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Q&A with Jennifer Grisham-Brown

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Dr. Jennifer Grisham-Brown

What has been your best experience at UK? (Or, what do you like the most about UK?)

Since I have been working at UK since 1990, I have had many amazing experiences. However, in recent years, my best experience has been leading an Education Abroad program to Guatemala. Since 2009, I have been taking students to work in a children’s home and preschool that I co-founded there. Through the experience, students learn to apply practices they have learned to another culture and in another environment. As well, I have had graduate students conduct research projects there. Without exception, students indicate that the trip is a life changing experience.

What is your favorite course to teach? Why?

My favorite course to teach is IEC 710 Advanced Methods in Early Childhood Education. In the course students learn about multi-tiered systems of support (MTSS) in early childhood settings. As well, they design, implement, and evaluate individualized interventions with young children who are struggling in their educational setting. The course offers students an opportunity to evaluate their instruction and feel the accomplishment of successful implementation.

Describe your research.

My research interests include authentic assessment, tiered instruction, and coaching families and service providers to implement evidence-based practices with fidelity. Currently, I am the Principle Investigator on a grant that is examining the technology adequacy of the Assessment, Evaluation, and Programming System (AEPS), a curriculum-based assessment, on which I am an author. I am leading a writing team for the Division of Early Childhood on defining MTSS in early childhood, and have worked with colleagues in the department to write two manuscripts that examine current practices in MTSS. Finally, I am investigating the effects of “rapid coaching” and web-based coaching with early childhood teachers and families on their implementation of evidence-based practices. Recently I completed a study with a teacher and the parents of children who are deaf-blind.