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Susan Palmer Ph.D., Associate Research Professor - (SPED)  • Special Education Website (SPED)
	Academic Degrees: Ph.D. , Human Development and Communication Sciences , University of Texas , Dallas , TX , 1989 M.S. , Special Education , University of Texas , Dallas , TX , 1985 M.S. , Reading--Special Education , College of New Rochelle , New Rochelle , NY , 1974 B.S. , Elementary Education , The Pennsylvania State University , University Park , PA , 1969 Specialization(s): Self-determination, Early Childhood Curriculum Vitae	Contact Information: 1200 Sunnyside Ave. Haworth Hall, Room 3103 University of Kansas Lawrence, KS  66045-7534 Phone:(785) 864-0270 E-mail: spalmer@ku.edu

Recent Work:

Awards/Honors

• Kansas University Professionals for Disability (KUPD) award for Faculty Advisor (2003-2005)

Book Chapters

• Horn, E., Thompson, B., & Nelson, C. (2004). Collaborative teams. In C. H. Kennedy & E. Horn (Eds.) Inclusion of students with severe disabilities. Boston, MA: Allyn & Bacon.
• Horn, E. Thompson, B., Palmer, S., Jensen, R., & Turbiville, V. (2004). Preschool. In C. H. Kennedy & E. Horn (Eds.) Inclusion of students with severe disabilities. Boston, MA: Allyn & Bacon.
• Wehmeyer, M.L., Smith, S.J., Palmer, S.B., Davies, D.K., & Stock, S. (2004). Technology use and people with mental retardation. In L.M. Glidden (Ed.), International Review of Research in Mental Retardation (Vol. 29)(pp. 293-337). San Diego, CA: Academic Press.

Books

• Wehmeyer, M.L., Agran, M., Hughes, C., Martin, J., Mithaug, D.E., & Palmer, S. (2007). Promoting self-determination in students with intellectual and developmental disabilities. New York: Guilford Press.
• Palmer, S.B. & Wehmeyer, M.L. (2002).  A parent's guide to the self-determined learning model of instruction for early elementary students.  Lawrence, KS:  The Beach Center on Disability.

Journal Articles

• Stock, S.E., Davies, D.K., Wehmeyer, M.L., & Palmer, S.B. (in press).  Evaluation of cognitively-accessible software to increase independent access to cell phone technology for people with intellectual disability.  Journal of Intellectual Disability Research.
• Lee, S.H., Palmer, S., & Wehmeyer, M.L. (in press). Goal-setting and self-monitoring support for access to the general education curriculum. Intervention in School and Clinic.
• Wehmeyer, M.L., Palmer, S., Smith, S.J., Davies, D., & Stock, S. (in press). The efficacy of technology use by people with intellectual disability: A single-subject design meta-analysis. Journal of Special Education Technology.
• Agran, M., Wehmeyer, M.L., Cavin, M., & Palmer, S. (2008).  Promoting student active classroom participation skills through instruction to promote self-regulated learning and self-determination.  Career Development for Exceptional Individuals, 31, 106-114.
• Lee, S.H., Wehmeyer, M.L., Palmer, S.B., Soukup, J.H., & Little, T. D.  (2008).  Self-determination and access to the general education curriculum.  The Journal of Special Education, 42, 91-107.
• Williams-Diehm, K., Wehmeyer, M.L., Palmer, S., Soukup, J.H., & Garner, N. (2008). Self-determination and student involvement in transition planning: A multivariate analysis. Journal on Developmental Disabilities.
• Shogren, K.A., Wehmeyer, M.L., Palmer, S.B., Soukup, J.H., Little, T., Garner, N., & Lawrence, M. (2008).  Understanding the construct of self-determination:  Examining the relationship between The Arc's Self-Determination Scale and the American Institute for Research Self-Determination Scale.  Assessment for Effective Instruction, 33, 94-107.
• Shogren, K. A., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., Little, T. D., Garner, N. & Lawrence, M. (2007). Examining individual and ecological predictors of the self-determination of students with disabilities. Exceptional Children, 73, 488-509.
• Wehmeyer, M.L., Palmer, S., Soukup, J.H., Garner, N., & Lawrence, M. (2007). Self-determination and student transition-planning knowledge and skills: Predicting involvement. Exceptionality, 15, 31-44.
• Lee, S.H., Palmer, S.B., Turnbull, A.P., Wehmeyer, M.L. (2006).  A model for parent-teacher collaboration to promote self-determination in young children with disabilities.  TEACHING Exceptional Children, 38(3), 36-41.
• Agran, M., Cavin, M., Wehmeyer, M.L., & Palmer, S. (2006). Participation of students with severe disabilities in the general curriculum: The effects of the Self-Determined Learning Model of Instruction. Research and Practice for Persons with Severe Disabilities, 31,  230-241
• Wehmeyer, M.L., Palmer, S., Smith, S., Parent, W., Davies, D., & Stock, S. (2006). Technology use by people with intellectual and developmental disabilities to support employment activities: A single-subject design meta analysis. Journal of Vocational Rehabilitation, 24, 81-86.
• Palmer, S.B., Wehmeyer, M.L., Gibson, K., & Agran, M. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70, 427-439.
• Wehmeyer, M.L., Smith, S., Palmer, S., & Davies, D. (2004). Technology use by students with intellectual disabilities: An overview. Journal of Special Education Technology, 19(4) , 7-21.
• Wehmeyer, M.L., & Palmer, S.B. (2003).  Adult outcomes for students with cognitive disabilities three years after high school:  The impact of self-determination.  Education and Training in Mental Retardation and Developmental Disabilities, 38, 131-144. 
• Wehmeyer, M.L., Palmer, S.B., Agran, M., Mithaug, D.E., & Martin, J. (2000). Promoting causal agency: The self-determined learning model of instruction.  Exceptional Children, 66, 439-453.

