Assistant Professor

Selena Layden

757-683-4383

102 LIONS CHILD STUDY CENTER
NORFOLK, 23529

Selena J. Layden, Ph.D., BCBA-D, LBA earned her doctorate degree from the College of William & Mary in Education Policy, Planning, and Leadership with an emphasis in Special Education Administration. She is a Board Certified Behavior Analyst at the doctoral level. Dr. Layden has worked with individuals with disabilities in the home, school, work, and community settings. She worked as a special education administrator in two different school districts. Prior to coming to 51Ç鱨վ, Dr. Layden served as the Assistant Director for Training for a grant supported center for autism, providing training and technical assistance for school districts across Virginia.

Contracts, Grants and Sponsored Research

Layden, S. J.. "Supporting Behavior Analysis in Virginia Schools" $30,000. State. October 2020 - September 2021
Layden, S. J.. "Determining Needs and Experiences of Board Certified Behavior Analysts Working in Public Schools in Virginia" $2,500. State. May 2019 - September 2019

Expertise

Special Education
Professional Development, Evidence-Based Practices, Teacher Attrition and Retention, Autism, Intellectual Disabilities, and Developmental Disabilities, School-Based Behavior Analysts
Behavior Support
Applied Behavior Analysis, School-Based Behavior Analysis, Professional Development, Organizational Behavior Management
Teacher Education and Professional Development
Evidence-Based Practices, Teacher Attrition and Retention, Behavior Skills Training, Organizational Behavior Management

Research Interests

Autism; Improving teacher performance; Evidence-based practices; Special education law and policy

