Faculty Profile

Brenda Barrio

Title
Associate Professor
Department
Educational Psychology
College
College of Education
Associate Professor
Rehabilitation and Health Services
College of Health and Public Service

    

Education

PhD, University of North Texas, 2013.
Major: Special Education
Degree Specialization: Mild to Moderate Disabilities
Dissertation Title: Exploring General Education Pre-Service Teachers' Levels of Concern Regarding the Implementation of Response to Intervention
MS, University of North Texas, 2008.
Major: Special Education
Certificate, University of North Texas, 2007.
Major: Standard EC-4 Generalist
BS, University of North Texas, 2006.
Major: Interdisciplinary Studies
Degree Specialization: Early Childhood through 4th grade & Special Education (K-12)

Current Scheduled Teaching*

No current or future courses scheduled.

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching*

EPSY 6900.716, Special Problems, Fall 2023
EPSY 6950.716, Doctoral Dissertation, Spring 2023
EDSP 6290.001, Special Education and Public Policy, Spring 2023 SPOT
EPSY 6900.716, Special Problems, Spring 2023
EDSP 4330.002, ADV ED STRA EX LR, Fall 2022 Syllabus SPOT
EPSY 6950.716, Doctoral Dissertation, Fall 2022
EDSP 5310.080, Introduction to Autism Spectrum Disorder, Fall 8W1 2022 SPOT
EDSP 4330.001, ADV ED STRA EX LR, Spring 2022 Syllabus SPOT
EPSY 6950.716, Doctoral Dissertation, Spring 2022
EDSP 5730.080, Educational Aspects of Students with Mild to Moderate Disabilities, Spring 8W1 2022 SPOT
EDSP 4330.001, ADV ED STRA EX LR, Fall 2021 Syllabus SPOT
EDSP 5330.081, Classroom and Behavioral Management Strategies for Exceptional Learners, Fall 8W1 2021 SPOT
EPSY 6950.716, Doctoral Dissertation, Fall 2021
EPSY 6900.716, Special Problems, Fall 8W2 2021
EDSP 4330.001, ADV ED STRA EX LR, Spring 2021 Syllabus SPOT
EPSY 6950.716, Doctoral Dissertation, Spring 2021
EDSP 6290.001, Special Education and Public Policy, Spring 2021 Syllabus SPOT
EDSP 4330.001, ADV ED STRA EX LR, Fall 2020 Syllabus SPOT
EPSY 6950.716, Doctoral Dissertation, Fall 2020
EDSP 5710.020, Special Education Programs and Practices, Summer 3W1 2020 SPOT
EDSP 5730.080, Educational Aspects of Students with Mild to Moderate Disabilities, Spring 8W1 2020
EDSP 4330.001, ADV ED STRA EX LR, Fall 2019 Syllabus SPOT
EPSY 5800.020, Studies of Educational Psychology, Fall 8W2 2019 SPOT
EPSY 5800.026, Studies of Educational Psychology, Fall 8W2 2019 SPOT

* Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Publications

Published Intellectual Contributions

Book Chapter
Barrio, B., Hott, B. (2020). Individualized Education Programs. Special Education Law and Policy: From Foundation to Application. Thousand Oaks, CA: Corwin.
Hollingshead, A., Barrio, B. L. (2018). Working with paraprofessionals to support students with Intellectual Disability and Autism Spectrum Disorders.. Evidence-Based Practices and Instructional Information for Students with Intellectual Disability & Autism Spectrum Disorders.
Morales, M. I., Barrio, B. L. (2017). Learning to understand Mexico from a nondeficit lens. Views from inside: Languages, cultures, and schooling for K-12 educators. Information Age Publishing.
Barrio, B. L., Peak, P. K., Murawski, W. W. (2017). English language learners in Special Education: Best Practices. What Really Works in Special Education. Thousand Oaks, CA: Corwin.
Journal Article
Barrio, B. L., Ferguson, S., Hovey, K., Kluttz-Drye, B., Boedeker, P. (2023). Voices beyond the numbers: a systematic review of qualitative studies of disproportionality in special education. Preventing School Failure. 67(1), 39-47. Taylor & Francis. https://www.tandfonline.com/doi/full/10.1080/1045988X.2022.2101422
Barrio, B. L. (2022). Culturally Responsive Individualized Education Programs: Building Transition Bridges Between Families and Schools. Other. 5(2), 92-99. SAGE Publications. http://dx.doi.org/10.1177/10534512211051071
Barrio, B., Cardon, T., Kelley, J. E., Hsiao, Y. (2022). Autism in the media: Perceptions regarding portrayals of ASD on television. International Forum of Special Education and Child Development. 3, 1-15. http://www.ifspecd.info/volume-3
Cebrian, M., Raposo, M., Perez Cascante, L., Barrio, B. (2021). Teachers' attitudes toward Personalized Learning Environments. AtoZ: Novas Práticas em Informação e Conhecimento.
Kelly, J., Barrio, B. L. (2021). Disability at the Intersections: Expanding Critical Disability Reflective Practices. Other. 1(2), 6-15. Ball State University Library. http://dx.doi.org/10.33043/josep.1.2.6-15
Barrio, B. L. (2021). Understanding culturally responsive practices in teacher preparation: an avenue to address disproportionality in special education. Teaching Education. 32(4), 437-456. Informa UK Limited. http://dx.doi.org/10.1080/10476210.2020.1796956
Aylward, A., Barrio, B. L., Kramarczuk Voulgarides, C. (2021). Exclusion from Educational Opportunity in Diversifying Rural Contexts. Rural Sociology. 86(3), 559-585. Wiley. http://dx.doi.org/10.1111/ruso.12381
Kramarczuk Vougarides, C. M., Barrio, B. (2021). IDEA and the equity imperative: Examining the transition from pre-school to kindergarten. 21(1), . https://meridian.allenpress.com/mvedel/article-abstract/21/1/40/470081/The-Individuals-with-Disabilities-Education-Act
Barrio, B. L., Hsiao, Y., Kelley, J. E., Cardon, T. A. (2021). Representation Matters: Integrating Books With Characters With Autism in the Classroom. Other. 56(3), 172-176. SAGE Publications. http://dx.doi.org/10.1177/1053451220928954
McMahon, D. D., Barrio, B. L., McMahon, A. K., Tutt, K., Firestone, J. (2020). Virtual Reality Exercise Games for High School Students With Intellectual and Developmental Disabilities. Journal of Special Education Technology. 016264341983641. SAGE Publications. http://dx.doi.org/10.1177/0162643419836416
Scheef, A., Hollingshead, A., Barrio, B. L. (2020). Supporting students with intellectual disability in post secondary education. Journal of College Student Development. 61(4), 528-531.
Scheef, A., Caniglia, C., Barrio, B. L. (2020). Disability as Diversity: The Perspectives of Institutions of Higher Education in the U.S. Journal of Diversity in Higher Education. 33(1), 49-61.
Owiny, R. L., Hollingshead, A., Barrio, B. L., Stoneman, K. (2019). Engaging Preservice Teachers in Universal Design for Learning Lesson Planning. Other. 7(1), 12-23. American Association on Intellectual and Developmental Disabilities (AAIDD). http://dx.doi.org/10.1352/2326-6988-7.1.12
Scheef, A. R., Walker, Z. M., Barrio, B. L. (2019). Salient employability skills for youth with intellectual and developmental disabilities in Singapore: the perspectives of job developers. Other. 65(1), 1-9. https://api.elsevier.com/content/abstract/scopus_id/85020200434
