0._/~,.,

Item"';,

Program Change Form

Title of

Original Program: No title I The proposed Certificate Program is a new program

(Check One): New Program X Revision Delete

(Check One): Graduate X Undergraduate Non-degree

Description of Action: The proposed action will create a Graduate Certificate in Autism and Applied Behavior Analysis. 11te certificate program is not a teacher certification program. Program faculty will

advise potential students to complete pre-requisite courses (EDSP 644 & EDSP 670) if they have not done so in their previous graduate studies. After acceptance into the certificate program, students will

complete a prescribed sequence of courses ( 18 hrs). Upon completion of the certificate courses, students will apply to the Education Advising center to receive the Graduate Certificate in Autism and Applied Behavior Analysis. This certificate will appear on students' transcripts. The process used in this program

is similar to the process used for the Health Pl'ofessionals ~ficate program.

Reason for Action: Currently there is no graduate certificate program in Kentucky that tbcuses on both autism spectrum disorders and applied behavior analysis. The College of Education and Human

Development's community partners (e.g., Jefferson County Public Schools and OVEC school districts) have requested opportunities for professionals to receive advanced training in applied behavior analysis

and autism so that they can support the growing number of K-12 students diagnosed with an autism spectrum disorder. The proposed certificate program addresses this need. In addition, the proposed

program aligns with the goals of the newly developed University of Louisville Autism Center.

Submitted by: Monica E. Delano. Robert C. Pennington and Terrance M. Scott

Date

rriculum Committee

~~... t ' l~rJ,'f,( v

BIOGRAPHICAL SKETCH Provide the following information for the Senior/key personnel and other significant contributors in the order listed on Form Page 2.

Follow this format for each person. DO NOT EXCEED FOUR PAGES.

NAME POSITION TITLE

Monica E. Delano Assistant Professor of Special Education eRA COMMONS USER NAME (credential, e.g., agency login)

EDUCATION/TRAINING (Begin with baccalaureate or other initial professional education, such as nursing, include postdoctoral training and residency training if applicable.)

INSTITUTION AND LOCATION DEGREE FIELD OF STUDY

(if applicable)

Dickinson College B.A. Psychology University of North Carolina-Chapel Hill M.Ed. Special Education University of Virginia Ph.D. Special Education

A. Personal Statement

My role in this proposal is to coordinate the certificate in autism and applied behavior analysis and serve as program faculty. I am currently an Assistant Professor of Special Education at the University of Louisville and teach courses on autism and moderate I severe disabilities. The focus of my research is academic interventions and social supports for children with autism spectrum disorders. I have conducted and published research in this area and I have edited a book on teaching strategies for children with autism. At my previous institution of high education I received a grant from Office of Special Education and Rehabilitative Services, United States Department of Education, ($800,000) to initiate a professional endorsement program in autism and moderate I severe disabilities. This program was very similar to the proposed certificate program and the funding provided tuition support for students.

B. Positions and Honors 1991 Dean Smith Student Award in Teacher Education 2004-2007 Assistant Professor of Special Education, Florida State University 2007- Assistant Professor of Special Education, University of Louisville 2011- Nystrand-Offut Scholar, University of Louisville

C. Selected Peer-reviewed Publications

Delano, M. E. & Snell, M.E. (2006). The effects of social stories on the social engagement of children with autism. Journal of Positive Behavior Interventions, 8, 29-42.

Delano, M. E. (2007) Video modeling interventions for individuals with autism Remedial and Special Education 28, 33-42.

Delano, M. E. (2007). Improving the written language performance of adolescents with Asperger Syndrome. Journal of Applied Behavior Analysis, 40, 345-351.

Delano, M. E. (2007). The use of strategy instruction to improve the written responses of a student with Asperger Syndrome. Focus on Autism and Other Developmental Disabilities, 22, 252-258.

Delano, M. & Stone, L. (2008). Expanding the Use of Social Stories. Beyond Behavior, 18 (1), 2-8.

Whalen, K., AIOtaiba, S., & Delano, M.E. (2009). Reading instruction for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 24 (1), 3-16.

Delano, M.E. (201 0). Seeing is believing: Video modeling for people with autism. Research and Practice in Severe Disabilities, 35.

Delano, M.E., Keefe, L., & Perner, D. (2010). Personnel preparation: Recurring challenges and the need for action to ensure access to general education. Research and Practice in Severe Disabilities, 33-4, 232-240.

Ryndak, D. L., Moore, M. A., Orlando, A., & Delano, M. E. (201 0). Access to the general curriculum: The mandate and the role of context in research-based practice. Research and Practice in Severe Disabilities 33-4, 199-213.

Pemer, D. & Delano, M. E. (In Press) Teaching Students with Autism Spectrum Disorders. Reston, Va: CEC.

Pennington, R. & Delano, M. E. (In Press). Writing instruction for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities.

D. Selected Peer-Reviewed Presentations

Teaching reading to students with autism spectrum disorders, behavior disorders and intellectual disabilities: The use of evidence-based practices. With Stephanie AIOtaiba, Kelly Whalen & Mabel River. International Council for Exceptional Children Conference, Washington, DC April, 2011.

Interventions for young children with ASD: Literacy, language and behavior support. Lead: Mary Frances Hanline; with Kelly Whalen, Christan Gyros. International Council for Exceptional Children Conference, Nashville, TN, April, 2011.

Evidence-Based practices for teaching writing skills to students with ASD. With Robert Pennington. OCALI, Columbus, Ohio, November 2010.

Supporting comprehension and vocabulary development in students with ASD. With Robert Pennington and Nicole Fenty. OCALI. Columbus, Ohio, November 2010.

Engaging young children with ASD through play and shared reading. Evidence-Based practices for teaching writing skills to students with ASD. With Robert Pennington. OCALI, Columbus, Ohio, November 2010.

The write stuff: Research and Practice in Teaching Writing to Children with ASD. Wrth Robert Pennington. TASH, Denver, CO, December, 2010

Using simultaneous prompting and computer-assisted instruction to teach na"ative skills to students with ASD. With Robert Pennington. TASH, Denver, CO, December, 2010

Inclusive classrooms: Evidence-based practices. With Robert Pennington. TASH, Denver, CO, December, 2010

Effective reading instruction for students with autism, behavioral disorders, and intellectual disabilities. With Stephanie AIOtaiba & Kelly Whalen. International Council for Exceptional Children Conference, Nashville, TN, April, 2010.

Writing instruction for students with autism spectrum disorders and low incidence disabilities. With Robert Pennington & Sarah Hawkins. International Council for Exceptional Children Conference, Nashville, TN, April, 2010.

A review of the literature on teaching writing to students with ASD. With Robert Pennington. International Council for Exceptional Children Conference, Nashville, TN, April, 2010.

Embedding naturalistic interventions into routines at home and school. With Rich Mancil. OCALI, Columbus, Ohio. November, 2009.

E. Pending Research Support (Under review)

Principal Investigator. The Use of Dialogic Reading to Improve Teacher- Child Interactions in Schools Serving Low Income Students with Disabilities, Autism Speaks (2012-2014, $115,000), 2 calendar years.

Co-Principal Investigator, Depression In Students With Autism Spectrum Disorder, Institute of Education Sciences

Co-Principal Investigator, Reading to Engage Children with Aut1sm in Language and Learning [nstitute of Education Sciences

Investigator, Co-Principal Investigator Executive Functioning Students With Autism Spectrum Disorder, Institute of Education Sciences

Program Director/Principal Investigator (Last, First, Middle):

BIOGRAPHICAL SKETCH Provide the following information for the Senior/key personnel and other significant contributors in the order listed on Form Page 2.

