Dr. Lise Fox is a professor in the Department of Child and Family Studies of the University of South Florida in Tampa, Florida and the Co-Director of Florida Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities (www.flcic.org ). Lise was the Principal Investigator of the Technical Assistance Center for Social Emotional Intervention (www.challengingbehavior.org) funded by the Office of Special Education Programs. Dr. Fox is engaged in research and training efforts related to the implementation of the Pyramid Model in early education and care classrooms, program-wide models of implementation, and positive behavior support. She received the Mary E. McEvoy Service to the Field Award from the Division for Early Childhood.
Currently, she directs an Institute of Education Sciences–funded research project focused on the efficacy of implementing the Teaching Pyramid in classrooms, and she works on the National Center on Quality Teaching and Learning and the Office of Special Education Programs–funded Technical Assistance Center on Social Emotional Interventions. She is a coeditor of the Journal of Early Intervention and serves on the editorial boards of other major journals in early childhood special education. She served as President of the Council for Exceptional Childrena€?s Division for Early Childhood (DEC) and received the Merle B. Karnes award from DEC.
Robin Hojnoski is an associate professor in school psychology at Lehigh University. Her research centers on applying school psychology principles and practices to support trajectories for early school success. She has conducted work specifically in the areas of assessment and intervention in early mathematics.
Jaclyn (Jackie) D. Joseph, Ph.D., BCBA, is project coordinator for the randomized controlled trial of Prevent Teach Reinforce for Young Children (PTR-YC) at the Positive Early Learning Experiences (PELE) Center of the University of Colorado, Denver. She has co-authored articles and book chapters and conducted dozens of training sessions and workshops on PTR-YC. Prior to working at the PELE Center, Jackie was primarily involved with supporting families of young children with disabilities. Jackie's professional and research interests include evidence-based interventions for reducing the challenging behaviors and improving the social-emotional competence of young children in home settings and in early education and care classrooms.
Scott R. McConnell, Ph.D., is Scott McConnell is Professor of Educational Psychology and Fesler-Lampert Chair in Urban and Regional Affairs at the University of Minnesota. His research focuses primarily on preschool-aged children, and the skills and competencies that will enable them to learn and participate in school and other settings. He and his colleagues at IGDILab are developing and testing applications for Individual Growth and Development Indicators of language and early literacy development for preschoolers. He also is involved in several efforts, locally and nationally, to eliminate the word gap–language disparities that occur early in young children's lives.
Allison Metz, Ph.D., is a developmental psychologist, Director of the National Implementation Research Network (NIRN), and Senior Implementation Specialist at the Frank Porter Graham Child Development Institute at The University of North Carolina at Chapel Hill. Dr. Metz specializes in the implementation, mainstreaming, and scaling of evidence to achieve social impact for children and families in a range of human service and education areas, with an emphasis on child welfare and early childhood service contexts. Her work focuses in several key areas including: the development of evidence-informed practice models; the use of effective implementation and scaling strategies to improve the application of evidence in service delivery systems; and the development of coaching, continuous quality improvement, and sustainability strategies. Dr. Metz currently directs several national initiatives to build the capacity of major philanthropies and intermediary organizations to support jurisdictions in using evidence to improve outcomes for children and families. Dr. Metz serves on several national advisory boards and is an invited speaker and trainer internationally. She is Co-Chair for the Global Implementation Conference, a part of the Global Implementation Initiative. Dr. Metz is co-editor of the recently published volume Applying Implementation Science in Early Childhood Program and Systems.
Arnold Olszewski is an Assistant Professor and speech-language pathologist in the Department of Speech Pathology and Audiology at Miami University. His research focuses on developing feasible, evidence-based language and literacy interventions for young children. Dr. Olszewski's research has been published in various journals and presented at national conferences.
Deanna Pearce Law has served as a school psychologist since 2005 in a number of schools across Canada and in the U.S. She completed her M.Ed at the University of British Colombia in Vancouver, Canada. Deanna continued her studies in early childhood at the University of Colorado Denver where she completed her doctorate in Education Leadership for Educational Equity. Her dissertation research focused on multi-level systems implementation of evidence-based practices in early childhood education and the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. She is currently working as an independent consultant in Omaha, NE and enjoys time with her 18 month old daughter Laya Faye, and husband Derek Law.
Lindsey Peters-Sanders is a doctoral candidate in the Department of Communication Sciences and Disorders at the University of South Florida. Her research focuses on implementing supplemental language and early literacy instruction that applies a Multi-tiered System of Support framework in preschools serving at-risk children.
Kelly A. Powell-Smith, Ph.D., NCSP, is Vice President and Associate Director of Research & Development at Dynamic Measurement Group. Dr. Powell-Smith, a nationally certified school psychologist, obtained her doctorate in school psychology from the University of Oregon. She is a former Associate Professor of School Psychology at the University of South Florida. She was a faculty associate of the Florida Center for Reading Research (FCRR) and a consultant with the Eastern Regional Reading First Technical Assistance Center (ERFTAC). She has provided training in formative assessment and academic interventions in 22 states and Canada. Over the past 25 years, Dr. Powell-Smith has conducted research related to children with various learning and behavioral difficulties and has conducted over 225 national, state, and regional workshops and presentations.