Barrio, B. L., Miller, D., Ojeme, C., Tamakloe, D. (2019). Teachers' and Parents' Knowledge about Disabilities and Inclusion in Nigeria. Other. Division of International Special Education and Services (DISES). http://dx.doi.org/10.9782/17-00010
Barrio, B. L., Hsiao, Y., Prishker, N., Terry, C. (2019). The Impact of Culture on Parental Perceptions about Autism Spectrum Disorders: Striving for Culturally Competent Practices. Other. 14(1), . Walter de Gruyter GmbH. http://dx.doi.org/10.1515/mlt-2016-0010
Hovey, K., Peterson-Ahmad, M., Barrio, B. L., Lim, O., Peak, P. (2019). Supporting English language learners with learning disabilities: A case study.
Kelley, J. E., Barrio, B. L., Cardon, T. A., Brando-Subis, C., Lee, S., Smith, K. (2018). DSM-5 Autism Spectrum Disorder Symptomology in Award-Winning Narrative Fiction. Education and Training in Autism and Developmental Disabilities. 53(2), 115-127.
Owiny, R. L., Hollingshead, A., Barrio, B. L. (2018). Engaging pre-service teachers in Universal Design for Learning lesson planning. 6(3), .
Scheef, A. R., Barrio, B. L., Poppen, M. I., McMahon, D., Miller, D. (2018). Exploring Barriers for Facilitating Work Experience Opportunities for Students with Intellectual Disabilities Enrolled in Postsecondary Education Programs. Other. 31(3), 209-224.
Barrio, B. L., Miller, D. E., Tamakloe, D., Ojeme, C. (2018). Teachers' and parents' knowledge about disabilities and inclusion in Nigeria. 21(2), .
Carbonneau, K. J., Barrio, B. L., Marley, S. (2018). Manipulative-based imagery strategies: Connecting action to text..
Kelley, J. E., Barrio, B. L., Cardon, T. A., Brando-Subis, C., Lee, S., Overhauser, K. M., (2018). DSM-5 autism spectrum disorder symptomology in award winning narrative fiction.
Scheef, A. R., Barrio, B. L., Poppen, M. I., McMahon, D. D., Miller, D. E. (2018). Exploring barriers for facilitating work experience opportunities for students with Intellectual Disabilities enrolled in post-secondary education programs..
Barrio, B. L., Miller, D. E., Ojeme, C. O., Tamakloe, D. (2018). Teachers' and parents' knowledge about disabilities and inclusion in Nigeria..
Barrio, B. L., Hsiao, Y., Prishker, N., Terry, C. (2018). The impact of culture on parental perceptions of children with autism spectrum disorders: Striving for culturally competent practices.
Kelley, J. E., Barrio, B. L., Cardon, T. A., Brando-Subis, C., Lee, S., Smith, K. (2018). DSM-5 autism spectrum disorder symptomology in award-winning narrative fiction. Education and Training in Autism and Developmental Disabilities. 53(2), 115-127. https://api.elsevier.com/content/abstract/scopus_id/85047102937
Barrio, B. L., Peak, P. K. (2017). Culturally responsive practices in a Response to Intervention model when working with English language learners.
Barrio, B. L., Miller, D. E., Hsiao, Y., Dunn, M., Petersen, S. S., Hollingshead, A., Banks, S. R. (2017). Designing Culturally Responsive and Relevant Individualized Educational Programs. 53(2), 114-119.
Scheef, A. R., Barrio, B. L., Poppen, M. I. (2017). Developing Partnerships With Businesses to Support Job Training for Youth With Disabilities in Singapore. 40(3), 156-164.
Barrio, B. L., Hollingshead, A. (2017). Reaching Out to Paraprofessionals: Engaging Professional Development Aligned With Universal Design for Learning Framework in Rural Communities. Rural Special Education Quarterly. 36(3), 136-145.
Barrio, B. L. (2017). Special Education Policy Change: Addressing the Disproportionality of English Language Learners in Special Education Programs in Rural Communities. Rural Special Education Quarterly. 36(2), 64-72.
Barrio, B. L., Miller, D., Hsiao, Y. J., Dunn, M., Petersen, S., Hollingshead, A., Banks, S. (2017). Designing Culturally Responsive and Relevant Individualized Educational Programs. Other. 53(2), 114-119. https://api.elsevier.com/content/abstract/scopus_id/85030127479
Barrio, B. L., Hollingshead, A. (2017). Reaching Out to Paraprofessionals: Engaging Professional Development Aligned With Universal Design for Learning Framework in Rural Communities. 36(3), 136-145. SAGE Publications. http://dx.doi.org/10.1177/8756870517721693
