Find Academic Supervisors

Cindy SmithView profile

Senior Lecturer

• Mentoring Interventions
• Special Education
• Teacher Development
• +5 more

Cindy Smith is a Senior Lecturer at Curtin University's School of Education within the Faculty of Humanities. She holds a PhD in Special Education from the University of Missouri and has extensive experience in special education, behavioral therapy, and mentoring programs. Her work spans institutions in Australia, the U.S., and the Middle East, focusing on program development for special education teachers. Education: PhD in Special Education (Behavior Disorders specialization), University of Missouri, 2007-2012 MA in Teaching, Columbia College, 2005-2007 BA in History, Columbia College, 2002-2005 Research Interests: Mentorship interventions for at-risk youth, autism spectrum disorder, teacher development, women's studies, inclusive education, and behavioral therapy. She has developed gender-specific mentoring programs and explored LGBTQI+ inclusive practices in teacher training. Key Contributions: Authored/co-authored over 15 peer-reviewed articles on mentoring efficacy, special education interventions, and cross-cultural educational practices. Presented at international conferences including the American Educational Research Association and European Mentoring Research Group. Affiliations: Member of the American Educational Research Association, Council for Exceptional Children, and Executive Board Member of Pathways Africa, Inc. Teaching: Teaches courses on Learning Theory and Child Development for educators. Integrates technology and evidence-based practices in her pedagogy.

Katherine L. FioriView profile

Professor

• Developmental Psychology
• Adult Development and Aging
• Social Psychology
• +12 more

Katherine L. Fiori is a Professor and Associate Dean for Foundational Psychology and Faculty Involvement at the Gordon F. Derner School of Psychology, Adelphi University. Her research focuses on social relationships, mental and physical health, and emotional development across the lifespan, with particular emphasis on aging, attachment, and social networks. Her academic background includes a Ph.D. from the University of Michigan (2006) and a B.S. from Duke University (2000). She has conducted extensive research on topics such as the DIRe (Differential Investment of Resources) Model, crying behavior, interpersonal dependency, and marital dynamics, often using longitudinal data and international collaborations. Dr. Fiori's recent publications reflect a strong focus on social and emotional well-being across life stages, including emerging adulthood, midlife, and old age. Her work frequently examines how social networks, attachment styles, and religious coping influence mental health, particularly during life transitions and crises such as the COVID-19 pandemic. She has also explored the role of weak ties, friendship in aging, and the impact of caregiving on young adults. She has received numerous scientific awards, including the 2020 Top Article Award from the International Association for Relationships Research, and has been recognized for her teaching and leadership, including being selected for the APA Leadership Institute for Women in Psychology. She is also a Fellow of the Gerontological Society of America. Top Article Award, IARR (2020) Scientific Teaching Fellow (2019–2020) APA Leadership Institute for Women in Psychology (2017) Fellow, Gerontological Society of America (2014) Fulbright Scholarship (2000–2001) Dr. Fiori has chaired several doctoral dissertations and advised numerous undergraduate and master’s theses, particularly through Adelphi’s Emerging Scholars Program. She has secured multiple research grants, including from Adelphi’s Dean’s Research Grant and Faculty Development Grant programs, supporting projects on digital communities for older adults, couples’ social networks, and expressive emotions. She is actively involved in editorial roles, serving as Associate Editor for the Journal of Women & Aging and on the editorial boards of several prominent journals in gerontology and psychology. Her international research collaborations include work with scholars in Germany, Australia, and the Netherlands, reflecting her global perspective on lifespan development and social relationships.

