Dr. Jonathan Chitiyo

Degrees and Credentials

Ph.D. Special Education, Southern Illinois University Carbondale
M.S.Ed. Curriculum and Instruction, Southern Illinois University Carbondale 
B.A. Environmental Studies, Africa University, Zimbabwe

Short Bio

Dr. Chitiyo's research interests include the implementation of different school-based practices (i.e., school-wide positive behavior support), inclusive education, factors affecting the education of vulnerable students, and the development of special education systems in developing countries.

Research, Accomplishments, and Publications

Chitiyo, J., Chitiyo, A., & Dombek, D. (2020) Preservice teachers’ understanding of problem behavior. International Journal of Curriculum and Instruction 12(2) 63-74

Chitiyo, J. & Pietrantoni, Z. (2019). The impact of child maltreatment on the educational and psychological well-being of students. Journal of School Counselling  17(18) 1-19.

Chitiyo, A. & Chitiyo, J. (2019). Autism in Zimbabwe: A brief review of trends, conditions, challenges, and intervention practices. International Journal of Educational Research 6(1) 50-59.

Chitiyo, J., May M. E., Mathende, A., & Dzenga, C. G. (2018). The relationship between school personnel's confidence level with the school-wide positive behavior intervention support model and its sustainability. Journal of Research in Special Education Needs doi.org/10.1111/1471-3802.12445

Chitiyo, M., Park, M., Chitiyo, G., Hur, C., Makoni, R., Dzenga, C. G. & Chitiyo, J. (2018). Antecedent factors of pre-service teachers' attitudes towards children with disabilities in Zimbabwe. Zimbabwe Journal of Educational Research, 30(2) 233-248

Chitiyo, J. & Brinda, W. (2018) Teacher preparedness in co-teaching. Support for Learning 33(1) 38-51

Chitiyo. J. & May, M. E. (2018) Factors that may hinder the implementation of the school-wide positive behavior intervention support model. Journal of the American Academy of Special Education Professionals 13(1) 35-47

Chitiyo, J., & May, M. E. (2017) Factors predicting the sustainability of the school-wide positive behavior support model. Preventing School Failure, 1-11

Chitiyo, J. (2017) Challenges to the successful use of co-teaching practices by school personnel. International Journal of Whole Schooling 13(3) 55-66

May, M. E., Chitiyo, J. Goodin, T., Mausey, A., Swan-Gravat, C. (2017). Pre-service special education teacher perceptions and competencies in secondary transition. Career Development and Transition for Exceptional Individuals, 1-10

Chitiyo, J. (2016) Implementation of basic school-wide positive behavior intervention supports by school personnel. Journal of Man-Disability-Society 62(18)

Chitiyo, J., Chitiyo, A., & Chitiyo, M. (2016). The psychosocial support model for orphaned children. Childhood Education. 92(6) 465-469

Chitiyo, J. (2014). The wraparound process for youth with severe emotional behavioral disorders. Journal of Research in Special Educational Needs, 14(2), 105-109.

Ancel, K., Bruns, D., & Chitiyo, J. (2015). The Importance of Father Involvement in Early Childhood Programs and Early Intervention Services. Young Exceptional Children.

Chitiyo, M., Chitiyo, G., Chitiyo, J., Oyedele, V., Makoni, R., Fonnah, D., & Chipangure, L. (2014). Understanding the causes and management of problem behavior in Zimbabwean schools: teacher perceptions. International Journal of Inclusive Education, 18(11), 1091-1106.

Chitiyo, M., Makweche‐Chitiyo, P., Park, M., Ametepee, L. K., & Chitiyo, J. (2011). Examining the effect of positive behavior support on academic achievement of students with disabilities. Journal of Research in Special Educational Needs, 11(3), 171-177.

Chitiyo, G., Chitiyo, M, Rumano, M.B., Ametepee, L.K., & Chitiyo, J. (2010). Zimbabwe education system: emerging challenges and the implications for policy and research, Journal of Global Intelligence & Policy, 3(3), 35-43