Verna Houck Motto Professor Emeritus, Jack, Joseph and Morton Mandel School of Applied Social Sciences
Associate Dean Emeritus for Research and Training, Jack, Joseph and Morton Mandel School of Applied Social Sciences
Gerald Mahoney, PhD, is the Verna Houck Motto Professor Emeritus of Families and Communities at the Jack, Joseph and Morton Mandel School of Applied Social Sciences at Case Western Reserve University, and he also served as the Associate Dean for Research and Training. He has been involved in research and higher education for 30 years. Dr. Mahoney’s research has focused primarily on parent and family influences on children’s development and social emotional functioning. He has published numerous studies on parent influences on the development of children at-risk or with disabilities, as well as on the application of research findings from the parent-child literature to early intervention practice.
Biosketch
Curriculum Vitae
Google Scholar
Why I chose this profession
I began my professional career in the early 1970′s as a special education teacher for elementary school aged children. Because I felt strongly that the types of educational procedures I was using with these children were of limited value, I began to examine the research literature related to mental retardation. I hoped that this literature would help me better understand the factors that contributed to children’s developmental delays, which in turn would help me develop more effective instructional procedures for working with these children. My personal interest in this research literature helped me to understand that although there were many theories about mental retardation, there was little empirical research to support these as a viable foundation for developing more effective educational procedures. This stimulated my interest in pursuing a career in which I could conduct investigations and develop more effective interventions for children with a wide range of disabilities.
Teaching Information
Courses Taught
SASS 613. Advanced Research Design
SSBT 501. Advanced Child and Adolescent Development and Dysfunction
SSBT 542. Child and Adolescent Psychopathology
Research Information
Research Interests
- Family and parental influences
- Child development and well-being
- Early intervention for at-risk youth and children with disabilities
- Early childhood mental health
Recent Funding
Recent Grants
Office of Special Education Program, U.S. Department of Education (Co-Pl with B. Lewis)
Interdisciplinary Early Intervention Training Program. Case Western Reserve University.
(Personal Preparation Program, 1/03/14-12/19)
$1.200,000
Publications
Recent Publications
Mahoney, G. (2018, In Press). "Lessons learned from relationship based interventions." In McCollum, J., Weglarz-Ward, J. & Santos, (Eds.) DEC Recommended Practices Monograph Series No. 5 Responsive Interactions to Support Child Development and Learning.
Alquraini, T, Al-Adaib, A., Al-Dhalaan, H., Merza, H., & Mahoney, G.. Relationship based intervention with young children with autism in Saudi Arabia: Impediments and consequences of parenting stress and depression. International Journal of Disability Development and Education. Published online: 15 Aug 2018. https://doi.org/10.1080/1034912X.2018.1487042
Alquraini, T, Al-Adaib, A., Al-Dhalaan, H., Merza, H., & Mahoney, G.. Feasibility of Responsive Teaching with mothers and young children with autism in Saudi Arabia. Journal of Early Intervention. First Published July 27, 2018. https://doi.org/10.1177/1053815118789176
Chiu, C.H., Lin, C.S., & Mahoney. G. (2017). Pivotal behavior as the mediator of the relationship between parental responsiveness and children’s symbolic behavior: Implications for developmental intervention. Infant Behavior and Development,48, 157-163. doi: 10.1016/j.infbeh.2017.04.004. PubMed PMID: 28552591.
Mahoney, G., & Solomon, R. (2016). Mechanism of developmental change in the PLAY home consultation Project: Evidence from a Randomized Control Trial. Journal of Autism and Developmental Disorders, 46, 1860-1871. DOI 10.1007/s10803-016-2720-x. PubMed PMID: 26830414.
Mahoney, G. (2016) "The Parenting Model of early childhood intervention", In Steffens, M., Borbe, C., & Jendricke, V. (Ed.) Family and mental health – expectations and reality. Verlag: Frankfurt, Germany, pp. 109-132. (Das Elternmodell in der Frühförderung. In Steffens, M., Borbe, C., Jendricke, V. (Eds.) Familie und psychische Gesundheit – Anspruch und Wirklichkeit, Referenz-Verlag, Frankfurt/M., 109-132).
Presentations
Recent Presentations
2018
Mahoney G. Lessons learned from the development and evaluation of Responsive Teaching. Presented at the Division of Early Childhood 34th Annual International Conference, Orlando, Florida. October 25, 2018.
2017
Mahoney G. Responsive Teaching: Relationship Based Developmental Intervention. Invited Workshop. Ewha Women’s University, Seoul, Korea. August 16-18, 2017
Mahoney, G. Lessons from Relationship Based Interventions: The Parenting Model of Developmental Intervention. Invited Presentation, 1st Annual Korea Responsive Teaching Association, Ewha Women’s University, Seoul, Korea. August 19, 2017.
2016
Mahoney, G. The PLAY Project Home Consultation Project: Theory and Research. Invited presentation. King Salmon Center for Disability Research, Riyadh, Saudi Arabia, March 6, 2016.
Mahoney, G. Early intervention during daily activities and routines. Invited presentation. King Salmon Center for Disability Research, Riyadh, Saudi Arabia, March 9, 2016.
Mahoney, G. The effects of relationship-based intervention (RBI) on children with ASD and other disabilities. Invited Presentation. School of Education, Anadolu University, Eskisehir, Turkey, May 17, 2016.
Mahoney, G. The effects of relationship-based intervention (RBI) on children with ASD and other disabilities. Invited Presentation. School of Education, University of Ankara, Ankara, Turkey, May 18, 2016.
Mahoney, G.J. Mechanism of developmental change in relationship-based interventions. Presented at the biannual meeting of the International Society on Early Intervention, Stockholm, Sweden. June 8, 2016.
Chiu, C.H., Lin, C.S., & Mahoney, G. Pivotal behavior model of developmental learning in Taiwanese toddlers. Poster presented at the biannual meeting of the International Society on Early Intervention, Stockholm, Sweden. June 8, 2016.
Mahoney, G. Relationship-based intervention for preschool children with autism. Invited Presentation, Mary Ellen Davis Lecture. Department of Psychiatry Grand Rounds, University Hospital, Cleveland, Ohio. December 16, 2016.
Education
Doctor of Philosophy
Vanderbilt University
Master of Arts
Xavier University
Bachelor of Science
Xavier University
Additional Information
Concentration:
- Children, Youth, and Families
- Community Practice for Social Change
- Undergraduate Minor in Social Work
Affiliations
- Council on Exceptional Children
- Society for Social Work Research