Assistant Clinical Professor
CPSE
Office: 340-C MCKB
Phone: 801-422-1690
Email: nope@carrieic@byu.edumsn.com
Dr. Carrie Eichelberger received her bachelor's degree in communication disorders, post-baccalaureate, and master's degree in special education from BYU. She received her doctorate in special education with an emphasis on individuals with severe and profound disabilities from the University of Utah. Her scholarly research focuses on defining, measuring, and implementing effective inclusive public education for students with severe disabilities with the goal of extending this research to other minoritized and marginalized populations.
Prior to teaching at BYU, Dr. Eichelberger was an adjunct professor at the University of Utah for three years, and a secondary special education teacher in Utah Valley public schools for seven years.
Assessment and Evaluation of Students with Exceptional Needs
Principles of Instruction and Behavioral Support
Curriculum & Instruction for Secondary Students
Transdisciplinary Approaches for Students with Severe Disabilities
Pre-service Teacher Training
Inclusive Education
Individuals with Severe Disabilities
Self-Determination
Secondary Special Education
Peer Support Arrangements
Multi-Tiered Systems of Support
Response to Intervention
Positive Behavioral Interventions & Supports
The Honor Society of Phi Kappa Phi
2007 - Present
Provo City School District
2010 - 2011
Department of Counseling Psychology and Special Education
2021 - 2022
The effects of a tier 1 positive behavior intervention on students with severe disabilities
Assessing generalization in single-case research studies teaching core academic content to students with severe disabilities
Effects of general education teacher-delivered embedded instruction in teaching students with intellectual disability to solve word problems
Evidence-based instructional strategies
Using video-based instruction via augmented reality to teach mathematics to middle school students with learning disabilities
Inclusive social studies content instruction for students with significant intellectual disability using structured inquiry-based instruction