Specialized Education Services (SES) Department
- Doctor of Philosophy, Special Education & Disability Leadership, Virginia Commonwealth University (VCU), Richmond, VA
- Post-Baccalaureate Program, Virginia Leadership Education in Neurodevelopmental Disabilities, VCU
- Post-Baccalaureate Certificate, Autism Spectrum Disorders, VCU
- Master of Education, Special Education, Early Childhood, VCU
- Bachelor of Arts, Psychology, Christopher Newport University
- Virginia Postgraduate Professional License Special Education-Early Childhood License
- Certified Autism Diagnostic Observation Schedule (ADOS) Assessor and Research Reliable
Dr. Coleman worked as an Early Childhood Special Educator before pursuing a doctoral degree. She taught in an autism specific classroom which confirmed her passion for early childhood autism. Dr. Coleman completed the Leadership Education in Neurodevelopmental Disabilities program where she served as an Autism Fellow. She was trained as an Autism Diagnostic Observation Schedule (ADOS) assessor and is research reliable.
Dr. Coleman’s research focuses on young children with autism. She is interested in communication interventions, parent coaching, and personnel preparation. She currently teaches classes related to infant and toddler development and is interested in early and appropriate autism diagnosis.
Coleman, H., Goodwin, T., You, L., & Xu, Y. (accepted). Examining the quality of a personnel preparation program in EI/ECSE through systematic syllabi review. Journal of Early Childhood Teacher Education.
Xu, Y., De Arment, S., Coleman, H., Huennekens, M. E. Teacher Scaffolding for Reciprocal Peer Tutoring to Promote English Learners’ Language Skills. In P. Snyder & M. L. Hemmeter (Eds.), Instructional Practices: Effective Strategies to Ensure Child Development and Learning (DEC Recommended Practices Monograph Series No. 4). Washington, DC: Division for Early Childhood.
Chow, J. C., Ekholm, E., & Coleman, H. (2018). Does early language ability underpin the development of behavior problems? A longitudinal meta-analysis. School Psychology Quarterly. DOI: 10.1037/spq0000255
De Arment, S. T., Xu, Y., & Coleman, H. M. (2016). Optimizing accessibility through universal design for learning. In T. Catalino & L. Meyer (Eds.), Environment: Promoting meaningful access, participation, and inclusion (DEC Recommended Practices Monograph Series No. 2). Washington, DC: Division for Early Childhood.