• Psychological Assessment
• ADHD and Learning Disabilities
• Program Evaluation
• +7 more

Orly Calderon is an Associate Professor of Psychology at Long Island University (LIU), affiliated with the College of Liberal Arts and Sciences. She teaches in both the Social Work Program and the Clinical Psychology Program, focusing on psychological assessment, research design, program evaluation, and psychopathology. In 2021, she was appointed Director of Assessment at the Psychological Services Center (PSC) at LIU-Post, highlighting her leadership in clinical and educational assessment. Education: B.S., Long Island University, Southampton Campus, NY M.A., Teachers College, Columbia University M.S., Psy.D., Hofstra University Dr. Calderon's research centers on at-risk populations, including individuals with ADHD, learning disabilities, chronic illness (particularly lupus), and immigrant youth. Her work bridges clinical practice and empirical research, emphasizing advocacy and evidence-based interventions. She has developed innovative program evaluation models and has extensively studied blended and online learning, focusing on student and faculty input in shaping pedagogical design and assessment. Her recent publications reflect a strong trend in interdisciplinary research, combining psychology, social work, education, and public health. Themes include forensic applications of psychological assessment, workplace accommodations for chronic illness, and the integration of technology in education. Her scholarship is widely disseminated through peer-reviewed journals and international conferences. Scientific Awards: Woman of the Year, The Town of North Hempstead (2015) Lupus Alliance of America Social Research Award (2014) Dr. Calderon is actively involved in advising and program development, though specific student names are not listed. She has led institutional assessments and pedagogical innovations at LIU and beyond, contributing to national discussions on educational effectiveness. Her work in developing tools for outcome assessment has influenced other learning institutions. She collaborates frequently with colleagues such as E. Giffords and R. Kupferberg, indicating strong team-based research. She is a member of the American Psychological Association (APA) and the Association for Psychological Science (APS), and her presentations at national conferences underscore her active engagement in academic and professional communities. Her leadership at the Psychological Services Center reflects her dual commitment to clinical service and academic excellence.

• Speech-Language Pathology
• Autism Spectrum Disorders
• Developmental Disabilities
• +9 more

Dr. Robert A. Domingo is an Associate Professor at Long Island University, Post campus, affiliated with the School of Health Professions. He holds a Ph.D. from The Graduate Center, CUNY, and is a certified and licensed speech-language pathologist with extensive experience in both academic and clinical settings. His research and clinical expertise span a wide range of areas in speech-language pathology, with a focus on autism spectrum disorders (ASD) , developmental disabilities , alternative and augmentative communication (AAC) , dysphagia , motor speech disorders , and pragmatic communication . He is particularly interested in using improvisation to enhance social communication skills in individuals with ASD. His publications and lectures reflect a strong commitment to education and clinical innovation. Key themes in his work include autism curriculum development , dysphagia assessment , and pragmatic language intervention . His recent work emphasizes evidence-based practices in rehabilitation and communication disorders. Scientific Awards and Honors: David Newton Award for Excellence in Teaching, LIU / Post (2008) Long Island Speech-Language-Hearing Association “Honors of the Association” (2003) ASHA ACE Awards (2017, 2013, 2010, 2005, 2003, 2002, 1998, 1996) Dr. Domingo has served in leadership roles in professional organizations, including as Past President of LISHA and Past Member of the NYSSLHA Board of Directors . He has delivered numerous lectures at conferences and workshops, focusing on autism intervention, dysphagia, and classroom-based language therapy. He advises students and contributes to curriculum development, though specific advisees are not listed. There is no mention of active grants, but his sustained recognition through awards suggests ongoing scholarly engagement. He is actively involved in professional development and clinical training, delivering workshops for school districts and medical centers. His work bridges academic scholarship and clinical practice, particularly in school and medical settings.

Christine EvansView profile

Professor

• Special Education
• Teacher Preparation
• Severe Disabilities
• +2 more

Christine Evans is a Professor in the Department of Education at Simmons University and serves as the Graduate Program Director/Associate Professor of Practice for the Severe Disabilities Program at The New England Center for Children. She focuses on teacher preparation for severe disabilities and advises graduate students while supervising practicum placements in private/public schools, including international partnerships in Abu Dhabi. Education: BA from Hartwick College MEd from Lesley University School of Education Her research spans special education, behavioral psychology, and educational consultation. She co-authored key publications on video modeling for developmental disabilities and teacher stress management strategies. Evans leads initiatives in special education program development and consults on evidence-based post-school transition practices for youth with disabilities. Professional Roles: President of Massachusetts Council for Exceptional Children Advisory Board Member at The New England Center for Children Member of Berkshire Association for Behavior Analysts, Association for Behavior Analysis International, and Teacher Training Collaboratives Active in award committees for Myrna E. Libby Scholar Award and Eli Schuch Award

