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Esther KoganView profile

Associate Professor

• Early Childhood Education
• Gifted Education
• Bilingual Education
• +3 more

Esther Kogan serves as Associate Professor at Adelphi University's Ruth S. Ammon College of Education and Health Sciences. Her academic home resides within the School of Education where she teaches courses including Classroom Management Strategies For Childhood Educators. Holding dual expertise in psychology and education, she maintains active roles in university governance through committees like the Interdisciplinary Parenting Program Group and Child Activity Center Advisory Board. Ed.D. Special Education. Gifted and Talented, Teachers College, Columbia University (1997) M.A. Special Education. Gifted and Talented, Teachers College, Columbia University (1990) B.S. Psychology, National Autonomous University of Mexico (1988) Professor Kogan's research centers on early childhood development through intersecting lenses of gifted education and bilingualism. Her work examines how family systems, cultural contexts, and school environments collectively shape child development trajectories. She pioneers methodologies for assessing young children while advocating for classrooms that function as respectful learning communities. Current investigations explore teacher training innovations and culturally responsive assessment frameworks for linguistically diverse populations. Her publication portfolio demonstrates consistent focus on educational equity for bilingual gifted learners, with significant contributions to understanding paradoxical identification challenges in this population. Research trends reveal progressive expansion from individual student assessment toward systemic analyses of school-university collaborations and professional development models. Nominated for Teaching Excellence Award (Spring 2006) GABINO BARREDA MEDAL from National Autonomous University of Mexico (1987) International Student Scholarship at Teachers College, Columbia University (1990-1995) Professor Kogan actively mentors through professional organizations including NAEYC and NAGC while directing major initiatives like the Master of Arts in Early Childhood Education program. Her grant portfolio includes multiple Adelphi Faculty Development Awards supporting research on Multiple Intelligences assessment and language intervention strategies. She maintains ongoing consultancy roles with NYC's Board of Education and Brown University's Education Alliance. Through her leadership in the New York State Association of Early Childhood Teacher Educators and editorial board service for the Journal of Early Childhood Teacher Educator, she shapes regional professional development standards while conducting workshops across NYC, Long Island, and Mexico City school districts.

Debra S. OllilaView profile

Assistant Professor

• Psychiatric Mental Health Nursing
• Child and Adolescent Mental Health
• Geriatric Psychiatry
• +4 more

Debra S. Ollila is an Assistant Professor in the School of Nursing at East Central University, teaching Psychiatric Mental Health Nursing, Child Adult II Medical Surgical Nursing, and courses in the RN to BSN program since 2006. Her educational qualifications include: Ph.D. (unspecified institution/year) Master of Science in Nursing from University of Oklahoma Health Sciences Center (2007) Bachelor of Science in Nursing from East Central University (2003) Associate Nursing degree (1986) Post-Masters Certificate in Nursing Education from University of Oklahoma Health Sciences Center (2008) Certificate in Interdisciplinary Training in Child Abuse & Neglect from OU College of Pediatrics (2008) Her clinical expertise spans psychiatric care across the lifespan, specializing in child/adolescent mental health, geriatric psychiatry, and developmental disabilities with comorbid substance abuse disorders. She integrates nursing education methodology and child abuse prevention frameworks into her practice. With 30+ years of clinical experience including 15 years in acute medical-surgical nursing and 17 years in psychiatric specialties, she mentors nursing students through didactic instruction and clinical supervision in both traditional BSN and RN-to-BSN pathways.

• Dentistry
• Special Care Dentistry

Carly Ross serves as a Clinical University Lecturer and Honorary Specialty Dentist in Special Care Dentistry at the Dental School, University of Glasgow, where she integrates academic instruction with clinical practice to address the oral healthcare needs of vulnerable patient populations. Her expertise centers on Special Care Dentistry , a critical discipline focused on adapting dental care for individuals with physical, medical, developmental, or cognitive disabilities. This field demands interdisciplinary collaboration and tailored treatment approaches to ensure equitable access to oral health services for patients requiring specialized accommodations. Dr. Ross contributes to dental education and clinical service within the Dental School, though available information does not specify her educational background, research grants, advisees, laboratory affiliations, or scientific awards.

