Paul Mooney

Paul Mooney  


Bachelor's Degree(s): Business and Communication Arts, Hastings (NE) College, 1989

Master's Degree: School Psychology, University of Nebraska at Kearney, 1995

PhD: Curriculum and Instruction, University of Nebraska-Lincoln, 2003

Phone: (225) 578-2360

Fax: (225) 578-9135


Office: 209 Peabody Hall


Dr. Mooney joined the LSU faculty in 2003. His teaching responsibilities include undergraduate and graduate courses in Special Education.  Dr. Mooney currently serves as the director of special education programming in the Lutrill & Pearl Payne School of Education. His priorities include improving and increasing enrollment of the undergraduate dual-certification (general and special education) teacher education program as well as other graduate academic and behavior oriented projects. He has been involved in research initiaives related to the application of general outcome measurement principles to content courses such as social studies and science. Dr. Mooney has served in leadership roles for the Louisiana Council for Exceptional Children and is a co-editor for a practitioner journal. His present research involves improving the quality of instructional practice dissemination vehicles. The special education program faculty members are planning to start the Integrative Community Studies (ICS) program in the Fall 2023 semester. ICS is a two-year, campus-oriented certificate program for adults with intellectual and development disabilities.  


Selected Publications

Mooney, P., Ryan, J. B., Gunter, P. L., & Denny, R. K. (in press).  Behavior modification/traditional techniques for students with EBD.  In J. P. Bakken (Ed.), Advances in Special Education-Behavioral Disorders: Current Perspectives and Issues.  Bingley, United Kingdom:  Emerald Group Publishing Limited

Mooney, P., Schraven, J., & Cox, B. (2010). Test-retest reliability of vocabulary matching in sixth-grade world history. International Journal of Psychology: A Biopsychosocial Approach, 6, 29-40.

Mooney, P., McCarter, K. S., Schraven, J., & Haydel, B. (2010). The relationship between content area GOM and statewide testing in sixth-grade world history. Assessment for Effective Intervention, 35, 148-158

Nelson, J. R., Benner, G. J., Mooney, P. (2008). Instructional Practices for Students with Behavioral Disorders: Strategies for Reading, Writing, and Math. Guilford Publications, Inc.

Mooney, P., & Lastrapes, R. E. (2019). Replicating criterion validity in science content for the combination of critical content monitoring and sentence verification technique. Assessment for Effective Intervention, 44, 292-299.

Lastrapes, R. E., & Mooney, P. (2019). Investigating sentence verification technique as a potential curriculum based measure of science content. Journal of At-Risk Issues, 22(2),


Lastrapes, R. E., & Mooney, P. (2019). Noticing and noting: Teaching students with EBD to effectively self-monitor. Beyond Behavior, 28(2), 108-120


Mooney, P., & Ryan, J. B. (2018). Editor recommendations for successfully writing for Beyond Behavior.  Beyond Behavior, 27(2), 116-123.


Mooney, P., & Ryan, J. B. (2018). Reviewing for Beyond Behavior: An editor’s guide for submitting a comprehensive and meaningful review. Beyond Behavior, 27(1), 50-57. 

Mooney, P., & Lastrapes, R. E. (2020). Conceptual replications of the critical content monitoring general outcome measure in science content. Assessment for Effective Intervention,         45(2), 121-134. 

Eschete, C. L., Lastrapes, R. E., & Mooney, P. (2021). Increasing teacher education candidate collaboration knowledge and skill through approximation of practice. Special Education

Research, Policy & Practice, 5, 40-58.

Lastrapes, R. E., & Mooney, P. (2021). Teachers’ use and perceptions of research-to-practice articles. Exceptionality, 29(5), 375-389.

Pettrey, K., Lastrapes, R. E., & Mooney, P. (2022). Developing self-monitoring skills in mathematics for students with emotional and behavioral disorders. Beyond Behavior,

31(1), 65-75. 


Selected Grants/Funded Projects

Vocabulary and comprehension development in the middle school natural and social sciences (2011-2012), a one-year project with West Baton Rouge Parish School Board funded by the Louisiana Board of Regents (PI: 196,713).

Postsecondary Inclusive Education Fund of the Louisiana Legislature ($80,000 grant) for initiation of the Integrative Community Studies program (2023)