Follow this format for each person. DO NOT EXCEED FOUR PAGES.

NAME POSITION TITLE Pennington, Robert Assistant Professor & Executive Director of the Kentucky ------~--~------------~ eRA COMMONS USER NAME Autism Training Center-University of Louisville

(credential, e.g., agency login)

EDUCATION/TRAIN I NG(Begin with baccalaureate or other initial professional education, such as nursing, include postdoctoral training and residency training if applicable.)

INSTITUTION AND LOCATION

University of Louisville University of Louisville University of Kentucky

DEGREE (if

applicable) B.S. M.A. Ph.D.

MMIYY

1994 2001 2010

FIELD OF STUDY

Moderate/Severe Disabilities Special Education Special Education

Personal Statement My role on the project is to provide technical assistance on the development of behavioral observation codes, data collection, and analysis. I am an assistant professor in special education and the executive director of the Kentucky Autism Training Center. In these roles, I have developed a variety of instruments and observation tools. I have published research in the area of autism and literacy and have applied single subject research designs in several other projects. In addition, I will help facilitate interactions with school-based participants. I have 20 years of experience working with children with ASD in school settings and as the director of the KATC, I am networked with educational professionals across the state

A. Positions and Honors

Positions and Employment 1994- 1998 Special Education Teacher, Johnson Traditional Middle School. Louisville, KY. 1998 - 2000 Program Support Teacher in the Area of Autism/Inclusion: Autism Inclusion Model (AIM) Pilot,

Jefferson County Public Schools. Louisville, KY. 2000- 2001 Special Education Teacher: Moderate to Severe Disabilities, Fremont Elementary School.

2001-2006 2001-2006 2001 - 2007

Denver, CO. Kentucky Internship Resource Teacher, Jefferson County Public Schools. Louisville, KY Kentucky Internship Resource Teacher, Jefferson County Public Schools. Louisville, KY. Quality Teachers in Partnership New Teacher Mentor, Jefferson County Public Schools. Louisville, KY.

2001 - 2009 Program Support Teacher in the Area of Autism/Inclusion, Jefferson County Public Schools.

2006 2008 2009 2009 2009-2010

2011 2011

Honors

Louisville, KY. University Student Teacher Supervisor, University of Louisville, Louisville, KY. University Practicum Supervisor, University of Kentucky, Lexington, KY University Practicum Supervisor, University of Louisville, Louisville & Shelbyville, KY Instructor, University of Kentucky. Lexington, KY Assistant Professor/ Director, University of Louisville/Kentucky Autism Training Center. Louisville, KY. Assistant Professor , University of Louisville Executive Director, Kentucky Autism Training Center

PHS 398/2590 (Rev. 06/09) Page_ Biographical Sketch Format Page

, .. Program Director/Principal Investigator (Last, First, Middle):

2010 - 2011 Delphi Teaching & Learning Faculty Favorite Nominee 2006 - 2009 Doctoral fellow in the Special Education Leadership Program in Distance Education 2006 - 2009 Awarded Kentucky Opportunity Fellowship

B. Peer-reviewed Publications

1. Pennington, R., & Delano, M. (In Press. Writing instruction for students with autism spectrum disorders : A review of Literature. Focus on Autism and Developmental Disorders

2. Pennington, R., Stenhoff, D. M., Gibson, J., & Ballou, K. (In Press) Using simultaneous prompting to teach story writing to a student with autism. Education and Treatment of Children.

3. Pennington, R., Ault, M. J., & Schuster, J. W. (2011). Using Response Prompting and Assistive Technology to Teach Story-writing to students with Autism. Assistive Technology Outcomes and Benefits, 7, 24-38.

4. Pennington, R. (201 0). Exploring new waters: Writing instruction for students with autism. Beyond Behavior, 19(1), 17-25.

5. Pennington, R. (201 0). Computer-assisted instruction for teaching academic skills to students with autism spectrum disorders: A review of literature. Focus on Autism and Developmental Disabilities (Accepted)

6. Gibson, J. L., Pennington, R., & Stenhoff, D. (2009). Using desktop video conferencing to deliver interventions to a preschool student with autism. Topics in Early Childhood Special Education, 29, 214-225.

7. Pennington, R. C., Horn, C., & Berrong, A. (2009). An Evaluation of the Differences between Big City and Small Town Special Education Services for Students with Low Incidence Disabilities in Kentucky. Rural Special Education Quarterly. 28, 3-9.

Book Chapters 1. Pennington, R. C. (In Press). Environmental Arrangement. In D.Perner & M.E. Delano. (Eds),

Teaching Students with Autism. Reston, VA: Council On Exceptional Children, 2. Pennington R. C. & Mancil, R. M. (In Press) Functional Communication Training for Children with

Autism .. In Perner & Delano. (Ed), In D.Perner & M.E. Delano. (Eds), Teaching Students with Autism. Reston, VA: Council On Exceptional Children.

3. Delano M. D.,& Pennington R. C. (In Press) Writing Instruction for Children with Autism. In D.Perner & M.E. Delano. (Eds), Teaching Students with Autism. Reston, VA: Council On Exceptional

Children,

D. Research Support Ongoing Research Support

None

Pending Research Support IES (20%) 07/01/12-05/30/15 3R's for Promoting Positive Interactions between Caregivers and Their Toddlers with Autism Role: Site Principal Investigator

PHS 398/2590 (Rev. 06/09) Page _ Continuation Format Page

.FULL VJTA Terrance M. Scott, Ph.D.

(10/' 11) College of Education and Human Development University ofLouisville Louisville, KY 40292 (502) 852-0576 t. scott@lou is vi lie. edu

EDUCATION Ph.D.

M.S.

B.S.

University of Oregon, Eugene, OR Special Education/Behavioral Disorders

Portland State University, Portland. OR Special Education/Behavioral Disorders

Lewis and Clark College, Portland. OR (graduate work in counseling psychology)

University of Oregon. Psychology

PROFESSIONAL EXPERIENCE Professor and Chair, -Department of Special Education -University of Louisville

Professor -Department of Teaching and Learning -University of Louisville

Associate Professor -Special Education Department -University of Oregon

Associate Professor -Department of Special Education -University ofFiorida

Assistant Professor -Department of Special Education -University ofFiorida

Assistant Professor -Department of Special Education and Rehabilitation Counseling -University ofKentucky

EBD Teacher/Behavior Consultant -classroom based -Bend-LaPine School Dist.- Bend, OR

Course IJlstructor/Supervisor -Department of Learning and Instructional Leadership -University of Oregon, Eugene, OR

Classroom Teacher -Beaverton School Dist. (self contained SED classroom) -Beaverton, OR

Supervising Therapist -St. Mary's Home for Boys, (residential treatment center) -Beaverton, OR

Year Conferred

1994

1990

1984

8/10- present

8/07-7/10

9/06-7/07

4/03-8/06

8/0l- 3/03

8/96-6/01

8/94-6/96

6/93- 8/94

8/90-6/91

7/84- 7/89

Scott 2

Behavioral Therapist -Albertina Kerr Child and Family Center (residential treatment center) 6/84- 7/84 -Portland, OR

Research Assistant -Human Neuropsychology Lab (adolescent depression project) 9/83- 6/84 -University of Oregon, Eugene, OR

HONORS AND AWARDS

I. Alumni tflhe A.foillh - Portland State Uuiver sity Graduate Sdwul uf Education, January, 2011 . For impact on the "community" of education.