Ali FatemiView profile

Professor

• Leukodystrophies
• White Matter Disorders
• Neurogenetics
• +5 more

Ali Fatemi, MD, MBA, serves as Chief Medical Officer at Kennedy Krieger Institute and Professor of Neurology and Pediatrics at Johns Hopkins University School of Medicine. He directs the Division of Neurogenetics and the Moser Center for Leukodystrophies, holding the Blum-Moser Chair for Pediatric Neurology while leading research at the Hugo W. Moser Research Institute. Medical degree, Medical University of Vienna (1999) Post-doctoral fellowship in neurogenetics, Kennedy Krieger Institute (2001) Child neurology residency, Massachusetts General Hospital/Harvard Medical School Dr. Fatemi's research integrates bench and clinical investigations focused on white matter disorders. His laboratory pioneers oligodendroglial biology , cell-based therapies using glial restricted precursors, and nanomedicine applications for myelination disorders. Clinically, he specializes in X-linked adrenoleukodystrophy and genetic causes of cerebral palsy, with work demonstrating that genomic diagnosis significantly impacts management of neurodevelopmental disabilities. Analysis of his publication record reveals sustained focus on leukodystrophy mechanisms and therapeutic innovation , leveraging advanced neuroimaging (diffusion tensor, magnetization transfer MRI) and regenerative approaches. His interdisciplinary work bridges neurology, genetics, and nanotechnology to address rare white matter diseases. Dr. Fatemi's 2014 study in Annals of Neurology was recognized by Neurology Today as one of the year's top neurogenetics findings. He serves on the Scientific Advisory Board of the United Leukodystrophy Foundation and Drug Safety Monitoring Boards for clinical trials. As an active mentor and grant-funded investigator, he oversees translational research programs while serving on journal review panels. His leadership in the Moser Center drives collaborative efforts in leukodystrophy diagnosis and treatment development. Dr. Fatemi directs the Moser Center for Leukodystrophies research team, which includes nanomedicine specialists and neuroimaging experts developing therapies for white matter injury. His laboratory's work on glial restricted precursors and nanodendrimers represents cutting-edge approaches to myelin repair.

Deborah WaberView profile

Professor

• Neuropsychology
• Learning Disabilities
• Child Development
• +7 more

Deborah Waber, PhD is Professor of Psychiatry at Harvard Medical School and serves as Director of the Learning Disabilities Program in the Department of Neurology and Director of the Behavioral Science Core at the Translational Neuroscience Center at Boston Children's Hospital. Her work spans clinical practice, research, and academic leadership in pediatric neuropsychology and developmental disorders. Dr. Waber received her undergraduate degree in Psychology from the University of Pennsylvania in 1970, followed by a PhD in Developmental Psychology from Yale University in 1974. She completed her post-doctoral training at Boston Children's Hospital in 1974, where she subsequently joined the staff. Dr. Waber's research investigates the influence of endogenous and exogenous factors on children's cognitive and behavioral functioning within a developmental context. Her primary research interests include normative brain and behavioral development, developmentally based disabilities (particularly learning disabilities), and pediatric conditions that affect brain development. She approaches learning disabilities through a 'whole child' perspective, viewing them as variants of normal development where problems arise when community and school expectations don't align with a child's profile of strengths and weaknesses. Analysis of Dr. Waber's recent publications reveals a consistent focus on neurobehavioral aspects of learning disabilities, the impact of childhood cancer and other medical conditions on neurodevelopment, and the long-term and intergenerational effects of infant malnutrition. Her work frequently employs longitudinal designs and integrates multiple methodologies including neuropsychological assessment, neuroimaging, and behavioral observation. A significant portion of her research examines executive function, visual processing in learning disorders, and quality of life outcomes for children with learning disabilities. Dr. Waber has directed the Learning Disabilities Program at Boston Children's Hospital since 2011 and was promoted to Professor at Harvard Medical School in 2013. She has received grant support from major federal agencies including NIMH, NINDS, and NICHD throughout her career. Her clinical work focuses on improving the fit between children's cognitive profiles and educational environments. Dr. Waber leads the Behavioral Science Core in the Clinical Research Center and co-directs the Neurobehavior Core in the Translational Neuroscience Center. Her team conducts research on various aspects of pediatric neuropsychology, including the effects of medical treatments on cognitive development, assessment methodologies for learning disorders, and interventions to improve educational outcomes for children with learning disabilities.