Susan M. Sheridan, Ph.D., is Director of the Nebraska Center for Research on Children, Youth, Families and Schools (CYFS), and a George Holmes University Professor of Educational Psychology at the University of Nebraska-Lincoln. Dr. Sheridan&s research is focused on parent–teacher relationships; the development of meaningful home–school partnerships; early childhood education and interventions; rural education; and interventions promoting childrena€?s social skills, social-emotional development and behavioral competencies. Dr. Sheridan has published more than 100 books, chapters, and refereed journal articles on these and related topics. Noteworthy awards include the American Psychological Associationa€?s Division 16 (School Psychology) Lightner Witmer Award (1993) for early career accomplishments and the Senior Scientist Award (2015) for distinguished career-long scholarship, the 2005 Presidential Award from the National Association of School Psychologists, and the 2014 University of Nebraskaa€?s Outstanding Research and Creativity Award.
Dr. Smith received her master's degree in early childhood special education and doctorate in special education and public policy from the University of North Carolina at Chapel Hill. Her areas of interest include early childhood special education/early intervention policies, systems and program development; leadership and collaboration; and the scaling up of evidence-based practices.
Dr. Smith has held early childhood and early childhood special education positions for the past thirty five years including early childhood teacher, Executive Director of the Division for Early Childhood (DEC) of the Council for Exceptional Children; Policy Specialist, Council for Exceptional Children (CEC); and Program Specialist, Office of Special Education Programs, US Department of Education. She has served as a consultant on state and national early childhood policy, expert witness in right to treatment litigation, prepared and delivered legislative testimony to the Congress as well as state legislatures, and has worked with many parent and professional groups in their state policy efforts.
In an effort to help shape quality inclusive early childhood environments for all children, including those with special needs, she has worked closely for many years with NAEYC and other early childhood leadership organizations including serving on the NAEYC Commission to develop the current program accreditation criteria. Dr. Smith has authored over 20 peer-reviewed journal articles, and 15 books and chapters one of which was the first book for administrators on preschool inclusion: The Administrator's Policy Handbook for Preschool Mainstreaming (1993). She also chaired the most recent effort to establish the DEC Recommended Practices in Early Intervention/Early Childhood Special Education to help guide the field in improving services for young children with special needs, their families and those who work with them.
She is currently Co-Principal Investigator of an OSEP funded doctoral program at UCD in early intervention and early childhood special education policy and collaborative leadership, and is involved in the OSEP funded national Early Childhood Technical Assistance Center (ECTA). She is the recipient of several awards and honors.
Phillip Strain, Ph.D., Professor, School of Education and Human Development, University of Colorado at Denver, 1380 Lawrence Street, Suite 650, Denver, Colorado 80204-2076
Dr. Strain is a professor of Educational Psychology and Psychiatry at the University of Colorado at Denver. He is the author of more than 250 scientific papers and he serves on the editorial boards of more than a dozen professional journals. Dr. Strain has worked in the field of early intervention since 1974, and he serves as a science advisor to the Institute of Medicine, the National Institute of Mental Health, and the U.S. Department of Education. His primary research interests include intervention for young children with early-onset conduct disorders; remediation of social behavior deficits in young children with autism; design and delivery of community-based, comprehensive early intervention for children with autism; and analysis of individual and systemic variables affecting the adoption and sustained use of evidence-based practices for children with severe behavior disorders.
Alisha Wackerle-Hollman, Ph.D. is an educational psychologist whose research addresses both development of English, Spanish and Hmong early literacy and language measures for preschool age students, as well as the design and evaluation of parent education programs. She is the co-director of the IGDIlab, a research lab at the University of Minnesota where she has secured over $5M in funding since 2012. Dr. Wackerle-Hollman's work focuses on measurement systems designed to evaluate progress on language and literacy in English and Spanish speaking preschoolers, and the adaptation of these measures for use on tablet devices. She is specifically interested in using data from these measurement platforms to support effective data-based decision making in the context of multi-tiered systems of support.
Judith J. Carta, Ph.D., is a Senior Scientist in the Institute for Life Span Studies, Professor of Special Education, and the Interim Director of the Juniper Gardens Children's Project at the University of Kansas. Her research focuses on developing strategies to minimize the effects of poverty on children's outcomes, designing practices that teachers and parents can use to promote children's early learning and social-emotional development, methods for monitoring the progress of young children, and strategies for promoting family engagement in early intervention programs. She has been the PI of several multi-site research projects and centers funded by the National Institutes of Health, the Institute of Educational Sciences, and the Administration on Children and Families. She currently co-directs an IES-funded project to develop the Infant-Toddler Pyramid Model, a three-tiered model to promote social-emotional outcomes for infants and toddlers, based on the TPITOS. She was a member of the Federal Advisory Panel on Head Start Research and Evaluation, Division of Early Childhooda€?s Commission on Recommended Practices, and served as the Editor of Topics in Early Childhood Special Education as well as the boards of numerous scientific journals. She received the Mary E. McEvoy Service to the Field Award from the Division for Early Childhood.
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