Anita Zucker Center faculty, post-doctoral associates and graduate students will participate in the invitation-only Conference on Research Innovations in Early Intervention (CRIEI) next week.
“The purpose of CRIEI is to share current research and identify areas for future research to generate knowledge that will make an impact on young children with vulnerabilities and their families,” said Dr. Brian Reichow and Dr. Crystal Bishop. Reichow and Bishop are on the 2018 CRIEI planning committee. “We are honored to plan for and participate in this prestigious event with colleagues from around the nation.”
Convened in San Diego, Calif. on March 1-3, CRIEI’s research topics will include research methodologies, intervention, assessment, measuring outcomes and other complex child and family variables, service systems, policy, and professional development related to young children who are vulnerable and their families.
Following the opening night methodology poster session, Dr. Patricia Snyder, Center director, will join Dr. Jennifer Greene, University of Illinois, and Dr. Ilene Schwartz, University of Washington, on a discussion panel about the 31 posters.
This multidisciplinary conference was created by researchers for researchers, specifically those who are prominent in early intervention. All attendees are required to present their work.
CENTER MEMBER ATTENDEES
CENTER STUDENT ATTENDEES
Ke “Tracy” Huang
POSTERS & PRESENTATIONS
Bishop, C., Snyder, P., Reichow, B., McLaughlin, T., McLean, M., & Polignano, J. Learning targets in embedded instruction: Analyzing types of behaviors targeted and content alignment with early learning guidelines.
Conroy, M. Employing the use mixed-methods of early childhood research: Past, current, and future directions.
Googe, H., & Knopf, H. Enhancing leadership capacity to support inclusion in child care.
Harrington, J., Snyder, P., Reichow, R., Martin, M., & DEC Synthesis Group. Evidence synthesis of DEC Recommended Practice: Instruction 5.
Huang, T., Aulton, J., Conroy, M., & Werch, B. Family engagement practices in evidence-based programs serving young children at-risk for or with developmental delays or disabilities: A meta-analysis.
Knopf, H., Rous, B., Hallam, R., & Buell, M. Inclusive early childhood QRIS policy evaluation framework.
Kunemund, R. L., Nemer, S. N., Sutherland, K. S., McLeod, B. D., Conroy, M. A., & Snyder, P. Using a common elements approach to identify practices for early intervention: Implications and applications.
Martin, M., Reichow, B., Snyder, P., Harrington, J., & The DEC Evidence Synthesis Group. Evidence synthesis of DEC Recommended Practice: Instruction 9.
Martinez, J., Conroy, M., Reichow, Snyder, P., Huang, T., & Aulton, J. Effects of a peer-mediated intervention on the social competence skills of children with autism.
Shannon, D. & Snyder, P. Understanding the development of a transactional collaborative partnership within the practice-based coaching framework.
Sherlock, P., & Knopf, H. Revisiting the reliability of the Classroom Assessment Scoring System.
Snyder, P., Hemmeter, M. L., Shannon, D., McLean, M., Bishop, C., & Milam, M. Describing the form, content, and intensity of ongoing professional development experiences of preschool teachers.
Snyder, P., Reichow, B., & Carta, J. DEC Recommended Practices evidence syntheses: Moving the field forward by learning what works for whom and under what conditions.
Werch, B., & Conroy, M. Sustainability of BEST in CLASS: A follow-up with two teacher cohorts.