Faculty & Staff

Faculty

Rose Iovannone, PhD

Rose Iovannone, PhD

Research Assistant Professor

Phone: 813-974-1696
Fax: 813-974-6115
Office: MHC 2206

Send an email
View Curriculum Vitae

Dr. Rose Iovannone is a Research Assistant Professor in the College of Behavioral & Community Sciences, Department of Child and Family Studies, Florida Center for Inclusive Communities (FCIC) at the University of South Florida in Tampa. She received her PhD in Educational Psychology from the University of Houston. Her Master’s and Bachelor’s degrees are in Special Education.

Dr. Iovannone previously served as the assistant director for the Center for Autism and Related Disabilities (CARD). Currently, she is the Director of a federally-funded Behavior Research Center, the Prevent-Teach-Reinforce (PTR) Project. She also serves as the co-principal investigator in the Professional Development in Autism (PDA) project. She has extensive experience in working with individuals with autism and other developmental disabilities, learning disabilities and emotional disabilities. Her principal activities and research interests have been in the areas of autism and related disabilities, functional behavior assessment and positive behavior supports, augmentative/alternative communication, and assessment/evaluation.

Current Research & Training

Florida Diagnostic and Learning Resource System

The mission of the University of South Florida’s FDLRS Multidisciplinary Educational Services Center is to provide evaluation and intervention services to students whose presenting needs have been resistant to typical interventions. Specifically, the USF clinic will provide the following: (a) Behavioral evaluations and support plans using evidencebased practices (i.e., functional behavior
assessments and function-based support plans); (b) Autism Spectrum Disorder (ASD) diagnosis and strategies; and (c) Diagnosis of ASD and co-morbid conditions and strategies (e.g., anxiety, ADHD, depression). Services will include interdisciplinary processes in planning for evaluations and developing contextually based interventions and coaching support for implementation of interventions in educational, community, and home settings. In addition, capacity building activities will be embedded to increase skills in school personnel, specifically in developing and implementing interventions for students needing Tier 3 multitiered behavioral supports and using data to make educational decisions that will increase academic and behavioral success of students. Finally, training and technical assistance (e.g., school-based/family consultations) will be provided in specialization areas as indicated by needs assessments to families, community and medical agency staff, and educational personnel.