Professor, Applied Behavioral Science
Juniper Gardens
Office phone: 913.321.3143
Fax: 913.371.8522
E-mail: greenwood@ku.edu
B.S. University of Utah (Psychology), 1969
M.S. University of Utah (School Psychology), 1971
Ph.D. University of Utah (Educational Psychology), 1972
Research Interests
Along with my colleagues at the Juniper Gardens Children's Project (JGCP), my research interests are in the application of applied behavior analysis to the problems of young children, early care, and education broadly defined within a high-risk community. I am the Director of the JGCP, we have 12 Ph.D. research faculty and a staff of 70 including graduate students and post-doctoral associates. The mission of the JGCP and my own work is related to overcoming the effects of poverty and risk in the lives of children in low-income communities. Issues under investigation range across children with and without disabilities and their families who are culturally and linguistically diverse. My most recent work is focused on issues related to the use of research to: (a) inform educational practice and professional development in local schools, (b) develop new approaches to measuring early intervention results linked to social valid outcomes, and (b) scaling-up effective intervention practices. Applicants with similar interests may receive support from research and training grants at the JGCP in Kansas City, KS.
Representative Publications
Greenwood, C. R., & Abbott, M. (2001). The research to practice gap in
special education.
Teacher Education and Special Education, 24(4), 276-289.
Greenwood, C. R., Arreaga-Mayer, C., Utley, C. A., Gavin, K., & Terry,
B. J. (2001). ClassWide
Peer Tutoring Learning Management System: Applications with elementary-level
English
language learners. Remedial and Special Education, 22(1), 34-47.
Carta, J. J., Atwater, J. B., Greenwood, C. R., McConnell, S. R., McEvoy,
M. A., & Williams, R.
(2001). Effects of cumulative prenatal substance exposure and environmental
risks on
children's developmental trajectories. Journal of Clinical Child Psychology,
30(3), 327-337.
Greenwood, C. R., Horton, B. T., & Utley, C. A. (2002). Academic engagement:
Current
perspectives on research and practice. School Psychology Review, 31(3), 328-349.
Greenwood, C. R., Luze, G. J., Cline, G. Kuntz, S., & Leitschuh, C. (2002).
Developing a
general outcome measure of growth in movement for infants and toddlers. Topics
in Early Childhood Special Education, 22(3), 143-157.
Carta, J. J., Greenwood, C. R., Walker, D., Kaminski, R., Good, R. H., McConnell,
S., et al.
(2002). Individual Growth and Development Indicators (IGDIs): Assessment that
guides intervention for young children. The Young Exceptional Children
Monograph Series, 4, 15-28.
Greenwood, C. R., Dunn, S., Ward, S. M., & Luze, G. J. (2003). The Early
Communication
Indicator (ECI) for infants and toddlers: What it is, where it's been, and
where it needs to go. The Behavior Analyst Today, 3(4), 383-388.
Greenwood, C. R., Tapia, Y., & Abbott, M. (2003). A building-based case
study of evidence-
based literacy practices: Implementation, reading behavior, and growth in reading
fluency, K-4. Journal of Special Education, 37(2), 95-110.
Greenwood, C. R., Luze, G. J., & Carta, J. J. (2002). Assessment of intervention
results with
infants and toddlers. In A. Thomas & J. Grimes (Eds.), Best Practices in
School Psychology
IV (pp. 1219-1230). National Association of School Psychology, Washington,
DC.
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