APBS 2017 Awards

Dr. Allison Bruhn, 2017 Ted Carr Initial Researcher Award Winner

Dr. Allison Bruhn, 2017 Ted Carr Initial Researcher Award Winner

Dr. Allison Bruhn graduated from Drake University with a B.A. in biology. After a stint as a college softball coach and receiving her master’s in education, she taught middle school science for several years. She earned her Ph.D. in special education from Vanderbilt University and is now an assistant professor of special education at The University of Iowa. She teaches courses on social/behavioral interventions and classroom management. Her research interests include multi-tiered systems of support, data-based decision making, and technology-based self-management to help students improve behavior. She is particularly passionate about helping teachers implement practical, feasible practices to improve student outcomes. Her research is supported by over $1.5 million in federal, state, and local funding, including $1.2 million from the federal Institute of Educational Sciences. In addition to creating a self-monitoring iPad app and training schools in PBIS, she has authored over 40 publications and currently serves on the editorial boards of Teaching Exceptional Children, Journal of Special Education Technology, and Behavioral Disorders.

Dr. Jennifer Freeman, 2017 Ted Carr Initial Researcher Award Winner

Dr. Jennifer Freeman, 2017 Ted Carr Initial Researcher Award Winner

Dr. Jennifer Freeman is an assistant professor in the Department of Educational Psychology and is a research scientist for the Center for Behavioral Education Research (CBER) at the University of Connecticut. Dr. Freeman studies the effects of multi-tiered systems of support such as Positive Behavior Interventions and Supports (PBIS) on outcomes at the high school level for high-risk student groups including students with disabilities. She is particularly interested in improving graduation rates across and within student groups. She also studies professional development methods for improving teacher’s use of evidence based classroom management strategies. She currently teaches undergraduate and graduate courses in the special education program. Prior to joining the faculty at the University of Connecticut, she had 10 years of special education teaching experience across grades K-8 in both urban and rural school settings and had served as a K-12 district level consultant working to implement PBIS and Response to Intervention (RtI) strategies.

Dr. Lisa Thomas, 2017 Ted Carr Early Career Practitioner Award Winner

Dr. Lisa Thomas, 2017 Ted Carr Early Career Practitioner Award Winner

Lisa Thomas, Ph.D., NCSP, recipient of the First Annual Ted Carr Early Career Practitioner Award, is a Consulting and Research Psychologist at the Devereux Center for Effective Schools. She received a Ph.D. in School Psychology from Lehigh University. Dr. Thomas has provided consultation services aimed at developing multi-tiered systems of support within alternative education, behavioral health, and public school settings. She serves on Pennsylvania’s State Leadership Team for School-Based Behavioral Health and State Coordination Team for Positive Behavioral Interventions and Supports. She also provides mentorship to several practitioners. Dr. Thomas has published her research in refereed journals and presented at national conferences. Her research interests include interventions for children with and at-risk for behavioral disorders.