Curriculum Vitae - Peabody College

Curriculum Vitae of Victoria F. Knight 1/12/15
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VICTORIA FLOYD KNIGHT
Department of Special Education
Vanderbilt University
PMB 228  Peabody College  One Magnolia Circle  Nashville, Tennessee 37203
615.343.9664 (office)
vicki.knight@vanderbilt.edu
CURRENT APPOINTMENT
2013- present
Vanderbilt University
Assistant Professor, Department of Special Education
Member, Kennedy Center
AREAS OF SPECIALIZATION
Access to the general education curriculum in grades K-12 for students with significant disabilities
(students with intellectual disabilities, multiple disabilities, and autism spectrum disorder); innovative
instructional technologies; and evaluation of evidence-based practices in the field
EDUCATION AND PROFESSIONAL CREDENTIALS
Ph.D.
2010
University of North Carolina at Charlotte, Special Education
M.A.
2005
University of Northern Colorado at Greeley,
Special Education
B.A.
1997
University of California at Santa Cruz, Biology
Florida
Licenses
Special Education, Multi-categorical
PROFESSIONAL EXPERIENCE
2013- present
Vanderbilt University
Assistant Professor
2010-2013
University of Kentucky
Assistant Professor
Moderate/Severe Disabilities Graduate Student Advisor
Co-developer, Autism Graduate Certificate
2009-2010
University of North Carolina at Charlotte
Research Scientist for Project MASTERY
Doctoral Student in Special Education
Co-developer, Autism Graduate Certificate
2006-2009
University of North Carolina at Charlotte
Snyder Distinguished Graduate Fellow
Graduate Assistant for Project MASTERY
UNC Charlotte Doctoral Committee Member,
Student Representative
Co-developer, doctoral web based course in severe disabilities
2003-2006
Pinellas County Schools, Largo, Florida
Autism Behavior Specialist/Classroom teacher for students
with autism
2000-2003
Mountain Board of Cooperative Educational Services, Basalt, Colorado
Curriculum Vitae of Victoria F. Knight 1/12/15
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Program Director/Inclusion teacher for students with moderate
and severe disabilities
PUBLICATIONS
Book Chapters
Spooner, F., McKissick, B. R., Knight, V., & Walker, R. (2014). Teaching science concepts. In D. M.
Browder & F. Spooner (Eds.), MORE language arts, math, and science. Baltimore, MD: Paul H.
Brookes.
Westling, D., Salzberg, C., Collins, B., Morgan, R., & Knight, V. (2014). Research in the preparation of
teachers of students with severe disabilities. In Sindlear, McCray, Brownell, & Lingnugaris/Kraft
(Eds.), Handbook of Research on Special Education Teacher Preparation.
O’Brien, C., Aguinaga, N., & Knight, V. (2013). Universal Design for Learning: Accessing the general
curriculum with effective teaching and digital technologies. In G. Campbell-Whatley, & J. Lyons
(Eds.), Leadership Practices for Special and General Educators.
Knight, V., & Ball, V. (2012). Chapter 10: Teaching children with Autism Spectrum Disorder. In J. Beattie
& C. O’Brien (Eds.), Teaching Children with Special Needs. Dubuque, IA: Kendall Hunt
Publishing Co.
Spooner, F., Browder, D., & Knight, V. (2011). Chapter twelve: Social skills and Positive Behavior
Support. In D. Browder & Spooner, F. (Eds.), Teaching Students with Moderate and Severe
Disabilities. NY: Guilford Press.
Articles in Referred Journals
Sherrow, L., Spriggs, A., & Knight, V. (in press). Teaching students with moderate disabilities and autism
spectrum disorder to play the Wii using a video model. Manuscript accepted to Focus on Autism
and Other Developmental Disabilities.
