About Me
Welcome! Read below for a short bio.
I am a Professor and Department Chair of Special Education at the University of West Georgia, where I lead the largest special education programs in Georgia. My professional journey spans speech-language pathology, early childhood special education, teacher preparation, leadership, and research, all centered on improving outcomes for individuals with disabilities and their families.
I earned my Ph.D. in the Education of Students with Exceptionalities, specializing in early childhood special education and intervention for young children with disabilities. Prior to entering higher education, I worked in public schools as both a speech-language professional and special educator, experiences that continue to shape my commitment to practical, evidence-based solutions for educators, families, and communities.
My research and professional interests include inclusive education, social-emotional development, early communication, teacher preparation, special education leadership, family engagement, and innovative practices that support meaningful outcomes for learners with disabilities. I collaborate regularly with schools, community organizations, and state and national partners to advance educational opportunities and improve services for children and families.
My work has been supported through grants and partnerships with organizations including Head Start and Early Head Start programs, Marcus Autism Center, YMCA Early Learning Child Development LLC, the West Georgia Community Foundation, and numerous school districts and community agencies. I share my work through publications, presentations, professional development, and consultation.
I am passionate about helping educators, leaders, and organizations create inclusive environments where all learners can thrive.
I welcome opportunities to collaborate on professional development, strategic planning, program evaluation, grant initiatives, and special education leadership projects.
Professional Experience
Higher Education Leadership
- Assistant Dean of Funded Research and Grants
- Department Chair, Special Education
- Professor of Special Education
Consulting & Evaluation
- Educational Consultant
- Program Evaluator
P–12 Education
- Special Education Teacher Trainer
- Preschool Special Education Teacher
- Speech-Language Pathologist
- Speech-Language Pathology Assistant
- Elementary Spanish Teacher
Areas of Expertise
Early Childhood Special Education
- Language, Literacy, Communication
- Early Academics
- Social Supports
- Early Childhood STEM and MakerSpaces
Professional Development
- Early Academics: Language, Literacy, STEM, MakerSpaces
- Social-Behavioral Supports
- Paraeducator Education/Training
Parent Education
- Parent-Child Dyads
- Social-Behavioral Supports
- Parent Advocacy
Teacher Preparation
- Special Education
- Dual Certification
- Speech-Language Pathology in Schools
Consulting, Evaluation, and Professional Services
I partner with schools, districts, universities, nonprofit organizations, and community agencies to improve educational outcomes for children, families, and educators. My experience includes:
- Program Evaluation and Continuous Improvement
- Survey Design, Data Collection, and Data Analysis
- Research Design and Applied Educational Research
- Strategic Planning and Needs Assessments
- Professional Development and Training
- Teacher and Paraeducator Workforce Development
- Family Engagement and Parent Education
- Early Childhood Program Development
- Inclusive Practices and Special Education Services
- Grant Development and Program Implementation
- Student Assessment and Outcome Evaluation
- Community and University Partnerships
Selected Partnerships
- YMCA Early Childhood Development Co., LLC
- Head Start and Early Head Start Programs
- Marcus Autism Center
- West Georgia Community Foundation
- Public School Districts and Educational Agencies throughout Georgia
Available Services
I am available for consulting, program evaluation, professional development, keynote presentations, strategic planning, grant-related initiatives, and collaborative research projects.
Professional Education
Ph.D. in the Education of Students with Exceptionalities
M.Ed. Speech-Language Pathology
B.S.Ed. Speech-Language Pathology
Publications
Latest Book!
Research and Publications in Early Childhood Special Education
Green, K. B., Towson, J. A., & Jacovetti, B.* (2023). The triadic approach: Collaborative services to support young children and their families in person and through telepractice. Dimensions of Early Childhood, 51(1), 32-39.
