Christine L. Salisbury, PhD
Professor Emerita of Special Education
Building & Room:
1040 W. Harrison St. (MC 147), Chicago, IL 60607
Christine Salisbury is professor of Special Education and Director of UIC's Child & Family Development Center. Her research interests include early intervention practices for infants/toddlers with disabilities and their families; infants/toddlers with significant disabilities; and the study of how special education policy is implemented in authentic early intervention programs. Salisbury's work has been published in a number of peer reviewed journals, and her research has been supported by grants from the U.S. Department of Education/Office of Special Education Programs and the National Institute for Educational Science. Salisbury is past-president and treasurer of the Division for Early Childhood of the Council for Exceptional Children, and an editorial board member for journals in early intervention and severe disabilities.
Salisbury, C., Cambray-Engstrom, E., & Woods, J. (in press). Providers’ reported and actual use of coaching strategies in natural environments. Topics in Early Childhood Special Education.
Cambray-Engstrom, E., & Salisbury, C. (2010). An exploratory case study of providers’ collaborative consultation practices with Latina mothers during home visits. Infants and Young Children, 23, 262-274.
Salisbury, C., Woods, J., & Copeland, C. (2010). Provider perspectives on adopting and using collaborative consultation in natural environments. Topics in Early Childhood Special Education, 30, 132-147.
Basu, S., Salisbury, C., & Thorkildsen, T. (2010). Measuring collaborative consultation practices in natural environments. Journal of Early Intervention, 32, 127-150.
PhD, University of Wisconsin-Madison
Division for Early Childhood
Council for Exceptional Children
The Association for Persons with Severe Handicaps
Research Currently in Progress
Salisbury’s research interests are in the areas of early intervention, inclusive education, and Part C policy implementation. She focuses her work on young children with disabilities and their families, and the practitioners and systems that interact with them