Knight, V., & Sartini, E. (2014). A comprehensive literature review of comprehension strategies in core
content areas for students with autism spectrum disorder. Journal of Autism and Developmental
Disorders. doi 10.1007/s10803-014-2280-x
Knight, V., Sartini, E., & Spriggs, A. (2014). Evaluating visual activity schedules as evidence-based
practice for individuals with autism spectrum disorder. Journal of Autism and Developmental
Disorders, 45(1), 157-178. doi 10.1007/s10803-014-2201-z
Knight, V., Wood, C., Spooner, F., Browder, D., & O’Brien, C. (2014). An exploratory study using science
eTexts with students with autism spectrum disorder. Focus on Autism and Other Developmental
Disabilities. doi: 10.1177/1088357614559214
Spriggs, A., Knight, V., & Sherrow, L. (2014). Talking picture schedules: Embedding video models into
visual activity schedules to increase independence for students with ASD. Journal of Autism and
Developmental Disorders, Special Issue: Robotics, Technology, and Computer Assistance. doi
10.1007/s10803-014-2315-3
Boswell, M. A., & Knight, V., & Spriggs, A. (2013). Self-monitoring of on-task behaviors using the
MotivAider by a middle school student with a moderate intellectual disability. Rural Special
Education Quarterly, 32(2), 23-30.
Creech-Galloway, C., Collins, B., Knight, V., & Bausch, B. (2013). Using simultaneous prompting with an
iPad ™ to teach Pythagorean theorem to adolescents with moderate and severe disabilities.
Research and Practice for Persons with Severe Disabilities, 38(4), 1-11.
Curriculum Vitae of Victoria F. Knight 1/12/15
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Knight, V., McKissick, B., & Saunders, A. (2013). A review of technology-based interventions to teach
academic skills to students with autism spectrum disorder. Journal of Autism and Developmental
Disabilities, 43(11), 2628-2648. doi: 10.1007/s10803-013-1814-y
Knight, V., Spooner, F., Browder, D., Smith, B., & Wood, C. (2013). Using systematic instruction and
graphic organizers to teach science concepts to students with autism spectrum disorders and
intellectual disability. Focus on Autism and Other Developmental Disabilities, 28, 115-126. doi:
10.1177/1088357612475301
Riggs, L., Collins, B. C., Kleinert, H., & Knight, V. (2013). Teaching principles of heredity to high school
students with moderate and severe disabilities. Research and Practice for Persons with Severe
Disabilities, 38(1), 30-43.
Sartini, E., Knight, V., & Collins, B. (2013). Ten guidelines to facilitate social groups for young students
with complex needs. TEACHING Exceptional Children, 45(3), 54-62.
Schenning, H., Knight, V., & Spooner, F. (2013). Effects of structured inquiry in social studies on
comprehension by students with autism spectrum disorders. Research in Autism Spectrum
Disorders. Advance online publication. doi: 10.1016/j.rasd.2012.12.007
Scott, R., Collins, B., Knight, V., & Kleinert, H. (2013). Teaching adults with moderate intellectual
disabilities ATM use via the iPod. Education and Training in Autism and Other Developmental
Disabilities, 48, 190-199.
Browder, D., Jimenez, B., Mims, P., Knight, V., Spooner, F., Lee, A., & Flowers, C. (2012). The effect of
a “Tell-Show-Try-Apply” method of professional development on teachers’ instructional
alignment. Teacher Education and Special Education. Advance online publication. doi:
10.1177/0888406411432650
Browder, D. M., Trela, K., Courtade, G., Jimenez, B., Knight, V., & Flowers, C. (2012). Teaching
mathematics and science standards to students with moderate and severe developmental
disabilities. The Journal of Special Education, 46(1), 26-35. doi: 10.1177/0022466910369942
Hudson, T., Knight, V., & Collins, B. (2012). Perceived effectiveness of web conferencing software to
deliver a graduate course in Applied Behavior Analysis. Rural Special Education Quarterly, 31,
27-39.
Knight, V. F., Smith, B. R, Spooner, F., & Browder, D. M. (2011). Using explicit instruction to teach
science descriptors to students with autism spectrum disorders. Journal of Autism and
Developmental Disorders. Advance online publication. doi: 10.1007/s10803-011-1258-1
Spooner, F., Knight, V., Browder, D., Jimenez, B., & Dibiase, W. (2011). Evaluating evidence-based
practice in teaching science content to students with severe developmental disabilities. Research
and Practice for Persons with Severe Disabilities, 36(1-2), 62-75.
