Douglas Carnine, Professor Emeritus University of Oregon, specialized in evidence-based practices, especially curriculum design for at-risk k-12 students. He has written over a 100 scholarly articles, chapters and books and lectured around the world. He received the Life Time Achievement award from the Council for Exceptional Children, the Ersted Award for Outstanding Teaching at the University of Oregon, and a Presidential appointment to the National Institute for Literacy. Dr. Carnine has directed or co-directed over 20 federally funded grants, totaling over $15,000,000. He has consulted on evidence-based practices and policies with government groups at the federal, state, and local levels, teachers unions, business organizations, and community groups.
Douglas Carnine, Ph.D.
Prior to joining the ISII Board of Directors in 2016, Jon was the Administrator of ISII from 2005 until his retirement in 2016. He brings, to his new role on the Board, his experience with the administrative functions of the organization including its financial structure, contracts, and employee and independent contractor relations. Prior to joining ISII in October of 2005, he worked with OSLC for 19 years in a wide variety of research positions, including coding, assessment, assessment supervision, and project coordination. Outside of his continued role with ISII are his chosen and beloved roles as husband to Georgie, stepdad to Cass and grandfather to Wren. He loves the home he lives in with Georgie. It's his favorite place to be with his favorite person. He's a lucky guy.
Eyvind Elgesem, a retired Assistant Director at The Regional Center for Child and Adolescent Mental Health, Health Regions East and South, Norway (RBUP), started his career as an outreach social worker in Oslo, working with marginalized youths and drug users. He got involved in HIV prevention in the 80s, working at the Oslo City Board of Health, and served as a co-leader in WHO workshops on “Counselling for HIV Prevention”. He went on to leadership positions in public and private social work, child welfare, and mental health organizations. He got involved in the Norwegian implementation of PMTO from the outset and was part of the first Norwegian group visiting OSLC in 1998. Working with OSLC and ISII from 2002 until 2007, he was responsible for organizing The Norwegian PMTO Implementation Study in Norway. He served as Assistant Director of ISII, was on the Board of Directors and took part in the ISII implementation of PMTO in The Netherlands. From 2008-2012 he served in leadership positions in The Norwegian Directorate for Children, Youth and Families, and then at RBUP from 2012 until retirement in 2019. He has been Chair of The Norwegian Association of Social Workers’ Board of Ethics, and member of the Editorial Board of The Norwegian Journal of Social Work. He has published articles on Social Work Ethics and Child and Adolescent Mental Health issues, given multiple presentations and been involved in education and training programs for leaders and practitioners. He is a certified Master Practitioner and Trainer of Neuro-Linguistic Programming (NLP). He was certified as a PMTO Specialist by Drs. Forgatch and Patterson in 2004.
Eyvind Elgesem, MSW
Georgia Layton received her B.A. in Psychology from the University of Washington in 1972 and her Master of Science Degree in Special Education at the University of Oregon in 1977. She has been involved in the teaching of children with special needs from infants to early elementary school since graduate school. Currently, Georgia is the Director of the Early Education Program (EEP), a non-profit program that will serve 250 preschool age children this year. Most have special education needs. During her teaching career and as an administrator, Georgia has advocated the use of a variety of naturalistic behavioral strategies like incidental teaching as well as the Direct Instruction principles. The past five years, Georgia has embraced and particularly focused on the teaching of emotional literacy and emotional regulation in EEP’s 19 classrooms. Her areas of interest are preschool education and curriculum design, preschoolers who are at risk for or have special education needs, language and pre-literacy instruction, emotion literacy and regulation, and the dissemination of effective teaching practices.
Georgia Layton, M.A.
Dr. Stephanie Bryson is an Associate Professor in the School of Social Work at Portland State University. She conducts research on the rights and needs of children and families involved in multiple systems of care and teaches courses on social justice practice, program evaluation, and mental health. She is recipient of NIMH, DHHS, REACH Healthcare Foundation, and Canadian Social Sciences and Humanities Research Council funding and has served as Principal Investigator or Co-PI of more than 30 studies of children with special health care needs. Dr. Bryson began her collaboration with ISII while serving as Co-Principal Investigator of a five-year demonstration project which tested the effectiveness of PMTO in reducing the time children spend in foster care (DHHS, Children's Bureau, Permanency Innovations Initiative, 2010-2015). She also served as the initial PI of an evaluation of phone-administered PMTO delivered by the Canadian Mental Health Association in Vancouver, British Columbia (2015-2016).