Abarca, D. L., Allen, K., Towson, J. A., Green, K. B. (2023). Enhancing adolescent parent Interactions in communication through facilitative playgroups. Journal of Child Language, First View, 1-16. https://doi.org/10.1017/S030500092200071X
Green, K. B., & Towson, J. A. (2022). Easy as 1, 2, 3, ABC: Integrating Number Sense and Shared Storybook Readings. Young Exceptional Children, 25(2), 88-100.
Griffin, R. A., Green, K. B., Ogletree, T. W., & Robbins, S. H. (2021). Supporting dual language learners through culturally responsive early childhood family education programs. Dimensions of Early Childhood, 49(3), 11–24. https://bit.ly/3skm90L
Green, K. B., Griffin, R. A., Morris, C. T., & Varga, M. A. (2021). Early childhood family education: Language and pre-academic skills for Latinx dual language learners. Journal of English Learner Education, 13(1), Article 3. https://stars.library.ucf.edu/jele/vol13/iss1/3/
Green, K. B., Gallagher, P. A., & Hart, L. (2018). The effects of the integration of mathematics within children’s literature on early numeracy skills of young children with disabilities. Journal of Early Intervention, 40, 3-19.
Green, K. B., Towson, J. A., Head, C. N., Janowski, B., & Smith, L. (2018). Facilitated playgroups to promote speech and language skills of young children with communication delays: A pilot study. Child Language Teaching and Therapy, 34, 37-52.
Papachek, A., Chai, Z., & Green, K. B. (2016). Play and social interaction strategies for young children with autism spectrum disorder in inclusive preschool settings. Young Exceptional Children, 19, 3-17.
Green, K. B., Patton-Terry, N., & Gallagher, P. A. (2013). Growth in language and literacy skills among children with disabilities in inclusive early reading first classrooms. Topics in Early Childhood Special Education, 33, 249-259.
Edwards, N. M., Gallagher, P. A., & Green, K. B. (2013). Existing and proposed child find initiatives in one state’s Part C program. Rural Special Education Quarterly, 32, 11-19.
Green, K. B., Mays, N., & Jolivette, K. (2011). Making choices: A proactive way to improve behaviors for young children with challenging behaviors. Beyond Behavior, 20, 25-31.
Research Related to Teacher Preparation, and Teacher and ParaEducator Professional Development
Green, K. B., & Towson, J. A. (2026). Embedding special education content across early childhood methods courses: An infusion model for inclusive teacher preparation. GATEways to Teacher Education Journal, 35(1), 73-85. https://issuu.com/gaate/docs/georgia_association_of_teacher_educators_vol.35_is
Green, K. B., Morris, C., Locchetta, B., Rollins, J. L., & Wood, T. (2025). An Appreciative Inquiry Approach to Promote Teacher Collaboration in Inclusive Classrooms. TEACHING Exceptional Children, https://doi.org/10.1177/00400599251352780
Laser, A., Acar, S., Brown, K. H., Green, K. B., Chapman, L. A., Morris, C. T., … Macy, M. (2024). Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs. Journal of Special Education Preparation, 4(1), 68–84. https://doi.org/10.33043/7959d86z
Mickelson, A. M., Stayton, V. D., Chandler, L., Green, K. B., Danner, N., Vail, C., Swett, J., Jones, H., & Robbins, S. (2023). The tradition of early childhood personnel preparation standards alignment analysis. Journal of Early Childhood Teacher Education, 42(2), 199-215. doi: 10.1080/10901027.2023.2166433
Green, K. B., Morris, C. T., Rubin, E., Townsend, J., & Smith, L. (in press). Implementation and Implications of the Social-Emotional Engagement – Knowledge and Skills (SEE-KS) Framework for Pre-service Teacher Preparation. GATEways for Teacher Education, 32(1), 1-14.
Green, K. B. & Towson, J. A. (2022). Using ability grouping to examine the effects of differentiated instruction in an undergraduate course in Communication Sciences & Disorders. Teaching and Learning in Communication Sciences & Disorders, 6(1).
