Corey Pierce, Ph.D.

Contact Information

Education

• Ph.D. University of Nebraska - Lincoln, Special Education
• M.A. University of Nebraska - Lincoln, Special Education
• B.A. University of South Dakota, Elementary Education and Special Education

Professional/Academic Experience

• 2016 – Present: Director and Professor, University of Northern Colorado
• 2015 – Present: Professor, University of Northern Colorado
• 2013 – 2015: UNC Education Innovation Institute Faculty Affiliate
• 2009 – 2015: Associate Professor, University of Northern Colorado
• 2006 – 2012: Coordinator and Assistant/Associate Professor, University of Northern Colorado
• 2005 – 2009: Assistant Professor, University of Northern Colorado

Research/Areas of Interest

• Response to Intervention (RtI)/Multi-Tier System of Supports (MTSS) implementation and policy
• Relationship between assessment results and intervention development
• Strength-based assessment of behavior
• Development of effective field-based experiences for pre-service teachers
• Effectiveness of early reading/literacy interventions
• Relationship of academics and behaviors
• Reading intervention within the RtI model

Publications/Creative Works

Pierce, C. D., Nordness, P. D., Epstein, M. H., & Cullinan, D. (2016). Applied examples of screening students at-risk of emotional and behavioral disorders. Intervention in School and Clinic. DOI: 10.1177/1053451216630276

Pierce, C. D., Lambert, M., & Alamer, H., (2015). Convergent, criterion and social validity of the Emotional and Behavioral Screener. Journal of Child and Family Studies, 25, 77-85.  DOI 10.1007/s10826-015-0206-7

Nordness, P. D., Epstein, M. H., Cullinan, D., & Pierce, C. D., (2014). Emotional and behavioral screener: Test-retest reliability, inter-rater reliability, and convergent validity. Remedial and Special Education. 35, 211-217. doi:10.1177/0741932513497596

Luckner, J. L. & Pierce, C. D., (2013). Response to Intervention and students who are deaf or hard of hearing. Deafness and Education International, 15, 222-240.

Pierce, C.D. & Bruns, D.A. (2013). Aligning components of recognition and response and response to intervention to improve transition to primary school. Early Childhood Education Journal, 41, 347-354. doi: 10.1007/s10643-012-0572-3