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Charles Greenwood Ph.D., Director - (SPED)  • Special Education Website Director - Juniper Gardens Children's Project (JGCP, SPED) Senior Scientist - Institute for Life Span Studies (LSI) Professor - Department of Applied Behavioral Science (ABS)
	Academic Degrees: Ph.D. , Educational Psychology , University of Utah , Salt Lake City , Utah , 1972 M.S. , School Psychology , University of Utah , 1971 B.S. , Psychology , University of Utah , 1969 Specialization(s): Development of Evidence-based Instructional and Behavioral Intervention Practices; Special Education Research; Formative Evaluation and Continuous Progress Monitoring Curriculum Vitae	Contact Information: Juniper Gardens Children's Project University of Kansas 650 Minnesota Avenue, 2nd Floor Kansas City, KS 66101-2806 Phone:913/321-3143 E-mail: greenwood@ku.edu

Recent Work:

Awards/Honors

• Kennedy Krieger Institute, Distinguished Scientist Lecture Series (2004)

Book Chapters

• Greenwood, C. R., Carta, J. J., Baggett, K, Buzhardt, J., Walker, D. & Terry, B. (in press). Integrating progress monitoring and response to intervention concepts into early childhood systems for infants and toddlers. In A. Thomas, J. Grimes & J. Gruba (Eds.), Best practices in school psychology V. Washington, DC: National Association of School Psychology.
• Greenwood, C. R., Kamps, D., Terry, B., & Linebarger, D. (in press). Primary Intervention: A means of preventing special education? In S. Vaughn, C. Haager, & J. Klingner (Eds.), Validated Reading Practices for Three Tiers of Intervention. New York: Brookes.
• Greenwood, C. R., Carta, J. J., & Walker, D. (2004).  Individual growth and development indicators (IGDI's): Tools for assessing intervention results for infants and toddlers.  In B.Heward et al., (Eds.), Focus on Behavior Analysis in Education: Achievements, Challenges, and Opportunities (Chapter 6, pp. 103-124). Pearson/Prentice-Hall: Columbus, OH.

Books

• Greenwood, C. R., Hou-Reynolds, S., Abbott, M., Tapia, Y. (in press). Together we can: ClassWide Peer Tutoring Learning Management System (CWPT-LMS): Longmont, CO: Sopris West.

Journal Articles

• Bailey, D. B., Bruder, M.B., Hebbeler, K., Carta, J., Defosset, M., Greenwood, C., Kahn, L., Mallik, S., Markowitz, J., Spiker, D., Walker, D., & Barton, L. (2006). Recommended outcomes for families of young children with disabilities. Journal of Early Intervention, 28, 227-243.
• Abbott, M., Greenwood, C. R., & Tapia, Y. (2006). Scaling up the ClassWide Peer Tutoring program using technology-based teacher supports. Reading and Writing Quarterly, 22, 27-64.
• Kamps, D., & Greenwood, C. R. (2005). Formulating secondary-level reading interventions. Journal of Learning Disabilities, 38(6), 500-509.
• Peterson, P., Carta, J. J., & Greenwood , C. R. (2005). The effects of teaching enhanced milieu language teaching skills to parents in multiple risk families. Journal of Early Intervention, 27, 94-109
• Buzhardt, J., Abbott, M., Greenwood, C. R., & Tapia, Y. (2005). Usability testing of the ClassWide Peer Tutoring-Learning Management System. Journal of Special Education Technology, 20(1), 19-31.
• Linebarger, D. L., Kosanic, A., Greenwood, C. R., & Doku, N. S. (2004). Effects of viewing the television program Between the Lions on the emergent literacy skills of young children. Journal of Educational Psychology, 96(2), 297-308.

Websites

• Juniper Gardens Children's Project, The University of Kansas. http://jgcp.ku.edu/
  JGCP began in the mid-1960s when residents of Northeast Kansas City, Kansas, joined with KU faculty to address concerns about child development in a low-income community. Together, the KCK community and JGCP have designed programs to improve the parenting, care, and instruction received by children in Kansas and throughout the country.

Current Grants/Projects

• Greenwood, C.R. (2006-2009). Effects of Progress Monitoring Supported by National Web-based Technology on the Intervention Results of Infants and Toddlers with/without Disabilities Ages. OSEP, USDE.
• Greenwood, C. R., & Carta, J. J. (2008-2013). Center for Response to Intervention in Early Childhood (CRTIEC). National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. Funded - Pending Negotiation.
  The aim of this research is to develop and validate tier 2 and tier 3 language and early literacy interventions for preschoolers who are not responsive to the tier 1 curriculum. Other aims include developing new and improving existing progress monitoring measures, provide national leadership, and disseminate new knowledge.
• Utley, C. A., & Greenwood, C. R. (2007-2009). Making Ecobehavioral Assessment Tools Web-Based in Support of Response to Intervention. U. S. Department of Education, Office of Special Education Programs.  $394,894.
  The purpose of this OSEP project is to develop and refine an ecobehavioral technological approach in a Response to Intervention (RTI) conceptual framework. General and special educators, school psychologists, and service providers will have supports for (a) accountability: data entry, management, analysis, interpretation, and reporting of intervention results, (b) implementation: training and certification assessors' qualified to administer the measures, (c) technical assistance: tracking data, interventions, and outcomes, support use, and communication using state of the art web-based authoring software, multimedia design, and development guided by RTI models and universal designs.
• Greenwood, C. R., Carta, J. J., & Walker, D. (2004-2009). Center on Early Childhood Outcomes for Infants, Toddlers, and Preschools with Disabilities. Juniper Gardens Children's Project subcontract to SRI International, Kathy Hebbeler, PI. Office of Special Education Programs, U.S. Department of Education H324L030002. $580,000.

Measurement, Instrumentation, Evaluation

• Early Childhood Outcome Center . (2004, April). Considerations related to developing a system for measuring outcomes for young children with disabilities and their families . Retrieved from the Internet: http://www-the-eco-center.org . (One of 5 authors)
• Carta, J. J., Greenwood, C. R., Luze, G. J., Cline, G., & Kuntz, S. (2004). Developing a general outcome measure of growth in social skills for infants and toddlers. Journal of Early Intervention, 26(2), 91-114.
• Greenwood, C. R., Carta, J. J., Walker, D., & Hughes, K. (2006). Preliminary investigations of the application of the Early Communication Indicator (ECI) for infants and toddlers. Journal of Early Intervention, 28(3), 178-196.
• Buzhardt, J., Greenwood, C. R., Abbott, M., & Tapia, Y. (in press). Research on scaling up of effective instructional intervention practice: The need for a formative measure of the rate of implementation. Educational Technology Research and Development.
• Greenwood, C. R., Walker, D., Carta, J. J., & Higgins, S. (in press). Developing a general outcome measure of growth in the cognitive abilities of infants and toddlers: The Early Problem Solving Indicator (EPSI). In A. VanDerHeyden & P. Synder (Eds.), Integrating Early Intervention and School Psychology to Accelerate Growth for all Children, 4th issue ofSchool Psychology Review.