Green, K. B. & Schwab, J. R. (2022). Candidate Variables as Predictors of Success on the Special Education edTPA Portfolio. Teacher Education Quarterly, 49(1), 53-66.
Varga, M. A., Green, K. B., Lindsey, J. G.* (2022). Professional and practical considerations for the program evaluation dissertation. Journal on Transforming Professional Practice. doi: https://doi.org/10.5195/ie.2022.226
Chapman, L. A., Morris, C. M., & Green, K. B. (2021). Supporting practitioner inquiry in teacher education: Opportunities and challenges in ESOL contexts. GATESOL in Action Journal, 31(1), 1-11. doi:10.52242/gatesol.311.116
Green, K. B., Stuckey, A., Towson, J. A., Robbins, S. H., & Bucholz, J. L. (2020). Special Education Preservice Teacher Knowledge of Mathematics Methods: The Effects of Content Acquisition Podcasts (CAPs). Journal of Special Education Technology, 35(3), 145–154. https://doi.org/10.1177/0162643419854494
Towson, J. A., Green, K. B., & Abarca, D. L.* (2020). Reading Beyond the Book: Educating Paraprofessionals to Implement Dialogic Reading for Preschool Children With Language Impairments. Topics in Early Childhood Special Education, 40(2), 68–83. https://doi.org/10.1177/0271121418821167
Green, K. B. (2019). Increasing relevancy and learning through audio-visual content acquisition podcasts. Engaged Student Learning: Essays on Best Practices in the University System of Georgia, 1, 24 - 26. https://www.usg.edu/facultydevelopment/
Green, K. B., Robbins, S. H., Varga, M. A., Head, C. N., Davis, E*., & Houze, W*. (2019). Individualised professional development using the Pyramid Model in an Urban Head Start programme. International Journal of Disability, Development, and Education, 68(3), 347-361 . doi: 10.1080/1034912X.2019.1681376.
Robbins, S. H., Bucholz, J. L., Varga, M. A., & Green, K. B. (2019). Promoting inclusion in preschool with program-wide positive behaviour supports. International Journal of Inclusive Education. doi: 10.1080/13603116.2019.1666169
Robbins, S. H., Gilbert, K. & Chumney, F., Green, K. B. (2019). The effects of immersive simulation on targeted collaboration skills among pre-service teachers in special education. Teaching & Learning Inquiry, 7(2). http://dx.doi.org/10.20343/teachlearninqu7.2.11.
Edelman, J., Green, K. B., & Jett, C. C. (2019). Children’s literature to inform mathematics teaching and learning: A systematic review of the research literature from 1991–2016. The International Journal of Science, Mathematics and Technology Learning, 26 (1): 49-60. doi:10.18848/2327-7971/CGP/v26i01/49-60.
Towson, J. A., & Green, K. B. (2019). Collaborative teaming between speech-language pathologists and paraprofessionals to improve the language skills of young children with disabilities: A dialogic reading intervention. Division of Early Childhood Monograph.
Green, K. B., Robbins, S. H., & Bucholz, J. (2019). Maximizing the universal tier of the teaching pyramid for all young children. Young Exceptional Children, 22(1), 6-21.
Green, K. B. (2018). Implementing check-in/check-out within family child care centers: An intervention for preschoolers with attention seeking behaviors. Young Exceptional Children, 21, 204-215.
Green, K. B., & Gallagher, P. A. (2014). Mathematics for young children: A review of the literature with implications for children with disabilities. Baskent University Journal of Education, 1, 81-92.
Duchaine, E.L., Green, K. B., & Jolivette, K. (2011). Using response cards as a class-wide intervention to decrease challenging behaviors. Beyond Behavior, 20, 3-10.
Book Chapters
McRae, R., Green, K. B., & Brandenburg, J. (2022). TILTing Assignments in In-Major Undergraduate Courses. In Integrating Transparency in Learning and Teaching (TILT): An Effective Tool for Providing Equitable Opportunity in Higher Education. IGI Global.