Presentations

• Palmer, S. B., Wehmeyer, M. L., & Williams-Diehm, K. (2007, October).  An Evidence Base for Self-Determination. Workshop presented at Council for Exceptional Children Division for Career Development and Transition 14th International Conference, Orlando, FL.
• Horn, E., Butera, G., Odom, S. Lieber, J., & Palmer, S., (2007). Children's School Success (CSS): Child outcomes from three years of research. Presented at the Council for Exceptional Children International Convention. Louisville, KY.
• Lieber, J., Goodman-Jansen, G., Horn, E., Palmer, S., Hanson, M., Czaja, C., Butera, G., Daniels, J., & Odom, S. (2007). Factors that influence the implementation of a new curriculum: Results from two years of implementation. Presented at the Bi-annual Society on Research on Child Development (SRCD). Boston, MA.
• Horn, E., Thompson, B., & Palmer, S. (2007). High quality learning environments for four year old children at risk for school failure. Inservice professional development of staff from multiple programs of the Governor's Pre-K Pilot programs.

Websites

• Life Span Institute, University of Kansas Schiefelbusch Institute for Life Span Studies. http://www.lsi.ku.edu/.
  The Schiefelbusch Institute for Life Span Studies (LSI) is one of the largest and most highly regarded human development and disabilities research centers in the country. The LSI brings together scientists of diverse disciplines to study human development from its genetic origins through the final stages of life. The LSI supports basic and applied research, treatment and assessment clinics, service coordination and delivery, consultation, and training-notably, training of the next generation of scientists. The Life Span Institute's 12 centers have more than 130 programs and projects active at any one time in Kansas as well as other states. Many projects directly serve individuals, families, and communities and are located in underserved Kansas City neighborhoods and rural Kansas counties.

Current Grants/Projects

• Horn, E., Marquis, J., & Palmer S. (2003-2008). Children's School Success. KU Site subcontract with Indiana University (Sam Odom, PI), funded through National Institute of Child Health and Human Development at the National Institutes of Health (NIH). $925,000.
  This project is the University of Kansas site of a multi-university (University of Maryland, Indiana University, Purdue University, and San Francisco State University) NIH funded research project. The primary goal is to investigate the effectiveness of an integrated curriculum model intended to prepare children for successful school entry. The CSS (Children's School Success) curriculum model consists of academic, social and individualization components that are well integrated and have a solid-based of scientific evidence documenting their effectiveness. The aims of the project are a). to train across the five years of the project 60 classroom teachers to implement the model and assess the fidelity of their implementation; b) assess and analyze the immediate effect of the CSS intervention model on the learning and development of four year old children at-risk for school failure (approximately 600 children across the 5 years); c) assess the effects of the intervention model on children's success in early elementary school years and d) determine the contextual characteristics of children, families, teachers, and organizations that affect fidelity of treatment and outcomes for children. A randomized group design will be employed in which teachers/classrooms are randomly assigned to experimental and control curriculum conditions.