Stacy Arbuckle

I’m a 3rd  year doctoral student in Special Education with a focus in early intervention. My primary areas of interest revolve around supporting and training teachers and caregivers to implement interventions and evidence- based practices in the home and school settings to support young  children with Autism Spectrum Disorder (ASD) and other developmental delays.

After completing my Masters in Special Education in 2012 at the University of Houston, I taught in a Life Skills classroom (K-2nd) for 4 years, an integrated developmental preschool classroom for 1 year, and spent a year working as an early interventionist (birth – three) at the Children’s Therapy Center. I also continue to work remotely for local colleges (in the Seattle/Tacoma area) teaching pre-service teachers and childcare professionals in early childhood and special education programs.

In addition to working on my PhD, I am also pursuing my school administrator license through the Educational Leadership and Development program here at UO. I love this program because I’ve made connections with incredibly talented people who are mentoring me as I continue to develop my skill set and have provided me opportunities to teach and engage in research both within and outside my areas of interest. Currently, I’m participating in multiple research projects with my advisor and other faculty members, both locally and internationally, and also collaborating with a research team at Oregon State University to promote inclusive practices for children with exceptional needs in Outdoor School Programs across the state.

Attached is an abstract proposal for the ABAI Symposium submitted by Megan Kunze, Christine Drew, Wendy Machalicek, and Becky Crowe. Please check out their exciting work and check back on the blog for more updates on this project!

[embeddoc url=”https://blogs.uoregon.edu/speddoc/files/2019/01/Symposium-at-ABAI-2019-1a0tj4c.docx” download=”all” viewer=”google” ]

Tasia Brafford was kind enough to share these resources from her experience at the CLD Leadership Institute last week. The resources are from an early career professional and include her insights on the job search process. Enjoy![embeddoc url=”https://blogs.uoregon.edu/speddoc/files/2018/10/WIlliams_CLD18_Sample-Interview-Questions-1pubmxs.docx” download=”all” viewer=”google” ][embeddoc url=”https://blogs.uoregon.edu/speddoc/files/2018/10/Williams_CLD18_Job-Search-Process-rn2zrq.docx” download=”all” viewer=”google” ]

[embeddoc url=”https://blogs.uoregon.edu/speddoc/files/2018/04/TAM_2018_19_Fellows-yrhmom.pdf” download=”all” viewer=”google” ]

1. Researchers’ names: Doctoral Student Angus Kittleman, (angusk@uoregon.edu), Manuel Monzalve  (manuelm@uoregon.edu); PI Brigid Flannery (brigidf@uoregon.edu)

2. Study Title: Adaptations of Check-In/Check-Out to Meet the Needs of High School Students

3. Phase of study:  Paper has been accepted for publication and is currently in press.

4. Population or age group: High School students using Check-in/ Check-out

5. Summary: Our research is a descriptive survey study focusing on how high schools are implementing and adapting the Check-In Check-Out (CICO) program in their schools. Currently, there are no published findings of high schools using CICO. Our study sought to address four primary research questions including: a) what are the school demographics of high schools implementing CICO, b) how are high schools implementing and adapting specific components of CICO, c) what do high school coaches and PBIS team members perceive the effectiveness and barriers to be to in implementing CICO, and d) what systems are in place in their high schools to ensure that CICO is effective?

6. Opportunity for Participation: There are no opportunities to participate at this time.

Lecture: From Skinner’s Science to Precision Teaching & Fluency-Based Instruction

Description: Carl will trace the history from B.F. Skinner’s science of behavior to the practice of Precision Teaching and fluency based Instruction, with discoveries and examples spanning four decades of R &D. Danielle will describe her work at Learning Matters, a Precision Teaching learning center, and offer an overview of the Standard Celeration Society and the valuable information and community that it offers to members.