Green, K. B. (2018). Speech or Language Impairments. In N. D. Young, A. Fain, & T. A. Citro (Eds.) Creating compassionate classrooms: Understanding the continuum of disabilities and effective educational interventions. Vernan Press.
Bucholz, J. L., & Green, K. B. (2018). Characteristics of individuals with disabilities. In J. L. Bucholz & S. H. Robbins (Eds.) Special Education: An introduction for all educators. Kendall-Hunt.
Head, C., Green, K., & Strozier, S. D. (2017).Why psychologists are a part of the leadership team in special education. In F. E. Obiakor, A. Rotatori, A. Utley, & T. Banks (Eds). Leadership matters in the education of students with exceptionalities. Charlotte, NC: Information Age.
Gallagher, P. A., Steed, E. A., & Green, K. B. (2014). Teacher preparation: Early intervention / Early childhood special education. In P. T. Sindelar, E. D. McCray, M. T. Brownell, & B. Lignugaris/Kraft (Eds.). Handbook of research on special education teacher preparation. Baltimore, MD: Routledge, Taylor, and Francis.
Public Engagement Activities
Green, K. B., Gallagher, P. A., & Hart, L. C. (2020, Winter). Integrating mathematics and children’s literature for preschoolers with disabilities. https://www.mathsthroughstories.org/newsletter.html
Green, K. B., Gallagher, P. A., & Hart, L. C. (2020). Integrating mathematics and children’s literature for preschoolers with disabilities. https://www.mathsthroughstories.org/blog/integrating-mathematics-and-childrens-literature-for-preschoolers-with-disabilities
Green, K. B., & Schwab, J. (2020). Alignment of the High Leverage Practices and edTPA Rubrics. https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/MTSS/edTPA%20HLP%20CEEDAR%20Crosswalk.pdf
Division for Early Childhood. (2016). CEC, DEC, & NAEYC personnel standards alignment. Retrieved from http://ecpcta.org/cec-dec-naeyc-personnel-standards-alignment/
Grants
Locchetta, B., Sutton, A., Green, K.B., & Council, M. (2025). Autism Programming [Private donor award]. $25,000.
Locchetta, B., Sutton, A., Green, K.B., & Council, M. (2025). Endowed Scholarship [Private donor award]. $25,000.
Morris, C., Smith, L., Green, K. B., Rollins, J. L. (2022). $81,525, Well Start for Early Learning, Phase II. Funding Agency: Community Foundation of West Georgia, Alice Huffard Richards Fund.
Farran, L., Brasher, S., Stapel-Wax, J., Morris, C., Green, K. B., Smith, L, Perryman, T. (2021). $49,999, Talk with Me Baby with Natural Helpers: Teaching, Speech-Language Pathology, and Nursing Professions’ Early Language Knowledge. Funding Agency: Sandra Dunagan Deal Center for Early Language and Literacy at Georgia College.
Green, K. B., Chen, Y., Morris, C. (2021). $6,000, Coding for Bright Futures. Community Impact Grant. Funding Agency: the Community Foundation of West Georgia.
Morris, C., Green, K. B., Smith, L. (2021) $100,000, Early Learning Center Impact Grant. Funding Agency: Alice Huffard Richards, Community Foundation of West Georgia.
Morris, C., Green, K. B., Poole, A. (2021) $70,000, Community Transformation Grant from the Georgia Department of Early Care and Learning (DECAL).
Green, K. B. (2021). $5,000, Faculty Research Grant. Implementing SEE-KS with teacher candidates: A Universal Design for Learning framework for promoting engagement. University of West Georgia.
Green, K. B. (2021). $11,680, sub-award from the Georgia State University GaLend Grant.
