CURRICULUM VITAE CONTACT INFORMATION

Transcription

1 CURRICULUM VITAE CONTACT INFORMATION V. Joan Deer Bryant, Ph.D. Research Associate Blueprints Project Manager Center for the Study and Prevention of Violence University of Colorado 483 UCB Boulder, CO (303) EDUCATION Ph.D. M.S. B.A. (Cum Laude) Auburn University December 1994 Counselor Education University of Tennessee, Knoxville December 1988 Educational and Counseling Psychology Hanover College May 1983 PROFESSIONAL EXPERIENCE Research Associate, Center for the Study and Prevention of Violence, University of Colorado, Boulder Project Manager for replication and dissemination of LifeSkills Training, a Blueprints Model Program for adolescent substance use and violence prevention. Oversee site selection, feasibility assessment, fidelity monitoring, process evaluation, training and implementation, and grant reporting for school districts across the U.S. engaged in classroom-based program replication. Train and supervise project staff. Develop forms and databases to monitor implementation. Conduct site meetings with district and school administrators, teachers, site coordinators, and classroom observers. June 2009 to present. Research Fellow, Department of Special Education, Peabody College, Vanderbilt University Coordinate recruitment, intervention, and assessment in randomized control trials testing the effectiveness of math and reading intervention programs within an RTI framework. Collaborate with Project Directors to implement Tier 2 tutoring intervention in first grade with fidelity; train and supervise project staff in tutoring and assessment; coordinate screening, progress monitoring, and outcome evaluation; complete fidelity monitoring. Provide small group and individual tutoring in math to first-grade students. Coordinate follow-up assessment through middle school grades. Provide training and follow up technical support to tutors in a large-scale replication and evaluation of small group math tutoring intervention for first grade. May 2002 to June 2009.

2 2 V. Joan Deer Bryant, Ph.D. Instructor, Human Development Counseling Program, Peabody College, Vanderbilt University Teach masters-level courses in human development counseling, supervise graduate students in practicum and internship placements, administer oral comprehensive exams. Courses taught: Psychology of Career Development, School Counseling Practicum, School Counseling Internship. January 2004 to May Behavioral Sciences Team Leader, Institutional Review Board, Vanderbilt University Protocol Analyst III, Behavioral Sciences Committee. Pre-review and process social and behavioral sciences research proposals, facilitate team meetings, participate in committee meetings, provide training to staff, investigators, and committee members. February 2001 to May Research Scholar, Center for Child and Family Policy, Duke University Project Coordinator for intervention program designed to enhance kindergarten readiness skills in preschool children. Oversee intervention and program evaluation, including supervision of family-school program specialists and monitoring of school- and home-based intervention. Coordinate parent and teacher interviews and assessment of children s behavior and kindergarten readiness. Train and supervise staff. Co-Instructor for upper-level course in Violence Prevention and Public Policy. Liaison, Duke University Center for Child and Family Policy researchers / Durham Public Schools. January 2000 to February Research Associate, Psychology and Human Development Department, Vanderbilt University Coordinate research components of Vanderbilt site of the Fast (Families and Schools Together) Track Project, a multi-site, longitudinal research project designed to prevent conduct disorder and adolescent problem behavior in at-risk youth. Coordinate initial participant screening; oversee assessment and process and outcome evaluation (school and juvenile court records; parent, child, and teacher interviews; academic and social-cognitive assessment, program implementation). Train and supervise research staff. October 1994 to December Counselor, Occupational Health Consultants of America, Nashville, Tennessee Licensed Professional Counselor, Employee Assistance Program. Provide counseling, assessment and referral services to individuals and families. September 1995 to April Research Coordinator, Department of Psychology and Human Development, Vanderbilt University Interview teachers and parents, complete interviews and assessments with children, collect school records data; complete behavioral observations. Train and supervise research assistants. Social Skills Trainer and Academic Tutor. Co-lead social skills training group, provide academic tutoring to first-grade students. September 1991 to October Graduate Teaching Assistant, Counseling and Counseling Psychology, Auburn University Course Taught: Human Relations Training for Classroom Teachers. January 1990 to August Graduate Teaching Assistant, Educational and Counseling Psychology, University of Tennessee Course Taught: Psychology of Learning/Classroom Management. September 1988 to May Research Assistant, Department of Child and Family Studies, University of Tennessee

