Jessica Hardy

Jessica Hardy

Assistant Professor
Department of Special Education
Room 153 - College of Education and Human Development
jk.hardy @

Dr. Hardy's curriculum vitae [PDF]


Dr. Jessica Hardy earned her Ph.D. in early childhood special education from Vanderbilt University in 2014. She was formerly a Head Start teacher and a preschool special education teacher in Portland, Oregon. Dr. Hardy’s research interests include evidence-based instructional practices, early childhood math instruction and learning, social-emotional instructional practices, and early childhood coaching. She has published articles and book chapters about blended practices in early math instruction, coaching teachers to use social-emotional teaching practices, and assessing early academic skills.

Educational Background

  • Ph.D., Early Childhood Special Education, Peabody College, Vanderbilt University
  • M.Ed., Unified Early Childhood Education, University of Florida
  • B.A.E., Unified Early Childhood Education, University of Florida

Research Interests

Inclusive early childhood curriculum, evidence-based instructional practices, coaching, instruction in early math skills, early childhood social-emotional development and positive behavior support, single case research methodology.

Teaching Areas

  • Early Childhood Special Education Assessment
  • Curriculum and Methods in Early Childhood Special Education
  • Content Methods in Interdisciplinary Early Childhood Education

Honors and Awards

  • Peabody Graduate Honor Scholarship, 2008 - 2013

Professional Activities and Affiliations

  • Topics in Early Childhood Special Education Editorial Board, 2016 - present
  • Division for Early Childhood, Council for Exceptional Children, 2006-present
  • Division for Research, Council for Exceptional Children, 2012-present
  • National Association for the Education of Young Children, 2008-present
  • DEC Challenging Behavior Position Statement Revision Committee Co-Chair Spring 2016-present
  • External Coach, Program-Wide Support, Pyramid Model Intervention Ross Early Learning Center, 2014-2015

Selected Publications and Presentations

  • McLeod, R., Artman-Meeker, K., & Hardy, J. K. (2017). Preparing yourself for coaching: Partnering for success. Young Children, 72(3), 75-81.
  • McLeod, R., Hardy, J. K., & Kaiser, A. (2017). The effects of play-based intervention on vocabulary acquisition by preschoolers at risk for reading and language delays. Journal of Early Intervention, 39, 147-160.
  • Hemmeter, M. L., Fox, L., & Hardy, J. K. (2016). Supporting the implementation of tiered models of behavior support in early childhood settings. In B. R. Reichow, B. Boyd, E. Barton, & S. Odom (Eds.), Handbook of early childhood education. New York, NY: Springer Publishing Company.
  • Ledford, J. R., Barton, E. E., Hardy, J. K., Elam, K., Seabolt, J., Shanks, M., Hemmeter, M. L., & Kaiser, A. (2016). What equivocal data from single case comparison studies reveal about evidence-based practices in early childhood special education. Journal of Early Intervention, 38, 79-91.
  • Hardy, J. K., Hawkins, S., Hemmeter, M. L., & Grisham-Brown, J. (Manuscript in submission). Promoting math skills. In J. Grisham-Brown & M.L. Hemmeter (Eds.), Blended practices for teaching young children in inclusive settings (2nd ed.). Baltimore, MD: Brookes.
  • Hardy, J. K., Grifenhagen, J., Barton, E. E., Hemmeter, M. L., & Gilson, M. E. (2016, February). Characteristics of embedded instruction: Lessons learned from past research and guidelines for the future. Poster presented at the Conference on Research Innovations in Early Intervention, San Diego, CA.