Juniper Gardens Children's Project

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Juniper Garden Children's Project

AN AFFILIATE OF THE LIFE SPAN INSTITUTE

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Research Education Dissemination Services Training

JGCP

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	Publications 2006 Abbott, M., Greenwood, C. R., Buzhardt, J., & Tapia, Y. (2006). Using technology-based teacher support tools to scale up the ClassWide Peer Tutoring program. Reading and Writing Quarterly, 22, 47-64. Buzhardt, J., Greenwood, C. R., Abbott, M., & Tapia, Y. (2006). Research on scaling up effective instructional intervention practice: Developing a measure of the rate of implementation. Educational Technology Research and Development, 54(5), 467-492. Greenwood, C. R. (2006). The Juniper Gardens Children's Project. In R. L. Schiefelbusch & S. R. Schroeder (Eds.), Doing science and doing good: A history of the Bureau of Child Research and the Schiefelbusch Institute for Life Span Studies at the University of Kansas. Baltimore: Brooks. Greenwood, C. R., & Buzhardt, J. (2006). Effects of Progress Monitoring Supported by National Web-based Technology on the Intervention Results of Infants and Toddlers with/without Disabilities Ages Birth to Three (H327A060051) Kansas City , KS : Juniper Gardens Children's Project, University of Kansas. Greenwood, C. R., Carta, J. J., Walker, D., Buzhardt, J., & Baggett, K. (2006). Individual Indicators of Growth and Development (IGDI): The Infant and Toddler. Website: http://www.igdi.ku.edu. Greenwood, C. R., Carta, J. J., Walker, D., Hughes, K., & Weathers, M. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28(3), 178-196. Kamps, D., Wendland, M., & Culpepper, M. (2006). Active teacher participation in functional behavioral assessment for students with emotional and behavioral disorder risks in general education classrooms. Behavior Disorders, 31(2), 128-146. Raikes, H., Green, B. L., Atwater, J., Kisker, E., Constantine, J., & Chazen-Cohen, R. (2006). Involvement in early head start home visiting series: Demographic predictors and relations to child and parent outcomes. Early Childhood Research Quarterly, 21, 2-24. Obiakor, F. E., & Utley, C. A. (2006). Working with multicultural learners with cognitive disabilities. In F. E. Obiakor, et al. (Eds), Multicultural special education: Culturally responsive teaching (pp. 65-77). Columbus, OH: Pearson. Utley, C. A., & Salend, S. J. (2006). Working with multicultural learners with behavior problems. In F. E. Obiakor et al. (Eds.), Multicultural special education: Culturally responsive teaching (pp. 87-109). Columbus, OH: Pearson. Greenwood, C. R. (2006). The juniper gardens children’s project. In Richard L. Schiefelbusch and Stephen R. Schroeder, Doing Science and Doing Good (Eds.), pp.327-349. Baltimore, MD: Brookes. Hall, R. V., Schiefelbusch, R. L., Greenwood, C. R., & Hoyt, R. K. (2006). The juniper gardens children’s project. In Richard L. Schiefelbusch and Stephen R. Schroeder, Doing Science and Doing Good (Eds.), pp. 125-139. Baltimore, MD: Brookes. Buzhardt, J., & Heitzman-Powell, L. (2006). Field evaluation of an online foster parent training system. In T. T. Liao, & D. C. Miller, Journal of Educational Technology Systems, (Eds.), pp. 297-316). Amityville, NY: Baywood. Greenwood, C. R., Walker, D., Carta, J. J., & Higgins S. K. (2006). Developing a general outcome measure of growth in the cognitive abilities of children 1 to 4 years old: The early problem-solving Indicator. School Psychology Review, 35(4), 535-551. 