Charles R Greenwood Ph.D.

Scientific Co-Director; Director, Juniper Gardens Children's Project

Charles R Greenwood Kansas Intellectual and Developmental Disabilities Research Center
University of Kansas - Lawrence
Life Span Institute
1000 Sunnyside Ave
Lawrence, KS 66045
913-321-3143, ext 203 (tel)
913-371-8522 (fax)

Biography/Curriculum Vitae:
Greenwood NIH biosketch revised 1 15 05.doc

Research Interests:
Theoretical: Ecological, behavioral, and developmental systems of psychology. Applied Research: The applied experimental analysis of behavior. Behavioral assessment and evaluation methodology. Social interaction. development, implementation, and evaluation of instructional and behavioral interventions. Problem Conditions: Poverty, disability, and risk to children, families, and communities. Early and middle childhood, adolescence, and young parents. Methodology: Single-subject, quasi-experimental, and experimental research designs involving multivariate and repeated measures, sequential analysis, time-series analysis, and multi-level growth modeling. Computer Technology: Computer applications to data collection, data management, statistical analysis, instruction, knowledge engineering, and Internet research applications. Personnel Preparation: Teacher education, Research training.

Narrative of Current Research Efforts:
Ongoing Research Support

Greenwood (PI)
11-01-04 to 10-31-06
Monitoring and Reporting Intervention Results for Children with/without Disabilities Ages Birth to 3: Developing a National Web-based Support Technology

The aim of this Steppingstones of Technology Innovation Research project is to develop and validate a website capable of supporting and providing nation-wide access to five Individual Growth and Development Indicators for use with very young children: Communication, Social Skill, Problem-Solving and Movement. Role: Principal Investigator

Walker (PI)
01-01-05 to 12-31-08
Developing and Testing a Model for the Use of Meaningful Outcome Measures for Infants and Toddlers

The aim of this Innovation Research Project is to develop, test, and improve a model for scaling up use of Individual Growth and Development Indicators for children birth to 3 years of age with and without disabilities. Role: Co-Investigator

Hebbeler (PI)
10-01-03 to 09-30-08
Center on Early Childhood Outcomes for Infants, Toddlers, and Preschools with Disabilities

The aim of this Center is to provide research and technical support for state’s and program’s efforts to use and report child and family outcome data for young children. Role: Site Principal Investigator

Kamps (PI)
Center for Intervention in Early Reading and Behavior Problems

The aim of this project is to conduct a randomized trial investigating the effects of multiyear applications of school-wide behavioral and reading interventions on the social and literacy development of young children K-3rd grade. Role: Co-Investigator

Completed Research Support 

1R21 HD43761
Greenwood (PI)
09/26/02 to 09/25/03
Language, Literacy, and Behavior Curriculum Efficacy

A planning grant in which a longitudinal clinical trial of an integrated school readiness curricula is being designed and proposed. Role: Principal Investigator

Greenwood (PI)
08/01/00 to 07/31/03
Steppingstones of Technology Research Project for Students with Disabilities

The aim of this project is to investigate growth in literacy outcomes in a “wait list” controlled study of the effects of the Classwide Peer Tutoring-Learning Management System used in elementary schools. Role: Principal Investigator

Greenwood (Co-PI)
09/01/99 to 08/31/03
Beginning Reading Curriculum Demonstration Project

The aim of this project is to develop and test the effects of a beginning reading curriculum integrating emergent literacy skills with peer-mediated, class-wide peer tutoring teaching methods.

McConnell (PI)
Early Childhood Research Institute on Measuring Growth and Development

This multi-site institute (Minnesota, Oregon, Kansas ) developed and validated general outcome measures for children aged birth through 8.  The Kansas group developed measures for infants and toddlers, birth to 3. Role: Co-Investigator

Greenwood (PI)
08/01/96 – 06/30/00
Building Technology Improvements into Class-wide Peer Tutoring

This project developed curricular and technology components into the class-wide peer tutoring program enabling teachers to learn and use the peer tutoring program using interactive multimedia tools. Role: Principal Investigator

Greenwood (PI)
09/01/95 – 08/31/00
Research Testing Models for Bridging the Gap Between Research to Practice

This project investigated the literacy effects of the Juniper Gardens Children's Project school-partnership model for promoting the use of evidence-based instructional practices in elementary schools. Role: Principal Investigator

Greenwood (PI)
12/01/87 – 11/30/92
Development of Children from Depriving Environments

This project supported longitudinal research on effects of depriving environments and interventions designed to ameliorate environmental risk at the Juniper Gardens Children's Project: Language, Schooling, Risk. Role: Principal Investigator

Major Honors and Awards:
  • 1992  Recipient of the Research Award, Council for Educational Diagnostic Services, Council for Exceptional Children
  • 1993  Fellow, American Psychological Association, Division 25
  • 1996  Juniper Gardens Children's Project, Charles R. Greenwood, Director, Recipient of the Annual Research Award, Council for Exceptional Children
  • 1999  Recipient of the Publication Award, Teacher Education and Special Education, Vol 20 and 24
  • 2001  Recipient of the Fred S. Keller Award, Division 25, American Psychological Association

Representative Publications:
Selected Peer-Reviewed Publications

Greenwood , C. R., Delquadri, J., & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81, 371-383.