2. Faculty favorite Selection- University of Louisville by student nomination, 2009, 20 II.

3. Dislinguished Universily Scholar- University of Louisville. Awarded by Vice President for Research and Board of Trustees, 3-year renewable term(' 10 -' 12). For international leadership and recognition in tield.

4. Distingwshed Early Career Award- Council for Exceptional Children- Division for Research and Donald H. Hamill Foundation, 2004. For research contributions within 10 years of doctoral degree.

5. Graduate Student Service Award- University of Oregon, 1993. Selected by Dean of Graduate School tor outstanding academic and community contribution.

6. Research Award- Department of Special Education and Rehabilitation 1993. University of Oregon for research project.

7. Research Award- Department of Special Education and Rehabilitation 1992. University of Oregon for research project.

PUBLICATION

Refereed (peer re\'iewed) Publications

1. Landrum, T. J., Scott, T. M ., & Lingo, A. S. (in press). Addressing challenging behavior in the classroom: Prediction, prevention, and instruction. Kappan.

2. Scott, T. M., Alter, P. J., & Hirn, R. (in press). An examination of typical classroom context and instruction for students with and without behavioral disorders. Education and Treatment of Children.

3. Scott, T. M., Him, R., & Barber, H. (in press). Affecting disproportional outcomes by ethnicity and grade level: Using discipline data to guide practice in high school. Preventing School Failure .

4 . Miller, M. A.. Fenty, N. S., Scott, T. M., & Park, K. L. (20 11 ). An examination of the etl'ects of social skills instruction in the context of small-group reading instruction. Remedial and Special Education, 32(5).

5. Scott, T. M •. Alter, P. J., Rosenberg, M., & Borgmeier, C., (20 I 0). Detining and prescribing secondary and tertiary systems within school-wide positive behavior support. Education and Treatment of Children, 33(4), 1-23.

6. Scott, T. M., Alter, P. J., & McQuillan, K. (2010). Functional behavior assessment in classroom settings: scaling down to scale up. llllervention in School and Clinic. 46(2), 87-94.

7. Park, K. L., & Scott, T. M. (2009). Antecedent-based interventions for young children at-risk for Emotional and Behavioral Disorders. Behavioral Di:;orders, 34(4), 196-211 .

Scott 3

8. Haydon, T.. Conroy, M .• Sindelar. P .. Scott, T. M .. Brian, & Marie, A. (2010). Comparison ofThree Types of Opportunities to Respond on Student Academic and Social Behaviors, Journal of Emotional and Behavioral Disorder:;, /8(1), 27-40.

9. Gagnon. J. C .• Rockwell, S., & Scott, T. M. (2009). Positive behavior supports in exclusionary schools: A practical approach based on what we know. Focus 011 Exceptio11al Children, -1 1( I), 1-20.

10. Scott, T. l\1 ., Gagnon, J., & Nelson, C. M. (2008). School-wide systems of positive behavior support : A tramework tbr promoting safe schools. The Joumal of Behavior A11alysis of Offender a11d Victim Treatmenl and Prevention, i(3), 259-272.

II . Scott, T. M., Anderson, C., & Spaulding, S. (2008). Strategies tbr Developing and Carrying Out Functional Assessment and Behavior Intervention Planning in the General Classroom. Preventing School Failure, 52(3), 39-50.

12. Haydon, T., & Scott, T. M. (2008). Using Commonsense In Common Settings: Utilizing Active Supervision and Pre-Correction in the Morning Gym. intervention in School and Clinic. 43, 283-290.

13 . Scott, T. M., & Kamps, D. (2007). The future of functional behavior assessment in public schools: Balancing Necessity and Sutliciency. Bt!haviora/ Disorders, 32(3), 146-157.

14. Payne, L. D., Scott, T. M., & Conroy, M. (2007). A School-Based Examination ofthe Et1icacy of Function­Based Intervention. Behavioral Disorders, 32(3), 158-173.

15. Scott, T. M .. Park, K. L., Swain-Bradway, J., & Landers, E. (2007). Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments. international Journal of Behavioral Consultation and Therapy, 3(2), 223-235.

16. Scott, T. M. (2007). Issues of personal dignity and social validity in school-wide systems of positive behavior support. Journal qf Positive Behavior interventions, 9(2), 102-112.

I 7. Scott, T. M., & Martinek, G. (2006). Coaching Positive Behavior Support in School Settings: Predictors of Need and Responsiveness. Journal uf Posilive Behavior fntervenlions, 8(3), 165-174.

18. Scott, T. M., & Caron, D. (2006). Functional Behavior Assessment at the School-Wide Level : Determining Predictability and Function of Typical Problem Behaviors. Preventing School Failure 50(1), 13-20.

19. Scott, T. M .. Mcintyre, J.. Liaupsin. C., Nelson, C. M., Conroy. M., & Payne, L. (2005). An Examination ofthe Relation Between Functional Behavior Assessment and Selected Intervention Strategies with School-Based Teams. Journal of Po.~itive Behavior Interventions, 7(4), 205-215

20. Scott, T. M., Liaupsin, C., & Nelson, C. M., & Mcintyre. J. (2005). Team-Based Functional Behavior Assessment as a Proactive Public School Process: A Descriptive Analysis of Current Barriers. Journal q{ Behavioral Education, 1-1(1), 57-71.

21. Scott, T. M .. Mcintyre, J., Liaupsin, C., Nelson. C. M., & Conroy. M. (2004). An examination ofteam-based functional behavior assessment in public school settings: Collaborative teams, experts, and technology. Behavioral Disorders, 29(4), 384-395.

22. Scott, T. M., Bucalos. A.. Nelson, C. M .. Liaupsin, C., Jolivette, K., & Deshea. L. (2004). Using functional assessment in general education settings: Making a case tbr etfectiveness and etliciency. Behavioral Disorders, 29(2), 190-203.

23 . Scott, T. M. (2004). Making behavior intervention planning decisions in a schoolwide system of positive behavior support. Focus on Exceptional Children, 36( 1 ), 1-18.

Scott 4

24. Scott, T. M., & Barrett, S. (2004). Using Cost!Benetit Analysis with School-Wide Positive Behavior Support: A Sample Evaluation of Lifestyle Change at the Systems Level. Journal of Positive Behavior Interventions, 6(1), 21-28.

25. Scott, T. M., Payne, L., Jolivette, K. (2004). Using Positive Behavior Support at the Classroom Level: Preventing Predictable Problem Behaviors and increasing Student Success. Beyond Behavior, 13, 3-7.

26. Scott, T. M., Nelson, C . M., & Zabala, J. (2003). Functional behavior assessment training in public schools: Facilitating systemic change. Joumal of Positive Behavior fnfervenlion.!i, 5(4), 216-224.

27. Scott, T. M., Liaupsin, C., Nelson, C. M., & Jolivette, K. (2003). Team-Based Functional Behavior Assessment in Public School Settings: A Structured Format for Pre-referral Assessment. Teaching Exceptional Children, 35(5), 16-21 .

