Name: Margaret Gessler Werts
Business Address: Appalachian State University
Language, Reading, and Exceptionalities
ASU Box 32085
Boone, NC 28608
(828) 262-6365
Fax: (828) 262-6767
E-mail: wertsmg@appstate.edu
Home Address: 149 Williams Ridge Road
Boone, NC 28607 (828) 963-2370
Undergraduate: Bachelor of Arts – Cum Laude, Psychology
1967-1971 Emory University; Atlanta, Georgia
Graduate: Master of Arts, Special Education
1971-1972 The University of Texas; Austin, Texas
Thesis Title: Discrimination of Attitudes by Mentally Retarded and Normal
Children
1975-1977 Educational Specialist (Post-Masters), Special Education
Objectives
1995-1998 Doctor of Philosophy, Special Education
University of Pittsburgh; Pittsburgh, Pennsylvania
Dissertation Title: Paraprofessional Proximity and Academic Engagement of Children
Certifications: Elementary Education
Special Education-Cross Categorical
Behavior Disordered
Mental Retardation
Learning Disabilities
8-98 - present Assistant Professor. Appalachian State University, Boone, NC.
Responsibilities include teaching, service, and research.
1997-1998 Adjunct faculty. University of Pittsburgh, Pittsburgh, PA. Teaching courses in special education.
1991-1998 Project Associate. Child and Families Studies Program, Allegheny University of Health Sciences, Pittsburgh, PA. Responsibilities included planning, initiating, and coordinating studies with persons with disabilities.
1988-1989 Counselor/Consultant. Hampton Township School District, Allison Park, PA. Responsibilities for this one-year, grant-funded position included initiating a program of counseling in elementary schools under the Committee for Drug Free Schools.
1986-1989 Bibliographer. Allegheny Personnel Services at Western Instructional Support Center, Gibsonia, PA. Responsibilities included analyzing new materials. Coordinating workshops, and assisting teachers in selecting materials.
1983-1985 Teacher. Madison Metropolitan School District, Madison, WI. Responsibilities included teaching a class for students with learning disabilities.
1980 Consultant. Madison, WI. Responsibilities included conducting inservices.
1977-1979 Teacher. Iowa City Community School District, Iowa City, IA. Responsibilities included teaching a class for students with learning disabilities, mental retardation, and emotional disturbance.
1997-1989 Tutor. Private students.
1974-1977 Teacher. College Community School District, Cedar Rapids, IA. Responsibilities included teaching a class for students with learning disabilities (grades K-2) and behavior disorders (Grades 1-8).
1973-1974 Director and Teacher. Bexar County Mental Health Mental Retardation Center, San Antonio, TX. Responsibilities included teaching tasks of daily living, survival skills, and pre-vocational skills to adults and children in a day care facility for clients with severe retardation. Additional responsibilities were supervising teaching and transportation staff, and coordinating activities with other center directors.
1972-1973 Teacher. San Antonio Association for Retarded Citizens, San Antonio, TX. Responsibilities included teaching a class for students with moderate mental retardation.
1972 Psychometrist. Austin Independent School District, Austin, TX. Responsibilities included administering WISC and Stanford-Binet intelligence tests to students enrolled in special education classes.
1972 Teacher. MaryLee School of Special education, Austin, TX. Responsibilities included teaching adolescent girls with serious emotional disturbances and mental retardation.
1972 Coordinator of Supervisors of Student Volunteers, University of Texas, Austin, TX.
1971 Research Assistant/Substitute Teacher. Vanderbilt University School of Medicine, Child Psychiatry School, Nashville, TN. Responsibilities included teaching a class of elementary aged students who were undergoing psychiatric treatment, and providing assistance for research.
