Ms. Todd, M. S., is a Senior Research Assistant at the University of Oregon in the Educational and Community Supports (ECS) research unit. She taught in elementary classrooms as well as the lead teacher for students who had severe cognitive delays. Teaching adults became a passion as her work shifted to research and instruction focusing on special education instructional design and teaching practices. Her work has contributed to the development of training materials, tools and interventions being used in schools across the world including materials for Positive Behavior Interventions and Supports (PBIS): Tiers I, II, and III implementation that focus on systems, evidence-based practices and the use of data. She has co-authored 16 book chapters, 45 peer reviewed journal articles, and training materials that move research into practice. Most recently, Ms. Todd’s research and training contributions have focused on using data for progress monitoring and decision-making. Team-Initiated Problem Solving (TIPS) is an evidence based decision-making model developed for team use.
August 1997 Masters of Science, University of Oregon
December 1990 Basic Elementary Education Certification, University of Oregon
August 1979 Severely Handicapped Certification, University of Oregon
June 1979 Bachelor of Education, University of Oregon
2016 President’s Award, NWPBIS, Inc.
1997 Having Too Much Fun in the Workplace, ECS (Specialized Training Program)
Newton, J., Todd, A.W., Algozzine, B.; Algozzine, K.; Cusumano, D.; Preston, A. (2018). Title: A Randomized Wait-List Controlled Analysis of Team Problem Solving. Journal of Behavioral Disorders.
Todd, A.W., Algozzine, B., Horner, R.H., Preston, A.I., Cusumano, D., Algozzine, K. (2017). A Descriptive Study of School-Based Problem Solving. Journal of Emotional and Behavioral Disorders, 1-11. Sage Publishing.
Albin, R. and Todd, A. W. (2014) In F. Brown, J. Anderson, & R. L. De Pry (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings (pp. 477-494). Baltimore, MD: Brookes.
Algozzine, B., Newton, J. S., Horner, R. H., Todd, A. W., & Algozzine, K. M. (2012). Development and technical characteristics of a team decision-making assessment tool: Decision observation, recording and analysis (DORA). Journal of Psychoeducational Assessment, 30, 237-249. doi: 10.1177/0734282911423884
Todd, A. W., Kaufman, A., Meyer, G., & Horner, R. H. (2008). The Effects of a Targeted Intervention to Reduce Problem Behaviors: Elementary School Implementation of Check In - Check Out. Journal of Positive Behavioral Interventions, 10(1), 46-55.
Todd, A. W., Horner, R. H., & Sugai, G. (1999). Self-monitoring and self-recruited praise: Effects on problem behavior, academic engagement, and work completion in a typical classroom. Journal of Positive Behavioral Interventions, 1(2), 66-76.
Benz, M., & Todd, A. (1990). Group versus individual instruction for teaching daily living skills to students with severe handicaps. Australia and New Zealand Journal of Developmental Disabilities, 16(2), 81-95.
Anne’s research interests have centered around establishing evidence-based practices for PBIS implementation in schools. Her initial focus was instructional design and implementation for students with severe disabilities, embracing self-management skills, routines and data-based decision making.
Her most current research activities focus on developing and testing the Team-Initiated Problem Solving (TIPS) model at the PBIS Tier I level. TIPS is a data-based problem-solving model nested within a set of Meeting Foundations. TIPS guides teams in making data-based decisions that lead to expected outcomes. Current research is being conducted in using TIPS with Tier II Check In Check Out (CICO) data.