Mark Sigurjon Innocenti
Mark Sigurjon Innocenti
PhD
Contact Information
Office: 435-797-2006
Fax: 435-797-2019
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Contact Mark Sigurjon Via E-mail
Staff Biography
Dr. Innocenti is Associate Director of the Early Intervention Research Institute and Assistant Director of the Research and Evaluation Division at the Center for Persons with Disabilities, a University Center for Excellence in Developmental Disabilities. He holds an appointment as a Research Associate Professor in Psychology at Utah State University. Dr. Innocenti has over 25 years of experience working with infants and young children at-risk as well as with disabilities and their families through multiple research and model demonstration projects. His approach to issues is based on an interdisciplinary model that recognizes the contribution of different disciplines and stakeholders. He has served as Principal Investigator on a number of research projects including the ten year Longitudinal Institute on the Effects and Costs of Early Intervention for Children with Disabilities and currently the Bilingual Early Language and Literacy Support (BELLS) Project. Other research projects have examined various aspects of intervention and outcomes for families and children in early intervention, in Head Start, and in "at-risk" environments. Dr. Innocenti also has extensive experience in model demonstration and training projects that have examined areas such as social interaction, child transition, naturalistic intervention, parent-child interaction, and service systems. Dr. Innocenti has published articles, book chapters, books and curricula, and serves on a number of editorial boards for professional journals. He serves on a variety of advisory boards for both local and national groups. He is currently the President-Elect for the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC), Past-President of the Interdisciplinary Council of the Association of University Centers on Disabilities (AUCD), and a tri-chair of the Early Childhood Council for the state of Utah. He was a midcareer fellow with Zero to Three from 1999-2000.
A. POSITIONS AND HONORS
RESEARCH AND PROFESSIONAL EXPERIENCE
1973-1974 Supervisor, North Shore Workshop (workshop for adults w/mental illness) Danvers State Hospital, Danvers, MA
1973-1975 Lab Assistant, Department of Psychology, Northeastern University, Boston, MA
1974-1975 Mental Health Assistant, Dorchester Mental Health, Inpatient Unit Boston State Hospital, Boston, MA
1977 Mental Health Assistant, Lawrence Mental Health, Inpatient Unit Danvers State Hospital, Danvers, MA
1978-present Principal Investigator, Coordinator, Research Evaluation Specialist, Research Associate/Psychological Consultant, Liaison, Behavior Specialist, Staff Psychologist, Center for Persons with Disabilities, Utah State University, Logan.
1991-present Research Associate Professor, Department of Psychology, Utah State University, Logan.
1994-present Associate Director, Early Intervention Research Institute and Assistant Director, Research and Evaluation Division, Center for Persons with Disabilities (A University Center for Excellence in Disabilities), Utah State University, Logan.
SELECTED ADVISORY BOARDS AND COMMITTEES
Council for Exceptional Children, Quality Indicators for Experimental Research Task Force, 2003
Utah Early Childhood Council, 2002- ; Co-Chair, 2002-2003
Association of University Centers on Excellence in Disabilities (AUCD); Council on Interdisciplinary Services (Chair 1997-2000), 1994 - ;Council on Research & Evaluation, 2005- ; Board of Directors, 1997-2000
Division for Early Childhood (of the Council for Exceptional Children); Governor, 2001-2005; Vice-President, 2006; President-Elect, 2007; Board of Directors, 2001-
Early Childhood Integrated Services Committee, Utah Department of Health, 1996-2002; Co-Chair, 1999-2002
Standing Review Panel, Institute for Education Science, U.S. Department of Education, 2005 -
EDITORIAL BOARDS
Journal of Early Intervention, 1997-
Topics in Early Childhood Special Education, 1995-
National Head Start Association Dialog, 1998-
Infants and Young Children, 2000-2004
Asia Pacific Journal of Inclusive Education 2005-
HONORS
Invited speaker, Udmurt State University, Izhevsk, Russia, 2006
Invited speaker, Icelandic State Diagnostic and Counseling Center, Reykjavik, Iceland, 2001.
Afton Tew Friendship Award, Utah State University International Student Council, 2000.
Mid Career Fellowship, Zero to Three, 1999-2000
Keynote speaker, New York State Association of Counties, 1997
B. REFEREED PUBLICATIONS/BOOKS
Gersten, R., Coyne, M., Compton, D., Fuchs, L.S., Greenwood, C., & Innocenti, M.S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149-164.
Pindiprolu, S.S., & Innocenti, M.S. (2005). Compliance, quality, and appropriateness of Individualized Early Intervention Plans: Analysis and Issues. Asia-Pacific Journal of Inclusive Education, 2, 21-40.
Boyce, L. K., Cook, G. A., Roggman, L. A., Innocenti, M S., Jump, V. K., & Akers, J. F. (2004). Looking at books and learning language: What do Hispanic mothers and young children do? Early Education and Development, 15, 371-385.
Innocenti, M.S. (2002). Evaluating programs in real time: Interpreting puzzle pieces. Topics in Early Childhood Special Education, 22, 86-90.
Smith, T.B., Oliver, M.N.I., & Innocenti, M.S. (2001). Parenting stress in families of children with disabilities. American Journal of Orthopsychiatry, 71, 257-261.
Smith, T. B., Oliver, M. N. I., Boyce, G. C., & Innocenti, M. S. (2000). Effects of mothers' locus of control for child improvement in a developmentally delayed sample. The Journal of Genetic Psychology, 161, 307-313
Innocenti, M. S. & Roberts, R. N. (1999). Participatory realism: Defining the role of non-evaluator stakeholders in evaluation. In Roberts, R. N. & Magrab, P. R. (Eds.), Where children live: Solutions for serving young children and their families (pp. 133-177). Stanford, CT: ABLEX.
