Judith J. Carta, Ph.D., is a Senior Scientist in
the Institute for Life Span Studies, Professor of Special
Education, and the Interim Director of the Juniper Gardens
Children's Project at the University of Kansas. Her research
focuses on developing strategies to minimize the effects of poverty
on children's outcomes, designing practices that teachers and
parents can use to promote children's early learning and
social-emotional development, methods for monitoring the progress
of young children, and strategies for promoting family engagement
in early intervention programs. She has been the PI of several
multi-site research projects and centers funded by the National
Institutes of Health, the Institute of Educational Sciences, and
the Administration on Children and Families. She currently
co-directs an IES-funded project to develop the Infant-Toddler
Pyramid Model, a three-tiered model to promote social-emotional
outcomes for infants and toddlers, based on the TPITOS. She was a
member of the Federal Advisory Panel on Head Start Research and
Evaluation, Division of Early Childhood's Commission on Recommended
Practices, and served as the Editor of Topics in Early Childhood
Special Education as well as the boards of numerous scientific
journals. She received the Mary E. McEvoy Service to the Field
Award from the Division for Early Childhood.
Robin Miller Young, Ed.D., NCSP is currently an Assistant Professor of Early Childhood Education at Northern Illinois University where she prepares future teacher leaders to employ evidence-based practices to identify assets and meet the needs of children and families. Prior to her present position, Dr. Young guided development of MTSS frameworks while serving on classroom and administrative leadership teams at Prairie Children Preschool (Aurora, IL). The community preschool has operated as an ECE/ECSE blended program since 1998 and has won awards for developing and operating system-wide practices that effectively integrate early learning and social-emotional tiered-instructional models. Her professional partnership work includes direct services and consultative supports for moving programs into MTSS frameworks, and ensuring professional pre-service and in-service training and licensure efforts to create a workforce prepared to provide effective and efficient services in this framework. Dr. Young's scholarship includes grant-funded work resulting in numerous presentations, published curricula, book chapters, and data-based and practitioner-oriented articles. She is currently examining methods to prepare EC educators to design and deliver multi-week, inter-disciplinary instructional units that develop children's vocabulary skills within proactive social-emotional settings. Dr. Young is also examining preparation of directors/principals and teacher-leaders who can engage in leadership behaviors that will continue moving early learning programs into effective and efficient MTSS frameworks.
"Carta and Young have gathered the best-of-the-best in early education to operationalize how MTSS is implemented by early childhood educators and is experienced by young children and their families. Their research, practices, examples, and explanations make this book the best available go-to resource on MTSS and young children." --George Sugai, Ph.D.