Bonnie McBride, Ph.D., BCBA-D is an Associate
Professor of Pediatrics in the Department of Developmental and
Behavioral Pediatrics at the University of Oklahoma Health Sciences
Center and Director of the Oklahoma Autism Center. She has
expertise in early childhood special education, early childhood
education, and applied behavior analysis. She has a long history of
using behavioral principles to work with children with ASD and
other disorders. She completed her doctoral work at the University
of Washington where she was a teacher in the inclusive preschool
and the first head teacher of Project DATA. Since moving to
Oklahoma Bonnie has been instrumental in increasing the
availability of services to young children with ASD and their
families in that state. She has developed a statewide network to
implement Project DATA for toddlers and preschoolers in Oklahoma.
She has served as the Principal Investigator for two randomized
control trials of the Project DATA model funded by the Institute of
Education Sciences (Toddler and Preschool).
Crista Scott, M.Ed., BCBA, is a Research
Coordinator at the University of Washingtona s Childcare Quality
and Early Learning Center for Research and Professional Development
(CQEL). Crista taught for eight years in early childhood special
education. Most of those eight years were spent as a teacher in an
inclusive preschool and coordinator for Project DATA at the
University of Washington's Haring Center for Research and Training
in Inclusive Education. Crista has a Master's degree in education,
with an emphasis in early childhood special education, and is a
Board Certified Behavior Analyst (BCBA). In addition to teaching in
special education, Crista is interested in providing effective
professional development activities. She was a product manager for
the Office of Head Start's National Center on Quality Teaching and
Learning, supporting the development and dissemination of
professional development materials for educators in early learning.
Crista supported an Institute of Education Sciences grant that
investigated the use of self and in-person coaching strategies to
increase the use of embedded teaching practices in early childhood
special education classrooms. Currently she is coordinating an
evaluation project on the implementation of Filming Interactions to
Nurture Development (FIND), a program that supports interactions
between childcare providers and children in infant/toddler
environments. This project is in partnership with Washington
State's Department of Early Learning (DEL) and the University of
Oregon.
Dr. Sandall is an assistant professor at the
University of Washington in special education with a specialization
in early intervention and early childhood special education
(EI/ECSE). She has directed personnel preparation projects,
developed curriculum materials for all age groups, and published
materials on instructional strategies to facilitate optimal
outcomes for young children with disabilities. Dr. Sandall is a
board member of the Division for Early Childhood (DEC), Council for
Exceptional Children, and an investigator on DEC's research project
to synthesize EI/ECSE research practices and translate them to
recommended field practices. She is also co-editor of DEC's Young
Exceptional Children monograph series and co-editor of DEC
Recommended Practices in Early Intervention/Early Childhood Special
Education (with Mary McLean and Barbara J. Smith, Sopris West,
2000).
Ilene S. Schwartz, Ph.D. is Professor at the
University of Washington in the area of special education. Dr.
Schwartz has an extensive background working with young children
with special needs, specifically with young children with autism
and other disabilities. Dr. Schwartz is the Director of the Haring
Center for Research and Training in Inclusive Education at the
University of Washington. Dr. Schwartz is the faculty advisor for
the inclusive preschool and kindergarten programs at the
Experimental Education Unit at the University of Washington, where
she maintains an active line of research and personnel preparation
activities. Dr. Schwartz is Principal Investigator of several
projects, including a model demonstration project to develop
school-based services for young children with autism, a research
project to assess the differential effectiveness of preschool
programs for young children with autism, and a personnel
preparation program for early childhood education teachers who work
with children with severe disabilities in inclusive settings. Dr.
Schwartz has published numerous chapters and articles about early
childhood education and social validity. She serves on the
editorial review boards of the Journal of Early Intervention and
Topics in Early Childhood Special Education.
Julie Ashmun, M.Ed., BCBA is the Director of the
Professional Development Unit at the University of Washington's
Haring Center for Research and Training in Inclusive Education. She
began working in preschool and child care centers in 1995 and since
then has been a Project DATA teacher and coordinator, a
professional development research assistant and trainer, and a
family resource coordinator. Julie has a Master's degree in
education, with an emphasis in early childhood special education,
and is a Board Certified Behavior Analyst (BCBA). Julie is
interested in effective practices for professional development in
education and adult learning. She also devotes her time to
researching and working with children with neurodevelopmental
delays, including autism, and working with families and educators.
Julie's research focuses on assessment and intervention practices
for inclusive school based programs for children with disabilities,
including autism spectrum disorders.
The Data Model, which is built upon the scientific principles of
applied behavior analysis, provides a comprehensive early childhood
curriculum that allows instruction to be tailored to the unique
needs of the child with autism spectrum disorder (ASD). There is no
doubt that this tool will be of great use to any early childhood
practitioner, or family member, working with young children with
ASD."" - Brian Boyd, University of North Carolina at Chapel
Hill
""The DATA Model Manual and Skills Checklist provide a wealth of
information beneficial for a variety of professionals who work with
young children with autism, from those who have little experience
to those who have been working in the field for many years. The
rich information and valuable resources are well organized and will
enhance the libraries of those who work with preschoolers with
ASD."" - Merle Crawford
""I am thrilled that this tool is available. The Data Model
provides all the information and tools necessary for supporting
young children with Autism in early childhood environments. The
authors have created a process and the tools necessary for
delivering high quality instruction on highly valued skills in the
context of developmentally appropriate learning environments."" -
Mary Louise Hemmeter, Department of Special Education, Vanderbilt
University
""I found the Skills Checklist to be particularly useful and would
like to start using it immediately in my coursework and
professional development activities."" - Erin Barton, Assistant
Professor, Department of Special Education, Vanderbilt
University
""The DATA Model offers expert and important advice while also
providing easy-to-use methods for developing and teaching a myriad
of important and critical target behaviors for preschoolers."" -
Lynn Koegel, Clinical Director, Koegel Autism Center Director,
Broad Center for Asperger Research
""The DATA Model for Teaching Preschoolers with Autism includes a
thoughtful and complete manual encompassing the best evidence-based
practices for providing a high quality inclusive program for young
children with ASD. It covers the essential pieces that a team would
need to know to implement a developmentally appropriate, inclusive,
and specialized program for young children with ASD in their school
or community. The included Skills Checklist is comprehensive and
detailed and would provide teams with ongoing information about
support a child would need to be successful in an inclusive
preschool setting."" - Elizabeth Steed, School of Education and
Human Development, University of Colorado Denver
""This is the best manual I have ever seen for determining what and
how to teach young children with autism. The DATA Model and the
Skills Checklist are incredibly valuable resources, and the
emphasis on quality of life results in a perfectly-oriented
curriculum."" - Glen Dunlap, University of Nevada
""With the use of the DATA Model, young children with ASD are able
to fully benefit from the various learning opportunities that
inclusive preschool classrooms provide. The model provides
practitioners with a framework for embedding intensive
interventions within everyday routines and activities in inclusive
preschool classrooms to meet their unique learning needs in natural
contexts, promoting meaningful learning outcomes that are
generalized and maintained across home, school, and community
contexts."" - Debra Leach, Associate Professor of Special
Education, Winthrop University
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