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David Allen, Ph.D.

 

DAVID RICHARD ALLEN

 

Special Education                                                                                                                                           

Portland State University                                                                                                                              

 

(503) 725-4619

drallen@pdx.edu

 

 

EDUCATION                                                                                                                        

 

Ph.D., University of Oregon, Early Intervention, 2003

Dissertation: Examining the effects of parent education in a family resource center

                                                                                                                                                      

M.Ed., University of Minnesota, Special Education, 1996

Masters thesis: A review of intervention for students with learning disabilities in written expression

 

B.A., University of Minnesota, Educational Psychology and Rhetoric, 1990

 

 

PROFESSIONAL CERTIFICATION                                                                                              

Oregon Basic Teacher License - Early Intervention and Special Education

 

Oregon Basic Administrative License (expected July 2009)

 

 

UNIVERSITY TEACHING                                                                                                              

 

Assistant Professor, Special Education, Portland State University, 2006-present

Teach early intervention and special education coursework. Create syllabi, generate and grade class assignments, provide feedback to students, and develop and present materials. Specific classes include:

Assessment in Early Intervention and Early Childhood Special Education

            Course topics include screening tools, diagnostic instruments, curriculum-based assessments, program evaluation, functional behavioral assessments, IEP and IFSP development and cultural and linguistic issues related to asssment.

Communication and Language Development

            Course topics include languge development theory, atypcial language development, visual communication and play-based strategies, Hanen Language Program, goal writing, and augmentative communication.

Family-Guided Early Intervention

            Course topics include prenatal deveopment, prematurity, theoretical perspectives of infant development, parent-infant interaction, infant states, coaching, home visting, natural environments, newborn assessments and interventions, transitions, center-based services, and infant mental health.

Specialized Techniques for Learners with Multiple Disabilities

            Course topics include teaming, inclusion, specialist roles (occupational therapist, physcial therapist, speech and language pathologist, etc.), feeding strategies, acquired brain injury, childhood trauma, augmentative communication and complimentary and alternative approaches to working with children with multiple disabilities. 

Adjunct Professor, Early Intervention Rural Masters Program, Early Intervention Program, University of Oregon, 2003-2005

Instructor for all early intervention related coursework; created syllabi, generated and graded class assignments, provided feedback to students, and presented materials.  Course topics included: typical and atypical development,  developmental theory, laws and legislation related to early intervention and early childhood intervention, brain development, temperament, attachment, service delivery models, assessment (screening, diagnostic, curriculum-based assessments, and program evaluation), early childhood and early child special education curricula, curricular adaptations and mofications, family systems theory, family involvement, parent-child interaction, home visitations, and transitions. Wove cultural and economic themes throughout coursework.  Modified methods courses for online format.

 

Teaching Assistant, Teacher Education, University of Oregon, 2001-2002

Assisted lead instructor by grading assignments, facilitating large and small group discussions, presenting material, proctoring exams, and monitoring on-line discussion forums.

 

Invited Lecturer, Early Intervention Program and Teacher Education, University of Oregon, 2000-2005

Topics:

  • Parenting styles
  • Infant brain development and risk factors
  • Sensitive periods in development for young children through adolescence
  • Developmental theories and theorists
  • Social-emotional development of young children
  • History of early childhood education
  • State assessments - CIM & CAM
  • Program evaluation
  • Qualitative methodologies - Interviewing
  • Parent-teacher communication
  • Play-based assessment
  • Psychometrics - Normative samples, validity and reliability

 

Teaching Assistant, Early Intervention Program, Master's Degree Program, University of Oregon, 1999-2003

Assisted in all early intervention coursework. Graded assignments, facilitated large and small group discussions.