Spooner, F., Knight, V., Browder, D., & Smith, B. (2011). Evidence-based practices for teaching academic
skills to students with severe developmental disabilities. Remedial and Special Education, 33,
374-387. Advance online publication. doi: 10.1177/0741932511421634 .
Test, D. W., Richter, S., Knight, V., & Spooner, F. (2011). A comprehensive review and meta-analysis of
the social stories literature. Focus on Autism and Other Developmental Disabilities, 26, 49-62.
doi: 10.1177/1088357609351573
Knight, V., Browder, D., Agnello, B. & Lee, A. (2010). Academic Instruction in ELA, math, and science
for students with severe disabilities [Invited manuscript]. Focus on Exceptional Children, 42(7), 114.
Curriculum Vitae of Victoria F. Knight 1/12/15
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Spooner, F., Knight, V., Wood, W. & Lo, Y. (2007). Preparing teachers across wide geographical areas
using video conferencing. Rural Special Education Quarterly, 26(2), 16-25.
Book Chapters and Articles in Submission
Knight, V. (2014). Rewards and punishments. In G. Scarlett (Ed.), Classroom management: An A-to-Z
guide. SAGE Publications, Inc. Chapter submitted for publication.
Knight, V. (2014). Severe disabilities and classroom management. G. Scarlett (Ed.), Classroom
management: An A-to-Z guide. SAGE Publications, Inc. Chapter submitted for publication.
Knight, V., Collins, B., Spriggs, A., & Despain, T. (2014). Scripted versus unscripted task analyzed
science lessons for children with moderate intellectual Disabilities and autism spectrum disorder.
Manuscript submitted for publication.
Heinrich, S., Collins, B., Knight, V., & Spriggs, A. (2014). Embedding simultaneous prompting to teach
STEM content to high school students with disabilities in an inclusive setting. Manuscript
submitted for publication.
Book Reviews
Knight, V., & Spriggs, A. (2012). [Review of the book Choosing Outcomes and Accommodations for
Children (COACH), A guide to Educational Planning for Students with Disabilities, Third Edition
by M.F. Giangreco, C.J. Cloninger, and V.S. Iverson]. Research and Practice for Persons with
Severe Disabilities, 37, 130-132.
Knight, V. (2011). [Review of the book Leadership strategies for successful schoolwide inclusion: The
STAR approach, by D. D. Munk & T. L. Dempsey]. Research and Practice for Persons with
Severe Disabilities, 36(3-4), 164-165.
Curricula
Jimenez, B., Knight, V., & Browder, D. (2012). Early Science Curriculum. Curriculum published through
the Attainment Company.
Other Publications
Knight, V. (2010). Effects of supported electronic text and explicit instruction on science comprehension
by students with autism spectrum disorders. Doctoral dissertation. University of North Carolina at
Charlotte.
Jimenez, B., Knight, V., & Spooner, F. (2010). Applications of evidence-based practices and addressing
research gaps in teaching science to students with severe disabilities. Savage Controversies 3(3),
5-8.
Ahlgrim-Delzell, L., Knight, V., Jimenez, B. & Agnello, B. (2009). Research based practices for creating
access to the general curriculum in mathematics for students with significant intellectual
disabilities [Monograph]. Assessing Special Education Students, State Collaborative on
Assessment and Student Standards, 1-38.
Ahlgrim-Delzell, L., Knight, V., Jimenez, B., & Agnello, B. (2009). Research based practices for creating
access to the general curriculum in science for students with significant intellectual disabilities
[Monograph]. Assessing Special Education Students, State Collaborative on Assessment and
Student Standards, 1-41.
Knight, V. (2008). Ask a professional: Evidence-based practices in Autism. Autism Matters in Charlotte:
Autism Society of North Carolina: Mecklenburg County Chapter, October 2008- July 2009.
