Bobette Bouton
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Bobette Bouton

Associate Professor

College of Education - Teaching & Learning

“As I teach I enjoy seeing and hearing of our students' teaching experiences and their understanding of the importance of being a teacher who is prepared to teach and meet the academic and socio-emotional needs of the students that will soon be entrusted to their care.” Dr. Bouton on what she enjoys in her interactions with students

2014 Ph.D. University of Georgia, Athens, Georgia Major: Middle School Education Doctoral Advisor: Dr. Cory Buxton Dissertation Title: Development and Validation of Teacher Empathy Scale: TES.

2005 M.Ed Vanderbilt University, Peabody, Nashville, Tennessee Major: Curriculum and Instruction, Secondary

1995 B.A. Olivet Nazarene University, Kankakee, Illinois Major: English Education Minor: Psychology

Special Education Research Project Coordinator Grant Coordinated o Predictors and Subtypes of Reading Disabilities: Implications for Instruction of "Late-Emergers".

Predicting Late Emerging Reading Disabilities (LERD) to determine the cognitive and neurobiological profile associated with LERD, and establish how LERD is similar or different than early reading failure (RD-E).

Cognitive and Neural Processes in Reading Comprehension to examine potential sources of poor reading comprehension among children and adolescents by studying subjects with poor single word reading, subjects with poor reading comprehension despite normal scores on tests of single word reading, and controls with typically developing reading skills.

Responsiveness-To-Intervention (RTI) to strengthen the Academic Performance of Students with Reading and Math Difficulties o RTI-Reading (IES grant)

Predicting Reading Growth with Dynamic Assessment (Pilot study) Higher Education Teaching Experience

Austin Peay State University – 2014-present 

Vanderbilt University – 2014 

University of Georgia – 2010-2014 

Belmont University – 2005-2010

Middle and High School Teaching Experience – 1995-2000

Empathetic teaching practices. Academic growth and socio-emotional development of young adolescents. Specialized curriculum and pedagogy designed for middle level.

Bouton, B., McConnell, J. R., Barquero, L. A., Gilbert, J. K., & Compton, D. L. (2018). Upside-down response to intervention: A quasi-experimental study. Learning Disabilities Research & Practice, 33(4), 1-8.

Smith, M. L., Strahan, D., Patterson, B., Bouton, B., & McGaughey, N. (2018). Developmental aspects of young adolescents.

In S. B. Mertens & M. M. Caskey (Eds.), Literature reviews in support of the Middle Level Education Research Agenda (pp. x-x). Charlotte, NC: Information Age Publishing.

Bouton, B. (2016). Understanding the unique needs of adolescent refugee students. Middle Grades Review, 2(3), article 6.

Smith, M., Strahan, D., Jones, J., Akos, P., Bouton, B., Cook, C., & McGaughey, N. (2016). The MLER SIG research agenda. AERA Special Interest Group. Retrieved from http://mlersig.net /wp- content/uploads/2016/10/MLER-SIG-Research-Agenda-Oct-20161.pdf

Bouton, B. (2016). Empathy research and teacher preparation: Benefits and obstacles. Journal of the Southeastern Regional Association of Teacher Educators, 25(2), 16-25.

Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L.A., Cho, E. (2013). Efficacy of a first-grade responsiveness-to-intervention prevention model for struggling readers. Reading Research Quarterly, 48(2), 135-154.

Cho, E., Compton, D. L., Fuchs, D., Fuchs, L. S. & Bouton, B. (2012). Examining the predictive validity of a dynamic assessment of decoding in forecasting response to intervention. Journal of Learning Disabilities

Barquero, L. A., Compton, D. L., Gilbert, J. K., Cho, E., Bouton, B. D., Fuchs, D., & Fuchs, L. S. (2011). Step Right Up: Advancing the lowest achievers at Tier 1 directly to Tier 3 (Upside-down RTI). Interactive paper presented at meeting of the Society for the Scientific Study of Reading, St. Pete Beach, FL.

Elleman, A. M., Compton, D. L., Fuchs, D., Fuchs, L., Bouton, B. (2011). Exploring dynamic assessment as a means of identifying children at-risk of developing comprehension difficulties. Journal of Learning Disabilities. Journal of Learning Disabilities, 44(4), 348-357.

Fuchs, D., Compton, D. L., Fuchs, L.S., Bouton, B. & Caffrey, E. (2011). The construct and predictive validity of a dynamic assessment of young children learning to read: Implications for RTI frameworks. Journal of learning disabilities, 44(4), 339-347.

Compton, D.L., Fuchs, D., Fuchs, L.S., Bouton, B., Gilbert, J.K., Barquero, L.A., Cho, E., & Crouch, R.C. (2010). Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. Journal of Educational Psychology, 102(2), 327-340.

Lemons, C.J., Key, A.P.F., Fuchs, D., Yoder, P.J., Fuchs, L.S., Compton, D.L., Williams, S.M., & Bouton, B. (2010). Predicting reading growth with event-related potentials: Thinking differently about indexing 'responsiveness.' Learning and Individual Differences, 20(3), 158-166.

Fuchs, D., Fuchs, L.S., Compton, D.L., Bouton, B., Caffrey, E., & Hill, L. (2007). Dynamic assessment as responsiveness to intervention: A scripted protocol to identify young at-risk readers. Teaching Exceptional Children, 39, 58-63.