Ruth SegalView profile

Professor

• Occupational Therapy
• Teaching and learning
• Qualitative research methods
• +8 more

Ruth Segal, Ph.D., OTR, serves as Department Chair and Professor in the Department of Occupational Therapy at Seton Hall University's Interprofessional Health Sciences Campus. She leads the department with dedication to academic excellence and celebrates her graduates' professional achievements. Education: Ph.D. in Occupational Therapy, University of Southern California (1995) M.A. in Occupational Therapy, University of Southern California (1989) B.S. in Occupational Therapy, University of Southern California (1987) Research Focus: Dr. Segal's scholarship centers on teaching and learning methodologies in occupational therapy education, with particular emphasis on academic resilience . Her work explores caregiving dynamics , aging processes , wellness promotion , and the experiences of parents of children with disabilities . Through qualitative research, she investigates how individuals and families construct meaning through occupation during life challenges including bereavement, disability, and chronic conditions. Publication Trends: Her 20+ year publication record reveals consistent focus on family occupations and disability, with increasing attention to educational interventions. Early work examined ADHD family dynamics (1998-2000), evolving to caregiver experiences (2002-2006), and recently emphasizing student resilience and interprofessional training (2010-present). The research demonstrates methodological rigor in qualitative approaches applied to occupational science. Scientific Awards: No specific awards or fellowships are documented in the provided materials. Grant Leadership: Project Transitions (2023-2028): $1.18M federal grant developing OT/SLP training for ASD school transitions Project Write to Learn (2017-2022): $1.23M program improving writing interventions for children with learning disabilities Resilience Training (2022-present): $15K university-funded study on student academic resilience Academic Contributions: Dr. Segal teaches graduate research methods courses (GMOT 7303/7320) and mentors student researchers through federally funded projects. Her scholarship bridges clinical practice and education, with current work focusing on interprofessional collaboration and student development. Research Ecosystem: She directs interdisciplinary teams through OSEP-funded initiatives, creating dynamic research environments where OT/SLP students collaborate on pediatric interventions. These projects function as living laboratories for developing evidence-based practices in school-based and community settings.

Arlene King-BerryView profile

Professor

• Disability Rights
• Food Insecurity
• Student Success
• +3 more

Arlene King-Berry, J.D. is a Professor of Special Education at the University of the District of Columbia (UDC) in the College of Arts and Sciences. Her career spans decades of advocacy, governance, and research at the intersection of disability rights, legal frameworks, and social equity in education. Education : Juris Doctor (Antioch University), Master of Education (Howard University), Bachelor of Science (Cheyney University) Leadership Roles : Director of Special Education (Friendship Edison Public Charter Schools), Chair of UDC’s Institutional Review Board, Faculty Senate Chair Research Focus : She explores food insecurity’s impact on postsecondary students with disabilities, risk factors for college success, and supported decision-making models in special education. Her work bridges legal advocacy with educational practice. Key Publications include a 2024 study on pandemic-related food insecurity, reflecting her commitment to addressing systemic barriers in urban education. Awards like the 2024 Marjorie Holloman Distinguished Educators Award underscore her institutional influence. Leadership Highlights : Vice President, National Conference of Faculty Senates; Co-Chair, Middle States Accreditation Team

• Quality of Life
• Schizophrenia
• Pervasive Developmental Disorder
• +5 more

Antonia María Gómez Hinojosa is a Lecturer at the Department of Psychology and Speech Therapy, Blanquerna Faculty of Psychology and Educational and Sports Sciences, Universitat Ramon Llull. Her research focuses on Quality of Life Schizophrenia Psychosocial Intervention Autism Spectrum Disorders Pervasive Developmental Disorders Therapeutic Alliance Her publications analyze the intersection of sports science and clinical psychology, particularly Judo-based interventions for neurodevelopmental disorders Pharmacological treatments for ADHD Metabolic syndrome management in schizophrenia Contextual factors in psychosocial development Recent work includes longitudinal studies on adapted judo programs and pandemic-related behavioral regression in ASD populations. She collaborates with the PSICOPERSONA research group and participates in projects funded by the Agència de Gestió d'Ajuts Universitaris i de Recerca (AGAUR). Her h-index of 4 reflects her contributions to developmental psychology and adaptive physical activity research.

