Our researchers develop models that support practitioners' and caregivers' implementation and evaluate evidence-based practices.
Dr. Bart (psychological foundations of education) is the coordinator of the University of Minnesota certificate program in talent development and gifted education. The purpose of the certificate program is to prepare educators to develop the talents and gifts of all students and to educate students with talents and gifts.
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.
Drs. delMas and Zieffler (QME) 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. Hupp (special education) focuses her research on the cognitive development of students with severe disabilities, mastery motivation of children with and without disabilities and of various cultures, and effective teacher training practices. Currently we are exploring different strategies for conducting teacher training to assist teachers to embrace inclusion of students with disabilities within general education classrooms, to design universal and appropriately differentiated instruction, and to use reflective practice as a problem strategy.
Dr. Jitendra (special education) develops mathematical interventions such as schema-based instruction (SBI) for teaching elementary and middle school children to solve word problems. Using a geographically diverse sample of seventh-grade students and their teachers across several school districts in Florida and Utah, she is currently conducting a replication study to extend previous findings of the positive effects of the SBI approach in enhancing students’ proportional problem solving performance.
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.
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.
Theories of giftedness, talent development, instructional strategies, diversity and technological issues, implications for educational practices and psychological inquiry, and international considerations.
Theoretical, practical, scientific issues involved in school psychological practice/training/research. Theoretical/empirical bases for developing appropriate dispositions, practices, strategies. Illustrative lectures, discussions, group activities, case studies, presentations.
Theories, research, and practice underlying instructional/academic 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.
Historical development of behavioral science. Thinking about learning/behavior, applying principles to common human experiences. Scholarly leadership skills.