 

EINT 680 Foundations on Early Intervention

EINT 681 Family-Guided Early Intervention

EINT 682 Assessment and Evaluation

EINT 683 Curriculum in Early Childhood and Early Intervention

EINT 687 Early Intervention Methods I

EINT 688 Early Intervention Methods II

EINT 689 Early Intervention Methods III

EINT 690 Early Intervention Methods IV

 

 

UNIVERSITY SUPERVISION                                                                                                         

 

Cohort Leader, Special Education, Portland State University, 2006-present

Work with placement coordinator to place practicum students in early intervention and functional like skills settings. Hold initial, mid, and end of term meetings with practicum supervisors to discuss students' progress and review students' work samples. Teach early intervention and functional life skills practicum seminars.

 

Practicum/Field-Experience Supervisor, Early Intervention Rural Masters Program, University of Oregon, 2003-2005

Observed students in rural community-based practicum and student teaching placements.  Problem solved and provided feedback to students on issues related to planning activities, making curricular adaptations, writing goals and objectives, monitoring child progress, and classroom management.  Facilitated weekly on-line discussions, conducted midterm and final evaluation meetings, reviewed student logs, and evaluated  student teaching samples.

 

Practicum/Field-Experience Supervisor, Early Intervention Personnel Preparation Program, University of Oregon, 2000-2005

Observe students in community-based practicum and student teaching placements. Provide feedback to students on writing goals and objectives, conducting assessments, collecting data, making adaptations, and classroom management. Facilitate weekly supervisor meetings, conduct midterm and final evaluation meetings with students and cooperating professionals, evaluate student teaching sample.

 

Building on Opportunities for Summer Teaching and Learning (BOOST) Program Supervisor, Early Intervention Personnel Preparation Program, University of Oregon, 2000-2003

Conducted weekly observations and provided feedback to students in BOOST, a student-run and student-created summer preschool program for young children with and without special needs. Assisted in initial development of BOOST program.

 

Practicum/Field-Experience Supervisor, Integrated Teaching, University of Oregon, 1999-2000

Observed students during small group and whole class instruction, provided feedback on instructional style, writing goals and objectives, conducting assessments, collecting data, implementing adaptations, and classroom management.  Evaluated teaching samples, attended weekly seminar and supervisor meetings, and worked successfully with principals, cooperating teachers, and other practicum supervisors.

 

 

RESEARCH                                                                                                                                      

 

Child Development Consultant, Haydenburri Lane, San Francisco, 2004-present

Review and synthesize child development and family routine literature for marketing and product development. Collaborate with marketing, sales and product development staff. Wrote introduction to Bedtime Safari and supplemental Parent's Guide that emphasizes the importance of daily routines.  Parent's Guide also includes suggestions for parents to help with avoiding power struggles and putting time-in up front with their children. Website: http://www.haydenburrilane.com/

 

Research Associate, Early Intervention Program, University of Oregon, 2003-2005

Direct national study involving the Assessment, Evaluation, and Programming System (AEPS) in refining cutoff scores to determine eligibility of young children for IDEA services. Develop research protocol, consent forms, demographic questionnaire, and human subjects protocol. Meet bi-monthly with research assistants and data collectors. Oversee data entry process and conduct analyses using Item Response Theory methodologies. Conduct qualitative research under a federally funded grant, Improving Mental Health in Infants & Toddlers with Disabilities - Grant Number: H324D020014. Assist in development of interview questions, carry out interviews, and conduct qualitative analyses.

 

Dissertation Research, A Primary Connection - Family Resource Center, Cottage Grove, Oregon, 2003

Examined the benefits of formal and informal supports within a family resource center setting through the introduction of a parent-education class. Utilized a research-based curriculum, the Nurturing Parenting Program. Employed a mixed-method, experimental design. Developed all research procedures and related materials including consent forms, demographic survey, interview questions, and human subjects protocol. Entered data and conducted analyses using both quantitative and qualitative methodologies.

 

Research Assistant - Early Intervention Program, University of Oregon, 2002

Coordinated data collection activities involving the Assessment, Evaluation, and Programming System (AEPS) for the development of cutoff scores to determine eligibility of young children for IDEA services. AEPS was administered to preschoolers at community-based early childhood programs. Met weekly with research team. Assisted with data entry and analyses using Item Response Theory methodologies.