28. Scott, T. M., & Eber. L. (2003). Functional Assessment and Wraparound as Systemic School Processes: School-Wide, Specialized, and [ntensive Examples. Journal qf Positive Behavior llllerventions, 5(3 ), 131-143.

29. Jolivette, K., Pcck-Stichtcr, J., Scott, T. M., Ridgley, R., & Siblinsky, S. (2002). Naturally OccutTing Oppot1unities for Preschool Children With or At-risk for Disabilities to Make Choices. Education and Treatment qfChildren, 25, 396-414.

30. Scott, T. M., Nelson, C. M., Liaupsin, C., Jolivette, K., Christie, C., & Riney, M. (2002). Addressing the Needs of At-Risk and Adjudicated Youth through Positive Behavior Support: Effective Prevention Practices. Education und Treutment ofChildrel7, 25, 532-55l.

31. Eber, L., Smith, C., Sugai, G., & Scott, T. M. (2002). Blending Process and Practice to Maximize Outcomes: Wraparound and Positive Behavioral Interventions and Supports in the Schools. Journal oft-motional and Behavioral Disorders, 10 (3), 171-180.

32. Scott, T. M. (2002). Removing roadblocks to etl'ective behavior intervention in inclusive settings: Responding to typical objections. Beyond Behavior, 12 ( 1 ), 21-28.

33. Scott, T. M., & Shearer-Lingo, A. (2002). The Effects of Reading Fluency Instruction on the Academic and Behavioral Success of Middle School Students in a Self-Contained EBD Classroom. Preventing School Failure, -46(l), 167-173.

34. Scott, T. M., Nelson, C. M., & Liaupsin, C. (2001). Effective instruction: The forgotten component in preventing school violence. &fuca/ion and Treahnent qfChildren, U, 309-322.

35. Scott, T. M ., & Hunter, J. (2001). Initiating school-wide support systems: An administrator's guide to the process. BeyondBehavior,ll, 13-15.

36. Scott, T. M. (200 I). Positive behavioral support: A school-wide example. Journal qf Positive Behavioral Interventions, 3, 88-94.

37. Sailor, W., Freeman, R., Britten, J., & McCart, A., Smith, C., Scott, T. M., Nelson, C. M., (2000). Using information technology to prepare personnel to implement functional behavioral assessment and positive behavioral support. Exceptionality, 8, 217-230.

38. Jolivette, K., Barton-Arwood, S., & Scott, T. M. (2000). Functional behavioral assessment as a collaborative process among professionals. 1iducation and 'J'reatmel/l of Children. 23, 298-313 .

39. Scott, T. M., Meers, D. T., & Nelson, C. M. (2000). Toward a consensus offi.mctional behavioral assessment tor students with mild disabilities in public schools: A national survey. Education and Treatment of Children, 23, 265-285.

Scott 5

40. Sugai, G., Homer, R. H., Dunlap, G., Hieneman, Lewis, T. J., Nelson, C. M., Scott, T. M .. Liaupsin, C. J., Sailor, W., Turnbull, A. P ., Turnbull, H. R. IlL Wickham, D., Ruef, M., Wilcox, B . (2000). Applying positive behavioral support and functional assessment in schools. Joumal of Positive Behavioral Interventions, 2, 131-143.

41. Jolivette, K., Stichter, P., Nelson, C. M., Scott, T. M., & Liaupsin, C. J. (2000}. Outcomes of students with emotional and behavioral disorders. Cmmcilfor Exceptional Children ERIC, Resources in Education.

42. Scott, T. M ., DeSimone, C., Fowler, W., & Webb, E. (2000). Functional behavioral assessment-based interventions with challenging behaviors in the classroom: Three case studies. Preventing School Failure, -1-1, 51-56. .

43 . Scott, T.M., & Nelson, C. M. ( 1999). Using functional assessment with challenging behaviors: Practical School Applications. Journal qf Positive Behavior Interventions, 1, 242-251.

44. Scott, T. M., & Nelson, C. M. (1999). Universal school discipline strategies: Facilitating learning environments. E;[fective School Practices, 17, 54-64.

45. Scott, T. M . & Nelson, C. M. ( 1999). Functional behavioral assessment: Implications for training and staff development. Behavioral Disorders, 2-1, 249-252.

46. Scott, T. M .. & Nelson, C. M. ( 1998). Confusion and failure in facilitating generalized social responding in the school setting: Sometimes 2 + 2 = 5. Behavioral Disorders, 23, 264-275.

47. Scott, T. M. ( 1998). Moving from token economies to teaching self-management. Reaching 1'oday's Youth, 2, 28-30.

48. Lewis, T. J., Scott, T. M ., & Sugai, G. M. ( 1995). The Problem Behavior Questionnaire: A teacher based instrument to develop functional hypotheses of problem behavior in general education classrooms. Diagnostique,/9, 103-115 .

49. Scott, T. M .. & Sugai, G. M. (1995). The Classroom Ecobehavioral Assessment Instrument: A user friendly method of ecobehavioral assessment. Diagnostique, 19, 59-77.

50 . Lewis, T. J., Chard, D., & Scott, T. M., (1994). Full inclusion and the education of children and youth with emotional and behavioral disorders. Behaviural Disorders, 19, 277-293.

Manuscripts Submitted for Publication

1. Haydon T., Scott, T. l\1., Marsicano, R., & Sutherland, K. (in review). A Comparison of Choral and Individual Responding: A Review of the Literature. Education and Treatment of Children

2 . Scott, T. M . (in review). Embracing a Science of Best Practice in Education. Joumal of Special Education.

3 . Scott, T. M ., Hirn, R., & Alter, P . (in review) Teacher Instruction as a Predictor for Student Engagement and Disruptive Behaviors. Joumal of Positive Behavior Inten,entions.

Published Texts/Chapters and Media

1. Scott, T. M., Anderson, C., & Alter, P. J. (20 11 ). Managing Classroom Behavior Using Positive Behavior Supports. Columbus, OH, Pearson.

2. Scott, T. M., & Anderson, C. (in press). Positive Behavior Support: Tertiary tier. In H. George Ed. Encyclopedia of Special Education, New York, Wiley.

Scott 6

3. Jolivette, K., Alter, P. J., & Scott, T. M., Josephs. N. L., & Swoszowski. N. C. (2009). Strategies to Preve/11 Problem Behavior. In

4. Conroy, M. A.. Alter, P. J., & Scott, T. M. (2009). Functional behavior assessment and students with emotional/behavioral disorders: When research, policy, and practice collide (pp. 133-168). InT. E. Scruggs & M. A. Mastropieri (Eds), Polir.y and practice: Advances in learning and behavior disabilities (vol. 22). Bingly, UK: Emerald.

5. Scott, T. M., Anderson, C., Mancil, R., & Alter, P. (2008). Function-based supports for individual students in school settings (pp. 417-437). In, G. Sugai, R. H. Homer, G. Dunlap, & W. Sailor (Eds), Handbook of Positive Behavior Support. New York: Springer.

6 . Anderson, C., & Scott, T. M. (2008). Tertiary interventions in school-wide positive behavior support (pp. 701-724). ln, G. Sugai, R. Homer. G. Dunlap, & W. Sailor (Eds), Handbook of Positive Behavior Support. New York: Springer.

7 . Liaupsin, C., & Scott, T. (2007). Disruptive Behavior Disorders. In R. Morris, & N. Mather (Eds.),l!..'vidence­Based Interventions for Students with Learning and Behavioral Challenges. Mahwah, NJ: Lawrence Erlbaum Associates.

