Gerald Mahoney, PhD

Verna Houck Motto Professor of Families and Communities

Associate Dean for Research and Training


PhD, Vanderbilt University
MA, Xavier University
BS, Xavier University
Jack, Joseph and Morton Mandel School of Applied Social Sciences

Room 206
Case Western Reserve University
11235 Bellflower Road
Cleveland, Ohio 44106

gerald.mahoney@case.edu
216.368.1824

About

Gerald Mahoney, Ph.D. is the Verna Houck Motto Professor of Families and Communities at the Jack, Joseph and Morton Mandel School of Applied Social Sciences at Case Western Reserve University, and he also serves 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.

Course List

  • SASS 613 – Advanced Research Design
  • SSBT 542 – Child and Adolescent Psychopathology
  • SSBT 501 – Advanced Child and Adolescent Development and Dysfunction

Scholarly Interests

  • Family and Parental Influences on Children’s Development and Socio-Emotional Well being
  • Early Intervention for At-Risk Children and Children with Disabilities
  • Early Childhood Mental Health

Affiliations

Council on Exceptional Children

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.

Recent Publications

Mahoney, G.. (2013). Assimilative practice and developmental intervention.  International Journal of Early Childhood Special Education, 5, 45-65.

Karaslan, O.  Diken, I., & Mahoney, G. (2013).  A randomized control study of responsive teaching with young Turkish children and their mothers. Topics in Early Childhood Special Education, 33, 18-27.

Diken, O, Mahoney, G. (2013). Interactions between Turkish mothers and preschool children with autism.  Intellectual and Developmental Disabilities, 51, 190-200.

Kim, J. & Mahoney, G. (2013). Responsive Teaching: Parent Education. Seoul, Korea: Changjisa Publishing

Karaslan, O.  & Mahoney, G. (In Press).  Effectiveness of responsive teaching with children with Down syndrome. Intellectual and Developmental Disabilities.

Alquraini, T. & Mahoney, G. (In Press). The role of parenting stress in relationship focused intervention: Comparison of parents of children with pervasive developmental disorders to parents of children with other disabilities. Journal of Applied Research in Intellectual Disabilities

Mahoney, G.. (2013). Assimilative practice and developmental intervention.  International Journal of Early Childhood Special Education, 5, 45-65.

Karaslan, O.  Diken, I., & Mahoney, G. (2013).  A randomized control study of responsive teaching with young Turkish children and their mothers. Topics in Early Childhood Special Education, 33, 18-27.

Diken, O, Mahoney, G. (2013). Interactions between Turkish mothers and preschool children with autism.  Intellectual and Developmental Disabilities, 51, 190-200.

Kim, J. & Mahoney, G. (2013). Responsive Teaching: Parent Education. Seoul, Korea: Changjisa Publishing

Karaslan, O., Diken, I., & Mahoney, G. (2011). The effectiveness of the responsive teaching parent mediated developmental intervention program in Turkey: A Case Study. International Journal of Disability, Development and Education. 58, 359–372.

Mahoney, G., & Nam, S. (2011). The parenting model of developmental intervention. In R. M.. Hodapp (Ed.), International Review of Research on Mental Retardation (Vol. 41, pp.73–125). New York, NY: Academic Press.

Mahoney, G., & Perales, F. (2011). The Role of Parents of Children with Down Syndrome and Other Disabilities in Early Intervention. In J. A. Rondal, J. Perera, & D. Spiker, (Eds.), Neurocognitive rehabilitation of Down Syndrome: The early years (pp. 205–223).  New York, NY: Cambridge University Press.

Kim, J. M., & Mahoney, G. (2009). Parent-child interactive behavior assessment: K-MBRS & C-MBRS. Seoul, Republic of Korea: Pakhaksa Publishing.

Mahoney, G., Perales, F., & Kim, J. (2010). Korean developmental rainbow: Early childhood development profile. Seoul, Republic of Korea: Hakjisa Publishing.

Recent Presentations

Dikem, O., & Mahoney, G. (September, 2012).  Interactions between Turkish mothers and preschool children with Autism. Presented at the 1st International Early Intervention Conference;  Eurylaid Annual Conference 2012, Braga, Portugual.

Gerald Mahoney in the News

  • Announcing the Early Intervention Related Services Training Program for 2017
    by Mandel School Calendar on March 3, 2017 at 6:40 pm

    The next training cohort begins the summer of 2017. The deadline for applying to this program is March 23. This interdisciplinary specialty training program is designed for CWRU graduate students from Social Work and Speech Language Pathology who are interested in working with young children at-risk or with disabilities and their families. It is designed [… […]

  • Interdisciplinary Training: The Early Intervention Related Service Training Program
    by Mandel School on May 9, 2015 at 11:54 am

    The Early Intervention Related Service Training Program (EIRSTP) is a collaborative project between the Department of Communication Sciences at Case Western Reserve University and the Mandel School, where it is directed by Gerald Mahoney, PhD, Verna Houck Motto Professor of Families and Communities. The program is designed to provide speech-language pathology students and social work students [… […]