National Braille Association, Volunteer Braillists, Incorporated
The Association for Persons with Severe Disabilities (TASH)
Council for Exceptional Children
Council for Exceptional Children, Division of Early Childhood
Council for Exceptional Children, Division for Mental Retardation
Council for Exceptional Children, Division for Learning Disabilities
Council for Exceptional Children, Division on Teacher Education
Council for Exceptional Children, Division on Research
American Society of Curriculum and Development
National Head Start Association
First place award, Georgia Psychological Association, Student Research Competition
Alumni Doctoral Scholarship; Department of Instruction and Learning, University of Pittsburgh Award for Excellence in Teaching
Publications
1992
Werts, M. G., Wolery, M., Holcombe, A., Vassilaros, M. A., & Billings, S. S. (1992). Efficacy of transition-based teaching with instructive feedback. Education and Treatment of Children, 15, 320-334.
1993
Holcombe, A., Wolery, Werts, M. G., & Hrenkevich, P. (1993). Effects of instructive feedback on future learning. Journal of Behavioral Education, 3, 259-285.
Venn, M. L., Wolery, M., Werts, M. G. Morris, A., DeCesare, L. D., & Cuffs, M. S. (1993). Embedding instruction in art activities to teach preschoolers to imitate their peers. Early Childhood Research Quarterly, 8, 277-294.
Werts, M. G., Wolery, M., Holcombe, A., & Frederick, C. (1993). Effects of instructive feedback related and unrelated to the target behavior. Exceptionality, 4(2) 81-95.
Wolery, M., Holcombe-Ligon, A., Brookfield, J., Huffman, K., Schroeder, C., Martin, C. G., Venn, M. L., Werts, M. G., & Fleming, L. A. (1993). The extent and nature of preschool mainstreaming A survey of general early educators. Journal of Special Education, 27, 222-234.
Wolery, M., Holcombe, A., Werts, M. G., & Cipollone (1993). Effects of simultaneous prompting and instructive feedback. Early Education and Development, 4, 20-31.
Wolery, M., Werts, M. G., & Holcombe, A. (1993). Reflections on related and unrelated instructive feedback. Exceptionality, 4(2), 117-123.
Wolery, M., Werts, M. G., Holcombe, A., Billings, S. S., & Vassilaros, M. A. (1993). Comparison of simultaneous and alternating presentation of non-target information. Journal of Behavioral Education, 3, 187-204.
1994
Wolery, M., Werts, M. G., Snyder, E. D., & Caldwell, N. K. (1994). Efficacy of constant time delay implemented by peer tutors in general education classrooms. Journal of Behavioral Education, 4, 415-436.
Wolery, M., Werts, M. G., & Holcombe, A. (1994). Current practices with young children who have disabilities: issues of placement, assessment, and instruction. Focus on Exceptional Children, 26(6), 1-12.
1995
Werts, M. G., Wolery, M., Holcombe, A., & Gast, D. L. (1995). Instructive feedback: Review of parameters and effects. Journal of Behavioral Education, 5, 55-75.
Wolery, M., Werts, M. G., Caldwell, N. K., Snyder, E. D., & Lisowski, L. (1995). Experienced teachers’ perceptions of conditions and supports for inclusion. Education and Training in Mental Retardation and Developmental Delay, 30, 15-26.
1996
Anthony, L., Wolery, M., Werts, M. G., Caldwell, N. K., & Snyder, E. D. (1996). Effects of daily probing on acquisition of instructive feedback responses. Journal of Behavioral Education, 6, 111-133.
Caldwell, N. K., Wolery, M., Werts, M. G., & Caldwell, Y. (1996). Embedding instructive feedback into student-teacher interactions during independent seatwork. Journal of Behavioral Education, 6, 459-480.
Werts, M. G., Caldwell, N. K., & Wolery, M. (1996). Peer modeling of response chains: Observational learning by students with disabilities. Journal of Applied Behavior Analysis, 29, 53-66.
Werts, M. G., Wolery, M., Gast, D. L., & Holcombe, A. (1996) Sneak in some extra learning by using instructive feedback. Teaching Exceptional Children, 28(3), 70-71.
