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Brian Bottge
222B Taylor Education Building
(859) 257-7908

Dr. Brian Bottge is the William T. Bryan Endowed Chair in Special Education in the Department of Early Childhood, Special Education and Counselor Education. Prior to his appointment at UK, he was Professor in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin–Madison where he was given Emeritus status.

Dr. Bottge is best known for Enhanced Anchored Instruction (EAI), which is a strategy for teaching math to low-performing adolescents. EAI provides rich and engaging contexts (i.e., computer and hands-on applications) where students develop their computation and problem-solving skills. Dr. Bottge’s work has been supported by grants from the McDonnell Foundation Cognitive Studies in Educational Practice, the Office of Special Education and Rehabilitative Services (OSERS), and the Institute of Education Sciences (IES) (Cognition and Student Learning). Dr. Bottge’s research is highlighted in the U. S. Department of Education “Doing What Works” website and has been reported in various education and technology publications.

Research categories: Special Education, Math, Technology


Recent Publications:

Chapman, S., Ault, M., Spriggs, A. et al. (2019). Teaching algebra with a functional application to students with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities52, 161-174.

Suh, Y., Cho, S., & Bottge, B. (2018). A Multilevel Longitudinal Nested Logit Model for Measuring Changes in Correct Response and Error Types. Applied Psychological Measurement42(1), 73 - 88.

Bottge, B., Cohen, A. S., & Choi, H. (2018). Comparisons of Mathematics Intervention Effects in Resource and Inclusive Classrooms. Exceptional Children84(2), 197 - 212.

Li, F., Cohen, A., Bottge, B. et al. (2016). A Latent Transition Analysis Model for Assessing Change in Cognitive Skills. Educational and Psychological Measurement76(2), 181-204.

Choi, H., Cohen, A. S., & Bottge, B. (2016). An application of a random mixture nominal item response model for investigating instruction effects. Quantitative Psychology Research. Springer International Publishing Switzerland, Springer, Proceedings in Mathematics & Statistics 167.