Curriculum Vitae of Victoria F. Knight 1/12/15
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Jimenez, B., Spooner, F., Browder, D., DiBiase, W., & Knight, V. (2008). A conceptual model for science
for students with significant cognitive disabilities. [Brochure].
Trela, K., Browder, D., Pugalee, D., Spooner, F., & Knight, V. (2008). A conceptual model for math for
students with significant cognitive disabilities. [Brochure].
Wakeman, S., Mraz, M., Rickelman, R., Browder, D., Mims, P., & Knight, V. (2008). A conceptual model
for English language arts for students with significant cognitive disabilities. [Brochure].
Wakeman, S. Y., Spooner, F., & Knight, V. (2007). Evidence-based practices for teaching literacy to
students with significant cognitive disabilities. TASH Connections, 33(3/4), 16-19.
INVITED PRESENTATIONS
Anderson, J, & Knight, V. (2014, December). Establishing a Professional Identity [Invited presentation],
Doctoral Students and Beginning Special Education Faculty Networking Workshop. Annual
Conference of TASH, Washington DC.
Spooner, F., & Knight, V. (2014, December). Developing a Research Agenda [Invited presentation],
Doctoral Students and Beginning Special Education Faculty Networking Workshop. Annual
Conference of TASH, Washington DC.
Agran, M. et al. (2013, December). Doctoral Students and Beginning Special Education Faculty
Networking Workshop [Invited presentation]. Annual Conference of TASH, Chicago, IL.
Agran, M. et al. (2012, November). Doctoral Students and Beginning Special Education Faculty
Networking Workshop [Invited presentation]. Annual Conference of TASH, Long Beach, CA.
Brown, F., Agran, M., Hughes, C., Knight, V. & Spooner, F. (2011, December). Promotion and Tenure
Issues [Invited presentation]. Annual Conference of TASH, Atlanta, GA.
Brown, F., Agran, M., Hughes, C., Knight, V. & Spooner, F. (2011, December). Publishing articles
[Invited presentation]. Annual Conference of TASH, Atlanta, GA.
Knight, V., Anderson, J., & Brown, F. (2011, November). Getting through a doctoral program [Invited
presentation]. Annual Conference of TASH, Atlanta, GA.
Brown, F., Agran, M., Hughes, C., Knight, V., & Spooner, F. (2010 December). Publishing articles
[Invited presentation]. Annual Conference of TASH, Denver, CO.
Garrison, R., Anderson, J., Denney, M., Dukes, C., & Knight, V. (2010 December). Getting through a
doctoral program [Invited presentation]. Annual Conference of TASH, Denver, CO.
Browder, D. M., & Knight, V. (2007, August). Teaching to the standards in language arts, mathematics,
and science: How to make general curriculum meaningful for students with moderate and severe
disabilities [Invited presentation]. Pennsylvania Low Incidence Institute, Penn State, PA.
GRANTS
Carter, E., & Knight, V. (2014- 2019). Preparing the Next Generation of Scholars in Severe
Disabilities/Autism; approximately $250,000 per year through the Office of Special Education
Programs, U. S. Department of Education. Role: Co-PI
Curriculum Vitae of Victoria F. Knight 1/12/15
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Lombana, J. (submitted). Creating the Next Generation of Inclusive, Informal Learning Environments:
Developing a Model Approach for Engaging Youth with ASD and Their Peers in STEM; National
Science Foundation: Advancing Informal STEM Learning. Role: Leadership Team member.
Lemons, C., Powell, S. & Knight, V. (submitted). An Efficacy Trail Comparing Two Theoretically
Different Early Mathematics Interventions for Students with Intellectual Disability; Institute of
Educational Sciences. Role: Co-PI
Knight, V. (2013). Evaluating science inquiry and content skills of students with ASD through peer
modeling and model-lead-test. Peabody Small Research Grants: approximately $9,000 per year.
Role: Principal Investigator.
Spriggs, A., & Knight, V. (2012-2013). Teaching Students with Moderate and Severe Disabilities to
Transition Using Picture Activity Schedules with Embedded Video Models. Research Support
Grant program sponsored by the Office of the Vice President for Research: $13,096 total grant
funds through the University of Kentucky. Role: Co-Principal Investigator.