8. Scott, T. M., Liaupsin, C., & Nelson, C. M. (2005). Team-based Functional Assessment and Intervention Planning: A Simpl!fied Teaming Process. Longmont, CO: Sopris West.

9. Scott, T. M., & Nelson, C. M. (2001) School- and classroom-wide positive behavior support . Tn Kerr, M. M., & Nelson, C. M. (eds.). Strategies for managing behavior problems in the classroom (5th ed.). Upper Saddle River, NJ: Prentice Hall.

10. Liaupsin, C. J., Jolivette, K., & Scott. T. M. (2004). School-Wide System ofBehavior Support: Maximizing Student Success in School. In R. Rutherford, S. Mathur, & M. Quinn (Eds.), Handbook of Behavior Therapy, (pp. 487-501). New York: Guilford.

11. Scott, T. M. (2005). Behavioral Observations. In M. Hersen, G. Sugai, & R. Homer (Eds.), Encyclopedia of Behavior Modification and Cognitive Behavior Therapy, Volume 3: Jiducational Applications, (pp. 1194-1197). London: Sage.

12. Scott, T. M. (in press). Changing Criterion Research Designs. ln M. Hersen, G. Sugai, & R. Horner (Eds.), Encyclopedia of Behavior Modification and Cognitive Behavior Therapy, Volume 3: Educational Applications, (pp. 1216-1217). London: Sage.

13. Scott. T. M .• Liaupsin, C., & Nelson, C. M. (2001). Behavior Intervention Planning: Using the Outcomes of hmctional Behavioral Assessment. Longmont, CO: Sopris West.

14. Scott, T. M., (2001) Universal school and classroom management strategies. In Kerr, M. M., & Nelson, C. M. (eds.). Strategies/or managing behavior problems in the classroom (4th ed.). Upper Saddle River, NJ: Prentice Hall.

15. Liaupsin. C., Scott, T.M., & Nelson, C. M. (2000). Functional assessment of behavior: An interactive training module. Sopris West: Denver, CO.

Monographs. Web-Based Modules, and Commissioned Writing

1. Nelson, C. M., Scott, T. M., Gagnon, J. C., Jollivcttc, K., Sprague, J. (2008). Positive behavior support in the juvenile justice system. Positive Behavioral Interventions and Supports Newsletter. Eugene, OR: Office of Special Education Programs Center on Positive Behavioral Interventions and Supports. Available at http://www.pbis.org/news/New/Newsletters/Newsletter4-3 aspx.

2. Barrett, S., & Scott, T. M. (2005). Evaluating Time Saved as an Index of Cost Effectiveness in PBIS Schools. Positive Behavior Interventions and Supports Newsletter, 3(4), http://www. pbis. org/news!NewfNewsletters/Newsletter4. aspx

3. EBD Working Group (2003). Creating Positive Classroom Environments. Lastinger Center for Learning. http :1 lwww. co e. ufl . edu/Centers/Lasti nger/Modules/CiassroomBeha vior/i ndex. ht mi .

4. Scott, T. M. (2003). Preparing for an FBA meeting: What should I bring? Positive Behavior Interventions and Supports Newsletter, 2(1), http://www.pbis.org/news/v2i 1/index.htm

Scott 7

5. Jolivette, K., Liaupsin, C. J., Christie, C. A, & Scott, T. M. (2002). Universal preventative practices for use in the home for children with behavioral problems: Information for families. Center for Effective Collaboration and Practice. http://www.cecp.air.org/famil ybriefs/default.htm

6. Scott, T. M., Liaupsin, C. J., & Nelson, C. M. (2002). Proactive Functional Behavior Assessment as a Collaborative Team Process. Positive Behavior Interventions and Supports Newsletter, 1(3), http://www.pbis.org/news/v I iJ/index.htm '

7. Scott, T. M. (2002). Applying positive behavior support in the classroom. The Utah Special Educator, 22, 6.

8. Scott, T. M. (2002). Outcomes for Students with Challenging Behaviors in the School: Issues, Predictors, and Practices. 23rd Annual Report to Congress on the Implementation of IDEA. Washington, D.C.: U.S. Department ofEducation.

9. Scott, T. M., Nelson, C. M., Liaupsin, C. J., Jolivette, K. Christie, C. A, & Riney, M. (2001). Effective prevention practices with juvenile offenders: Positive behavior support. National Center for Education, Disability, and Juvenile Justice . http://www.edji.org/.

10. Liaupsin, C., Scott, T. M., & Nelson, C. M. (2001 ). Using Interactive Media to Teach Behavior Intervention Planning. In L. K. Wilder and S. Black (Eds.), Integrating Technology in Program Development for Children/Youth with E'BD. Reston, VA: Council for Exceptional Children.

11. Jolivette, K., Scott, T. M., & Nelson, C. M. (2000). The link between assessment and intervention: FBAs and BlPs. (ERIC EC Digest E592). Reston, VA: Council for Exceptional Children.

12. Jolivette, K., Stichter, P., Nelson, C. M., Scott, T. M., & Liaupsin, C. J. (2000). Improving post­school outcomes for students with emotional and behavioral disorders. (ERIC EC E597 Digest). Reston, VA: Council for Exceptional Children.

13. Scott, T. M., Liaupsin, C .. & Nelson, C. M. (1999). Understanding problem behavior [Web-based instructional module], Available: http://serc.gws.uky.edu/pbis/

14. Scott, T. M. (1999). Creating individual student interventions based on functional behavioral assessment. InT. J. Lewis and G. Sugai (Eds.). Safe schools: School-wide discipline practices, 1999 Council for Children with Behavioral Disorders !vfonograph. Reston, VA: CEC.

15. Sugai, G., Horner, R. H., Dunlap, G .. Hieneman, Lewis, T. J., Nelson, C.M., Scott, T. M., Liaupsin, C., Sailor, W., Turnbull, A P., Turnbull, H. R. lll, Wickham, D., Ruef, M., & Wilcox, B. (1999). Applying positive behavioral support and junctional assessment in schools. Technical Assistance Guide #1 (TAG )) .Washington, DC: OSEP Center on Positive Behavioral Interventions and Support.

16. Nelson, C. M., Scott, T. M., & Polsgrove, L. ( 1999). A Revisitation of the behavioral perspective on emotional/behavioral disorders: Assumptions and their implications for education and treatment. ln L. Bullock (Ed.), 1999 Council for Children with Behavioral Disorders Monograph. Reston, VA: CEC.

Scott 8

17. Scott, T. M. ( l999). t:ffective and practical instructional interventions and placement optionsfor students with seriously challenging and disruptive behavior. Frankfort, KY: Kentucky School Boards Association.

18. Lewis, T. J. & Scott, T. M. (1994). Promoting generalized social skills among mildly disabled elementary school students. In G. Tindal and J. Marr (Eds.), 1994 Oregon Conference Monograph, Vol. 6 (pp. 121-128). Eugene, OR University of Oregon.

19. Scott, T. M ., Sugai, G., Homer, R., Walker, H. M., Lewis, T., & Stockard, J. (1994). The effects of general case programming 011 the acquisition and generalization C?f social behavior. Unpublished doctoral dissertation, University of Oregon, Eugene.

20. Scott, T. M., O'Neill, R., & Sugai, G. M. ( 1993). General case programming for social behaviors: Descnption and procedures for implementation. Unpublished manuscript, University of Oregon, Eugene.