Greenwood , C. R. (1991a). Longitudinal analysis of time engagement and academic achievement in at-risk and non-risk students. Exceptional Children, 57, 521-535.

Greenwood , C. R., Terry, B., Utley, C. A., Montagna, D., & Walker, D. (1993). Achievement, placement, and services: Middle school benefits of ClassWide Peer Tutoring used at the elementary school. School Psychology Review, 22, 497-516.

Greenwood , C. R., Carta, J. J., Kamps, D., Terry, B., & Delquadri, J. (1994).  Development and validation of standard classroom observation systems for school practitioners: Ecobehavioral assessment systems software (EBASS).  Exceptional Children, 61(2), 197-210.

Greenwood , C. R., Arreaga-Mayer, C., & Carta, J. J. (1994). Identification and translation of effective
teacher-developed instructional procedures for general practice. Remedial and Special Education, 15, 140-151.

Greenwood , C. R., & Delquadri, J. (1995). ClassWide Peer Tutoring and the prevention of school failure. Preventing School Failure, 39(4), 21-25.

Abbott, M., Walton, C., Tapia, Y., & Greenwood , C. R. (1999). Research to practice: A “Blueprint” for closing the gap in local schools. Exceptional Children, 65(3), 339-352.

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. (2001). Science and students with learning and behavior problems. Behavior Disorders, 27(1), 35-50.

Greenwood , C. R., & Abbott, M. (2001). The research to practice gap in special education. Teacher Education and Special Education, 24(4), 276-289.

Luze, G. J., Linebarger, D. L., Greenwood, C. R., Carta, J. J., Walker, D., Leitschuh, C., & Atwater, J. B. (2001). Developing a general outcome measure of growth in expressive communication of infants and toddlers. School Psychology Review, 30(3), 383-406.

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.

Greenwood , C. R., Luze, G. J., Cline, G. Kuntz, S., & Leitschuh, C. (2002). Developing a general outcome of growth in movement for infants and toddlers. Topics in Early Childhood Special Education, 22(3), 143-157.

Arreaga-Mayer, C., Utley, C. A., Perdomo-Rivera, C., & Greenwood , C. R. (2003).  Ecobehavioral assessment of instructional contexts in bilingual special education programs for English language learners at risk for developmental disabilities. Focus on Autism and Other Developmental Disabilities, 18(1), 28-40.

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.

Kamps, D., Wills, H., Greenwood , C. R., Lien, S., & Lazo, J. (2003). A descriptive study of curriculum influences on the early reading fluency of students with academic and behavioral risks. Journal of Emotional and Behavioral Disorders, 11(4), 221-224.

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.

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.

Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood , C. R., & Innocenti, M. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71(2), 149-164.

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(2), 94-109.

Abbott, M., Greenwood , C. R., & Tapia, Y. (in press). Scaling up the ClassWide Peer Tutoring program using technology-based teacher supports. Reading and Writing Quarterly.

Buzhardt, J., Abbott, M., Greenwood , C. R., & Tapia, Y. (in press). Usability testing of the ClassWide Peer Tutoring-Learning Management System. Journal of Special Education Technology.

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.

Chapters and Curriculum

Greenwood , C. R., Delquadri, J., & Carta, J. J. (1997).  Together we can: ClassWide Peer Tutoring for basic academic skills.  Longmont, CO : Sopris West.

Greenwood , C. R., Carta, J. J., & Dawson, H. (2000). Observational methods for educational settings. In T. Thompson, D. Felce, & F. J. Symons (Eds.), Behavior observation: Technology and applications in developmental disabilities. (pp. 229-252). Baltimore : Brookes.

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, Vol. 2). Washington DC : National Association of School Psychology.

Greenwood , C. R., Maheady, L., & Delquadri, J. (2002). ClassWide Peer Tutoring. In G. Stoner, M. R. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems. (2nd ed., pp. 611-649). Washington, DC : National Association for School Psychologists (NASP).

Carta, J. J., Greenwood , C. R., & Walker, D. (2003). Monitoring children's growth and developing using general outcome measurement: A model for estimating child progress through frequent brief measures. In Directions in early intervention assessment (Chapter 7) (pp. 161-175). Spokane, WA: Spokane Guild's School and Neuromuscular Center.

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 .

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.

Created 11/1/2005 by
Last modified 4/12/2006 by Charles Greenwood