University of Wisconsin–Madison

Maribeth Gettinger

Professor

mgetting@wisc.edu

(608) 262-0445

327 Educational Sciences
1025 West Johnson St
Madison, WI 53706-1706

Research Interests

My research is aimed at evaluating classroom interventions for young children who are at-risk for experiencing school problems. One area of research focuses on young children who exhibit behavioral challenges that limit their ability to learn (e.g., aggression, noncompliance, disruptiveness). The purpose of this research is to provide professional development to help school personnel (teachers and special service providers) work collaboratively to implement functional assessment and positive behavior support strategies in classrooms. A second area of current research is designed to promote early literacy development among young children (ages 2-6) from low-income, predominantly minority families. Through ongoing professional development, teachers are trained to implement evidence-based strategies derived from research on emergent literacy. Outcomes are measured through classroom observations and individual child assessment of early literacy skills.

Grants and Sponsorships

  • 2007-2011 – Amount: $3,212,726.00, “Early Reading First: Emergent Literacy Development In High-Risk Preschoolers,” Awarded By: U.S. Department of Education: Office of Elementary and Secondary Education, Maribeth Gettinger; K.C Stoiber, Co-Principal.
  • 2007-2011 – “Exemplary Model Of Early Reading Growth And Excellence [emerge],” Awarded By: U.S. Department of Education, Grant Institution: U.S. Department of Education, Office of Elementary and Secondary Education, Sponsor Type: Federal, Maribeth Gettinger; Karen Callan Stoiber.

Publications

  • Kalymon, K., Gettinger, M., & Hanley-Maxwell, C.D. (in press). Middle School Boy’s Perspectives on Social Relationships with Peers with Disabilities. Remedial and Special Education. 31(4).
  • Ball, C.R., & Gettinger, M. (2009). Monitoring children’s growth in early literacy skills: Effects of feedback on performance and classroom environments. 32, 189-212.
  • Gettinger, M., & Stoiber, K.C. (2008). Applying a response-to-intervention model for early literacy development among low-income children.
  • Gettinger, M., Schienebeck, C., Seigel, S., & Vollmer, L. (2008). Assessment of classroom environments. In M. Bray, T. Kehle (Eds.), Oxford Handbook of School Psychology. New York: Oxford University Press.
  • Gettinger, M., Ball, C., Mulford, L., & Serdula, A. (2008). Prevention and early intervention for preschool children at risk for learning and behavior problems. In B. Doll, J. Charvat (Eds.), Handbook of Prevention Science. Manwah, NJ: Lawrence Erlbaum Associates.
  • Gettinger, M. SOAP strategies: Small-group activities manual. Unpublished Manuscript, University of Wisconsin, Madison.
    Abstract: Unpublished manual developed as part of EMERGE project.
  • Gettinger, M., & Stobier, K.C. (in press). Curriculum-based emergent literacy assessment with high-risk preschoolers. Reading Psychology.
  • Hurd, H.D., & Gettinger, M. (in press). Mothers’ and teachers’ perceptions of relational versus physical aggression in preschool children. Early Child Development and Care.
  • Gettinger, M., & Walter, M.J. (in press). Classroom performance: Strategies to enhance academic engaged time. The handbook of research on student engagement. New York: Springer Science.
  • Brodhagen, E.M., & Gettinger, M. (in press). Academic learning time. Encyclopedia of the sciences of learning. New York, NY: Springer Science.
  • Butler, M.C., & Gettinger, M. Learned aggression in humans. Unpublished Manuscript, University of Wisconsin, Madison. New York, NY: Springer Science.

Presentations

  • Scheinebeck, C., & Gettinger, M. (2010). Brief training in positive behavior support practices for staff in after-school settings., Annual Convention, National Association of School Psychologists, Chicago, IL.
  • Walter, M.J., & Gettinger, M. (2010). Universal screening of preschoolers’ social-emotional development in a response-to-intervention model, Annual Convention, National Association of School Psychologists, Chicago, IL.
  • Gettinger, M., & C., S.K. (2009). Components of multi-tiered interventions for early literacy development in preschool children., Early Reading First Conference, Milwaukee Public Schools, Milwaukee, WI.
  • Gettinger, M., & Stoiber, K. (2008). Emergent literacy: Issues, in assessment, intervention, and outcomes, Annual Convention, American Psychological Association (Division 16), Boston.
  • Gettinger, M., & Stoiber, K. (2008). Preliminary findings from Early Reading First implementation in Milwaukee, Early Reading First Project Directors Meeting, New Orleans.
  • Weber, A., & Gettinger, M. (2008). Early identification of children with autism and availability of services for families in rural versus urban communities, Annual Convention, National Association of School Psychologists, New Orleans.
  • Doescher, H., & Gettinger, M. (2008). Educational expectations and aspirations for children and child outcomes among parents with mild cognitive delays, Annual Convention, National Association of School Psychologists, New Orleans.
  • Gettinger, M., Stoiber, K.C., & Carroll, C. (2007). Intervention for children who are English language learners: Progress of key early literacy competencies, National Association of School Psychologists annual convention, National Association of School Psychologists, New York, NY.
  • Gettinger, M., & Ball, C.R. (2007). Using the DIBELS to monitor growth in early literacy skills among kindergarten children, National Association of School Psychologists annual convention, National Association of School Psychologists, New York, NY.
  • Gettinger, M., & Stoiber, K.C. (2007). Promoting development of emergent literacy in preschool children, Social Development Commission of Milwaukee bi-annual meeting, Social Development Commission of Milwaukee, Milwaukee, WI.

Education

PhD, Educational Psychology, School Psychology; Special Education
Teachers College, Columbia University
New York, NY