[embeddoc url=”https://blogs.uoregon.edu/speddoc/files/2018/04/Binder-Costa-BASO-Flyer-5.18.18-r4h083.pdf” download=”all” viewer=”google” ]

Researchers’ names: Angus Kittelman (angusk@uoregon.edu), Faculty advisor Kent McIntosh

• Study Title: Examining the Effects of Systems Barriers and Implementation Strategies on SWPBIS Tier 1 Implementation Fidelity over Time.

• Phase of study: Study completed and being prepared for peer-reviewed journal submission.

• Population or age group: This study includes a sequential open cohort of 788 schools implementing SWPBIS over five concurrent years.

• Summary: This extant study will examine whether systems barriers (e.g., administrator turnover, competing initiatives) and implementation strategies (e.g., training, coaching) predict Tier 1 implementation fidelity and whether implementation strategies can buffer the negative effects of systems barriers on SWPBIS Tier 1 implementation fidelity over time.

• Opportunity for Participation: There is no opportunity to participate at this time.

 Researchers’ names: Paul Meng (pmeng@uoregon.edu), Faculty advisor Robert Horner

1. Study Title: Structural and Process Features of Academic Decision Making by Grade Level Teams.
2. Phase of study: IRB is approved, we are currently working on recruitment.
3. Population or age group: Teachers of grades K-3. Data collection and primary analyses focus on teacher behavior during team meetings.
4. Summary: This will be a descriptive pilot study for future work in this area. The pilot will focus on quantifying the decision making behavior of teachers during grade level meetings. Measurement of structural and process features of team-based decision making will be conducted using the Decision Observation Recording and Assessment tool (DORA).
5. Opportunity for Participation: Yes! We would welcome an additional data collector for inter-observer agreement. We would be happy to discuss additional participation with such a data collector.

My name is Erin Chaparro and I’m a faculty member in SPECS. In July our research team, which includes Anne Todd, Rhonda Nese, Rob Horner, and Dane Ramshaw, was awarded a new federal grant. We’re very excited about getting started but we’re looking for a few students to join our research team. We have the grant for another three and half years so there is the possibility of becoming a team member for the duration of the grant. If you’re looking for some possible options for your thesis or dissertation please consider applying for our hourly data collection position. If you’re just interested in a short-term job that works too. Finally, although the posting is for graduate students we would consider opening one of the positions to the right undergraduate student.

Please see our posting here https://coe.uoregon.edu/jobs/category/coe-student-jobs/

If you have questions about the position before applying please feel free to email me at echaparr@uoregon.edu

1. Researchers’ names: Doctoral student Rebecca Frantz (rfrantz@uoregon.edu)

2. Study Title: Coaching Paraprofessionals to Teach Social Communication During Play in the Preschool Classroom

3. Phase of study: The research plan has been submitted to the IRB as of October 2016.

4. Population or age group: Teaching Assistants from the Early Education Program in Lane County and children (ages 3-5) with developmental disabilities (and delayed social communication skills) in EEP classrooms.

5. Summary: In this study, paraprofessionals will be coached to implement a naturalistic behavioral intervention targeting social communication skills during center-based play in the preschool classroom.  A single-case, multiple baseline design across four dyads (teaching assistant/child) will be used to address the following research questions:

1.Can teaching assistants be taught to effectively implement naturalistic behavioral teaching strategies with two children with fidelity?
2.Is there a functional relation between teaching assistants’ use of naturalistic behavioral teaching strategies and increases in child social communication skills? 3.Do teaching assistants’ use of naturalistic behavioral teaching strategies generalize across children and social communication goals?

6. Opportunity for Participation: She will need help with child assessments using the VBMAPP following consent of participants and prior to baseline data collection.  She will also need help with in vivo data collection in the classroom (i.e. teacher fidelity, child social communication skills).  Data collection will occur during 20 minute observations in the preschool classroom.  Recruitment will begin during Fall term and baseline data collection will begin during Winter term.  Training for data collection will occur in December based on data collector’s availability.