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Personal profile

Research Interests

Jessica Hardy’s research focuses on evidence-based practices for teaching young children with disabilities.  She has conducted research on the use of systematic instruction to support preschool children in learning early math skills, such as counting, patterning, and classification (Hardy & Hemmeter, 2019; Hardy, in submission).  She also has published research on the use of interventions to support children’s literacy skills (McLeod, Kaiser, & Hardy, 2019; McLeod, Hardy, & Kaiser, 2017; Ledford, Barton, Hardy, Elam, Seabolt, Shanks, Hemmeter, & Kaiser, 2016). These are critical areas in need of continued research to better illuminate how we can best support young children in learning these important skills, which have been found to be predictive of later school achievement.

Jessica also studies the use of coaching as a professional development approach to supporting preschool teachers’ use of evidence-based practices.  She has published several articles related to coaching (McLeod, Hardy, & Grifenhagen, 2019; Hemmeter, Hardy, Schnitz, Adams, & Kinder, 2015) and is a co-author of a measure of coaching quality that has been used in multiple IES-funded studies.

Jessica uses a variety of research methodologies and is interested in using experimental single-case research design to examine causal relationships, such as in a recent line of research around the impact of diverse children’s literature on children’s engagement in literacy activities (Hardy, Pennington, Griffin, & Jacobi-Vessels, 2020; Hardy, Pennington, Rogers, & Yao, in submission).

Jessica also values the dissemination of research to practitioners and has published a number of practitioner-oriented articles (Hardy & McLeod, 2020; Hardy & Hemmeter, 2019; McLeod, Artman-Meeker, & Hardy, 2017), book chapters (Hardy, Hawkins, Hemmeter, & Grisham-Brown, 2017; Hardy & Hemmeter, 2014), and modules (Hardy, Brown, Skow, & the IRIS Center, 2015; The IRIS Center for Training Enhancements, 2014).

Jessica is the recent recipient of a Hardie Faculty Fellows Award, which will support her continued research in systematic instruction in early math skills for children with disabilities.


  • L Education
  • early childhood special education
  • evidence-based practices
  • single-case research methodology
  • coaching
  • inclusion
  • math assessment and instruction
  • engagement
  • social-emotional learning

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Research Output

Corollary child outcomes from the Pyramid Model professional development intervention efficacy trial

Hemmeter, M. L., Fox, L., Snyder, P., Algina, J., Hardy, J. K., Bishop, C. & Veguilla, M., Jan 1 2021, In : Early Childhood Research Quarterly. 54, p. 204-218 15 p.

Research output: Contribution to journalArticle

  • Comparing the Effects of Protagonist Race on Preschoolers’ Engagement in Book Reading

    Hardy, J. K., Pennington, R., Griffin, R. & Jacobi-Vessels, J., 2020, (Accepted/In press) In : Early Childhood Education Journal.

    Research output: Contribution to journalArticle

  • Using Positive Reinforcement With Young Children

    Hardy, J. K. & McLeod, R. H., Aug 1 2020, In : Beyond Behavior. 29, 2, p. 95-107 13 p.

    Research output: Contribution to journalArticle

  • Coaching Quality in Pre-kindergarten Classrooms: Perspectives from a Statewide Study

    McLeod, R. H., Hardy, J. K. & Grifenhagen, J. F., Mar 15 2019, In : Early Childhood Education Journal. 47, 2, p. 175-186 12 p.

    Research output: Contribution to journalArticle

  • Designing and Implementing Tier 2 Instructional Supports to Promote Social-Emotional Outcomes

    Hemmeter, M. L., Fox, L., Strain, P. S., Hardy, J. K. & Joseph, J. D., 2019, Multi-Tiered Systems of Support for Young Children: Driving Change in Early Education. Carta, J. & Young, R. (eds.). Brookes Publishing

    Research output: Chapter in Book/Report/Conference proceedingChapter