Werts, M. G., Wolery, M., Snyder, E. D., & Caldwell, N. K. (1996). Teachers’ perceptions of the supports critical to the success of inclusion programs. Journal of the Association for Persons with Severe Handicaps, 21, 9-21.
Werts, M. G., Wolery, M., Snyder, E. D., Caldwell, N. K., & Salisbury, C. L. (1996). Supports and resources associated with inclusive schooling: Perceptions of elementary-school teachers about need and availability. Journal of Special Education, 30, 187-203.
Werts, M. G., Wolery, M., Venn, M. L., Demblowski, D., & Doren, H. (1996). Effects of transition-based teaching with instructive feedback on the acquisition of skills by children with and without disabilities. Journal of Educational Research, 90, 75-86.
1997
Wolery, M., Anthony, L., Snyder, E. D., Werts, M. G., & Katzenmeyer, J. (1997). Training elementary teachers to embed instruction during classroom activities. Education and Treatment of Children, 20, 40-58.
2000
Kennedy, C. H., Meyer, K. A., Werts, M. G., & Cushing, L. S. (2000). Effects of sleep deprivation on avoidance responding. The Journal of the Applied Experimental Analysis of Behavior. 73, 333-345
Werts, M. G. (2000). Can schools afford to meet students’ needs? Research & Reflection: A Journal of Educational Praxis. 5(1), http://www.gongaza.edu/rr/v5n1mw.htm
Werts, M. G., Mamlin, N., & Pogoloff, S. M. (2000). Knowing
what to expect: Introducing preservice teachers to IEP meetings. In
revision.
Werts, M. G. (2000). Invited response to Deborah A. Burns. NHSA Dialog, 4, 175-176.
2001
Werts, M. G., Zigmond, N., & Leeper, D. C. (in press). Paraprofessional proximity and academic engagement: Primary-aged students with disabilities in general education classrooms. Education and Training in Mental Retardation and Developmental Disabilities. (Scheduled to be printed in December 2001)
Werts, M. G. (1987). Book Review, [Review of the book Behavioral assessment in school psychology]. Association of School Psychologists of Pennsylvania Insight Newsletter.
Werts, M. G., & Kohler, F. W. (1997). Book Review, [Review of the book Characteristics and strategies for teaching children with mild disabilities]. Research and Reflection, 3(1).
Werts, M. G., Wolery, M., & Holcombe, A. (1991). Instructive feedback: Increasing opportunities for learning through the addition of incidental information. Allegheny Singer Research Institute, Pittsburgh, PA.
Holcombe, A. Wolery, M., & Werts, M. G. (1992). Using attending cues and responses to increase the efficiency of direct instruction. Allegheny Singer Research Institute, Pittsburgh, PA.
Wolery, M., Filla, A., Katzenmeyer, J., Anthony, L., Venn, M. L., Holcombe, A., & Werts, M. G. (1994). Adapting early childhood classroom activities for young children with special needs. Allegheny Singer Research Institute, Pittsburgh, PA.
Anthony, L., Wolery, M., Snyder, E. D., Caldwell, N. K., Werts, M. G., & Heckathorn, J. K. (1995). Constant time delay: Steps for using and embedding in ongoing instruction. Allegheny Singer Research Institute, Pittsburgh, PA.
Caldwell, N. K., Wolery, M., Werts, M. G., Anthony, L., Snyder, E. D., & Heckathorn, J. K. (1995). Instructive feedback: learning made more efficient. Allegheny Singer Research Institute, Pittsburgh, PA.
Werts, M. G., Wolery, M., Anthony, L., Snyder, E. D., Caldwell, N. K., & Heckathorn, J. K. (1995). Peer tutoring using response prompting strategies. Allegheny Singer Research Institute, Pittsburgh, PA.
Werts, M. G., Steighner, S. H., & Snyder, E. D. (1996). Products and publications: Catalog of products from funded projects. Allegheny Singer Research Institute, Pittsburgh, PA.
