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AUCD Experts

Alan Cobo-Lewis, Ph.D.

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Center:
ME-The University of Maine, Center for Community Inclusion, UCEDD
Contact Information:
207-581-1085
Leadership:
UCEDD Director
Discipline Coordinators:
Discipline(s):
Psychology
AUCD Council Membership:
Council on Research and Evaluation
Vita/Bio:
Service:
Linked Projects
Educare Follow-Up Study Years 1&2
Secondary Analysis of Data: Shape of relationship between child outcomes and CLASS
Educare Implementation Study
Educare and Beyond
Educare Follow-Up Study Years 1&2
Secondary Analysis of Data: Shape of relationship between child outcomes and CLASS
University of Maine CCIDS UCEDD Core Grant
Educare and Beyond
Educare Follow-Up Study Years 1&2
Secondary Analysis of Data: Shape of relationship between child outcomes and CLASS
University of Maine CCIDS UCEDD Core Grant
Educare and Beyond 2018-2019
Educare Follow-Up Study Years 1-3
Secondary Analysis of Data: Shape of relationship between child outcomes and CLASS
University of Maine CCIDS UCEDD Core Grant
Educare Follow-Up Study Years 4-6
Educare - Mindfulness and Mastery (Nebraska)
Educare - Mindfulness and Mastery (Nebraska)
Educare and Beyond 2018-2019
Educare Follow-Up Study Years 4-6
University of Maine CCIDS UCEDD Core Grant
Educare and Beyond 2019-2020
Educare - Mindfulness and Mastery (Nebraska)
Educare Follow-Up Study Years 4-6
University of Maine CCIDS UCEDD Core Grant
Educare and Beyond 2019-2020
COVID-19 Vaccine Implementation Grant
Expanding Maine's Public Health Workforce for People with Disabilities
COVID-19 Vaccine Implementation Grant
University of Maine CCIDS UCEDD Core Grant
Educare and Beyond 2021-2022
Educare Follow-Up Study Years 4-6
Educare - Mindfulness and Mastery (Nebraska)
COVID-19 Vaccine Implementation Grant
Educare and Beyond 2022-2023
University of Maine CCIDS UCEDD Core Grant
ICI Employment Project
Expanding Maine's Public Health Workforce for People with Disabilities
ICI Employment Project
Educare and Beyond 2023-2024
University of Maine CCIDS UCEDD Core Grant
Expanding Maine's Public Health Workforce for People with Disabilities
Home & Community Based Services Innovation Project
First 4 ME Evaluation Project
Linked Products
The aging and developmental disabilities networks: Can the silos be dismantled?
Quality for ME Revision Project Final Report
Re: Legislative Review of MaineCare Benefits Manual Section 21 Home and Community Benefits for Members with Intellectual Disabilities or Autistic Disorder
What shape is the relationship between child outcomes and Classroom Assessment Scoring System?
Following Educare children into early elementary grades
Public comment on proposed changes to MaineCare Benefits Manual, Chapters II and III, Section 21
The aging and developmental disabilities networks: Can the silos be dismantled?
Computerized adaptive assessment of infant-toddler language development: Demonstration & validation of an app for screening
What Shape is the Relationship Between Child Outcomes and Classroom Assessment Scoring System?
