Glen Dunlap, Ph.D., Research Professor, Division of Applied
Research and Educational Support (DARES), Department of Child &
Family Studies, Florida Mental Health Institute, University of
South Florida, Tampa, Florida 33612-3899
Dr. Dunlap is a research professor at the University of South
Florida, where he works on several research, training, and
demonstration projects in the areas of positive behavior support,
child protection, early intervention, developmental disabilities,
and family support. He has been involved with individuals with
disabilities for more than 35 years and has served as a teacher,
administrator, researcher, and university faculty member. Dr.
Dunlap has directed numerous research and training projects and has
been awarded dozens of federal and state grants to pursue this
work. He has authored more than 185 articles and book chapters,
coedited four books, and served on 15 editorial boards. Dr. Dunlap
was a founding editor of the Journal of Positive Behavior
Interventions and is the current editor of Topics in Early
Childhood Special Education. He moved to Reno, Nevada, in 2005,
where he continues to work on research and training projects as a
member of the faculty at the University of South Florida.
Rose Iovannone, Ph.D., Assistant Professor, Division of
Applied Research and Educational Support (DARES), Department of
Child & Family Studies, Florida Mental Health Institute, University
of South Florida, 13301 Bruce B. Downs Boulevard, MHC 2113A, Tampa,
Florida 33612-3899
Dr. Iovannone is currently the director of the
Prevent-Teach-Reinforce (PTR) Project. She has also served as the
co-principal investigator on a University of South Florida (USF)
subcontract for the Professional Development in Autism Project
funded by Office of Special Education Programs (OSEP) and Assistant
Director for the Center for Autism and Related Disabilities (CARD)
at USF. She has published several journal articles and book
chapters in the areas of functional assessment, function-based
support plans, and positive behavior support and is currently
working on numerous manuscripts related to preliminary outcomes of
the PTR project. She teaches graduate-level courses on behavioral
interventions. As an expert in providing support at the tertiary
level, Dr. Iovannone is also a well-respected trainer and
consultant. She has extensive experience in working with
individuals with autism, learning disabilities, and emotional
disabilities. Her principal activities and research interests have
been in the areas of functional behavior assessment and positive
behavior support, augmentative and alternative communication, and
assessment and evaluation.
Donald Kincaid, Ed.D., Assistant Program Director and
Professor, Division of Applied Research and Educational Support
(DARES), Department of Child & Family Studies, Florida Mental
Health Institute, University of South Florida, 13301 Bruce B. Downs
Boulevard, MHC 2113A, Tampa, Florida 33612-3899.
Dr. Kincaid is the director of the Florida Positive Behavior
Support Project and the Principal Investigator of the
Prevent-Teach-Reinforce model. He is also a collaborator and
principal investigator for the University of South Florida's
subcontract with the Technical Assistance Center for Positive
Behavioral Interventions and Supports. He also serves as the
co-principal investigator on Florida's Center for Inclusive
Communities, a University Center for Excellence in Developmental
Disabilities. His primary interests are in applying positive
behavior support approaches for individual students, classrooms,
and entire schools. Much of his professional activity involves
coordinating systems change efforts at a local, state, and national
level to support the implementation of evidence-based practices.
Dr. Kincaid also teaches at the university level and serves on a
number of editorial and advisory boards in the area of positive
behavior support.
Kelly Wilson, Professional Research Assistant, Center for
Positive Early Learning Experiences, Center for Collaborative
Educational Leadership, School of Education and Human Development,
University of Colorado at Denver, 1380 Lawrence Street, Suite 600,
Denver, Colorado 80204
Ms. Wilson is a research assistant/consultant for the Center for
Positive Early Learning Experiences at the University of Colorado
at Denver. She is currently working on the PTR (Prevent-Teach-
Reinforce) grant and the Learning Experiences: An Alternative
Program for Preschoolers and Parents (LEAP) Outreach Project,
providing consultation and training to elementary schools and
preschools serving children with autism and challenging behaviors.
Over the last 13 years, Ms. Wilson has been involved in almost
every aspect of early intervention, general education, and special
education. She has extensive experience as a trainer for children
with special needs and challenging behavior in inclusive
settings.
Kathy Christiansen joined Florida's Positive Behavior
Support Project in 2008 as a Technical Assistant Specialist. She
provides consultation, training and technical assistance to school
districts throughout the state of Florida on positive behavior
supports across all three tiers. Prior to joining the project,
Kathy served as a Behavior Research Specialist with the
Prevent-Teach-Reinforce research project, a school-based model of
individualized positive behavior support, funded through the
Institute of Education Sciences, US Department of Education.
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.
Tim Knoster, Ed.D., is a professor at the McDowell Institute
for Teacher Excellence in Positive Behavior Support in the College
of Education at Bloomsburg University of Pennsylvania. The McDowell
Institute emphasizes the translation of research on multi-tiered
systems of support—most specifically, positive behavior
intervention and support—into practice in schools. Dr. Knoster has
also served as Executive Director of the International Association
for Positive Behavior Support since its inception in 2003. Dr.
Knoster (or Tim, as he prefers) has been involved with preservice
and in-service teacher training for more than 30 years. He has worn
many hats throughout his career, including the role of an
instructor of undergraduate and graduate courses, a classroom
teacher in the public schools, Director of Student Support Services
and Special Education, and Principal Investigator as well as
Program Evaluator on federal projects focused on classroom and
student-centered behavior intervention and support. Specifically
relevant to this book, Dr. Knoster has extensive experience in
providing professional development for classroom teachers and has
been the recipient of numerous awards for his endeavors in this
regard. He has extensively published and provided training for
educators and staff from various child-serving systems in the
application of positive behavior support in schools and
community-based settings. Dr. Knoster has an uncanny ability to
help teachers interpret the research literature on behavioral
matters in a way that enables them to translate that same research
into practical strategies and approaches in their classrooms.
"PTR provides the guide for developing individualized interventions for students with challenging behavior that are effective and feasible for implementation in the classroom. There is no other resource that provides the team with the practical step-by-step process they need to develop and implement behavior intervention plans that work for students and teachers." --Lise Fox, Ph.D.
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