Kathleen CookView profile

Associate Professor

• Autism Spectrum Disorders
• Applied Behavior Analysis
• Developmental Disabilities
• +2 more

Dr. Kathleen Cook serves as Associate Professor of Special Education and Program Director of the Master of Science in Applied Behavior Analysis (M.S. ABA) at Augustana University's Sharon Lust School of Education, where she has held academic appointments since 2015. A Board Certified Behavior Analyst at the doctorate level (BCBA-D), she integrates clinical expertise with academic leadership in special education. Her academic credentials include: Ph.D. in Special Education (2015), University of Georgia, emphasizing autism spectrum disorders and applied behavior analysis M.A. in Audiology (1982), Louisiana State University B.A. in Speech-Language Pathology (1981), Louisiana State University Dr. Cook's research pioneers self-management intervention strategies for adolescents and young adults with autism spectrum disorders and developmental disabilities , leveraging applied behavior analysis frameworks to foster independence. Her work bridges theoretical behavior analysis with practical educational applications, targeting life-skills development for neurodiverse populations. As M.S. ABA Program Director, she shapes curriculum standards for future behavior analysts while advancing evidence-based practices in special education. No scientific awards or specific grant activities are documented in available materials. Her program leadership encompasses comprehensive oversight of the M.S. ABA curriculum, though individual student advisement details remain unspecified. The absence of laboratory or team descriptions suggests primary focus on academic program administration rather than lab-based research.

David KingView profile

Associate Professor

• Integration of Social Work and Christian Faith
• Ethics in Social Work
• Outcomes-Driven Social Work Practice
• +3 more

David King is an Associate Professor and Program Director for the Master of Social Work program at Indiana Wesleyan University's Division of Behavioral and Health Sciences. With over 30 years of experience in social work, he has worked in church, community, and private practice settings, specializing in serving children, families, individuals with developmental disabilities, chronic mental illness, substance use disorders, and co-occurring conditions. Education: Doctor of Social Work Administration (DSW), Walden University, 2020 Master of Social Work (MSW), University of Kentucky, 1992 Master of Arts in Pastoral Counseling, Asbury Theological Seminary, 1992 Bachelor of Science, Eastern Michigan University, 1988 Research Interests: Dr. King focuses on integrating social work with Christian faith, ethical practice frameworks, and outcomes-driven methodologies. He emphasizes practical applications of faith in clinical settings and evidence-based interventions for marginalized populations. Teaching and Leadership: He has taught at the graduate level since 2009 and leads the online MSW program, emphasizing accessibility and innovation in social work education.

Meghann LloydView profile

Professor

• Adapted Physical Activity
• Motor Development
• Children with Disabilities
• +3 more

Meghann Lloyd is a Professor in the Faculty of Health Sciences at the University of Ontario Institute of Technology (UOIT). She holds a PhD and serves as a Research Associate at Grandview Children's Centre. Her research focuses on Adapted Physical Activity, Motor Development in children with disabilities, Autism Spectrum Disorder (ASD), and health outcomes for individuals with intellectual and developmental disabilities (IDD). She has supervised graduate students including Emily Bremer (2014) and Ashley Thompson (2013) in motor intervention studies. Research Interests: Motor skill interventions, Special Olympics participation, health disparities in IDD populations Grants: Includes SSHRC grants totaling over $500,000 for studies on ASD interventions, race-disability intersections in pediatric rehab, and inclusive physical education Publications: Over 30 peer-reviewed articles on topics like motor development in ASD, data linkage for health surveillance, and TBI incidence in IDD adults Her work bridges clinical practice and policy, emphasizing inclusive physical activity for marginalized groups.

Andrea WitwerView profile

Associate Clinical Professor

• Autism Spectrum Disorders
• Developmental Disabilities
• Intellectual Disabilities
• +3 more

Dr. Andrea Witwer is a Clinical Associate Professor in the Department of Psychiatry and Behavioral Health at The Ohio State University College of Medicine, affiliated with the Nisonger Center. Her expertise focuses on autism spectrum disorders (ASD), developmental disabilities, and intellectual disabilities. She holds a PhD in Intellectual and Developmental Disability Psychology from The Ohio State University and completed a fellowship in Neurodevelopmental Disabilities at Nationwide Children’s Hospital. Her research addresses comorbid psychiatric conditions in individuals with ASD/DD and improving healthcare practices for this population. Current projects include identifying effective treatments for psychiatric disorders in those with intellectual disabilities and workforce training via the National Training Initiative (Project SCOPE). She has received grants from OAR, the Ohio Department of Mental Health, and others. Dr. Witwer’s clinical interests include diagnostic assessment of ASD and advancing interdisciplinary care. She collaborates on initiatives like the Rehabilitation and Research Training Center on Health and Function for IDD populations. Professional memberships include the American Psychological Association and American Association on Intellectual and Developmental Disabilities.