• Cognitive Development
• Neurodevelopmental Disorders
• Child Mental Health
• +2 more

Carmen Rasmussen is a Professor in the Department of Pediatrics at the University of Alberta's Faculty of Medicine & Dentistry. She holds a PhD in Developmental Psychology from the University of Alberta and a BA (Honors) in Psychology from the University of Calgary. Her educational background includes: BA (Honors) in Psychology, University of Calgary PhD in Developmental Psychology, University of Alberta Dr. Rasmussen's research centers on cognitive and behavioral development in children, with a focus on neurodevelopmental disorders such as fetal alcohol spectrum disorder (FASD) and perinatal stroke. She examines the effectiveness of cognitive interventions and the impact of these conditions on adaptive behavior, sleep, physical activity, and academic performance. Her work aims to bridge research and clinical practice to enhance outcomes for children and families. Her recent publications (2020-2022) predominantly explore FASD and perinatal stroke, investigating cognitive profiles, executive functioning, memory, and intervention strategies. These studies often involve interdisciplinary teams and have significant implications for clinical and educational settings. Scientific Awards: None mentioned in the provided text. Dr. Rasmussen has secured research funding from the Canadian Institutes of Health Research (CIHR), Kids Brain Health Network (KBHN), Social Sciences and Humanities Research Council of Canada (SSHRC), Natural Sciences and Engineering Research Council of Canada (NSERC), and Women and Children’s Health Research Institute (WCHRI). She teaches graduate courses in biomedical research and undergraduate courses in child and adolescent development. Her research is conducted collaboratively within the Department of Pediatrics, involving multidisciplinary teams to address complex questions in child neurodevelopment.

Tuba MadenView profile

Associate Professor

• Physiotherapy
• Neurological Rehabilitation
• Multiple Sclerosis Rehabilitation
• +6 more

Tuba Maden is an Associate Professor at Gaziantep University, Faculty of Health Sciences, Department of Physiotherapy and Rehabilitation. She has extensive experience in neurological rehabilitation, particularly in Multiple Sclerosis research and treatment. Her academic journey includes a Doctorate in Physiotherapy and Rehabilitation from Hasan Kalyoncu University (2017-2020), a Master's degree from the same institution (2015-2017), and a Bachelor's degree from Süleyman Demirel University (2010-2014). Dr. Maden's research interests focus on neurological rehabilitation, balance and coordination disorders, geriatric rehabilitation, and musculoskeletal rehabilitation. Her work particularly emphasizes Multiple Sclerosis rehabilitation, where she has conducted numerous studies on cervical mobilization, balance training, and assessment tools for functional capacity. She has also contributed significantly to pediatric rehabilitation, respiratory rehabilitation, and orthopedic rehabilitation research. Her publication record includes 32 articles, with recent work focusing on Multiple Sclerosis rehabilitation techniques, assessment tools, and the relationship between various physiological parameters and functional outcomes. Her research spans multiple disciplines including neurology, biomechanics, and public health, with a strong emphasis on practical clinical applications. Dr. Maden has received recognition through her 11 book chapters in various physiotherapy and rehabilitation texts, including topics such as balance and coordination exercises, rehabilitation for people with mental disabilities, and physiotherapy approaches for childhood ataxias. She has supervised three master's theses to completion, focusing on abdominal drawing-in maneuvers for balance in Multiple Sclerosis patients, tele-rehabilitation for Parkinson's patients, and fascial distortion model applications for tension headache patients. Her administrative roles include serving as Department Chair, Head of Department, Erasmus Coordinator, and Farabi Coordinator at Gaziantep University since 2023. Dr. Maden also holds a patent for a Vibratory Sensory Education Device and has participated in numerous research activities and professional trainings related to neurological rehabilitation, entrepreneurship, and scientific research methodology.

