. Richter

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