Scheef, A. R., Barrio, B. L., Poppen, M. I. (2017). Developing Partnerships With Businesses to Support Job Training for Youth With Disabilities in Singapore. Other. 40(3), 156-164. https://api.elsevier.com/content/abstract/scopus_id/85024841206
Scheef, A. R., Walker, Z. M., Barrio, B. L. (2017). Salient employability skills for youth with intellectual and developmental disabilities in Singapore: the perspectives of job developers. 1-9. Informa UK Limited. http://dx.doi.org/10.1080/20473869.2017.1335479
Barrio, B. L. (2017). Special Education Policy Change: Addressing the disproportionate representation of English language learners in the learning disabilities category of special education. 36(2), 64-72. SAGE Publications. http://dx.doi.org/10.1177/8756870517707217
Dunn, M., Barrio, B. L., Hsiao, Y. (2016). Do iPad applications help students with developmental disabilities improve literacy and employability?. 17(1), 51-75.
Combes, B. H., Peak, P. W., Barrio, B. L., Lindo, E. J., Hovey, K. A., Lim, O., Peterson-Ahmad, M., Dorel, T. G., Goran, L. (2016). Revisiting Principles of Ethical Practice Using a Case Study Framework. 52(2), 92-101.
Hovey, K. A., Barrio, B. L., Peak, P. K., Peterson-Ahmad, M. B., T. D. (2016). To accommodate or not accommodate: A case study..
Combes, B. H., Peak, P. K., Barrio, B. L., Lindo, E. J., Hovey, K., Lim, O., Peterson-Ahmad, M., Dorel, T. G., Goran, L. (2016). Revisiting Principles of Ethical Practice Using a Case Study Framework. Other. 52(2), 92-101. https://api.elsevier.com/content/abstract/scopus_id/84989823572
Barrio, B. L. (2015). Fueling disproportionality of culturally and linguistically diverse students in special education: Implications for teacher preparation programs.
Barrio, B. L., Lindo, E. J., Combes, B. H., Hovey, K. (2015). Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs. Action in Teacher Education. 37(2), 190-204. https://api.elsevier.com/content/abstract/scopus_id/85027357035
Barrio, B. L., Lindo, E. J., Combes, B. H., Hovey, K. A. (2015). Ten Years of Response to Intervention: Implications for General Education Teacher Preparation Programs. 37(2), 190-204. Informa UK Limited. http://dx.doi.org/10.1080/01626620.2015.1004603
Barrio, B. L., Combes, B. H. (2015). General education pre-service teachers’ levels of concern on response to intervention (RTI) implementation. Teacher Education and Special Education. 38(2), 121-137. https://api.elsevier.com/content/abstract/scopus_id/84940101956
Barrio, B. L., Combes, B. H. (2014). General Education Pre-Service Teachers' Levels of Concern on Response to Intervention (RTI) Implementation. 38(2), 121-137.
Rinn, A. N., Boazman, J., Jackson, A., Barrio, B. L. (2014). Locus of control, academic self-concept, and academic dishonesty among high ability college students. Journal of the Scholarship of Teaching and Learning. 88-114. IUScholarWorks. http://dx.doi.org/10.14434/v14i4.12770
Rinn, A., Boazman, J., Jackson, A., Barrio, B. L. (2014). Locus of control, academic self-concept, and academic dishonesty among high ability college students. 14(3), 88. IUScholarWorks. http://dx.doi.org/10.14434/v14i4.12770
Organization Newsletter
Hovey, K., Peterson-Ahmad, M., Barrio, B. L., Lim, O., Peak, P. (2019). Supporting English language learners with learning disabilities: A case study.

Awarded Grants

Contracts, Grants and Sponsored Research

Grant - Research
Barrio, B. L. (Principal), Carey, C. D. (Co-Principal), Savage, M. (Co-Principal), Keller, M. (Co-Principal), Levingston, B. D. (Supporting), Gafford, L. C. (Supporting), Mpofu, E., "UNT ELEVAR: Inclusive Post-Secondary Education Program for Young Adults with Intellectual Disabilities in Texas," Sponsored by U.S. Department of Education, Federal, $2636981 Funded. (October 1, 2020September 30, 2025).
Kim, D. (Principal), Olson, W. (Co-Principal), Barrio, B. L. (Co-Principal), Riley, C. (Co-Principal), Kenneth, L. (Co-Principal), "Collaborative Research: Bridging the Writing Transfer Gap in Early Engineering Laboratory Courses," Sponsored by National Science Foundation, Federal, $424671 Funded. (June 15, 2019June 30, 2021).
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Overall
Summative Rating
Challenge and
Engagement Index
Response Rate

out of 5

out of 7
%
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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