Ph.D., Special Education, The Pennsylvania State University
M.S., School Psychology, Miami University
BA., Teaching of English, University of Illinois
- Teacher Preparation
- Inclusive Instructional Practices
- Individualized Intervention Delivery
- Academic Task Engagement
Professional Memberships and/or Licenses
Council for Exceptional Children (CEC)
- Council for Children with Behavior Disorders (CCBD)
- Division for Learning Disabilities (DLD)
- Teacher Education Division (TED)
Ohio Association of Teacher Educators
Ohio Council for Children with Behavior Disorders
Brooks Vostal started his teaching career as a general education English teacher. Much of his energy was devoted to working with at-risk populations: creating a summer bridge program for in-coming 9th graders at-risk for failure, co-teaching in the "skills improvement" classes, and working school-wide on behavior interventions. His later work at Miami University and as a Reading Intervention/English Department Chair in a high school in Southwest Ohio continued to focus on developing academic programming for students with and at-risk for high-incidence disabilities. His last years in public schools focused on developing individualized interventions within inclusive settings for students experiencing behavior challenges, mental health issues, and academic failure. Since entering higher education, he has continued to work with practicing teachers and teacher candidates as they design and deliver inclusive instruction and individualized interventions, especially targeting students with concomitant academic and behavior problems.
Vostal, B.R., Bostic, J. D., Fiddler, D., Stewart, A., & Waterston, A. (2014). Co-teaching: Evolving English language arts instruction in the elementary classroom. Ohio Journal of English Language Arts, 54(1).
Vostal, B. R., Messenheimer, T., Hampton, D., & Keyes, S. E. (2014). Using a Mnemonic Strategy to Match Elements of Response to Intervention Lessons with Performance Assessment Requirements. Journal of Curriculum and Instruction, 8(1). 48-66. doi:10.3776/joci.2014.v8n1p48-66
Bostic, J. D., Vostal, B. R., & Ruffer, B. (2014). Promoting freedom through problem-based learning. Ohio Social Studies Review, 51. 73-87.
Vostal, B. R., Messenheimer, T., & Hampton, D. (2013). DESCRIBE IT: A strategy to prepare teacher candidates to make data-driven instructional decisions. Ohio Journal of Teacher Educators, 27(1). 27-32.
Vostal, B. R., Lee, D. L., & Miller, F. (2013). Effects of environmental stimulation on students demonstrating behaviors related to attention deficit/hyperactivity disorder: A review of the literature. International Journal of Special Education, 28 (3). 1-12.
Vostal, B. R. (2012). Engaging students with behavior disorders in mathematics practice using the high-p strategy. Beyond Behavior, 21(1), 3-9.
Lee, D. L., Lylo, B. J., Vostal, B. R., & Hua, Y. (2012). The effects of high-preference problems on the completion of non-preferred mathematics problems. Journal of Applied Behavior Analysis, 45, 223-228.
Lee, D. L., Vostal, B. R., Lylo, B. J., & Hua, Y. (2011). Collecting behavioral data in general education settings: A primer for behavioral data collection. Beyond Behavior, 20(2), 22-30.
Kubina, R. M., Mason, L. H., Vostal, B. R., & Taft, R. J. (2011). Self-regulated strategy development instruction: Effects of lesson structure on a teacher's behaviors. Learning Disabilities: A Multidisciplinary Journal, 17, 131-138.
Vostal, B. R., & Lee, D. L. (2011). Behavioral momentum during a continuous reading task: An exploratory study. Journal of Behavioral Education, 20, 163-181. doi: 10/1007/s10864-011-9129-6
McNaughton, D. & Vostal, B. R. (2010). Using active listening to improve collaboration with parents: The LAFF don’t CRY strategy. Intervention in School and Clinic, 45, 251-256.