Maribeth Gettinger, Ph.D. PhD, Columbia University Professor, School Psychology Contact Information Waisman Center UW-Madison 1500 Highland Avenue Madison, WI 53705 608-265-3474 E-mail: gettinger@waisman.wisc.edu

Dr. Gettinger’s research is aimed at evaluating evidence-based interventions for two types of high-risk populations.  The first project focuses on young children (3-9 years) who exhibit behavioral challenges, including aggression, noncompliance, over-activity, disruptiveness, and attentional problems.  These behaviors limit children’s ability to learn, use acquired skills, or assume independence appropriate for their developmental level.  Including children with behavioral challenges in general education has been limited, in part, because many educators do not have adequate training to accommodate their needs.  Thus, a secondary emphasis is on professional development to help teachers develop and sustain positive classroom practices that promote academic and social competence among all learners.  Currently, Dr. Gettinger is directing field-based research in several Wisconsin schools to assess the effectiveness of Functional Assessment (FA) and Positive Behavior Support (PBS) for preschool and primary school children, with or at risk of disabilities.  The benefits of the intervention on both child and educator outcomes are assessed through direct observations, interviews, and rating scales. The second project is an Early Reading First (ERF) program, which is funded through the Office of Elementary and Secondary Education.  The purpose of the federal ERF initiative is to prepare young children (ages 2-6) from low-income, predominantly minority families to enter kindergarten with the necessary language, cognitive, and early reading skills to prevent reading difficulties and ensure success in school.  Currently, Dr. Getting is co-directing (with Dr. Karen Stoiber at UW-Milwaukee) an ERF project in Milwaukee.  This project is a partnership with Social Development Commission - Head Start of Milwaukee. The goal is to create high-quality, literacy-rich environments in classrooms to support the development of young children’s literacy, language, and cognitive competence. Through intensive and continuous professional development and mentoring, teachers are trained to implement evidence-based strategies derived from research on emergent literacy – specifically, focusing on oral language, phonological awareness, print awareness, and alphabet knowledge. The project includes approximately 900 children in classrooms randomly assigned to experimental or control conditions.  Measured outcomes include early literacy skills measured at monthly intervals, oral language, and teacher and parent ratings. Gettinger, M., & Stoiber, K.C.  (in press).  Functional assessment, collaboration, and evidence-based treatment: An experimental analysis of a team approach for addressing challenging behaviors.  Journal of School Psychology. Gettinger, M., & Stoiber, K. C. (in press). Critical incident performance monitoring: Evaluating progress of young children in natural, inclusive settings. Young Exceptional Children. Gettinger, M., & Seibert, J. S. (2002). Contributions of study skills to academic performance. School Psychology Review, 31, 350-365. Gettinger, M. (1989). Effects of maximizing time spent and minimizing time needed for learning on pupil achievement. American Educational Research Journal, 26, 73-91. Click to search National Library of Medicine and PubMed for other publications by Dr. Gettinger

Last updated 1/13/2006 by rowley@waisman.wisc.edu