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. 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. 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. Utley, C.A., Greenwood, C.R., & Douglas, K. (2007). The effects of a social skills strategy on disruptive and problem behavior in african american students in an urban elementary school: A pilot study, Multiple Voices, 10(1&2), pp. 173-190. 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 2009 Bowman-Perrott, Lisa. (2009). ClassWide peer tutoring: An effective strategy for students with emotional and behaviorlal disorders. Intervention In School and Clinic, 44(5), pp. 259-267.

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