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Robin Miller Young
Assistant Professor, Early Childhood

Department:

Special and Early Education (SEED)

Education:

  • Ed.D., Northern Illinois University (Special Education)
  • M.S.Ed., Northern Illinois University (Education Administration)
  • Specialist in School Psychology Services, Central Michigan University
  • M.A., Central Michigan University (Psychology)
  • B.S.Ed., Central Michigan University (Secondary Education)

Interests:

Robin Miller Young is an Assistant Professor in Early Childhood Education in the Department of Special and Early Education. Since earning her doctorate at NIU, she has served as an educator, a behavior specialist, a school psychologist and an administrative leadership team member at Prairie Children Preschool (PCP – Indian Prairie SD # 204, Aurora, IL), an award-winning MTSS/RtI and PBIS school operating as a community, “blended/inclusive” program.

Most recently, Dr. Young served as the Early Childhood Education Program Director at Rockford University (RU), where she provided program leadership, designed and taught courses, supervised student teachers, and served as a Principal Investigator (PI) on a grant to prepare high quality staff to meet the needs for early care and education professionals in the community. Her scholarship includes grant-funded work, resulting in presentations, published curricula, book chapters, and data-based and practitioner-oriented articles focused on matching children’s needs to a variety of evidence-based interventions, such as high quality universal, embedded, scaffolded and teacher-directed instruction (MTSS and RtI, and the Pyramid model).

As Past President of the Illinois Division for Early Childhood (IDEC), as a Northern Illinois P – 20 Network member, and in her consultation work with early childhood programs and schools, Dr. Young continues to promote policy development and administrative practices to ensure ALL children and their families can access effective and efficient early care and education and support services matched to their needs.

Classes:

SEEC 300 Observation and Assessment in Early Childhood
SEEC 401 Play Development of the Young Child
SEEC 425 Democracy in the Early Childhood Classroom
SEEC 485 A/B Student Teaching in Early Childhood: Pre-Primary and Primary
SEEC 520 Language Arts in Early Childhood Education
SEEC 585A / SEEC 585B Student Teaching in Pre-Primary and Primary
SEEC 586 Practicum in Early Childhood Education
SEEC 597 Child Development

Selected Publications:

Carta, J.J. & Young, R.M. (Eds.). (2017). Multi-tiered systems of support for young children: A guide to response to intervention in early childhood. Baltimore, MD.: Paul H. Brookes. Manuscript in preparation.

Young, R.M., & Carta, J.J. (2017). Multi-tiered systems of support for young children: A guide to response to intervention in early childhood. A video series (Topics: Introduction; Consensus-building; Implementation Science; Problem-solving – Program/School; Problem-solving – Classroom; Problem-solving – Individual Child; Conclusion). Baltimore, MD: published by Paul H. Brookes; produced by Infinitec, Tinley Park, IL. Videos in preparation.

Hojnoski, R., Young, R.M., Zakszeski, B., & Chandler, L. (2017). A glimpse of math talk in blended preschool classroom: Examining practices and exploring possibilities. Manuscript submitted for publication.

Young, R.M. (2017). Leadership practices to design and operationalize a system for supporting young children in tiered instructional models. To be published in J.J. Carta & R.M. Young (Eds.), Multi-tiered systems of support for young children: A guide to response to intervention in early childhood. Baltimore, MD: Paul H. Brookes. Manuscript in preparation.

Young, R.M. & Chandler, L.K. (2017). Meeting the needs of children with IEPs in tiered systems of support. To be published in J.J. Carta & R.M. Young (Eds.), Multi-tiered systems of support for young children: A guide to response to intervention in early childhood. Baltimore, MD: Paul H. Brookes. Manuscript in preparation.

Young, R.M., Carta, J.J., Hojnoski, R., & Wackerle-Hollman, A. (2017, February). MTSS for young children: An effective early education system framework. Symposium accepted for presentation at the 2017 NASP Annual Convention, San Antonio, TX.

Carta, J.J. & Young, R.M. (2016, October). Delivering effective and efficient early language and literacy instruction in early childhood MTSS/RtI frameworks. Invited half-day workshop to the 19th Annual RtI Innovations Conference, Milwaukee, WI.

Hojnoski, R.L., Missall, K. M., & Young, R.M. (2016). Defining and measuring early academic development to promote student outcomes. In A. Garro (Ed.), Early childhood assessment in school and clinical child psychology (pp. 51-72). New York, NY: Springer Publications.

 

Dr. Robin Miller Young
Contact

(815) 753-8082
ryoung3@niu.edu
Gabel 162E