Our researchers develop and evaluate assessments, data systems, and interventions to provide support and services to at-risk learners that are implemented in community- and school-wide ways.
Dr. Codding's (school psychology) research focuses on the intersection of intervention and implementation by developing and exploring the effectiveness of school-based interventions, the factors that contribute to student responsiveness of those interventions, and strategies to support intervention implementation. Dr. Codding’s work has emphasized academic interventions and associated assessment for data-based decision making, particularly in the area of mathematics.
Dr. Cook (school psychology) specializes in school-based mental health, investigating practices that facilitate the implementation of a multi-tiered system of support (MTSS). His research focuses on helping practitioners (teachers, administrators, mental health providers) improve the delivery of school-based services to youth in schools, as demonstrated by a range of improved outcomes, including gains in academic achievement, improvements in social-emotional functioning, reductions in punitive disciplinary practices, and remediation of disparities for minority youth.
Dr. Fleury (special education) investigates how behavioral features of Autism Spectrum Disorder (ASD) affect students’ ability to actively participate in traditional learning activities. She is currently investigating home book reading practices between caregivers and their preschool-age children with ASD to identify factors that can promote children’s ability to participate in shared reading experiences. This information will be used to guide the development of novel reading intervention strategies for young children with ASD.
Dr. delMas, and Zieffler (quantitative methods in education) are statistics education researchers investigating how students understand statistical concepts such as sampling variability and the logic of statistical inference. They are also developing innovative curricula for teaching statistics to college students from a modern, simulation-oriented perspective, as well as assessments for measuring students’ statistical reasoning and understanding.
Dr. Johnson (special education) researches interventions to improve outcomes for a range of preschool and elementary school-aged children who are at high risk given social, emotional, behavioral, and communication needs. Dr. Johnson is focused on creating the next generation of intervention studies that support high fidelity implementation of evidence-based interventions within tiered intervention and prevention models. This includes research projects that are designed to test the efficacy of social-communication interventions for children with autism.
Dr. Kendeou (psychological foundations of education) investigates the development of higher-order language and cognitive skills that support reading comprehension. She also conducts lab-based studies investigating how people learn new knowledge and revise pre-existing knowledge during their reading experiences.
Dr. McComas (special education) applies functional analysis for problem behavior in educational and residential settings. She focuses on basic behavioral processes maintaining desirable and undesirable behavior, such as schedules of reinforcement, stimulus control, and establishing operations. She also studies behavioral treatment of problem behavior based on concurrent schedules of reinforcement as we as antecedent stimuli. Finally, she analyzes the academic behavior performance of students with behavior problems.
Kristen McMaster (special education) collaborates with colleagues in cognitive psychology and school psychology to develop theory-based assessments and interventions to improve the reading comprehension and early writing skills of children identified as at risk or with disabilities. She also develops systems and supports to promote teachers’ use of data-based decisionmaking and evidence-based instruction.
Dr. Miller (school psychology) focuses her research on the implementation and sustainability of evidence-based practices in schools, particularly as it relates to improving outcomes for children who experience social, emotional, and behavioral difficulties (SEBD). Through her research, Dr. Miller examines critical factors that lead to the implementation of evidence-based practices for students with SEBD within multi-tiered systems of support. This includes the use of defensible assessments to inform data-based decision-making and problem-solving, as well as the development and delivery of a continuum of high-quality interventions to improve student outcomes. As an applied researcher, she works to bridge the research-to-practice gap in order to improve outcomes for students with SEBD.
Dr. Symons (special education) conducts research to gain understanding of the severe behavior problems of children and adults with special needs, primarily those with developmental disabilities and emotional or behavioral disorders. For these two groups, much of his research has focused on self-injurious behavior and classroom aggression, respectively. The majority of his research has been observationally based, theoretically grounded in behavioral principles, and driven by a commitment to meaningful, functional outcomes.
Dr. Varma (psychological foundations of education) explores the cognitive processes that underlie science learning. Her work is at the intersection of educational psychology, cognitive science, and the learning sciences. She investigates students’ understanding of complex science concepts and how technology can facilitate science learning. Her work shows that technology, including interactions with scientific visualizations, can improve students’ representations for complex systems as well as their learning outcomes. Dr. Varma also leverages psychological methodologies to understand changes in teachers’ pedagogical content knowledge and their representations of effective teaching practice.
Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.
Overview of the issues, problems, and practical applications in designing early intervention services for young children with disabilities and their families.
Mathematics interventions using data-based, decision-making approach. Instructional strategies. Prevention/remediation of mathematics difficulties.
This course draws provides a review of reading research from the fields of psychology, education, and cognitive sciences. In this course students gain an understanding of the cognitive processes that take place during comprehension and of the development of these processes. They also explore the applications and implications of this knowledge for educational practice, including instruction and assessment.
Research at the intersection of cognitive science, educational psychology, science education. What psychology tells us about how people think, reason, and make decisions. Read empirical research papers that explore the psychological processes that underlie scientific reasoning.
Theories, research, and practice underlying instructional/academic interventions for students. Systems consultation, organizational change.
Theories, research, and practice underlying socio-emotional interventions for students. Systems consultation/organizational change.
Practical application of applied behavioral theory guided by system ecological perspectives in problem-solving with school staff, parents, and students. Theories, stages, and issues of providing indirect services through consultation. Critical analysis of theory and research. Applied project in 8813 practicum placements.