Dr. Steed has more than 15 years of experience working with young children with disabilities and their families in preschool, kindergarten, and home-based settings. She is currently Assistant Professor and Program Coordinator of the Early Childhood Special Education program in the Department of Educational Psychology and Special Education at Georgia State University. Dr. Steed is affiliated faculty in the Center for Leadership in Disability at the University Center for Excellence in Developmental Disabilities at Georgia State University and a faculty partner for their Leadership Education in Neurodevelopmental and Related Disabilities (LEND) program. She is also a member of Georgia's Early Childhood Comprehensive System (ECCS), Georgia Quest for Quality Inclusion, and the Metro Atlanta Preschool Consortium, where she works in collaboration with Georgia's early childhood special educators, administrators, and policy makers. Dr. Steed has been the principal investigator on several research projects focusing on building partnerships with preschool teachers to prevent young children's development of challenging behaviors. She is on the editorial board of Topics in Early Childhood Special Education, and her research has been published in peer-reviewed journals and presented at national conferences. Ms. Pomerleau has more than 10 years of experience working in partnership with early childhood professionals, children, and families in order to effectively address the social and emotional needs of young children with challenging behaviors. Ms. Pomerleau has provided team-based facilitation, individualized consultation, and professional development for the implementation and sustainability of program-wide positive behavior intervention and support (PW-PBIS) within district special education preschool programs, private early childhood programs, and Head Start agencies, focusing on the provision of a three-tiered system of behavioral supports for preschool- and kindergarten-age children. In addition, Ms. Pomerleau also participates in grant writing, research opportunities, and current state and national initiatives including response-to-intervention for the advancement of PW-PBIS in early childhood settings.
"Uses clear language and provides the tools needed to effectively evaluate a program's use of preschool-wide positive behavior support." --Barbara Kaiser "An incredibly valuable tool for early childhood professionals seeking to systematically, skillfully, and efficiently promote positive behavior in early childhood settings." --Sara Whitcomb, Ph.D. "This is a must have for consultants committed to promotion of social emotional well-being and primary prevention." --Andy Frey, Ph.D. "Uses clear language and provides the tools needed to effectively evaluate a program's use of preschool-wide positive behavior support." --Barbara Kaiser "An excellent resource for early childhood programs who want to improve behavior support for all their students. Steed, Pomerleau and Horner have given the field a practical, yet powerful way to assess and improve evidence-based program-wide and classroom practices." --Howard S. Muscott, Ed.D."Director, New Hampshire Center for Effective Behavioral Intervention and Supports" (10/18/2011)