Collins, B. C., & Knight, V. (2008-2012), Special Education Leadership in ABA and Distance Education;
approximately $250,000 per year through the Office of Special Education Programs, U. S.
Department of Education. Role: Co-Principal Investigator.
Knight, V. (2009-2010). Effects of Supported Electronic Text on Science Comprehension. Dissertation
Grant: approximately $10,000 per year through the National Center on Supported Electronic Text,
University of Oregon. Role: Principal Investigator.
Browder, D.M., & Test, D. (2005-2010). Doctoral Program at UNC Charlotte. Leadership Grant;
approximately $200,000 per year through the Office of Special Education Programs, U. S.
Department of Education. Role: Assisted in writing of the grant.
TEACHING
Courses Taught
Spring 2015
Fall 2014
Spring 2014
Fall 2013
Spring 2013
Fall 2012
Spring 2012
Fall 2011
Spring 2011
Fall 2010
Summer 2008
Vanderbilt University
SPED 2300/3300: Methods of Instruction for Students with Severe and
Multiple Disabilities
SPED 2350/3350: Access to the General Education and Teaching
Functional Academics
SPED 2300/3300: Methods of Instruction for Students with Severe and
Multiple Disabilities
SPED 2350/3350: Access to the General Education and Teaching
Functional Academics
University of Kentucky
EDS 516: Principles of Behavior Management and Instruction
EDS 632: Leadership Practicum
EDS 720: Seminar in Special Education Teacher Preparation
EDS 601: Applied Behavior Analysis
EDS 633: Single Subject Research Design
EDS 632: Leadership Practicum
EDS 516: Principles of Behavior Management and Instruction
EDS 603: Behavior Consultation in the Schools
EDS 601: Applied Behavior Analysis
EDS 633: Single Subject Research Design
EDS 603: Behavior Consultation in the Schools
EDS 720: Seminar in Special Education Teacher Preparation
EDS 701: Proseminar in EDS
EDS 601: Applied Behavior Analysis
University of North Carolina at Charlotte,
Curriculum Vitae of Victoria F. Knight 1/12/15
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Independent College Teaching
SPED 5274: General Curriculum Access and Adaptations
SPED 8670: Topical Seminar: Research in Severe Disabilities
Fall 2006- 2010
Guest Lectures
Summer 2012
Spring 2011
Spring 2009
Fall 2009
Fall 2008
Supervision
Spring 2008
Course Development
Fall 2011
Fall 2009
Summer 2007
University of North Carolina at Charlotte
Co-Teaching
SPED 8671: Doctoral Seminar: Special Education Research
EDUC 4291: Modifying Instruction for Learners with Diverse Needs
SPED 8670: Topical Seminar: Research in Severe Disabilities
SPED 4274/5274: General Curriculum Access and Adaptations
SPED 5271: Systematic Instruction in the Adapted Curriculum
SPED 5100: Introduction to Special Education
EDS 558: Advanced Instructional Strategies for Individuals with ASD,
Sensory Integration: Science or Science Fiction?
SPED 4170: Consultation and Collaboration, Co-teaching: Where do I
go from here?