1991-1991 Project Associate. Learning Efficiently: Acquisition of Related non-target Behaviors (Project LEARN). Field Initiated Research Project (Grant No. H008990120). Principal Investigator: Mark Wolery. Funded by the Office of Special Education and Rehabilitative Services, U. S. Department of Education.
1993-1996 Project Coordinator. Providing Effective Instruction in Inclusive classrooms. Severe Branch Research Project (Grant No. H086D20005). ). Principal Investigator: Mark Wolery. Funded by the Office of Special Education and Rehabilitative Services, U. S. Department of Education.
1995-1996 Co-Principal Investigator. Evaluation of Transition Based teaching and Embedded Instruction on Learning by Preschoolers with Disabilities. Division of Innovation and Development (Grant No. H023A50004). Principal Investigator: Mark Wolery. Funded by the Office of Special Education Programs, U. S. Department of Education. $100,000
1995-1996 Co-Principal Investigator. Using Instructive Feedback to Promote Future Learning. Division of Innovation and Development (Grant No. H023A50013). Principal Investigator: Mark Wolery. Funded by the Office of Special Education Programs, U. S. Department of Education. $100,000.
1994-1998 Evaluation. Consortium on Inclusive Schooling Practices (Grant No. 86V-40007). Director: Christine Salisbury. Funded by Office of Special Education Programs. U. S. Department of Education.
1996-1997 Project Associate. Early Childhood Follow-Through Research Institute (Grant No. H024Q50001) Principal Investigator: Mark Wolery. Funded by Office of Special Education Programs, U. S. Department of Education.
1997 Co-Project Coordinator. Social Integration Research Project (Grant No. H086D40009). Principal Investigator: Craig Kennedy. Funded by Office of Special Education Programs, U. S. Department of Education.
1997-1998 Graduate Student Researcher. Instructional Support Team Study Project. Principal investigators: Naomi Zigmond and William Bickel. Funded by Bureau of Special Education, Pennsylvania State Department of Education. $100,000
1997-1998 Principal Investigator. Student grant for dissertation. University of Pittsburgh, Pittsburgh, PA, $1200.
1997-1998 Co-Director. Interagency Planning and Support Project. Model Demonstration Projects for Young Children with Disabilities (Grant No. H024B). Project Director: Christine Salisbury. Funded by Office of Special Education Programs, U. S. Department of Education. $560,000.
1998-2001 Principal Investigator. Observation of Activities and Tasks of Paraprofessionals in Inclusive Classrooms (Grant No. H324C980174). Funded by Research and Innovation to Improve Services, Office of Special Education, U. S. Department of Education. $535,000.
1999-2000 Principal Investigator. Testing of students for learning disabilities; Instruments used in North Carolina. Appalachian State University, Hubbard Center for Faculty Development, $900.
Peer Reviewer
NHSA Dialog: A Research to Practice Journal for the Early Childhood Field
Guest reviewer:
Journal of Applied Behavior Analysis
Topics in Early Childhood Special Education
Education and Training in Mental Retardation and Developmental Delay
Journal of the Association for Persons with Severe Handicaps
Journal of Behavioral Education
Topics in Early Childhood Education
American Education Research Journal
Werts, M. G. (March, 1998). Use of peer models to teach chained tasks to children with disabilities. Paper presented at Clarion University of Pennsylvania, Clarion, PA.
Werts, M. G., & Wolery, M. (May, 1998). Training and supervision of paraprofessionals: Results of a nationwide survey. Poster session presented at Conference on Research in Early Childhood Innovations, Charleston, SC.
Werts, M. G., Cushing, L. S., & Tobias, A. (May, 1998). Use of instructive feedback to facilitate the formation of equivalence classes. Poster session presented at annual meeting of the Association for Behavior Analysis, Orlando, FL.