Jake PyneView profile

Assistant Professor

• Transgender Studies
• Critical Disability Studies
• Critical Autism Studies
• +2 more

Jake Pyne is an Assistant Professor in the School of Social Work at York University. He holds a PhD from McMaster University, and both MSW and BSW degrees from Toronto Metropolitan University (formerly Ryerson University). His research focuses on transgender studies, critical disability studies, and queer of colour critique. Dr. Pyne’s work critically examines trans youth rights, intersections of autism and gender identity, and systemic barriers faced by marginalized communities. Education: PhD in Social Work, McMaster University MSW, Toronto Metropolitan University BSW, Toronto Metropolitan University Research Interests: Dr. Pyne’s scholarship interrogates how structural oppression impacts trans and disabled individuals, particularly through projects like the Trans PULSE initiative. He advocates for inclusive policies in healthcare, education, and social services, emphasizing participatory research methodologies rooted in community empowerment. Key Themes in Publications: His articles address trans youth autonomy, critiques of 'desistance' theories, and the ethical responsibilities of clinicians and educators. Recent work explores temporalities of gender transition and the socioemotional impacts of neoliberal educational reforms. No scientific awards are listed in the provided materials. Dr. Pyne has been a vocal advocate for trans communities through policy reports and public commentary, collaborating with organizations like Rainbow Health Ontario and the Children’s Aid Society of Toronto. He has pioneered studies on trans health disparities, workplace discrimination, and accessibility in shelter services.

• Developmental Psychology
• Child Development
• Social Skills Development
• +3 more

Astra Schults is an Associate Professor at Tallinn University's School of Natural Sciences and Health, specializing in School and Counseling Psychology. She holds a Doctorate in Psychology from the University of Tartu (2016) and a Master's Degree in Research Psychology (2005). Her career includes roles as a Lecturer in School Psychology at the University of Tartu and Research Fellow in Developmental Psychology. Current Position: Associate Professor (1.00 FTE) Research Focus: Social skills development, language acquisition, and early childhood education Administrative Roles: Member of the National Institute for Health Development's Prevention Research Council, Estonian Quality Agency for Education's General Education Council, and Programme Director for School Psychologists' Internship Professional Memberships: Estonian Association for Mental Health for Young Children, European Association for Developmental Psychology, and International School Psychology Association Research Interests: Astra's work centers on understanding developmental pathways in children, particularly focusing on social skill formation, vocabulary development, and the impact of environmental factors. She has pioneered studies on Estonian children's early communicative development and assessment tools like the LAHE e-assessment system for five-year-olds. Her publications span developmental psychology, educational technology, and cross-cultural temperament studies. Notable projects include investigations into institutional childcare services and early identification of at-risk children. Awards: 2003 I Prize in Estonian National Contest for Young Scientists Grants: Over €500,000 in funding for projects on child development, prevention strategies, and educational assessment tools Labs/Teams: Leads Tallinn University's School Psychology initiatives and collaborates with the National Institute for Health Development on prevention research.

• Autism Spectrum Disorder
• Special Education
• Inclusive Education
• +5 more

Associate Professor Cathy Little is an academic in Special Education at the University of Sydney's Faculty of Education and Social Work. She holds roles as Executive Director of Initial Teacher Education and is a member of the Sydney Southeast Asia Centre. With degrees including a PhD (Sydney) and multiple master's qualifications, her expertise spans autism spectrum disorder, early childhood education, and inclusive education. Her research focuses on social inclusion, teacher attitudes, and educational interventions for students with disabilities. Current projects include studies on Thai teacher perceptions of autism and Malaysian parental challenges. Awards include multiple teaching excellence distinctions and a fellowship. She collaborates internationally with institutions like Srinakharinwirot University and Beijing Normal University. Advising two PhD students, her work emphasizes policy-driven educational equity and culturally responsive practices. Education: PhD in Special Education (University of Sydney) MEd (Special Education), MEd (Early Childhood), BEd (University of Sydney) GradCert (ASD, QUT), MTeach (EC, Macquarie) Research Interests: Autism Spectrum Disorder interventions Social inclusion in schools Teacher training for diversity Early childhood special education Key Projects: Australian-Thai teacher attitude collaboration Malaysian parental experiences study China-Australia rural child welfare research Affiliations: Australian Association of Special Education (AASE) International Society for Autism Research (InSAR) NSW Education Standards Authority (NESA) Her publications emphasize peer-mediated interventions, cross-cultural educational practices, and policy frameworks for inclusion. She has authored influential texts such as *Supporting Social Inclusion for Students with Autism Spectrum Disorders* (2017) and *Inclusive Education in Schools and Early Childhood Settings* (2020). Her work bridges academic research with practical classroom strategies to enhance educational equity globally.