 

Research Assistant - Early Intervention Program, University of Oregon, 2001-2002

Coordinated data collection of Ages and Stages Questionnaires: Social Emotional (ASQ:SE) to examine inter-rater reliability. Questionnaires were administered by teachers and parents. Supervised data entry procedures and conducted data analysis.

 

 

Data Collector - Early Intervention Program, University of Oregon, 2001-2002

Coordinated and led data collection activities for assessing the development of children conceived naturally compared to children conceived through artificial reproduction. Assessments included the Ages and Stages Questionnaires (ASQ), Parenting Stress Index (PSI), Child Behavior Checklist (CBCL), Peabody Developmental Motor Scales, Weschler Preschool and Primary Scale of Intelligence-Revised.

 

Research Consultant - Early Intervention Program, University of Oregon, 2000-2001

Overhauled database for Building A Strong Environment (BASE) program. Conducted initial analyses of data.

 

 

ORGANIZATIONAL, OUTREACH ACTIVITIES                                                             

 

Reviewer, Young Exceptional Children, 2006-present

Review manuscripts for potential publication. Provide feedback to editor about manuscripts' readiness for publication.

 

Co-Principal Investigator and Outreach Trainer, Creating and Sustaining Change Across Diverse Early Intervention Systems (CASCADES)- Grant Number: H324R030095, Early Intervention Program, University of Oregon, 2003-2006

Oversee coordination and material development of outreach training activities. Meet with state personnel from Texas to develop outreach plan for narrowing assessments used to determine infants and toddlers eligible for IDEA services. Conduct regional training across state on purpose of curriculum-based and norm-referenced, standardized assessments. Develop on-line surveys for evaluation of regional trainings and system change process. Meet with state personnel from California and Head Start grantee from Los Angeles to develop outreach plan to provide local training on developmental screenings and referral procedures for IDEA and CAPTA. Provide train-the-trainer training on the Ages and Stages Questionnaires to Los Angeles Head Start program directors and disability coordinators. Develop training workshop surveys focusing on participant change in knowledge and participant satisfaction. Oversee development of AEPS website: http://aepsonline.com. Write continuation reports. Attend national Office of Special Education Programs project directors' conference. Website: http://eip.uoregon.edu/cascades/

 

Outreach Trainer, Creating and Sustaining Change Across Diverse Early Intervention Systems (CASCADES) - Grant Number: H324R990003, Early Intervention Program, University of Oregon, 2001-2003

Provided training and technical assistance to early intervention, early child special education, Early Head Start, and Head Start programs across the United States on the Assessment, Evaluation, and Programming System (AEPS), a curriculum-based assessment. Evaluated participant change in knowledge and satisfaction with training workshop. Assisted in writing continuation and final reports.

 

 

DIRECT SERVICE                                                                                                                           

 

Learning Specialist, Concord Elementary School, Milwaukie, Oregon, March 2006-June 2006

Worked with a children receiving special educations services involving a range of needs. Taught children individually or in small groups within the general education and  Worked cooperatively with general education the general education setting. class as well as separate contexts outside the general education classrom.  cooperatively as a learning specialist general education teachers to accommodate students on 504 and Individualized Educational Programs through adaptation of curricula, classroom environment, and instructional style. Developed, employed, and monitored academic and behavioral interventions. Acted as 504 liaison to assess and create plans to accommodate students' needs.

 

Early Intervention Specialist Practicum Student, Head Start of Lane County, Eugene, Oregon, 1999-2000

Taught in full-day Head Start Classroom.  Assessed children's strengths and areas to work on using a curriculum-based assessment.  Wrote narrative of children's developmental levels.  Generated targeted goals and objectives for children with and without disabilities.  Created and introduced child-centered and routine activity plans.  Developed data collection forms and child progress monitoring plans.  Team-taught with other colleagues and educational specialists.  Collaborated with family advocate to improve communication with parents and caregivers.