21. Scott, T. M. ( 1993). Single subject research designs: History, characteristics, and strategies tor implementation. In G. Sugai and J. Marr (Eds.), Behavior Disorders Monograph. Eugene, OR: Univ of OR.

22. Scott, T. M., ( 1993). School-wide social skills illtervention: A practical guide. Unpublished manuscript, University of Oregon, Eugene.

23. Scott, T. M., ( 1993). A consolidatioll C?f generalization principles past and prese11t: A stimulus co11trol perspective on Stokes and Boer (1977). Unpublished manuscript, University of Oregon, Eugene.

24. Scott, T. M ., & Tobin, T. ( 1993). Procedures tor and examples of direct and systematic assessment of school­wide and classroom environments. In J. Marr, G. Sugai, and G. Tindal (Eds.), The Oregon Conference A4mwgraph, Vol. 5 (pp. 75-84). Eugene, OR: University of Oregon.

25. Scott, T. M . (1992). Treatment of ADHD behaviors: A review of behavior modification versus medication. In G. Sugai and J. Marr (Eds.), topics in behavior disorders: issues, controversies, and trends (pp. 27-34). Eugene, OR: University of Oregon.

26. Scott, T. M., ( 1992). Using bar code technology in assessing studelll behavior: User's manua(Eugene, OR: Project PREPARE, University of Oregon.

27. Scott, T. M., & Sugai, G. M. ( 1992). Teaching sharing behavior: Review, analysis, and recommendations tor the practitioner. In G. Sugai and J. Marr (Eds.), Topics in behavior disorders Vol. 2. Social skills instruction (pp. 30-37). Eugene, OR: University of Oregon.

EXTERNALLY FUNDED PROJECTS •Total funding for university research and training projects= over $6.5 million since 1997

1. Special Education Doctoral Program to Prepare for Higher Education Faculty and Researchers in the Area of Learning and Behavioral Disorders. OSEP funded Leadership grant. Total grant $1,226,390. Co-Principal Investigator with Amy Lingo. 2012-2016. Primary focus = preparing doctoral personnel.

2. Academic and Behavior Response to Intervention in Kentucky- Focus on Secondary Intervention. Kentucky Department of Education grant, $525,000. July 1, 2010- June 30, 2011.

3. Child Characteristics and Classroom Processes: Promoting Learning in Early Grades. Co-Principal Investigator with Peter Alter, University of Louisville Competitive Enhancement Grant. $14,532. June 1, 2009- May 31, 2010

4. Academic and Behavior Response to Intervention in Kentucky- Focus on Primary Intervention. Kentucky Department of Education grant, $465,000. July 1, 2009- June 30, 2010.

Scott 9

5. An Analysis of the Academic and Social Context for Learning in Elementary School Classroom Settings. University of Louisville Intramural Research Incentive Grant. $4,995. June I, 2009- May 31 , 2010.

6. National Research and Development Center on Serious Behavior Disorders at the Secondary Level. Total grant $250,000. Primary focus= development, implementation, and evaluation of intervention package for high school students with serious behavior disorders. Subcontract on grant written with Lehigh University.

7. Foundation Grant: Video Training for Behavior Disorders. Fairway Fund, UO endowment. Total grant $30,000. Primary focus= writing, creating, and distributing videos to train teachers to work with children with severely challenging behavior.

8. Examining the Impact ofPBIS Plus- FBA. IES funded. Total subcontract $266,902. Primary tocus = developing training and providing fidelity checks for FBA implementation in experimental schools. Subcontract on grant v..Titten with colleagues at Bloomberg School of Public Health at Johns Hopkins University.

9. Subcontract: Technical Assistance Center on Positive Behavioral Interventions and Supports: Going to Scale. OSEP funded. Total grant $250,000. 2003-2007. Primary tocus = create and evaluate distance training modules.

10 Special Education Doctoral Program to Prepare for Higher Education Faculty and Researchers in the Area of Emotional and Behavioral Disorders. OSEP funded Leadership grant. Total grant $800,000. Co-Principal Investigator with Maureen Conroy. 2003-2007. Primary focus= preparing doctoral personnel.

II. A Model S'ystemfor Ji.arly Prevention of Reading and Behavioral Failure . OSEP funded. (Grant no. H324M020068). OSEP funded ModeVDemo grant. Total grant $680,891. Co-Principal Investigator with Holly Lane. 2002-2006. Primary focus= creating model demonstration sites for positive behavioral support and early reading interventions K-3

12. Subcontract: Center.for the Study qf the Implementation qf K-3 Behavior Models. OSEP funded . Total grant $900,000. Principal Investigator. Collaborative partnership with Universities of Oregon, South Florida, Missouri, and the Tllinois EBD Network. 2001-2006. UF subcontract portion $250,000. Primary UF focus = building and studying positive behavior support models in Florida.

13. National Cmter on Education, Disability and Juvemle Justice. OSEP and OJJDP funded. Total grant $2,750,000. Associate director with C. Michael Nelson. Collaborative partnership with University of Maryland, Arizona State University , Eastern Kentucky State University , American Institutes for Research, The PACER Center, 1999-2004. UK portion = $579,004 over 5 years. Primary UK focus = prevention research.

14. Subcontract: National Centerfor Positive Behavioral Imerventions and Support. (Grant# H324M80076). Office of Special Education and Rehabilitation Services, US Department ofEducation. Total grant $3,249,840. Co-Principal Investigator with C. Michael Nelson. Collaborative pa1tncrship with Universities of Oregon, Kansas, Missouri, and South Florida, 1998-2002. UK portion = $372,493 over 5 years. Primary UK tbcus = CD-ROM training module production.

15. Preparing Personnel to Meet the Needs qf Students with Learnmg and Behavioral Disabilities. (Grant no. H029G70112) Office of Special Education Programs, US Department of Education Personnel Preparation Total grant $380,000, Co-Principal Investigator v.ith C. Michael Nelson and Deborah Slaton, 1998-2000.

16. Behavior Transition Program for Children with Emotional and Behavioral Disorders. Bend-LaPine School Dist. Deschutes County Commission on Children and Families Grant Award. Total grant $6000. Summer 1995.

17. Prc!iect PASSAGE: Promoting Appropriate Social skill.> with At Risk Children i11 a Generalized Environment. (Grant no. H023B300l 0) Student Field Initiated Research Award. Division oflnnovation and Development, Office of Special Education Programs. U. S. Department ofEducation. Total grant $14,588. Student Investigator; George Sugai- Faculty Investigator. 1993-1994.

Scott 10

PROFESSIONAL PRESENT A TlON

Keynote Addresses

1. ''Teacher Variables: Personal Rejponsibi/ity and Effective PBIS in the Classroom" National Association of Pupil Services Administrators Conference, Cincinnati, OH, October 18, 2011 (invited keynote).

2. "FBA Simplified: A Classroom Process at Tier II and Tier Ill" Utah State Personnel Development Conference, Salt Lake City, UT, October 4, 2011 (invited keynote).

3. "Effective Jnsm1ction: The Foundation of Rt.LPBJS" Cuyahoga School District Opening Day, Cleveland, OH., August 10, 2011 (invited keynote).

4. 'Teacher Variables: Persona/Responsibility and Jiffective R'JJIPHJSfor Students with Challenging Behaviors" Distinguished Scholars' Institute for Challenging Behavior, Anchorage, AK, Aug 4, 2011 (invited keynote).