2007 Goldstein, H., Schneider, N., & Thiemann, K. (2007). Peer-mediated social communication intervention. Top Language Disorders 27, (2) pp. 182-199. Baldwin Veerkamp, M., Kamps D. M., & Cooper, L. (2007). The effects of classwide peer tutoring on the reading achievement of urban middle school students, Education and Treatment of Children, 30(2), pp. 21-51. Bowman-Perrott, Lisa J., Greenwood, C. R., & Tapia, Y. (2007). The efficacy of CWPT used in secondary alternative school classrooms with small teacher/pupil ratios and students with emotional and behavioral disorders. Education and Treatment of Children, 30(3), 65-87. Greenwood, C. R., Kamps, D., Terry, B., & Linebarger, D. (2007). Primary Intervention: A means of preventing special education? In C. Haager, J. Klingner, & S. Vaughn, (Eds.) (pp. 73-106). Validated Reading Practices for Three Tiers of Intervention. New York: Brookes. Kathy Thiemann and Debra Kamps (2007). Promoting social-communicative competence of children with autism in integrated Environments, (Eds.) In Richard L. Simpson and Brenda Smith Myles, Educating Children and Youth with Autism, pp. 267- 298. Austin, TX: Pro-Ed. Kamps, D., Abbott, M., Greenwood, C., Arreaga-Mayer, C., Wills, H., Longstaff, J., Culpepper, M., & Walton, C. (2007). Use of evidence-based, small-group reading instruction for english language learners in elementary grades: secondary-tier intervention. Learning Disability Quarterly, 30. pp. 153-168. Carta, J. J. and Young Kong, N. (2007). Trends and issues in interventions for preschoolers with developmental disabilities. In Samuel L. Odom, Robert H. Horner, Martha E. Snell, and Jan Blacher, Handbook of Developmental Disabilities, pp. 181-198. New York: The Guilford Press Hashimoto, K., Utley, C., Greenwood, C. R., & Pitchlyn Carol I. (2007). The effects of modified classwide peer tutoring procedures on the generalization of spelling skills of urban third-grade elementary students, Learning Disabilities Journal, 5(2), 1-29. Buzhardt, J. Greenwood, C. R., Abbott, M., & Tapia, Y. (2007). The effects of modified classwide peer tutoring procedures on the generalization of spelling skills of urban third-grade elementary students, Learning Disabilities: A Contemporary Journal, 5(2), 75-96. Heitzman-Powell, Linda S., White, Rachel, & Perrin, Nanette L. (2007). Behavioral analysts and counseling: Why are we not there and how can we get there? International Journal of Behavioral Consultation and Therapy, (3) 4, pp. 571-587. Buzhardt, J., Greenwood, C. R., Abbott, M., & Tapia, Y. (2007). Scaling up classwide peer tutoring investigating barriers to wide-scale implementation from a distance, Learning Disabilities a Contemporary Journal, 5(2), pp. 75-96. Veerkamp, M. B., Kamps, D., & Cooper, L. (2007). The effects of classwide peer tutoring on the reading achievement of urban middle school students. Education and Treatment of Children, 30, 21-51. Bessette, K.K., & Wills, H.P. (2007). An Example of an Elementary School Paraprofessional-Implemented Functional Analysis and Interventions. Behavior Disorders. 32 (3), 192-211. 2008 Bigelow, K. M., Carta, J. J., & Lefever, J. B. (2008). Using cellular phone technology to enhance a parenting intervention for families at risk for neglect. Child Maltreatment, 13(4), pp. 362-367. Franzen, K., & Kamps, D. (2008). Effects of school-wide positive behavior support strategies on an urban school playground. Journal of Positive Behavioral Interventions, 150-161. Kamps, D., Abbott, M., Greenwood, C., Wills, H., Veerkamp, M., & Kaufman, J. (2008). Effects of small-group reading instruction and curriculum differences for students most at risk in kindergarten two-year results for secondary- and tertiary-level interventions. Journal of Learning Disabilities, 41(2), pp. 101-114. Kamps, D., Greenwood, C., Arreaga-Mayer, C., Veerkamp, M., Utley, C., Tapia, Y., Bowman-Perrott, L., & Bannister, H. (2008). The efficacy of ClassWide Peer Tutoring in middle schools. Education and Treatment of Children, 31, 1-34. Greenwood, C. R., Horner, R. H., & Kratochwill, T. R. (2008). Background and rationale. In Charles R. Greenwood, Robert H. Horner, and Thomas R. Kratochwill, (Eds), Schoolwide Prevention Models, (pp. 3-30).New York: Guilford Press. Greenwood, Charles R. (2008). Social and academic achievement