Songtian Zeng
Biography
Songtian (Tim) Zeng received his PhD in special education from the University of Washington in Seattle and he is a board certified behavior analysis (BCBA). His research focuses on early intervention and assessment for students with autism and other neurological disabilities. He takes a “Whole Child” approach that integrated both evidence-based practices from education and mental health disciplines.
Degrees
PhD, University of Washington
Professional Publications & Contributions
- Zeng, S., & Hu, X. (2018). Parents reported adverse childhood experiences among young children with disabilities: Informing systems transformation, Topics in Early Childhood Special Education, 38(3), 162-173, doi: 10.1177/0271121418790674
- Zeng, S., & Cheatham, G. (2017). Chinese-American parents’ perceptions about using the Internet for seek information for their children with autism, British Journal of Early Childhood Special Education, 1, 1-20, doi: 10.1111/1467-8578.12182
- Ralston, N., Zeng, S., Benner, G. J, Pierce, C. (2017). Differentiating internalizing and externalizing behavior: Different measures, different results? WERA Educational Journal, 1, 23-33.
- Benner, G. J, & Zeng, S. (2016). The effects of the language for learning program on the social adjustment of kindergarten children, Early Child Development and Care. 1-10, doi: doi.org/10.1080/03004430.2016.1255210
- Zeng, S., Benner, G. J, & Siver, R. (2016). Responding to the whole child: Effects of a summer learning program on urban elementary students’ literacy and social emotional outcomes. Education and Treatment of Children TECBD Special Issue, 39, 593-616.
- Pretti-Frontczak, K., Harjusola-Webb, S., Chin, M., Grisham-Brown, J., Acar, S., Heo, K., Corby, M., & Zeng, S. (2016). Three mistakes made worldwide in “getting children ready” for school. Young Exceptional Children, 19, 48-51.
- Artman-Meeker, K., Fettig, A., Barton, E.E., Penney, A., & Zeng, S. (2015). Applying an evidence-based coaching framework to the early childhood professional development literature, Topics in Early Childhood Special Education, 35 (3), 183-196. doi: 10.1177/0271121415595550
- Zeng, S., & Hu, X. (2015). Parent-implemented intervention for young children with autism and its implications for Chinese parenting support, Journal of Chinese Special Education, 1, 18-28.
Additional Information
To support “Whole Child” education, Zeng's research agenda focuses on evidence-based practices, teacher and parent training, and program quality improvement. These three lines of research are based on his belief that evidence-based practices (EBPs) may impact student outcomes if they are implemented with fidelity by well-prepared educators in high-quality inclusive settings. He supported program evaluation and quantitative data analysis in a number of federal and stated funded research projects at the University of Washington Childcare Quality and Early Learning Center for Research and Professional Development, the National Center on Quality Teaching and Learning, and the Center for Strong Schools.