• Traumatic Brain Injury
• Cognitive Neuroscience
• Neuropsychology
• +3 more

Michelle MCKERRAL is a Professor at the Department of Psychology , Faculty of Arts and Sciences , University of Montreal . Her research focuses on traumatic brain injury (TBI) , cognitive neuroscience , and neuropsychological rehabilitation . She leads interdisciplinary studies at the Interdisciplinary Research Center on Rehabilitation (CRIR) and Centre de recherche en sciences de la vision (CERNEC) . Ph.D. in Neurosciences & Psychology (1998) M.Ps. in Psychology & Clinical Sciences (1996) B.Sc. in Psychology (1992) Her research employs electrophysiological methods and neuropsychological tests to study brain function alterations after TBI and their recovery. Key areas include visual perception deficits , cognitive rehabilitation , and social participation outcomes . Recent work explores robotic exoskeleton interventions and virtual reality for postural control assessment . Notable projects include: 2023-2026 : Knowledge exchange grants about TBI 2019-2022 : Physical activity intervention for mild TBI 2018-2021 : Exoskeleton walking program for spinal injury She has supervised numerous doctoral students in TBI rehabilitation research and co-developed clinical tools like the Client's Intervention Priorities (CIP)© instrument. Her work appears in journals like NeuroRehabilitation and Brain Injury .

• Health Economics
• Health Technology Assessment
• Child and Caregiver Health
• +5 more

Dr. Sheena Arora is a Senior Research Fellow at the University of Technology Sydney's Centre for Health Economics Research and Evaluation (CHERE). Her work focuses on health economics, particularly in child and caregiver health, health technology assessment, and economic evaluations of psychosocial interventions. She holds academic affiliations with the Faculty of Health and has contributed to studies on incontinence management, opioid prescribing patterns, and newborn screening programs. Her research employs advanced methodologies like discrete choice experiments and cost-effectiveness analysis. Education: BSc in Nutrition and Economics (UNSW Australia, 2001-2004) Master of Public Health (University of Sydney, 2008-2009) Research Interests: Economic evaluation of pharmaceuticals and medical devices Nurse-led interventions for childhood cancer survivors Cost-benefit analysis of screening programs Discrete choice experiments to quantify informal care Grants & Projects: Lead investigator on newborn screening genomics (NHMRC Ideas Grant) Economic evaluation of IMBED incontinence intervention NSW Drug & Alcohol Consultation Liaison Service evaluation Her work bridges clinical practice and policy, with over 30 peer-reviewed publications and active engagement in national health technology assessment processes through the PBAC and MSAC.

Geralyn R. TimlerView profile

Professor

• Social Communication Disorders
• Language Development
• Language Assessment and Intervention
• +3 more

Geralyn R. Timler is a Professor in the Department of Communication Sciences & Disorders at James Madison University (JMU), and Director of the On-Campus Program for the Speech-Language Pathology (M.S.) degree. She holds a Ph.D. in Speech and Hearing Sciences from the University of Washington, an M.S. in Communicative Disorders from the University of Wisconsin-Madison, and a B.A. in Communicative Disorders from the University of Wisconsin-Eau Claire. Her research focuses on social communication, language development and disorders, and assessment/intervention strategies. She leads the Social Communication and Language Evaluation (SCALE) Lab, which emphasizes evidence-based practices for children with neurodevelopmental disorders. Key areas of interest include neurodiversity-affirming approaches, social communication deficits in ADHD and autism spectrum disorders, and linguistic diversity in assessment. Dr. Timler has published extensively on pragmatic language disorders, interprofessional interventions, and diagnostic accuracy. She is actively involved in training graduate students in clinical practices that bridge theory and real-world application. Her educational background spans three decades of academic excellence, with a strong emphasis on applied clinical research. She collaborates across disciplines to address gaps in understanding and treating complex communication disorders. Dr. Timler’s work often intersects with cultural competence, particularly in assessing children from linguistically diverse backgrounds such as Bahamian Creole English speakers. She advocates for improved diagnostic tools that account for overlapping symptoms in neurodevelopmental conditions. Her contributions to the field include refining social communication interventions for preschoolers and school-age children, emphasizing peer interactions and generalization of skills.