My research centers on child growth and development from 3 to 8 years of age. This focus is a direct outgrowth of my professional experiences working as a school psychologist in early childhood and elementary settings, and my training across school psychology and special education. Three specific areas encapsulate most of my research to date: early academic and social development, data-based decision making in MTSS, and school readiness/transition to school. I have a strong interest in the early language, literacy, math, and social skill development of preschoolers that is driven largely by my desire for children to have healthy and positive school-based experiences that prepare them for later school success. Accordingly, several of my recent projects have aligned with longitudinal and cross-age perspectives related directly to aligning state policies with assessment and intervention for children pre-kindergarten through grade 6.
I have secured over $5 million in external funding to support my research, including from the U.S. Department of Education Institute of Education Sciences and the National Science Foundation. I have published more than 60 peer-reviewed papers, conference proceedings and book chapters, and presented my work more than 150 times to a range of audiences on four continents. In particular, I enjoy interdisciplinary and community-engaged research projects that offer opportunities for graduate student involvement, learning, and mentoring. Currently I serve as Associate Editor for the Journal of Early Intervention, on the Board of Directors for the Imagine Children's Museum in Everett, WA, and as a consultant for International Schools around the globe.
Education
Ph.D., School Psychology, University of Minnesota-Twin Cities, 2002
B.A., Psychology, University of Nebraska-Lincoln, 1996