The majority of Jon's scholarly activities occur within the following three interrelated areas: Pedagogical development and work force training for early childhood special education teachers; the development and testing of interventions that promote the successful school adjustment for students with emerging or serious behavioral challenges; and Motivational Interviewing and its transportation to and use in educational settings with parents, teachers, adolescents, post-secondary students, and related school professionals.

Jon is a memeber of the Motivational Interviewing Network of Trainers and is trained in the use of the Motivational Interviewing Treatment Integrity (MITI) code. Jon works with a highly successful research consortium, whose current research is funded by Institute of Educational Sciences and includes adaptations of the First Step Next early intervention program for preschool-aged children (R324A150221) and children with tertiary behavior challenges in primary classrooms (R324A090237 and R324A150179), as well as the development of educational interventions utilizing MI in various contexts (R324A190173).

More recently, Jon is partnering with the Kentucky Reading Research Center (KRRC) to research current emergent literacy instructional practice in the Read to Achieve schools across Kentucky. Additionally, the Early Childhood Research Center is rolling out the Cardinal Child Care and Education Credentialing program, which will provide various focused workshops, trainings, and credential programs including: the Commonwealth Child Care Credential (CCCC), the Child Development Associate (CDA) credential, the Kentucky School-Aged Youth Development credential, and an Infant and Toddler Badge.