Werts, M. G. (May, 1998). Ecological variables in classrooms for children with severe disabilities. Paper presented at annual meeting of the Association for Behavior Analysis, Orlando, FL.
Werts. M. G. (June, 1998). Ecological variables in classrooms for children with severe disabilities. Paper presented at the First International Conference on Child and Adolescent Mental Health, Hong Kong.
Werts, M. G. & Anthony, L. (June, 1998). Transition-Based Teaching. Training session presented at Pennsylvania Statewide Early Intervention Conference, Hershey, PA.
Werts, M. G. (June, 1998). Use of paraprofessionals in classrooms with children with disabilities. Training session presented at Pittsburgh Public Schools Summer Institute, Pittsburgh, PA.
Werts, M. G. (December, 1998). Effects of proximity of paraprofessionals on the academic engagement of children with disabilities in inclusive classrooms. Council for Exceptional Children; Division for Early Childhood, Chicago, IL.
1999
Werts, M. G. (January 15,1999). Multi-level teaching: Meeting several levels of learning. Mary Lin Elementary School, Atlanta, GA.
Werts, M.
G. (March 25, 1999). Use of
Paraprofessionals in Inclusive
Classrooms. Kennesaw State University, Atlanta, GA.
Werts, M. G, & Roark, R. R. (April, 1999). Academic proximity and its effect on student engagement. Council of Exceptional Children. Charlotte, NC
Werts, M. G. (June 27, 1999). Classroom behavior management. Pittsburgh Public Schools Summer Institute, Pittsburgh, PA.
Werts, M. G. (June 28, 1999). Help! There is another adult in my classroom! Practical tips for working with paraprofessionals. Pittsburgh Public Schools Summer Institute, Pittsburgh, PA.
Werts, M. G, & Roark, R. R. (December, 1999). What does the literature of paraprofessionals tell us? Division of Early Childhood. Washington, DC.
Werts, M. G, & Roark, R. R. (December, 1999). Academic proximity and its effect on student engagement. Division of Early Childhood. Charlotte, NC
2000
Werts, M.G. & Leeper, D. C. (March, 2000). Social contacts of students with disabilities related to proximity of paraprofessionals. Hampton Township School District, Allison Park, PA.
Werts, M.G. & Leeper, D.C. (March, 2000). Social contacts of students with disabilities related to proximity of paraprofessionals. Pine Richland School District, Gibsonia, PA.
Werts, M.G. & Leeper, D. C. (March, 2000). Social
contacts of students with disabilities related to proximity of
paraprofessionals. North Hills School District, Pittsburgh, PA.
Werts, M.G. & Roark, R.R. (April, 2000). Social contacts of students with disabilities related to proximity of paraprofessionals. Council for Exceptional Children, Vancouver, British Columbia.
Young, C., Werts, M. G., & Roark, R. R. (April, 2000). Retention of paraprofessionals in public school jobs. National Conference for the Training and Employment of Paraprofessionals in Education, Rehabilitation and Related Services. Portland, Oregon.
Werts, M. G., Young, C., & Roark, R. R. (July, 2000). Retention of paraprofessionals in public school jobs. Project Directors Meeting, Washington, DC.
Werts, M. G., Mamlin, N. L., Pogoloff, S. M. Harris, S . D., & Roark, R. R. (November, 2000). Using an allegory as a teaching tool. Teacher Education Division, CEC. Las Vegas, NV.
Eagle, C. T & Werts, M. G. (December, 2000). A novel technique for teaching in introductory chemistry. American Chemical Society: New Orleans, LA.
2001
Werts, M. G. & Eagle, C. T. (January, 2001). Response prompting and instructive feedback in introductory chemistry. Sandwich Seminar: Graduate Studies. Appalachian State University.
Werts, M. G. (March, 2001). Assessment instruments used to identify students with learning disabilities in North Carolina. Concluding activity for Peer Review Project: RCOE. Appalachian State University.