Handbook of Response to Intervention in Early Childhood

Dr. Brown joined thefaculty at the University of South Carolina (USC) in 1995, and, in addition to hiswork in the Department of Educational Studies in the College of Education, he isa member of the USC Research Consortium on Children and Families.

Dr. Buysse is Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. In addition to directing a program of research on Recognition & Response, a model of response to intervention for prekindergarten, her research interests include innovations in professional development; models such as consultation, coaching, mentoring, and communities of practice that support professional development and program improvement; and educational practices and interventions that address the unique needs of diverselearners—those who have disabilities, who have learning difficulties, or who are dual language learners.

Dr. Carta is Senior Scientist in the Schiefelbusch Institute for Life Span Studies, Professorof Special Education, and Director of Early Childhood Research at JuniperGardens Childrena€?s Project at the University of Kansas.

Edward G. Feil, PhD, is a senior scientist at Oregon Research Institute. His research interests include early screening of child behavior problems, home and school interventions, and interactive technologies.

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.

Andy Frey is Associate Professor in the Kent School of Social Work at the University of Louisville. His research interests include prevention and intervention of challenging behavior with young children and families.

In addition to his work at the Instructional Research Group, Dr. Gersten is also aprofessor emeritus in the College of Education at the University of Oregon.He is the director of the Math Strand for the Center on Instruction, the directorof research for the Regional Educational Laboratory-South West, and theprincipal investigator for several What Works Clearinghouse projects.As Project Director of the Teacher Quality Distribution and Measurement Study,Dr. Gersten is currently working with a team of researchers from HarvardUniversity to revise a mathematics observation measure that will be used todetermine the effect of professional development on teachers' mathematicsinstruction. He is also a coauthor of a mathematics screening and progress monitoringmeasure for kindergarten and first-grade students that is in press.His main areas of expertise include evaluation methodology and instructionalresearch on students with learning disabilities, mathematics, and readingcomprehension. Dr. Gersten has conducted numerous randomized trials, manyof which have been published in major scientific journals in the field. He haseither directed or codirected 42 applied research grants addressing a wide arrayof issues in education and has been a recipient of many federal and nonfederalgrants (more than $20 million). He has advised on a variety of reading and mathematicsprojects using randomized trials in education settings and has writtenextensively about the importance of randomized trials in special educationresearch.

In 2002, Dr. Gersten received the Distinguished Special EducationResearcher Award from the Amer