Evans, G. E., Green, K. B., & Smith, L. (2020). $20,000, year one funding for mixed reality simulations for education leaders. Contributors to a multi-year grant totaling $2.5 million from the Georgia Department of Education, an Office of Special Education Programs (OSEP) Grant for Georgia Teacher/Provider Retention.
Green, K. B., Morris, C. T., & Schwab, J. (2019). $132,436. iCARE Partnership: Instruction of children who are at risk or with exceptionalities. Funding Agency: YMCA Early Childhood Development Co., LLC Head Start and Early Head Start.
Green, K. B., & Robbins, S. H. (2018). $137, 907. iCARE Partnership: Instruction of children who are at risk or with exceptionalities. Funding Agency: YMCA Early Childhood Development Co., LLC Head Start and Early Head Start.
Green, K. B., & Robbins, S. H. (2017). $137,907.50. iCARE Partnership: Instruction of children who are at risk or with exceptionalities. Funding Agency: YMCA Early Childhood Development Co., LLC Head Start and Early Head Start.
Smith, L., Farran, L., Green, K. B., Head, C. N., & Perryman, T. (2017). $204,604 over three years. Comprehensive Community Clinic Operations and Establishing New Autism Programming. Funding Agency: Alice H. Richards Fund.
Fain, A. & Green, K. B. (2017). $5,000. Providing E-learning Activities and Case-studies for Higher Education Students. Funding Agency: College of Education Seed Grant. Green, K. B., & Robbins, S. H. (2016). $137,866. iCARE Partnership: Instruction of Children who are At Risk or with Exceptionalities. Funding Agency: YMCA Early Childhood Development Co., LLC Head Start and Early Head Start.
Smith. L., & Green, K. B. (2016). $11,242.00. CCC Expansion into Heard County. Funding Agency: Alice Huffard Richards Fund Grant.
Green, K. B., Robbins, S. H., & Bucholz, J. (2015). $75,000. iCARE Partnership: Instruction of Children who are At Risk or with Exceptionalities. Funding Agency: YMCA Early Childhood Development Co., LLC Head Start and Early Head Start.
Green, K. B. (2015). $5,000. UWise Board of Regents STEM Mini-Grant. Funding Agency: Georgia Board of Regents. Smith, L., & Green, K. B. (2015). $8,000. Parents interacting with infants: A family education approach to speech therapy. Funding Agency: West Georgia Community Foundation Grant.
Green, K. B., Robbins, S. H., Bucholz, J., & Varga, M. A. (2014). $67,833. iCARE Partnership: Instruction of Children who are At Risk or with Exceptionalities. Funding Agency: YMCA Early Childhood Development Co., LLC Head Start and Early Head Start.
Green, K. B. (2014). $5,600. Effects of Early Childhood Family Education for At-Risk Children and their Family. Funding Agency: Various Community Agencies.
Green, K. B. (2013). $1,000. Dissertation Support Grant Recipient. Funding Agency: Georgia State University. Green, K. B., & Gallagher, P. A. (2011). Student Co-PI: Examining the Beliefs, Practices, and Skills of Pre-Service Early Childhood Teachers about Inclusion of Students with Disabilities.
Research Assistant (2009 - 2011): The ER2S-GAP3 Project. Examining the Read Right from the Start Georgia Pre-K Professional Development Program. PI: Terry, N. P.
Non-Research Related External Funding
Green, K. B. (2015, 2016, 2017, 2018, 2019, 2020, 2021): ($10,000 total) Student Research Assistant Program Recipient. Funding Agency: University of West Georgia.
Green, K. B., & Lu, M. (2014). $1,200,000. EZ3 Birth-to-Five Community Grant for the Whitfield County community. Funding Agency: State of Georgia.
Green, K. B. (2014). $1,500. Birth to Five Community Literacy Programming. Funding Agency: Rotary Club. Green, K. B. (2014). $3,000. Birth to Five Community Literacy Programming. Funding Agency: Northwest Georgia Community Foundation.