College of Education

Education

• Ph.D. Curriculum and Instruction – focus on Special Education, Florida State University
• M.Ed. Educational Leadership and Policy, University of South Carolina
• B.S. Elementary Education, Illinois State University

Biography

Dr. Sarah Cox is an assistant professor of Special Education. Her scholarly interests focus on academic supports for students with autism spectrum disorder (ASD). Her current projects explore how explicit instruction of mathematical practice standards (e.g., representation of mathematical thinking, problem solving, mathematical discourse, and abstract reasoning) can help students with ASD enhance their mathematical proficiency. Her dissertation was recognized by the Council for Exceptional Children with the 2020 Division of Research, Student Award for Single Case Designs.

Dr. Cox taught mathematics and science in inclusive K-12 classrooms as well as undergraduate and graduate courses. Prior to completing her doctorate in curriculum and instruction, Dr. Cox also acted as an academic advisor to undergraduate students at Penn State University and as a fellowship advisor to graduate students at Florida State University.

Interests and Expertise

Sarah’s research centers around the identification of effective instructional practices to improve educational and employment outcomes for students with ASD.

Courses

• SPGN 251: Introduction to Inclusion and Disability Studies in a Diverse Society
• SPAI 345: Curriculum and Instructional Strategies in Autism Spectrum Disorder
• SPAI 645: Curriculum and Instructional Strategies in Autism Spectrum Disorders

Publications and Presentations

Selected Publications

Cox, S. K., & Root, J. R. (2020). Modified schema-based instruction to develop flexible
            mathematics problem-solving strategies for students with autism spectrum disorder.
            Remedial and Special Education, 41(3), 139-151.
            https://journals.sagepub.com/doi/10.1177/0741932518792660

Cox, S. K., Jimenez, B. (2020). Effective mathematical interventions for students with autism
           spectrum disorder: Recommendations for practitioners. Research in Developmental
           Disabilities. Online First. https://www.sciencedirect.com/science/article/abs/pii/S0891422220301748?via%3Dihub
Root, J. R., Cox, S. K., Hammons, N., Saunders, A. & Gilley, D. (2018). Contextualizing
           mathematics: Teaching problem solving to secondary students with intellectual and
           developmental disabilities. Intellectual and Developmental Disabilities, 56(6), 442-457.
           https://meridian.allenpress.com/idd/article/56/6/442/1724/Contextualizing-Mathematics-Teaching-Problem

Selected Presentations

Cox, S. K., Root, J. R. (2020, April, Accepted). Modified Schema Based Instructional Strategy to Improve Mathematical Practices for Students with ASD. Presentation Session at the Centennial Annual Meeting and Exposition for the National Council for the Teachers of Mathematics (NCTM), Chicago, IL.

Cox, S. K., Root, J. R. (2020, April, Accepted). Improving Mathematical Practices for Middle School Students with Autism Spectrum Disorder. Paper Session at the Annual Meeting for the American Educational Research Association (AERA), San Francisco, CA.

Cox, S. K., Root, J. R. (2020, January). The effects of modified schema-based instruction on mathematical practices off middle school students with ASD. Poster Presentation Session at the 21^st International Conference on Autism, Intellectual Disability & Developmental Disabilities, Sarasota, FL.

Cox, S. K., & Root, J. R. (2019, January) Promoting mathematical practices through modified schema based instruction for students with autism. Presentation Session at the Council for Exceptional Children (CEC) Special Education Convention & Expo, Indianapolis, IN.

Additional Information

Professional Affiliations

• American Educational Research Association (AERA)
• Council for Exceptional Children (CEC)
• Division of Autism and Developmental Disabilities (DADD)
• The Association for the Gifted (TAG)
• Social and Emotional Needs of the Gifted (SENG)