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Faculty & Staff Directory - Sandy Doctoroff

Sandy Doctoroff

Sandy Doctoroff

Assistant Research Professor

CCIDS Augusta Outreach Office

University of Maine
Center for Community Inclusion & Disability Studies
225 Western Avenue
Augusta, Maine 04330
207.623.3925 ext. 10 (V)
877.475.4800 (V/TTY)
207.629.5429 (Fax)


Ph.D, Education and Human Development, Vanderbilt University, Nashville, TN. Area of specialization: Early Childhood Special Education.

Dissertation: The Effects of Sociodramatic Script Training and Peer Role Prompting on the Sociodramatic Role Play and Social Interaction of Socially Isolated Preschool Children

Traineeship, Early Childhood Special Education Leadership Training Grant, Peabody College of Vanderbilt University

Graduate coursework in Educational Psychology, University of Houston, Houston, TX

Completed Certification in Special Education, Glassboro State College, Glassboro, NJ

B.A., Social Science, Montclair State College, Upper Montclair, NJ

Project Affiliation:

Specialty Areas:

  • Early Childhood Special Education

Research and Public Service:

  • Play; Toddler and Preschool Peer Social Relationships; Parent-Infant Social Interaction; Autistic Spectrum Disorders; Inclusive Early Childhood Curriculum
  • Board Membership: Maine Infant Mental Health Association, Penobscot County Child Development Services (CDS). Committee Membership: CDS Comprehensive System of Personnel Development, Early Intervention Coalition. Working with others to initiate a Maine Subdivision of DEC.

Representative publications:

Doctoroff, S. (1997). Sociodramatic script training and peer role prompting: Two tactics to promote sociodramatic play and peer interaction. Early Child Development and Care, 136, 27-43.

Doctoroff, S. (1996). Parents’ support of infants’ object play: A review of the literature. Infant-Toddler Intervention, 6(2), 153-166.

Doctoroff, S. (1996). Supporting social pretend play in young children with disabilities. Early Child Development and Care, 1

Doctoroff, S. (1995). Providing early intervention services in rural areas: Meeting the challenge. Infant-Toddler Intervention, 5(4), 339-352.

Doctoroff, S., McEvoy, M. A., & Alpert, C. L. (1991). Increasing peer interaction using the individualized curriculum sequencing model. Education and Treatment of Children, 14(2), 142-150.

Professional Associations:

  • Council for Exceptional Children (CEC)
  • CEC Division for Early Childhood (DEC)
  • National Association for the Education of Young Children (NAEYC)
  • Eastern Maine NAEYC, Maine Infant Mental Health Association


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