of children and youth in urban, high-poverty neighborhoods. In Susan B. Neuman (Eds), Educating the Other America, (pp. 113-136). Baltimore, MD: Brookes. Thorne, S., & Kamps, D. (2008). The effects of group contingency intervention on academic engagement and problem behavior of at-risk students, Behavior Analysis in Practice, 1(2). Walker, D., Bigelow, K. M., & Harjusola-Webb, S. (2008). Increasing communication and language-learning opportunities for infants and toddlers. Young Exceptional Children Monograph Series, (Series 10). Walker, D., Carta, J. J., Greenwood, C. R., & Buzhardt, J. (2008). The Use of Individual Growth and Developmental Indicators for Progress Monitoring and Intervention Decision Making in Early Education. Exceptionality, 16, 1, 33-47. Greenwood, C. R., Carta, J. J., Baggett, K., Buzhardt, J., Walker, D., & Terry, B. (2008). Best practices in integrating progress monitoring and response-to-intervention concepts into early childhood systems, Best Practices in School Psychology V, 32(2), pp. 535-547. Thiemann, K., & Warren, S. F. (2004). Programs supporting young children’s language development. In: Tremblay, R. E., Barr, R. G., & Peters, R. (Eds). Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development, 1-11. Available at http://www.child-encyclopedia.com/Pages/PDF/Thiemann-WarrenANGxp.pdf Skinner, J., Veerkamp, M., Kamps, D., & Andra, P. (2009). Teacher and Peer Participation in Functional Analysis and Intervention for a First Grade Student with Attention Deficit Hyperactivity Disorder. Education and Treatment of Children. Thiemann, K., & Kamps, D. (2007). Promoting Social Communication Competence of Children with Autism in Integrated Environments. R. Simpson and B. Smith Myles (eds.), p. 267-298. Educating Children and youth with autism. 2009 Bigelow, K. M., Carta, J., & Lefever, J. B. (2009). Using cellular phone technology to enhance a parenting intervention for families at high risk for neglect. (vol 13, pg 362, 2008). Child Maltreatment, 14(1), 3-3. Bowman-Perrott, L. (2009). ClassWide Peer Tutoring: An Effective Strategy for Students with Emotion and Behavioral Disorders. Intervention in School and Clinic, 44(5), 259-267. Greenwood, C. (2009). Treatment Integrity: Revisiting Some Big Ideas. School Psychology Review, 38(4), 547-553. 2010 Abbott, M. (2010). Extended Word Study Spelling Instruction with Third Grade Students. Saarbrueken, Germany: Lambert Academic Publishing. Abbott, M, Wills, H., Greenwood, C. R., Kamps, D., Heitzman-Powell, L., & Selig, J. (2010). The combined effects of grade retention and targeted small-group intervention on students’ literacy outcome, Reading & Writing Quarterly, 26, pp. 4-25. Baggett, K. M., Davis, B., Feil, E. G., Sheeber, L. L., Landry, S. H., Carta, J., & Leve, C. (2010). Technologies for Expanding the Reach of Evidence-Based Interventions: Preliminary Results for Promoting Social-Emotional Development in Early Childhood. Topics in Early Childhood Special Education, 29(4), 226-238. Buzhardt, J., Greenwood, C., Walker, D., Carta, J., Terry, B., & Garrett, M. (2010). A Web-Based Tool to Support Data-Based Early Intervention Decision Making. Topics in Early Childhood Special Education, 29(4), 201-213. Carta, J., & Greenwood, C. (2010). New applications and considerations. In J. Carta & C. Greenwood & D. Walker & J. Buzhardt (Eds.), Individual Growth and Developmental Indicators: Tools for monitoring progress and measuring growth in young children (pp. 203-208). Baltimore: Brookes. Carta, J., & Greenwood, C. (2010). The social IGDI: Early Social Indicator. In J. Carta & C. Greenwood & D. Walker & J. Buzhardt (Eds.), Individual Growth and Developmental Indicators: Tools for monitoring progress and measuring growth in young children (pp. 91-108). Baltimore: Brookes. Carta, J., Greenwood, C., Walker, D., & Buzhardt, J. (2010). Using IGDIs: Tools for Monitoring Progress and Improving Intervention for Infants and Young