5. "Promoting School Buy-In and Maintaining Integrity of Implementation Among Faculty and Stqff" Queensland Schoolwide Positive Behaviour Support Conterence, Cairne, Queensland, Australia, July 20. 2011 (invited keynote).

6. ''J:;ffective Instruction: 1'he Foundation C?f Rtl!PB/Sfor Students with Challenging Behaviors." Central Oregon Positive Behavior Supports Conference, Redmond, OR, April 18, 2011.

7. "tlfective lnstmction: Responsible Practice in School-Wide Systems of PBJS" Georgia State Positive Behavior Support Conference, Atlanta, GA, Dec 8, 2010 (invited keynote).

8 . "£vidence-Based Practice: 1'he Impact C?f1'eacher Practice 011 Students with Challenging Behaviors". British Columbia Making Connections Conference, Vancouver, BC, Canada, Nov 4, 2010 (invited keynote).

9: ""teacher Variables: Persona/Responsibility andAffective R/1 PB/Sfor Students with Challenging Behaviors" Teacher Educators for Children with Behavior Disorders Annual Conference, Tempe, AZ, Oct 28, 201 0 (invited keynote).

10. "U11dersta11ding Function of Behavior and Related Classroom Systems of Supporf' Illinois PBIS Network State Conference, Rosemont, lL. August 5, 2010 (invited keynote).

1 1. ''!mplemenling Secondary PRS Systems: Decisions am/ Practices" Virginia ESD Implementer's Forum, Charlottesville, VA, July 20, 2010 (invited keynote).

12. "lmplementini( Positive Behavior Support with Fidelity" Virginia ESD implementer's Forum, Charlottesville, VA, July 20, 2010 (invited keynote) .

13. "Positive Behavior Support: Strate!(iesfor J'rappi11g Success" Missouri State Positive Behavior Support Institute, Columbia, MO, June 7, 2010 (invited keynote).

14. "Positive Behavior Support: Trapping Student Success" Washington State Positive Behavior Support Conference. Seattle, W A, May 1, 2010 (invited keynote).

15. "School-Wide Systems C?f Positive Behavior Support: 1 'rappi11g Student Success" Wichita Schools Inservice Day, Wichita, KS, Feb 12, 2010 (invited keynote).

16. "Multi- J'iered Intervention: establishing and Sustaining Schoof:-Wide s:vstems" North Florida Association of School Psychologists Meeting, Jan 8, 2010 (invited keynote).

•

Univenity of Louisville College of Education and Human Development

Certificate Program in Autism and Applied Behavior Analysis (non-teaching)

