Dr. Maryssa Kucskar Mitsch

Maryssa Kucskar Mitsch

( She/Her/Hers )
Assistant Professor
Special Education (SPED)
Phone: (415) 338-3430
Email: mmitsch@sfsu.edu

Maryssa Kucskar Mitsch, Ph.D., is an Assistant Professor of Early Childhood Special Education in the Department of Special Education. Her primary teaching responsibilities includes courses in early intervention, assessment of young children at-risk and with disabilities, and family systems. Dr. Kucskar’s primary research interests focus on inclusive practices, social skills interventions for young children with disabilities, implementation of evidence-based practices, and strategies for effective professional development.

Educational Background

  • Ph.D., Special Education, University of Nevada, Las Vegas, 2017
  • M.Ed., Early Childhood Special Education, University of Nevada, Las Vegas,2011
  • B.A., Elementary Education, University of South Carolina, 2009

Recent Publications

 

  • Mitsch, M. K., Collins, B., Friesen, A., & Hermoso, J. C. R. (release date January 2023). Social   emotional development and mental health: Special education and social work interdisciplinary collaboration. In D. Slanda & L. Puke (Eds.). Handbook of Research on Interdisciplinary Preparation for Equitable Special Education. IGI Global.
  • Mitsch, M. K., Weglarz-Ward, J., & Branch, J. (2022). “I’m new here”: Leveraging          responsibilities, relationships, and resources for new faculty leaders. Young Exceptional, Children, 00(0), 1-14.
  • Mitsch, M. K., Friesen, A., & Du, K. (2022). Calling authentic leaders: Promoting equity and      anti- bias curriculum for all young children and their families – conclusion to a special issue of Issues in Teacher Education. Issues in Teacher Education, 31(2), 122-131.
  • Friesen, A., Mitsch, M. K., & Du, K. (2022). Advancing equity and inclusion in early childhood education: Introduction to a special issue. Issues in Teacher Education, 31(2), 3-8.
  • Mitsch, M. K., Riggleman, S., & Buchter, J. (2021). Responding to young children’s social emotional needs through video modeling. Young Exceptional Children, 24(1), 1-12.
  • Mitsch, M. K., & Riggleman, S. (2020). Effectively integrating direct instruction and discrete trials across routines, activities, and environments. Beyond Behavior, 29(3), 152-161.
  • Mitsch, M. K., Branch, J., & Weglarz-Ward, J. (2020). Integrating family content in teacher         preparation programs using intentional reflection and planning. Journal of Early Childhood Teacher Education, 41(2), 197-208.
  • Mortensen, J. A., Mitsch, M. K., Decker, K. B., Fusaro, M., Brophy-Herb, H. E., Vallotton, C.,    Buell, M. J., & CUPID. (2019). Building bridges to overcome widening gaps:    Challenges in addressing the need for professional preparation of infant/toddler      practitioners in higher education. Bank Street Education Occasional Paper Series: Promise in Infant-Toddler Care and Education, 42, 86-103.
  • Oh-Young, C., Filler, J., Kucskar, M., Buchter, J., O’Hara, K., & Gelfer, J. (2018). Comparison   of peer network and peer video modeling in increasing positive social interactions. Journal of Special Education Technology, 33(4), 270-283.
  • Kucskar, M., Riggleman, S., & Buchter, J. (2017, November). Developing Partnerships Between Preservice and In-Service Providers. Session presented at Teacher Education Division (TED) National Conference 2017, Savannah, GA.
  • Kucskar, M., Riggleman, S., & Buchter, J. (2017, November). Teaching Effective Social Skills Practices When Working with Young Students. Poster presented at Teacher Education Division (TED) National Conference 2017, Savannah, GA.
  • Buchter, J., Oh-Young, C., Kucskar, M., & Gelfer, J. (2017, October). Including Young Children with Disabilities in Inquiry Based STEM Activities. Poster presented at Division of Early Childhood (DEC) National Conference 2017, Portland, OR.
  • Oh-Young, C., Kucskar, M., O’Hara, K., Buchter, J., Filler, J., Krasch, D., & Gelfer, J. (2017, October). Comparison of the Effects of Two Social Skills Interventions on Social Interactions. Poster presented at Division of Early Childhood (DEC) National Conference 2017, Portland, OR.