Roberts, R. N., Innocenti, M. S., & Goetze, L. D. (1999). Emerging issues from state-level evaluations of Part C programs. Journal of Early Intervention, 22, 152-163.
Roberts, R. N., Rule, S., & Innocenti, M. S. (1998). Strengthening the family-provider partnership in services for young children. Baltimore: Brookes Publishing.
Innocenti, M. S., Hollinger, P. D., Escobar, C. M. & White, K. R. (1993). The cost-effectiveness of adding one type of parent involvement to an early intervention program. Early Education and Development, 4, 306-326.
Smith, T. B., Innocenti, M. S., Boyce, G. C., & Smith, C. S. (1993). Depressive symptomatology and interaction behaviors of mothers having a child with disabilities. Psychological Reports, 73, 1184-1186.
Taylor, M. J., & Innocenti, M. S. (1993). Why covariance? A rationale for using analysis of covariance procedures in randomized studies. Journal of Early Intervention, 17, 455-566.
Innocenti, M. S., & White, K. R. (1993). Are more intensive early intervention programs more effective? A review of the literature. Exceptionality, 4, 31-50.
Innocenti, M. S., Huh, K., & Boyce, G. C. (1992). Families of children with disabilities: Normative data and other considerations on parenting stress. Topics in Early Childhood Special Education, 12, 403-427.
Rule, S., Fiechtl, B. J., & Innocenti, M. S. (1990). Preparation for transition to mainstreamed post-preschool environments: Development of a survival skills curriculum. Topics in Early Childhood Special Education, 9, 78-90.
Haring, N. G., & Innocenti, M. S. (1989). Managing learning time: Structured teaching during unstructured times. In C. Tingey (Ed.), Implementing early intervention. Baltimore: Brookes Publishing.
Rule, S., Stowitschek, J. J., Innocenti, M. S., Striefel, S., Killoran, J., Swezey, K., & Boswell, C. (1987). The Social Integration Program: An analysis of the effects of mainstreaming handicapped children into day care centers. Education and Treatment of Children, 10, 175-192.
Innocenti, M. S., Stowitschek, J. J., Rule, S., Killoran, J., Striefel, S., & Boswell, C. (1986). A naturalistic study of the relation between preschool setting events and peer interaction in four activity contexts. Early Childhood Research Quarterly, 1, 141-153.
SELECTED CURRICULA/PRODUCTS
Killoran, J., Rule, S., Stowitschek, J. J., Innocenti, M. S., & Levine, L. M. (1989). Let's be social: Language-based social skills for preschool at-risk children. Tucson, AZ: Communication Skill Builders.
Fiechtl, B., Innocenti, M. S., & Rule, S. (1987). Skills for School (SSS) teacher's manual: A manual to aid in preparing handicapped preschool and kindergarten children for successful placement in mainstreamed settings. Logan, UT: Outreach, Development, and Dissemination Division, Utah State University Affiliated Developmental Center for Handicapped Persons.
C. RESEARCH SUPPORT
CURRENT PROJECTS
Senior Researcher, Project RIITE (Resource and Interactive Instruction for Training Educators in Deafblindness). Since 2003. Funded by the Office of Special Education and Rehabilitation Services, U.S. Department of Education. Goal: This project is developing a DVD-based program for training teachers, parents, and paraprofessionals to work with deafblind children.
External Evaluator, National Early Childhood Transition and Training Center (NECTC). Since 2003. Funded by the Office of Special Education Programs (OSEP), U.S. Department of Education. Goal: The mission of NECTC is to examine factors that promote successful transitions between infant/toddler programs, preschool programs, and public school programs for young children with disabilities and their families. The primary objective of NECTC is to investigate and validate practices and strategies that enhance the early childhood transition process and support positive school outcomes for children with disabilities.
External Evaluator, National Center on Paraprofessional Training. Since 2004. Funded by the Fund for the Improvement of Postseconday Education (FIPSE), U.S. Department of Education. Goal: This project is developing a series of preservice courses, designed for use in community colleges, to prepare students for working with deafblind children.
Senior Researcher, Project PICCOLO: Parenting Interactions with Children-Checklist of Observations Linked to Outcomes, ACYF, DHHS. Since 2004. Funded by the Administration for Children, Youth, and Families (ACYF), U.S. Department of Health and Human Services. Goal: This project is developing a valid and reliable measure of parenting interactions, tested for utility in Head Start programs, and disseminated with supporting materials. The final measure will be easy to administer for those in Head Start programs and provide information useful for intervention planning.
Co-Principal Investigator, Using Technology for Emergent Literacy and Language (UTELL). Office of Special Education, U.S. Department of Education. Since 2005. Goal: This project will promote shared conversation around meaningful literacy experiences through the use of digital imagery to illustrate family-created stories in book format and the adaptation of interactive "talking books" to guide and support shared conversation around both published and created books.
Co Principal Investigator, Storytelling for Home Enrichment of Language and Literacy Skills (SHELLS). Funded by the Administration for Children, Youth, and Families (ACYF), U.S. Department of Health and Human Services Since 2005. Goal: This project is developing a curriculum to promote children's language and literacy skills through shared conversations, creation of meaningful literacy materials that are culturally appropriate, and encouragement of language and literacy support.
External Evaluator, Granite School District Early Reading First Project. Since 2006. Goal: Evaluate the impact of the Early Reading First intervention.
Current Projects:
- Using Technology for Emergent Literacy and Language (UTELL)
- Using Technology for Emergent Literqacy and Language (UTELL): Phase Two/Evaluation
- Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO)
- Using Technology for Emergent Literqacy and Language (UTELL): Phase Two/Evaluation