Articles

Layden, S., Nowland, L. A. and Haegele, J. A. (2025). Physical Educators’ Training and Confidence in Implementing Evidence-Based Practices for Students With ASD. Intellectual and developmental disabilities 63 (1) , pp. 66--81.
Layden, S. (2025). Teachers of Students With Autism Spectrum Disorder, Intellectual Disability, and Developmental Disability: Supports and Their Intent to Stay in Special Education. Focus on Autism and Other Developmental Disabilities.
Layden, S. (2025). Special Education Teacher Attrition: Graduate Study, Public School, Private School. Exceptionality.
Layden, S. (2025). Training educators to use eCoaching to deliver behavior specific praise for math instruction: a randomized controlled trial. Journal of Research on Technology in Education.
Anderson, A. and Layden, S. (2024). Autism and disability sessions at state conferences for school librarians. Journal of Librarianship and Information Science 56 (2) , pp. 369--378.
Horn, A. L., Floyd, K. K., Douglas, K. H., Karadimou, O., Bobzien, J. and Layden, S. (2024). What do rural special education teachers say? Examining the reported needs and recommendations for retention. Rural Special Education Quarterly 43 (3) , pp. 161--171.
Layden, S. (2024). Social assets and the career intent of teachers serving students with extensive support needs. Journal of Intellectual Disabilities.
Layden, S. (2024). Discovering Practitioners’ Knowledge and Use of Evidence-Based Practices for Autism Early Childhood Interventions. Topics in Early Childhood Special Education.
Layden, S. (2024). Roles and Responsibilities of School-Based Behavior Analysts: A Survey. Journal of Positive Behavior Interventions.
Layden, S., Coleman, H., Horn, A. L., Lorio-Barsten, D. and Scott, L. A. (2023). " Not as Systematic as Maybe I'd Like It to Be": Special Education Administrators' Professional Development Planning for Teachers of Students with ASD. Journal of Special Education Leadership 36 (2).
Coleman, H., Greensboro, C. and Layden, S. (2023). Improving caregiver implementation of communication supports for young children with autism. Education and Training in Autism and Developmental Disabilities 58 (2) , pp. 162--180.
Coleman, H., Horn, A. L., Layden, S. and Coogle, C. (2023). Let's Count the Ways We Can Utilize Technology To Improve Instructional Practices for Individuals with Autism. DADD Online Journal 10 (1).
Scott, L. A., Bell, N., Dayton, M., Bowman, R. W., Evans, I., Grillo, M., Spence, C. and Layden, S. (2023). Special education teachers of color retention decisions: Findings from a national study. Exceptional Children 89 (3) , pp. 256--274.
Layden, S. (2023). Establishing a context for the examination of learning loss by special populations. Preventing School Failure: Alternative Education for Children and Youth.
Layden, S. (2023). A 30-Year Systematic Review of Self-Monitoring as a Strategy to Improve Teacher Performance. The Journal of Special Education.
Layden, S. (2023). Creating a Professional Network: A Statewide Model to Support School-Based Behavior Analysts. Behavior Analysis in Practice.
Layden, S. (2023). Perceptions of 10 Special Education Administrators on Professional Development for Educators Working with Students with ASD. Exceptionality.
Layden, S., Maydosz, A., Crowson, T. G., Horn, A. L. and Working, A. (2022). Administrators' roles in the use and training of evidence-based practices for students with autism spectrum disorder. Journal of Special Education Leadership 35 (1).
Layden, S., Gansle, K., Scott, L. A., Dayton, M. and Noell, G. (2022). Career intent factors of special education teachers serving students with intellectual disability, developmental delay, and autism spectrum disorder. Inclusion 10 (4) , pp. 270--284.
Horn, A. L., Rock, M. L., Douglas, K. H., Bean, K. M., Layden, S. and Roitsch, J. E. (2022). Effects of teacher-delivered eCoaching on paraeducators and students with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities 57 (3) , pp. 287--302.
Anderson, A., Layden, S. and others (2022). Opportunities for Autism Information Shared through Professional Conferences.
Layden, S. J., Horn, A. L., \& Hayden and , K. E. (2022). Using video self-monitoring to improve teacher implementation of evidence-based practices for students with autism spectrum disorder. Journal of the American Academy of Special Education Professionals , pp. 77--93.
Layden, S. J.., Anderson, A. and Hayden, K. E.. (2021). Are librarians prepared to serve students with autism spectrum disorder? A content analysis of graduate programs. Focus on Autism and Other Developmental Disabilities.
Horn, A., Bean, K. M.., Layden, S. J.., Terpstra, J. E.. and Halloway, K. C.. (2021). Building collaborative partnerships to increase postsecondary education opportunities for students with intellectual and developmental disabilities. School University Partnerships 13 (2) , pp. 81-84.
Anderson, A. and Layden, S. (2021). Confident but lacking support: School librarians and students with autism. Education Libraries 44 (1) , pp. 1-23.
Layden, S. J.. and Anderson, A. (2021). Expanding the educational network for students with Autism: Partnering with school librarians. 27 , pp. 1-15.
Horn, A., Layden, S. J.., Roitsch, J. E. and Karadimou, O. (2020). Providing performance-based feedback to teachers in real-time using bug-in-ear technology. Coaching: An International Journal of Theory, Research, & Practice.
Horn, A., Layden, S. J.. and Bobzien, J. (2020). Where are you? Young adults with autism calling and texting location following video modeling instruction. Career Development and Transition for Exceptional Individuals 44 (1) , pp. 17-27.
Layden, S., Hendricks, D., Inge, K., Sima, A., Erickson, D., Avellone, L. and Wehman, P. (2018). Providing online professional development for paraprofessionals serving those with ASD: Evaluating a statewide initiative. JOURNAL OF VOCATIONAL REHABILITATION 48 (2) , pp. 285-294.
Chezan, L., Layden, S., Barnhill, G. P.. and Barthold, C. Hoffner. (2018). The Virginia Applied Behavior Analysis consortium: Preparing behavior analysts using a collaborative model. BEHAVIOR ANALYSIS IN PRACTICE 11 (3) , pp. 214-227.

Book Chapters

Layden, S. (2024). Working Conditions and Strategies to Support the Quality of Special Education Teachers Serving Students with Intellectual Disability.
  • 2024: Jerry Shook Award, Association for Professional Behavior Analysts