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 coupled with balanced training in school psychology and special education. Three specific areas encapsulate most of my research to date: early academic and social development, data-based decision making (RtI and 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. Accordingly, several of my recent projects have been aligned with longitudinal and cross-age perspectives related directly to aligning state policies and accordingly, assessment and intervention models, for children pre-kindergarten through grade 6.
I have an active and established record of securing external funding to support my research. 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 of the Journal of Early Intervention, and on the Editorial Boards of the Journal of Early Intervention and the Journal of School Psychology.
Ph.D., School Psychology, University of Minnesota-Twin Cities, 2002
B.A., Psychology, University of Nebraska-Lincoln, 1996