Youngok JungView profile

Associate Professor

• Early Childhood Education
• Child Development
• Dual Language Learners
• +4 more

Youngok Jung is an Associate Professor of Child Development and Family Studies at California State University Long Beach, affiliated with the College of Health and Human Services. Her research focuses on high-quality early childhood education, early childhood educator competencies, and literacy development in dual language learners. Education Ph.D. in Psychological Studies in Education, University of CaliforniaM.A. in Psychological Studies in Education, University of CaliforniaM.Ed. in Early Childhood Special Education, University of VirginiaB.S. in Family and Consumer Sciences, Ewha Woman’s University Jung’s research explores the impact of early childhood education on child development, quality rating systems in early childhood programs, parenting influences on children’s health outcomes, and motor functioning in individuals with disabilities. She has contributed to understanding how family literacy programs and cultural diversity shape early learning. Her publications span journals such as Physiotherapy Theory and Practice and Early Child Development and Care , emphasizing interdisciplinary collaborations in neuroscience, education, and linguistics. Key themes include teacher-child relationships, developmental coordination disorder, and policy implementation in family literacy programs. Courses Taught CDFS 111: The Preschool ChildCDFS 310: Diversity in Child DevelopmentCDFS 311: Prenatal Development and InfancyCDFS 312: Family and Personal DevelopmentCDFS 409: Language, Learning and DevelopmentCDFS 490: Directed Studies & Special Topics She has collaborated on evaluations of the First 5 LA Family Literacy Initiatives, working with institutions like the American Institutes for Research.

Anna JansenView profile

Clinical Professor

• Neurology
• Medical Genetics
• Malformations of Cortical Development
• +5 more

Dr. Anna Jansen is a Clinical Professor at Vrije Universiteit Brussel, affiliated with the Faculty of Medicine. She serves as an External employee in both Public Health Sciences and the Department of Genetics Reproduction and Development, with a specialized focus on the Mental Health and Wellbeing research group. Her research spans neurology, genetics, and developmental disorders, with a particular emphasis on malformations of cortical development and their associated neurological conditions. Dr. Jansen's primary research interests center around Malformations of Cortical Development (MCD) , Tuberous Sclerosis Complex , and genetic neurological disorders . Her work investigates the genetic basis of brain malformations, particularly conditions like lissencephaly, polymicrogyria, and tuberous sclerosis. She has made significant contributions to understanding the relationship between specific gene mutations (such as ARX and SUFU) and neurological phenotypes. Her research employs advanced genomic techniques including whole exome and genome sequencing to identify novel genetic variants associated with neurodevelopmental disorders. Analysis of Dr. Jansen's recent publication record reveals a strong focus on translating genetic discoveries into clinical applications. Her work demonstrates an increasing emphasis on patient-centered approaches, interdisciplinary collaboration, and the development of diagnostic protocols for children with developmental disabilities. There's a clear trajectory toward integrating artificial intelligence with clinical neurology, as evidenced by her involvement in multiple AI-focused research projects. Her publications consistently address the intersection of genetics, neurology, and clinical care, with particular attention to improving diagnostic pathways and therapeutic interventions. Dr. Jansen has received several prestigious awards recognizing her contributions to neurology and genetics research: American Academy of Neurology Fellowship (2010) John Stobo Prichard Award (2016) Fonds Jeanne & Alice Van de Voorde for Medical-Scientific Research (2013) As an advisor, Dr. Jansen has supervised or served on committees for 23 master's theses, focusing on topics related to pediatric neurology, developmental disorders, and public health. Her grant portfolio includes 17 major research projects totaling approximately 5 million euros in funding. Notable projects include "TANDem 2: Closing the Gap to Interventions for TAND" (2024-2027), "IOF GEAR: Artificial Intelligence from bench to bedside in neurology" (2022-2026), and "What brain malformations can teach us" (2020-2025). These projects involve interdisciplinary collaborations with institutions across Europe and focus on translating basic research into clinical applications. Dr. Jansen leads the Mental Health and Wellbeing research group at Vrije Universiteit Brussel, which comprises 15 researchers including geneticists, neurologists, and bioinformaticians. Her team collaborates extensively with the University Hospitals Leuven and other European institutions through multiple EU-funded initiatives. The group maintains strong partnerships with patient advocacy organizations, particularly those focused on tuberous sclerosis and cortical malformation disorders, ensuring that research priorities align with patient needs.