Name Addreu-

~~~-----------------------=~~--~~~P Phone 'II ----------- Other Phone 'II StudentiD# Email address Advisor

Education Advising Center Colleg•of Education and Human Development University of Louisville Louisville, KY 40292 (502) 852-5597

Adml11lon RequlremeniB: Admission to Graduate School, baccalaureate or advanced degree in special education, psychology, speech language pathology, occupational therapy or social work from an accredited institution, professional certification /license in a field related to autism (e.g., special education, psychology, speech IIIIlgUIIgt: pathology, occupaliorud lht:n~py or soci11l work), cumml t:mploymtml working with indiviuUIIls with 11ulism or IIVIIilubilily lo comph:lt: 10 hours of fieldwork per week throughout the duration of the program. statement of professional goals related to working with individuals impacted by autism, 3 letters of recommendation related to the applicant's work with individuals with autism, grade of"B" or better in required prerequisite courses within the past three years (EDSP 644 Applied Bchuvior Anulysis; EDSP 670 Aulism: lntrulluclion IIIIU Umh:r11lunuing), minimum combincll scon: of 800 on lhc GRE, Tcsl of English us u Foreign Language required of all foreign students from countries in which English is not the native language, transcripts of previous degrees I courses, 2. 75 cumulative grade point average. Prerequl11te to entry Into lhe program:

I. EDSP 644 Applied Behavior Analysis tTaken within the past 3 years with a grade of"B" or better) 2. EDSP 670 Autism: Introduction and Understanding (Taken within the past 3 years with a grade of"B" or better) 3. Profcssionnl ccnification /license in a field related to autism (e.g., special education, psychology, speech language pathology, occupational therapy or social

work)

~hs wa: COURSE SEQUENCE t:~ ~m~ ~ffi we cnw (Students must complete the courses In the aequencellatad on this program sheet All courses require cw a:u.. a:a:a 0::::» < 0 w ;:,Z ~z ;:,W =»:II! field-based assignments. Students must complete prerequisite courses prior to enrolling in certificate lli!o !Z~ ..... ~~ oa: 0::::» (!)~ uD.. uz C0Ur181) u:z:: wwu.. t-cnO

EDSP 671 Autism: Methods and Teaching Strategies

EDSP 669 Single Subject Research Methods and Designs

EDSP 646 MC and a Behavior Analytic Approach to Communication

Midpoint Asses~ment Completion of intervention proposal and presentation w~h a rating of Satisfactory I Grades of 'B' or better in all certifiCate courses

EDSP 650 Advanoed Applied Behavior Analysis

EDSP 651 Behavior Consultation

EDSP 673 Supporting Individuals with HFA I Asperger's Syndrome

Exit Requirement Completion of intervention project and presentation with a rating of Satisfactory I Grades of 'B' or better in all certificate courses

Minimum total hourel.!!J Exit RequlremeniB: Completion of Intervention project and presentation with a rating of Satisfactory and Grades of 'B' or better in all certificate courses Notes 1. Minimum of 18 hours in 600~evel courses is required. 2. Transfer credits are not accepted in this certificate program 3. Students who do not meet the midpoint requirements may be exited from the progam A progam faculty panel will review ndividual cases Elld make a determination

regatling the students' ability to remain in the program. Decisions of the program faculty panel are final. 4. All courses must be completed within 4 years of adnission to the program. 5. To complete the program, sbJdents must have minimum of a 3.0 rumulative grade point average. No cred~ shall be accepted for carrying a grade lower than 'B'.

THIS PROGRAM SHEET MUST BE SIGNED BY THE ADVISOR AND THE STUDENT AND SUBMITTED TO THE EDUCATION ADVISING CENTER BEFORE THE STUDENT CAN BE ADMITTED TO THIS PROGRAM.

Student Data Copy to: Student [==:J Advisor D

PENDING September, 2011 I of I

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:4. Staff Support lSS) i · ! !

:::::::::::::!J~:J.~~r:~i:.;:~~}~B~~ ::::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::::1::::::::::::::::::::::::::::::::::::!:::::::::::::::::::::::::::::::::::!:::::::::::::::::::::::::::::::::::::::::::::::: ............. j---~· ... IC?.~~!..I::~-11-~,..~-~~~-~~~-g~-~~ .................... _-=------~~ ................................................. ~~;=_-~----------------................. f ..................................... j ................. ~~~-~--~----------1·_·_·=·~-~---~--~-=-~~~---~---=~----~---~

!COST OF SS: (b+c) j $0 i $0 i $0 i ::::::::::::r:::::::::::::::::::::::::::r:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::: ::::::::::::::::::::::::::::::::::::::::::r::::::::::::::::::::::::::::::::::r:::::::::::::::::::::::::::::::::r::::::::::::::::::::::::::::::::::::::::::::: -· :TOTAL PERSONNEL COST I . $51,588 : $53,135 i $54.729 : --

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............. l ............................ .l ................................................................ ·····-----------------·-·····························- ·········································-~---·································-l.·-·······························-~·-·············································· !3. Library i i i i i a. one-time retrospective purchasing i i i

::::::::::::T::~ ::::~~~~:~6~:I~~~6~L~~ii~!~m~:~~::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::: ::::::::::::::::::::::::::::::::::::::::::c::::::::::::::::::::::::::::::::::c:::::::::::::::::::::::::::::::r:::::::::::::::::::::::::::::::::::::::::::::: ·············I···'?.: .. ~.C?.~P.':!!~.~i~~-~~f«?.~.~~!C?.~ .l;Y..l?.~~!!.'. ....................... l ...................................................... ··········································f····································-f-····················-············+···············································

:::::::::::::tft~~~~}~~j~~~):~~!~:i::i:::~::~:::~:::::::::~::::::::::::::::::::::t:::::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::::t::::::::::::::::::::::::::::::::::t:::::::::::::::::::::::::::::::t:::::::::::::::::::::::::::::::::::::::::::::: 1- is. Equipment J J J J ------

:::::::::::::j;;~~~~~i?:~~:r~~)jj~j~~::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::: ::::::::::::::::::::::::::::::::::::::::::1:::::::::::::::::::::::::::::::::::::1:::::::::::::::::::::::::::::::::::1:::::::::::::::::::::::::::::::::::::::::::::::: ---17. Accreditation i -- i ! ---------------· ----····-···r··-······--·-···············T·······--·· --- ----· --·····-·-·····-----·--· ---·---·····--·-·---- ·······----------·--·-·············-----·-----------·- ···········---·------·- ···················r·· --------· ·····-··········--·-·····r·····················-------------r··-----·-·--········-·····--··-·······--······-

iTOTAL OPERATING COST I $0 i $0 i $0 i . ' . ·············:·····························j·································································································· .. ·····························································[·····································[···································[················································

::::::::::::: 1JIG3~~P.~i~c~:~RJf-~~?f~~c::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::::r:::::::::::::::::::::::::::::::::::r:::::::::::::::::::::::::::::::r::_:::::::~~::::::::::::::::::::::::~~::::::~ i1. Facilities ! i i i ············r·a·.···New·caii.stri:ic:tlaii··················-·································· ······················································ ··········································r····· .. ····························r······························· .. r··············································

! bROiiOViitiOii - - r -- -== T- ==- t==:===::::: f=::::=:::::==== _______ i c. Furn~~in9~ i _______ L_ ________ ~i _________________ _

:::::::::::::jt9t~:~:~~~Jt~~::~:9.~t::::::::::::::::::::::::::::::::::::::::::::::::r:::::::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::~:~ ::l::::::::::::::::::::::::::::::~:~::j::::::::::::::::::::::::::::~:~::[:::::::::::::::::::::::::::::::::::::::::::::::: iOTHER COST - please explain I $0 i ·· - $0 i - $0 i

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. . I . . , ______ ; _________ ;_ _______________ _ List all employees paid from the budget (faculty, staff, graduate asst. or other temp. employees.) j j

j Name j Full-time Equivalent Status Total j Salary paid by j ............ T ........................... T ........................ (FtE:f .................................. rerlii·;·or.telii():········ ................. s.&i.&f.Y ............. r ....... iile .. iiepartiileliti()roiiiiilii ......... r ............................................ .. !Robert i 0.3 Permanent 73791.96 ! 28,446.80 ·

............ JP.~.'l~-~~g!~~---···j ................................................................................................................................................................ .l. ........................................................................ , ............................................... . !Monica l 0.3 Permanent 60027.96 ! 23,140.77 i lDelano l l j

---·········+-·········-······--·······-·+·············· .. ··--------·----------················-------... - ----·········-·····---------·························· ................. ------------···--········i·--····-·-········-·-················y·--···············-······--·······-1·-·-·······················-----·······--------· ~!_o_Etl ! 0.6 $133,820 ! $51,5~8 ! ! _ _ __

! ! ! !2. Part-Time Faculty (PTF) ! ! l ............. 1···· -·-- Nii·in·e ·····-··r--····· - - riili'~'trin·e ·t·'ili.iv&ie.iit .......... ····················siiitiis .................................... toi-iii·····--........ r ................... s&iaf.Y.i>iiiii"i>y····· .. ··········· .. ·:·················· .. ·················-·········· j j (FTE) Perm. or Temp. Salary j the department/program j -------

!Total - ! j - i i . -·-····--····}··········-··················t-···························································································-·············-································-··············-······-1·····················-···············"l···································-1··································-············· ; .............. l ............................. l ................................................................................................................................................................ i. .................................... j ................................... J. .............................................. .

!3. Graduate Assistants (GA) (Include Postdoctoral) : l ! r·---·Name····--·r·-···--Fiiif-time .. EqUivalent ______ ····--- Status . Total j Salary paid by _! _________________ _

··········--·:·····························r···············--······t'FtE:f·········--·········---- ·······--·rerlii~_i?r-telii~:··········· ··············s-iii·&r-y··--·--·······r··--·····tile .. iiep&riiileliiiP.roi.fiilii ......... I.::==·-~==~~-~~-

------------1 ............................ -t ................................................................ ·······-···········-·························-········ .......................................... 1-........................................................................ J. .............................................. .

···········--lrotar····--··········-1-······--··········--·--·······························--········ ········································--··--······-- ··········································f·······························--···T·································-f-···································--·········· ···-------···1··--·-····----------------·-·r·········--·--······-·-----·······------·-····------------------ -------·---------------------------------------------- ······-·---------------- ------ -··-------··r··--- -------------- ----···-·--------l··-······-·· ---···· ··-···-·-·------~---·------··········----------------------------

............ l~:-- -~-~ff.~~pQor! (~~1... .................................... ........... _ ................................................................................................ L ...... ·-···=·---··--····-·I·~--~--::_··----=-=~:J .. - -.............. .... ... ............ .. 1 Name ! Full-time Equivalent Status Total l Salary paid by ~ 1--+-- . ___ __,.,__ ________ --t j ! (FTE) Perm. or Temp. Salary i the department/program f ........................................... , ....................................................................................................................... ----·-···············-··················r· ·····--······················--····················· ····--············:·······--···-····-···················-·-····· ~ ! j l

·:::::~:::::l~~~::::~:~~::::~::::t:::::::~::::::::::::::::::::::: :::::::~: :::::::::::::::::: :: :::::=.:::::~:::::::::::::::::::::::~:::::::::::::: .::::::::::.:::::::::::::::::::::::~:::J: ::::: ::::::::::::::::::::::::::::::t~:.::~:::::~::::::::::::::::::t:::::::::::::-:::::::::::::::::::::::-=:::: iNote: the total FTE and salary amounts should be equal to the personnel cost information listed in the departmental expenditures for current \ ............. , 1······-···············-··········· .. ··········

j'!'~'!~! mT --- mm - r:= : ::r m _1 m mr- -j _ m __ :::::::::::::j:::::::::::::::::::::::::::::j:::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::f········ ······-·······················-f:::::::::::::::::::::::::::::::::::::::::r:::::::::::::::::::::::::::::::::::l:::::::::::::::::::::::::::::::::::l:::::::::::::::::::::::::::::::::::::::::::::: ..

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