The People Behind Engaged Learners
Engaged Learners was developed by a team of researchers and educators committed to improving outcomes for students who face compounding challenges in reading and behavioral engagement.
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Garrett Roberts, PhD, BCBA-D, is an Associate Professor in the Department of Teaching and Learning Sciences at the University of Denver. He earned his doctorate from the University of Texas at Austin and has worked internationally as a U.S. Peace Corps Volunteer in Mozambique and Fulbright-Hayes Scholar in Ethiopia, as well as across the U.S. as a special educator.
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Dr. Roberts' research centers on integrating reading and behavior supports to address the academic and attention needs of students with co-occurring learning and behavioral challenges. He was the Principal Investigator on the IES Early Career Award (Grant R324B190010) that developed Engaged Learners. His current NICHD R01 (Grant 1R01HD115003-01), in collaboration with Harvard University and the University of Texas at Austin, examines how embedding behavior supports within evidence-based reading instruction can enhance reading and attention outcomes for elementary students with co-occurring reading and attention difficulties.
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Garrett Roberts, PhD, BCBA-D
Research Focus
Dr. Roberts' research centers on integrating reading and behavior supports to address the academic and attention needs of students with co-occurring learning and behavioral challenges. He served as Project Director for an National Institute of Child Health and Human Development (NICHD)-funded Learning Disabilities Research Center focused on improving reading interventions for students with comprehension difficulties and was the Principal Investigator on an Institute of Education Sciences (IES) Early Career Award that developed Engaged Learners, an integrated behavior support designed for small-group reading instruction. He also co-developed Family-RISE, a family-based reading intervention that helps parents support story comprehension and engagement at home through structured story grammar discussions and interactive reading routines.
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In partnership with Harvard University, his current NICHD R01 (Grant 1R01HD115003-01) examines how embedding behavior supports within evidence-based reading instruction can enhance reading and attention outcomes for elementary students with co-occurring reading and attention difficulties.