• Educational Sciences
• Special Education
• Pedagogy for Psychosocial Disabilities
• +7 more

Dr. Ulrike Fickler-Stang is a Scientific Associate at the Institute for Rehabilitation Sciences within the Faculty of Humanities, Social Sciences and Education at Humboldt University of Berlin. Her work focuses on pedagogy for psychosocial disabilities, juvenile delinquency, and educational challenges in closed institutions. Role: Researcher and Study Advisor for Rehabilitation Pedagogy Email: ulrike.fickler-stang@hu-berlin.de Her research spans qualitative educational research , adult literacy , career transitions for disadvantaged youth, and psychoanalytic-educational concepts for delinquency. She contributes to quality evaluation in child/youth welfare and historical aspects of behavioral disorder education. Recent publications address pedagogical approaches in juvenile correctional facilities, professionalization challenges, and multidisciplinary collaboration. Articles emphasize institutional constraints, educational responsibilities, and innovative practices in closed systems. She offers office hours for academic advising and collaborates with Berlin's juvenile detention system. Her work integrates qualitative research methods and psychoanalytic theory to improve educational outcomes for marginalized populations.

• Early Childhood Education
• Special Needs Education
• Mathematics Education
• +4 more

Elin Kirsti Lie Reikerås is a Professor in Early Childhood Education at the University of Stavanger , Faculty of Educational Sciences and Humanities, Department of Kindergarten Teacher Education. She serves as Center Leader for FILIORUM - Center for Research in Early Childhood Education and Care since 2019. Doctor of Philosophy (PhD) in Special Needs Education, University of Stavanger (2007) Cand. Scient. in Pure Mathematics, University of Bergen (1990) Her research focuses on early mathematical development , digital play , and language-math correlations . She examines how coding toys and computational thinking integrate into ECEC environments, with emphasis on inclusion and gender perspectives . Her 2024-2025 articles analyze STEM integration in early education and gender disparities in ECEC outcomes. Recent publications highlight critical thinking in play-based learning, Nordic assessment frameworks , and inclusive research methodologies . She has supervised 10 master's students and six PhD candidates, while leading projects like The Stavanger Project - The Learning Child (2012-2018). She holds editorial leadership at Nordisk barnehageforskning and participates in advisory committees for Norwegian educational policy, including teacher training reforms and math/science curriculum development.

Martha MockView profile

Clinical Professor

• Inclusive Higher Education
• Disability Studies
• Early Intervention
• +5 more

Martha Mock is a Clinical Professor and Director of the Center for Disability and Education at the University of Rochester's School of Education. With over 30 years of experience, she specializes in inclusive education, systems change, and transition services for individuals with disabilities. PhD in Special Education, University of Wisconsin-Madison MEd in Early Childhood Special Education, Virginia Commonwealth University BS in Psychology, University of Richmond Much of Mock's work focuses on expanding access to higher education for students with intellectual and developmental disabilities. Her research explores systems of service delivery, person-centered planning, and inclusive postsecondary opportunities. She has secured over $11 million in federal, state, and private funding for these initiatives, including grants from the U.S. Department of Education and the Golisano Foundation. Mmock leads the New York State Inclusive Higher Education Coalition and serves on the New York State Education Advisory Council on Postsecondary Education for Students with Disabilities. Her notable awards include the Debra Hart Policy and Practice Leadership Award (2024) for national contributions to program accreditation in inclusive higher education. Director of the Center for Disability and Education Advocate for disability rights in educational systems Expert in early childhood intervention