SPED 2100: Introduction to Students with Special Needs, Learning
Strategies for Students with ASD
SPED 2100: Introduction to Students with Special Needs, Autism:
From Myth to Practice
SPED 2100: Introduction to Students with Special Needs, Researchbased practices for students with ASD
SPED 8671: Doctoral Seminar: Special Education Research,
Introduction to Single Subject Methodology
SPED 3100: Introduction to Special Education, Academic and
Structural Supports for Students with Autism
University of North Carolina at Charlotte
Supervision of Student Teachers in Special Education
University of Kentucky
Co-Developed Autism Graduate Certificate Program
University of North Carolina at Charlotte
Co-Developed Autism Graduate Certificate Program, including the
following SPED 6000/5000 level courses:
Nature and Needs of Individuals with ASD
Communication, Daily Living, and Social Skills of Individuals
with ASD
Program Design and Development for Individuals with ASD
Program Assessment for Individuals with ASD
Co-Developed Doctoral Seminar Course for UNC Charlotte
SPED 8670: Topical Seminar: Research in Severe Disabilities
Advising
Undergraduate and Master’s committees
2010
(6 undergraduate, 6 Master’s)
2011
(5 undergraduate, 3 Master’s)
2012
(3 undergraduate, 3 Master’s)
2014
(1 Master’s)
Doctoral Committees
2011
2011
Brittany Waletich (committee member)
Mark Butler (co-chair)
Curriculum Vitae of Victoria F. Knight 1/12/15
2011
2011
2012
2012
2012
Sam Choo (committee member)
Emily Sartini (co-chair)
Tina Hudson (committee member)
Jill Rogers (committee member)
April Sigler (committee member)
SERVICE
Editorial Work:
Editorial Board Member, Focus on Autism and Other Developmental Disabilities, 2013- present
Editorial Board Member, Rural Special Education Quarterly, 2013-present
Editorial Board Member, Research and Practices for Persons with Severe Disabilities (formerly JASH),
2012-present
Assistant Associate Editor, Research and Practices for Persons with Severe Disabilities (formerly JASH),
2008-2010.
Copy Editor, Teacher Education and Special Education, 2008-2009.
Conference and Grant Reviews:
Reviewer, Council for Exceptional Children, Teacher Education Division, 2008 conference proposals
(2007).
Grant Reviewer, Bubel Akin Foundation, 2008 grant proposals (2008).
Reviewer, Council for Exceptional Children, 2012 conference proposals (2011).
Reviewer, Council for Exceptional Children, 2013 conference proposals (2012).
Journal Reviews:
Guest Reviewer, The Journal of Special Education (2009).
Guest Reviewer, The Journal of Special Education (2010).
Guest Reviewer, The Journal of Special Education (2011).
Guest Reviewer, Rural Special Education Quarterly (2011).
Guest Reviewer, The Journal of Special Education (2012).
Guest Reviewer, SAGE Open (2012).
Guest Reviewer, Focus on Autism and Other Developmental Disabilities (2013).
Guest Reviewer, Intellectual and Developmental Disabilities (2013).
Guest Reviewer, Research in Autism Spectrum Disorders (2013).
Guest Reviewer, Journal of Autism and Developmental Disorders (2013).
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Curriculum Vitae of Victoria F. Knight 1/12/15
COMMITTES
11/10 to 1/11
11/10 to 1/11
11/10 to 5/13
11/10 to 8/12
8/11 to 5/13
8/11 to 5/13
4/12 to 5/13
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Member of committee to select EDSRC department chair
Member of committee to select MSD position
Member of the social welfare committee
Member of the Master’s redesign committee
Member of the Undergraduate LBD re-design committee
Member of the Undergraduate MSD re-design committee
Member of the College of Education Research Advisory Committee
MEMBERSHIPS, PROFESSIONAL LEADERSHIP POSITIONS, AND AWARDS
2008-2010
UNC Charlotte Special Education Doctoral Committee
Student Representative
HECSE Student Member
Autism Graduate Certificate Curriculum Advisory Committee Member
2007-2009
Snyder Distinguished Fellow Award
2006-2009
North Carolina American Association on Intellectual and
Developmental Disabilities
Student Representative
Rising Star Student Award (2007)
National Alternate Assessment Center, UNC Charlotte
Alignment Panel Member
Autism Society of North Carolina: Mecklenburg County Chapter
2006-present
Council for Exceptional Children
Faculty advisor for the University of Kentucky’s SCEC
Editorial board member for Focus on Autism and Other
Developmental Disabilities
TASH
Editorial board member for RPSD
Association for Behavior Analysis International
2000-2010
Pi Lambda Theta: International Honor Society
2012-present
Rural Special Education Quarterly, Editorial board member
Consultant to SRI on mathematics content for students with significant
cognitive disabilities. Reviewing all math tasks
2014- present
Consulted with the Tennessee Department of Education for students
with severe disabilities and the Science Alternate Assessment.
Autism Tennessee, Advisory Board Member