Children (1 ed.). Baltimore: Brookes. Domian, E. W., Baggett, K., Carta, J., Mitchell, S., & Larson, E. (2010). Factors influencing mother’ abilities to engage in a comprehensive parenting intervention program. Public Health Nursing, 27(5), 399-407. Eshbaugh, E., Wall, S., Carta, J., Peterson, C., Swanson, M., Luze, G., & Jeon, H. J. (2010). Low-income parents’ warmth and parent-child activities for children with disabilities, suspected delays, and biological risks. Infant and Child Development. Fox, L., Carta, J., Strain, P., Dunlap, G., & Hemmeter, M. (2010). Response to Intervention and the Pyramid Model. Infants and Young Children, 23, 3-13. Greenwood, C., Seals, K., & Kamps, D. (2010). Peer Teaching Interventions for Multiple Levels of Support. In M. R. Shinn & H. M. Walker (Eds.), Interventions for Achievement and Behavior Problems in a Three-Tier Model Including RTI (pp. 633-674). Bethesda, MD: NASP. Greenwood, C., Thiemann-Bourque, K., Walker, D., Buzhardt, J., & Gilkerson, J. (2010). Assessing Children's Home Language Environments Using Automatic Speech Recognition Technology. Communication Disorders Quarterly, 1-10. http://cdq.sagepub.com/content/early/2010/09/16/1525740110367826 Greenwood, C., Walker, D., & Buzhardt, J. (2010). The Early Communication Indicator (ECI) for Infants and Toddlers: Early Head Start Growth Norms from Two States. Journal of Early Intervention, 32(5), 310-334. Jeon, H. J., Clawson, C., Peterson, C., Luze, G., Carta, J., & Atwater, J. (2010). Children's Individual Experiences in Early Care and Education: Relations with Overall Classroom Quality and Children's School Readiness. Early Education and Development, 21(6), 912-939. Shumate, E. D., & Wills, H. (2010). Classroom-Based Functional Analysis and Intervention for Disruptive and Off-Task Behaviors. Education and Treatment of Children, 33(1), 23-48. Thiemann-Bourque, K. (2010). Instruction Using the Picture Exchange Communication System Appears to Enhance Generalization of Communication Skills Among Children with Autism in Comparison to Responsive Education and Prolinguistic Milieu Teaching. Evidence-Based Communication Assessment and Intervention, 4(4), 192-195. Thiemann-Bourque, K. (2010). Navigating the Transition to Middle School: Peer Network Programming for Students with Autism. The ASHA Leader, 15, 12-15. Watson, S. M. R., Gable, R. A., & Greenwood, C. (2010). Combining Ecobehavioral Assessment, Functional Assessment, and Response to Intervention to Promote More Effective Classroom Instruction. Remedial and Special Education. Wills, H., Kamps, D., Abbott, M., Bannister, H., & Kaufman, J. (2010). Classroom Observations and Effects of Reading Interventions for Students at Risk for Emotional and Behavioral Disorders. Behavioral Disorders, 35(2), 103-119. Wills, H., Kamps, D., Hansen, B. D., Conklin, C., Bellinger, S., Neaderhiser, J., & Nsubuga, B. (2010). The Class-Wide Function-Based Intervention Team (CW-FIT) Program. Preventing School Failure, 54, 164-171. 2011 Abbott, M., Atwater, J., Lee, Y., & Edwards, L. (2011). A Data-Driven Preschool PD Model for Literacy and Oral Language Instruction. NHSA Dialog, 14(4), 229-245. Abbott, M., Greenwood, C., Buzhardt, J., Wills, H., & Terry, B. (2011). Peer-Mediated Approaches. In R. O'Connor & P. Vadasy (Eds.), Handbook of Reading Interventions (pp. 279-299). New York: Guilford Press. Buzhardt, J., Greenwood, C., Walker, D., Anderson, R., Howard, W., & Carta, J. (2011). Effects of Web-Based Support on Early Head Start Home Visitors' Use of Evidence-Based Intervention Devision Making and Growth in Children's Expressive Communication. NHSA Dialog, 14(3), 121-146. Buzhardt, J., Walker, D., Greenwood, C., & Carta, J. (2011). A Study of an Online Tool to Support Evidence-Based Practices with Infants and Toddlers. NHSA Dialog, 14(3), 151-156. Carta, J., & Driscoll, C. T. (2011). Early literacy interventions for young children with special needs. In T. Shanaham & C. Lonigan (Eds.), Literacy in preschool and kindergarten children: The National Early Literacy Panel and beyond. Baltimore: Brookes. Carta, J., Greenwood, C., Baggett, K., Buzhardt, J., & Walker, D. (2011). Research-based approaches for individualizing caregiving and educational interventions for infants and toddlers in poverty. In S. L. Odom & E. Pungello & N. Gardner-Neblett (Eds.), Re-visioning the Beginning: The implications of developmental and health science for infant/toddler care and poverty. New York: Guilford Press. Greenwood, C., Bradfield, T., Kaminski, R., Linas, M., Carta, J., & Nylander, D. (2011). The Response to Intervention (RTI) Approach in Early Childhood. Focus on Exceptional Children, 43(9), 1-22. Greenwood, C., Buzhardt, J., Walker, D., Howard, W., & Anderson, R. (2011). Program-Level Influences on the Measurement of Early Communication for Infants and Toddlers in Head Start. Journal of Early Intervention, 33(2), 110-134. Jeon, H. J., Peterson, C., Wall, S., Carta, J., Luze, G., Eshbaugh, E., & Swanson, M. (2011). Predicting school readiness at kindergarten entry for low-income children with additional disability risks before age 3. Exceptional Children, 77(4), 435-452. Kamps, D., Wills, H., Heitzman-Powell, L., Laylin, J., Szoke, C., Hobohm, T., & Culey, A. (2011). Class-wide function-based intervention teams: effects of group contingency programs in urban classrooms, Journal of Positive Behavior Interventions, pp. 1-14. Linas, M. (2011). Integrated Technology for Culturally Competent Communication in Urban Schools In J. Aitken & J. Fairley & J. Carlson (Eds.), Communication Technology for Students in Special Education and Gifted Programs (pp. 34-47): IGI Global. Neuman, S., & Carta, J. (2011). Advancing the measurement of quality for early childhood programs that support early language and literacy outcomes. In M. Zaslow & T. Halle & I. Martinez-Beck (Eds.), Measuring quality in early childhood settings. Baltimore: Brookes. Parker, D., & Kamps, D. (2011). Effects of Task Analysis and Self-Monitoring for Children With Autism in Multiple Social Settings. Focus on Autism and Other Developmental Disabilities, 26(3), 131-142. Thiemann-Bourque, K., Brady, N., & Fleming, K. (2011). Symbolic Play of Preschoolers with Severe Communication Impairments with Autism and Other Developmental Delays: More Similarities than Differences. Journal of Autism and Developmental Disorders. Walker, D. (2011). Evidence-Based Practice in Early Childhood Intervention. In C. Groark & L. A. Kaczmarek (Eds.), Early Childhood Intervention: Shaping the Future for Children with Special Needs and their Families (pp. 147-167). Santa Barbara, CA: Praeger. Watson, S., R., G., & Greenwood, C. (2011). Combining Ecobehavioral Assessment, Functional Assessment, and Response to Intervention to Promote More Effective Classroom Instruction. Remedial and Special Education, 32(4), 334-344. In Press In Preparation Kamps, D., Wills, H., et al., (in preparation). A Randomized Control Trial of a Class-wide Group Contingency for Urban Elementary School Classrooms. Wills, H., Kamps, D., Hanson, B., Conklin, C. et al. (in preparation). The Effects of the Class-wide Function-based Intervention Team intervention for Students at Risk for EBD. Kamps, D., Conklin, C., & Wills, H. (in preparation). The Use of Self-Management to Enhance a Class-wide Group Contingency Intervention for Students at Risk for EBD. Nsubuga, B., Neiderhiser, J., & Hansen, B. (in preparation). The Use of Help Cards to Enhance a Class-wide Group Contingency Intervention for Students at Risk for EBD Shumate, E., Wills, H., & Kamps, D. (in preparation). The Effects of the Class-wide Function based Intervention Team intervention on a First-grade Class. Conklin, C., Wills, H., & Kamps, D. (in preparation). The Effects of the Class-wide Function-based Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors.

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