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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. Dr. Horner is the Alumni-Knight Endowed Professor of Special Education at the University of Oregon, where he directs the Educational and Community Supports research unit. He received his undergraduate degree in psychology from Stanford University, his master's degree in experimental psychology from Washington State University, and his doctorate in special education from the University of Oregon. Dr. Horner's research has focused on developing evidence-based interventions that result in socially significant changes for people with and without disabilities. As co-director with Dr. George Sugai of the Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports, Dr. Horner coordinates research and technical assistance activities with multiple partners across the nation. During the past 20 years, he has worked directly with schools and school administrators in the development of approaches for implementing school-wide systems of positive behavior support. He has been the editor of the Journal of The Association for Persons with Severe Handicaps, co-editor of the Journal of Positive Behavior Interventions, and associate editor for the Journal of Applied Behavior Analysis and the American Journal on Mental Retardation. In recognition of his achievements, Dr. Horner has received multiple awards, among them the Society for the Advancement of Behavior Analysis Public Service Behavior Analysis Award (2006), the American Association on Mental Retardation Education Award (2002), the TASH Positive Approaches Award (2000), and the American Psychological Association Fred Keller Educational Research Award (1996).
"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 Muscott, Ed.D."Director, New Hampshire Center for Effective Behavioral Intervention and Supports" (10/18/2011) "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."University of Massachusetts Amherst" (09/26/2011) "Uses clear language and provides the tools needed to effectively evaluate a program's use of preschool-wide positive behavior support."--Barbara Kaiser"Co-author of Challenging Behavior in Young Children: Understanding, Preventing and Responding Effectively 3rd Ed." (09/26/2011) "This is a must have for consultants committed to promotion of social emotional well-being and primary prevention." --Andy Frey, Ph.D.