Thresholds in the relationship between early childhood classroom quality & vocabulary gains
Computerized adaptive assessment of infant-toddler communicative development: Screening and monitoring
Use of the home language in preschool classrooms and first and second language development among dual-language learners
Maine QRIS Revision - Extension Period (2015-2016) Preparation for Implementation - Final Report
Associations between continuity of care in infant-toddler classrooms and child outcomes
Picture vocabulary growth in students with and without disabilities in an early childhood program that targets poor families
State Comparisons for Wait List for Home and Community Based Services Waiver for Persons with Intellectual/Developmental Disabilities
Maine Medicaid Infographic
Use of the home language in preschool classrooms and first - and second-language development among dual-language learners
Using research to address policy change
Additive mixed models to measure profiles of vocabulary gain by disability, home language, and other predictors
Relationship between disability and profiles of entry, exit, and vocabulary growth among children attending highly-resourced Early Head Start/Head Start programs
Navigating and informing university policies on legislative education and advocacy
Computerized adaptive assessment of infant-toddler language development: Demonstration & validation of an app for screening
Quality for ME Revision Project Final Report
Maine QRIS Revision - Extension Period (2015-2016) Preparation for Implementation - Final Report
Computerized adaptive assessment of infant-toddler language development: Demonstration & validation of an app for screening
Picture vocabulary growth in students with and without disabilities in an early childhood program that targets poor families
Partisan politics and the forgotten population
Computerized adaptive assessment of infant-toddler language development: Demonstration & validation of an app for screening
Partisan Politics and the Forgotten Population
Picture vocabulary growth in students with and without disabilities in an early childhood program that targets poor families
Quality for ME Revision Project Final Report
Maine QRIS Revision - Extension Period (2015-2016) Preparation for Implementation - Final Report
Children with Disabilities Tend to Stay in Highly-resourced Early Head Start/Head Start Program Longer than Children without Disabilities
Discrimination and Career Satisfaction: Perception from US Forest Service Scientists
Use of the Home Language in Preschool Classrooms and First and Second Language Development Among Dual-language Learners
Standing up as a parent: From Personal to political and every level in between
Interview about COVID-19 Statistical Analysis
public comment on proposed Chapter II Section 106 of MaineCare Benefits Manual (Maine Medicaid section on school-based rehabilitation)
Accommodating Substantial Covid-19 Risk Factors within Maine's Age-Based Approach to Vaccine Prioritization
Effects of the PEERS social skills intervention as part of the step-up to collect program on the conversational skills of teens with autism
Equitable Vaccine Access Within an Age-Based Framework
Parent and Student Advocates Respond to MSBA Statement Regarding LD 552
Accommodating Substantial Covid-19 Risk Factors within Maine's Age-Based Approach to Vaccine Prioritization
Children with Disabilities Tend to Stay in Highly-resourced Early Head Start/Head Start Program Longer than Children without Disabilities
Computerized adaptive assessment of infant-toddler language development: Demonstration & validation of an app for screening
Picture vocabulary growth in students with and without disabilities in an early childhood program that targets poor families
Quality for ME Revision Project Final Report
An act to ensure support for adults with intellectual disabilities or autism with high behavioral need
Equitable Vaccine Access within an Age-Based Framework
Effects of an abbreviated and adapted PEERS curriculum as part of a college transition program for young adults on the autism spectrum
Autism insurance law in Maine
Communicating about evaluation and data with state policymakers: LD 1712
Equity in formularies and equity in access: Challenges and solutions related to quality adjusted life years
Testimony Neither For Nor Against LD 1636, "An Act To Reduce Prescription Drug Costs by Using International Pricing"
Testimony for LD 1632, "An Act To Update the Laws Regarding the Maine Educational Center for the Deaf and Hard of Hearing and the Governor Baxtger School for the Deaf"
Testimony Neither For Nor Against LD 1773, "An Act To Make MaineCare Rules Pertaining to Global Home and Community-based Services Waiver Programs ad Person-centered Planning and Settings Major Substantive Rules"
Testimony For LD 1774, "An Act Clarifying the Right to Legal Representation for Individuals Subject to Guardianship"
Public comment on revised proposed changes to Maine Dept of Education rule chapter 33 on restraint and seclusion
Public comment on proposed changes to Maine Dept of Education rule chapter 33 on restraint and seclusion
public comment on statewide transition plan for implementing HCBS final rule
public comment on amendment to Section 21 Home and Community Based Services (HCBS) waiver
Long title: Therapeutic Crisis Intervention in a Maine agency serving children: Was a quality improvement and fidelity assessment process associated with reduced restraint and isolation? Short title: Is there less restraint and isolation of students after TCI?
Even with a huge budget surplus, Maine keeps leaving people with disabilities behind
Center for Community Inclusion and Disability Studies
Children with Disabilities Tend to Stay in Highly-resourced Early Head Start/Head Start Program Longer than Children without Disabilities
Computerized adaptive assessment of infant-toddler language development: Demonstration & validation of an app for screening
Picture vocabulary growth in students with and without disabilities in an early childhood program that targets poor families
Is there less restraint and isolation of students after TCI quality improvement and fidelity assessment?
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