 

Special Educator, Cleveland High School, Portland, Oregon, January 1999-June 1999

Taught in self-contained classroom with twenty-one students (9-12th grade) focusing on life skills and academics. Created and implemented curricula for six different class periods.  Worked with students on transitional needs to build skills for independent living, money management, work experience, and accessing community resources.  Initiated and monitored a variety of behavioral management techniques.  Conducted functional assessments to develop appropriate goals and interventions for students with more intensive needs. Developed and refined students' use of visual schedules and assistive technology.  Met with families during Individualized Education Program (IEP) meetings to discuss student's progress and plan for transition.  Worked collaboratively with general education teachers in modifying and adapting curricula as well as monitored and evaluated student performance.

 

Special Educator, Hazel Valley Elementary, Seattle, Washington, 1997-1998

Taught in self-contained setting with ten 1st - 3rd grade students varying in disability with Down Syndrome, autism, health impaired, etc.  Planned, instructed, and evaluated activities and lessons based on students' individual needs that ranged from pre-academic to near grade level.   Developed, implemented, and monitored behavioral interventions. Conducted developmental and functional assessments to determine children's strengths and skills to work on. Collaborated with general education teachers in mainstreaming students through the adaptation of curricula, classroom environment, and instructional style.  Promoted and nurtured communication between parents and school professionals.

 

Special Educator, Marvista Elementary, Seattle, Washington, 1996-1997

Worked cooperatively as a resource room teacher with general education teachers to accommodate students on 504 and Individualized Educational Programs through adaptation of curricula, classroom environment, and instructional style. Developed, employed, and monitored academic and behavioral interventions. Acted as 504 liaison to assess and create plans to accommodate students' needs.  Assisted with the Learning Assistance Program (LAP).  Promoted and strengthened communication between parents and school professionals.  Coached Odyssey of the Mind for Division II team.

 

Academic Advisor, MLK Jr. Program, University of Minnesota, Minneapolis, MN 1994-1996

Assisted students in selecting appropriate courses towards meeting criteria for major.  Monitored progress and initiated follow-up activities.  Helped students explore national and international educational opportunities.  Made student referrals to other university units for specialized assistance or counseling.

 

English Language Instructor, Toza English School, Osaka, Japan, 1993-1994

Taught English in a Japanese language school to students ranging in age from teenagers to retirees.  Planned and organized lessons as well as directed and encouraged students to challenge themselves in increasing their level of English.

 

English Conversation Teacher, Ajimu High School, Ajimu, Japan, 1992-1993

Worked closely with Japanese English teachers to plan and implement English conversation lessons for high school students (10th - 12th grade).  Led and participated in after school English conversation club. Organized monthly cultural events and activities.

 

 

TECHNOLOGY RELATED EXPERIENCE                                                                                   

 

Videographer, Early Intervention Program, University of Oregon, 2001

Created short video for Building On Opportunities for Summer Teaching and Learning Preschool (BOOST) using Final Cut Pro software, 2002

 

Website Developer, Early Intervention Program, University of Oregon, 2001

Developed web site [http://eip.uoregon.edu] for the Early Intervention Program using Dreamweaver and Fireworks software.  Developed content, style and design for links to ASQ, ASQ:SE and AEPS pages.  Provided maintenance and web site consultation to grant personnel and research staff.

 

 

CONFERENCE PRESENTATIONS AND WORKSHOPS                                                                                                                         

Allen, D. (2000 - present).  Use of the Assessment, Evaluation and Programming System (AEPS) to assess children in naturalistic settings, develop goals and objectives, and monitor child progress.

 

Allen, D. (2000 - present).  Conducting Developmental Screening Using the Ages and Stages Questionnaires (ASQ) and Assessing Social-Emotional Development with Ages and Stages Questionnaires: Social-Emotional (ASQ:SE).

