Social Competence Of Young Children ─ Risk, Disability, & Intervention

Dr. Brown joined thefaculty at the University of South Carolina (USC) in 1995, and, in addition to hiswork in the Department of Educational Studies in the College of Education, he isa member of the USC Research Consortium on Children and Families.

Dr. Buysse is Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. In addition to directing a program of research on Recognition & Response, a model of response to intervention for prekindergarten, her research interests include innovations in professional development; models such as consultation, coaching, mentoring, and communities of practice that support professional development and program improvement; and educational practices and interventions that address the unique needs of diverselearners—those who have disabilities, who have learning difficulties, or who are dual language learners.

Howard Goldstein, Ph.D., is Professor in and Chair of the Communication Disorders Department at Florida State University. His graduate training reflected an interdisciplinary perspective, melding communicative disorders, developmental psychology, and mental retardation research. He teaches courses in clinical methods, communication development, child language disorders, research strategies and tactics, and developmental disabilities. Dr. Goldstein has been involved in research and the education of children with developmental disabilities for the past 30 years. His work has focused on early intervention and the development of instructional approaches for teaching generalized language and social skills to children with severe disabilities. He also has worked with numerous school districts and health care agencies on a number of projects and research grants, including the development of in-service training initiatives, clinical research and development, and a distance education graduate training program. He is an American Speech-Language-Hearing Association fellow and a certified speech-language pathologist and has extensive expertise in training and supervising master's and doctoral students in communication sciences and disorders.

Marci J. Hanson, Ph.D., is Professor in the Department of Special Educationat San Francisco State University (SFSU). At SFSU, Dr. Hanson is activelyengaged in teaching, research, and service related to young childrenand their families. In addition to these responsibilities, she directs the SFSU joint doctoral program in special education with the University ofCalifornia, Berkeley, and codirects the early childhood special educationgraduate program. She is a consultant with the child and adolescent developmentfaculty of the Marian Wright Edelman Institute for the Study ofChildren, Youth, and Families at SFSU and with San Francisco Head Start.

Scott R. McConnell, Ph.D., is Director of Community Engagement, Center for EarlyEducation and Development, and Professor, Department of Educational Psychology,University of Minnesota

Samuel L. Odom is Director of the Frank Porter Graham (FPG) Child Development Institute and Professor of Education at The University of North Carolina at Chapel Hill. Prior to his work at The University of North Carolina at Chapel Hill, Dr. Odom previously served in faculty positions at Indiana University and Peabody College/Vanderbilt University. Dr. Odom received a master's degree in special education in 1976 and an educational specialist degree in educational psychology from the University of Tennessee at Knoxville in 1979. He earned his doctorate in 1982 in education and human development from the University of Washington.

Throughout his career, Dr. Odom has held positions as a preschool teacher, student teaching supervisor, program coordinator, teacher educator, and researcher. He has written many articles and chapters about programs for young children and their families and has serv