3 Conduct academic and social cognitive assessment, parent interviews and child sociometric interviews. May 1987 to November Graduate Assistant, University Athletics Academic Support Program, University of Tennessee Provide academic advising to university student athletes, prepare grade and graduation reports to NCAA and CFA. August 1985 to July Research Lab Coordinator, Psychology Department, Indiana University Coordinate social development research project. Train staff, conduct child sociometric interviews, code play group videotapes, conduct teacher surveys, manage lab operations. August 1984 to August Research Assistant, Psychology Department, Indiana University Collect and enter data for child social development research project. July 1983 to August PUBLICATIONS Fuchs, L.F., Geary, D.G., Compton, D.L, Fuchs, D., Schatschneider, C., Hamlett, C., DeSelms, J., Seethaler, P.M., Wilson, J., Craddock, C., Bryant, J.D., Luther, K., and Changas, P. (in press). First-grade number knowledge tutoring with timed versus untimed practice. Child Development. Fuchs, D., Compton, D.L., Fuchs, L.S., Bryant, J., Hamlett, C., & Lambert, W. (2012). First-grade cognitive abilities as long-term predictors of reading comprehension and disability status. Journal of Learning Disabilities, 45 (3), Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Hamlett, C. L., and Bryant, J. D. (2010). The contributions of numerosity and domain-general abilities to school readiness. Child Development, 81(5), Fuchs, L.S., Geary, D.C., Compton, D.L., Fuchs, D., Hamlett, C.L., Seethaler, P.M., Bryant, J.D., & Schatschneider, C. (2010). Do different types of school mathematics development depend on different constellations of numerical and general cognitive abilities. Developmental Psychology, 46, Fuchs, D., Fuchs, L.S., Compton, D.C., Bryant, J., & Davis, G.N. (2008). Making secondary intervention work in a three-tier responsiveness-to-intervention model: Findings from the first-grade longitudinal reading study at the National Research Center on Learning Disabilities. Reading and Writing: An Interdisciplinary Journal, 21 (4), Fuchs, L.S., Fuchs, D., Compton, D.L., Bryant, J.D., Hamlett, C.L., & Seethaler, P.M. (2007). Mathematics screening and progress monitoring at first grade: Implications for responsiveness-tointervention. Exceptional Children, 73(3), Compton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006). Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98 (2),

4 Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L. (2005). The prevention, identification, and cognitive determinants of math difficulty. Journal of Educational Psychology, 97(3), Fuchs, L.S., Compton, D.L., Fuchs, D., Paulsen, K., Bryant, J., & Hamlett, C.L. (2004). Responsiveness to intervention: Preventing and identifying mathematics disability. Teaching Exceptional Children, 37 (4), Deer, V.J., Alexander, I. E., and Gayle, M.E. (2000) Bright IDEA (Interest Development and Early Abilities) Project. Grant proposal submitted to the U.S. Department of Education, April 2000 (funded 2001). PRESENTATIONS Bryant, J.D. ( ). Center for the Study and Prevention of Violence: LifeSkills Training (LST) Program Grant Components. Presentations made during teacher training workshops and site feasibility meetings to school districts in the United States receiving funding to replicate LST program. Bryant, V. J. & Craddock, C.F. (2008, August). Small Group Tutoring in Math and Response to Intervention (RTI). Two-day training seminar for Edvance Research, Inc. tutors. Long Beach, CA. Fuchs, D., Fuchs, L., Paulsen, K., Yen, L., & Bryant, J. (2005, September). Responsiveness to Intervention (RTI): Preventing and identifying LD. Presentation to Tennessee Department of Education. Fuchs, D., Compton, D., Fuchs, L., Bryant, J., Yen, L., & Smith, M. (2005, February). Responsiveness- To-Intervention: A new method of identifying students with reading disabilities. Kennedy Center Investigators Series, Vanderbilt University. Fuchs, D., Fuchs, L., Reschly, D., Conpton, D., Bryant, J., Yen, L., Mellard, D., & Deshler, D. (2004). National Research Center on Learning Disabilities: Four-pronged research on alternative methods of LD identification. Learning Disabilities Association, Atlanta. Berlin, L.J., Dodge, K.A., Bryant, J., Castellino, D.R., Winn, D.M.C., & Stevens, K. (2004, June). Evaluation of STARS Plus : A school readiness program. In S. Jones (Chair), Social-emotional and demographic precursors to school readiness for children at risk. Head Start National Research Conference, Washington, DC. Bryant, V.J. (2001). Current Issues in Social and Behavioral Sciences. Institutional Review Board, Vanderbilt University. Bryant, V.J. (2001). Third Party Rights and Risks. Institutional Review Board, Vanderbilt University. Deer, V.J. and Reiter-Lavery, B. (2000). Duke University Center for Child and Family Policy. Department of Juvenile Justice and Delinquency Prevention Conference, Winston-Salem, NC. 4

5 AWARDS Peabody College Outstanding Leadership Award, Vanderbilt University Hilton Smith Doctoral Fellowship, University of Tennessee Outstanding Master s Student, University of Tennessee Richter Grant Award Recipient, Hanover College Phi Kappa Phi, Phi Lambda Theta, Phi Eta Sigma/Alpha Lambda Delta, Hanover College TEACHING Graduate Courses Taught at Vanderbilt University: Psychology of Career Development Practicum in School Counseling Internship in School Counseling Undergraduate Courses Taught: Current Issues in Violence Prevention and Public Policy, Duke University Human Relations Training for Classroom Teachers, Auburn University Psychology of Learning and Classroom Management, University of Tennessee PROFESSIONAL ORGANIZATIONS Board Member, American Association for Gifted Children 5