 

Allen, D. & Hoselton, R. (2005).  Connecting Families and Professionals Through Online Assessments:  The AEPS Online. Division for Early Childhood International Conference.  Portland, Oregon.

 

Bricker, D., Allen, D., & Yovanoff, P. (February, 2004).  Use of a curriculum-based measure to corroborate eligibility decisions. Conference on Research Innovations in Early Intervention.  San Diego, CA.

Cadigan, K., Allen, D.,  & Hottinger, J. (February, 2006).  Research to policy. Conference on Research Innovations in Early Intervention.  San Diego, CA.

 

Squires, J., Allen, D., & Daniels, M. (October, 2003).  BOOST:  An innovative EI/ECSE personnel preparation program.  Division for Early Childhood International Conference.  Washington, D.C.

 

Yovanoff, P., & Allen, D. (February, 2004).  Use of a curriculum-based measure to corroborate eligibility decisions.  Oregon Conference. Eugene, OR.

 

 

PUBLICATIONS & MANUSCRIPTS                                                                                             

 

Allen, D. (2003).  Examining the effects of parent education in a family resource center.  Unpublished doctoral dissertation, University of Oregon, Eugene.

 

Bricker, D., Yovanoff, P., Capt, B., & Allen, D. (2003).  Use of a curriculum-based measure to corroborate eligibility decisions.  Journal of Early Intervention 26(1), 20-30.

 

 

GRANTS, AWARDS AND HONORS                                                                                              

 

Davis-Bricker Scholarship, Examining the Effects of Parent Education in a Family Resource Center, University of Oregon, 2003

 

 

UNIVERSITY COMMITTEES                                                                                                        

 

Student Affairs, Department of Counselor and Special Education, Portland State University, 2006-present

 

Doctoral Leadership Preparation Committee, Early Intervention Program, University of Oregon

Member, 1998-2005

 

Masters Personnel Preparation Committee, Early Intervention Program, University of Oregon

Member, 1997-2005

 

 

PROFESSIONAL AFFILIATIONS                                                                                      

 

Council for Exceptional Children, Division of Early Childhood

Oregon Chapter of Division of Early Childhood

 

 

VOLUNTEER OPPORTUNITIES                                                                                                   

 

1997 - 1998                                    Swedish Hospice Program                                 Seattle, Washington

 

2001 - 2006                                    A Primary Connection                                   Cottage Grove, Oregon

 

2003 - 2005                                    Courageous Kids Program                                       Eugene, Oregon

 

2004 - 2005                                    Westmoreland Elementary                                       Eugene, Oregon

 

2005 - 2006                                    Lane Regional Preschool                                          Eugene, Oregon

 

2006 - Present                                Master Recycling Program                                       Eugene, Oregon

 

 

ACADEMIC REFERENCES                                                                                                           

 

Leslie Munson, Ph.D.

Associate Professor & Department Chair

Special and Counselor Education

P.O. Box 751

Portland, OR 97207

503.725.4687

munsonl@pdx.edu

 

Jane Squires, Ph.D.

Full Professor & Director of the Early Intervention Program

College of Education

5253 University of Oregon

Eugene, OR 97403-5253

541.346.2634

jsquires@uoregon.edu

 

Paul Yovanoff, Ph.D.

Senior Research Associate

College of Education

5253 University of Oregon

Eugene, OR 97403-5253

541.346.1495

yovanoff@uoregon.edu

 

 

PROFESSIONAL REFERENCES                                                                                                    

 

Peggy Lintula

Director of A Primary Connection

Bohemia Elementary School

721 South R Street

Cottage Grove, OR 97424

541.942.4967

plintula@lane.k12.or.us

 

Ellie Justice

Co-Director of Helen Gordon Child Development Center

1609 SW 12th Ave

Portland, OR 97201

(503) 725-5322

justicee@pdx.edu