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Ben ClarkeView profile

Professor

• Mathematics Education
• Educational Psychology
• Special Education
• +3 more

Dr. Ben Clarke is an Associate Professor and Department Head of Special Education and Clinical Sciences at the University of Oregon’s College of Education. His research focuses on mathematical development, assessment systems, and school-based interventions to support student achievement. He has led over 20 federally funded grants totaling ~$55 million, emphasizing early numeracy interventions and multi-tiered instructional models. Clarke’s work bridges theory and practice, with publications on mathematics instruction, assessment, and RTI frameworks. Education: PhD (2002), MA (2001) in School Psychology/Special Education from University of Oregon; BS (1997) in Psychology from Wabash College (Phi Beta Kappa). Research Interests: Mathematics intervention design and efficacy Early numeracy assessment Multi-tiered systems of support (MTSS) Technology in education Equity in mathematics education Publications highlight his focus on intervention fidelity, tiered models, and outcomes for students with learning difficulties. Awards include the AERA Special Education SIG Research Award and recognition for academic excellence. Grants and Advising: Principal Investigator on ~$55M in federal grants; advises graduate students in School Psychology and Special Education. His lab develops evidence-based tools like the KinderTEK iPad program and contributes to national practice guides (e.g., IES RTI for Mathematics). Labs/Teams: Leads research teams focused on early mathematics intervention and MTSS implementation, collaborating with schools and policymakers to scale effective practices.

Prerna AroraView profile

Associate Professor

• School Psychology
• Youth Mental Health
• Culturally Tailored Interventions
• +12 more

Dr. Prerna Arora is Associate Professor of Psychology and Education at Teachers College, Columbia University, within the Graduate School of Education, Health & Psychology and the Department of Health Studies & Applied Educational Psychology. She directs the School Mental Health for Minoritized Youth and Families (SMILE) Research Lab, where she leads innovative research on mental health equity for immigrant-origin, racial and ethnic minoritized, and historically marginalized youth. Ph.D. in School Psychology – University of Texas at Austin M.A. in Educational Psychology – University of Texas at Austin B.S. in Biology – Arizona State University Predoctoral Internship – Children’s Hospital of Philadelphia Postdoctoral Training – University of Maryland School of Medicine Dr. Arora’s research focuses on culturally tailored mental health interventions, school-based services, barriers to care, and trauma-informed, equity-driven practices. Her work is grounded in participatory action research and mixed methods, aiming to bridge research-practice gaps and empower communities. She has led major funded projects from the Spencer Foundation, National Institute of Mental Health (NIMH), and the U.S. Department of Education, including a $4.9 million grant to train clinicians in culturally responsive services. Her recent publications reflect a strong thematic focus on mental health disparities, cultural adaptation of interventions, school climate, and help-seeking behaviors among AAPI, Latino/a, and immigrant youth. The body of work demonstrates a commitment to advancing equity, social justice, and measurement-based care in school psychology. American Psychological Association Minority Fellowship Program Spencer Foundation Research Grant NIMH Funding U.S. Department of Education OSEP Grant ($4.9 million) Dr. Arora actively mentors PhD and graduate students, many of whom co-author her publications. She has secured major grants that support training, research, and community partnerships. Her leadership extends to editorial roles as Associate Editor of School Mental Health and Consulting Editor of School Psychology Review , and she is a vocal advocate for diversity, equity, and inclusion in academic training and practice. She collaborates extensively with NYC-based organizations, building community-driven research models through the SMILE Lab.

Marie Tejero HughesView profile

Professor

• Special Education
• Literacy Instruction
• Bilingual Education
• +4 more

Marie Tejero Hughes is a Professor in Special Education at the University of Illinois at Chicago , focusing on graduate literacy instruction for educators in urban communities. Her work centers on comprehension strategies for culturally/linguistically diverse students and Latino family engagement . PhD in Reading and Learning Disabilities MSEd in Elementary Education BSEd in Early Childhood/Elementary Education Her research examines: Spanish literacy interventions for English learners Teacher leadership in special education MTSS/PBIS implementation in high-need schools Latinx family perspectives on autism education Coaching models for literacy development Recent publications highlight: Teacher leadership frameworks Bilingual literacy outcomes Latinx family expertise in math education Parent training programs in Colombia Technology-enhanced play interactions She has directed multiple US Department of Education grants focused on special education teacher recruitment and retention, and frequently collaborates with Colombian researchers on autism family support systems.

Mark WeistView profile

Professor

• School Behavioral Health
• Mental Health Literacy
• Implementation Science
• +5 more

Mark Weist is a tenured Professor in the Department of Psychology at the University of South Carolina's College of Arts and Sciences. He has held leadership roles including Director of the Clinical-Community Psychology Doctoral Program and Interim Director of the School Psychology Doctoral Program. Previously, he spent 19 years at the University of Maryland School of Medicine, rising from Assistant to Professor with tenure and leading initiatives like the Center for School Mental Health (CSMH), which he co-founded in 1995. B.A. in Psychology from West Chester University (1981) M.A. in Clinical Psychology from West Virginia University (1985) M.S. in Psychology from Virginia Tech (1988) Ph.D. in Clinical Psychology (child specialization) from Virginia Tech (1991) Dr. Weist's research focuses on advancing school behavioral health (SBH) through mental health-education partnerships, evidence-based practices, trauma-informed care, and policy innovation. He leads federally funded studies on SBH scalability and co-chairs the global School Mental Health International Leadership Exchange (SMHILE). His work integrates telemental health, multi-tiered systems of support, and neuroscience education to enhance mental health literacy. Current projects include the Southeastern School Behavioral Health Community and the South Carolina School Behavioral Health Academy , which provide coaching systems for SBH implementation. He has also developed partnerships with the National Center on Positive Behavioral Interventions and Supports (PBIS) and contributed to frameworks like the Interconnected Systems Framework (ISF). Dr. Weist has edited 17 books and published extensively on topics including: Implementation science in school mental health Effectiveness of telemental health services Mental health literacy in education systems Family-school collaboration mechanisms Policy strategies for SBH expansion

Celeste MaloneView profile

Associate Professor

• Multicultural Competence in School Psychology
• Educational Equity
• School Mental Health
• +3 more

Celeste Malone, PhD, is an Associate Professor and Coordinator of the School Psychology Program at Howard University's School of Education. She holds a PhD in School Psychology from Temple University and postdoctoral training from Johns Hopkins University. Her research focuses on multicultural competence in school psychology, diversification of the profession, and culturally responsive practices. She leads the Multicultural School Psychology Research Group (MSPRG), developing tools like the School Psychology Multicultural Competence Scale. Dr. Malone has held leadership roles in NASP (2022–2023 President, first Black woman in the role) and APA, advocating for equity. She received presidential awards from NASP, APA Division 16, and others. Education: Brown University (BA Psychology), Johns Hopkins (MS Counseling), Temple University (PhD School Psychology) Research interests include bridging research-practice gaps, addressing microaggressions, and improving mental health access for marginalized youth. Notable contributions include frameworks for MTSS (Multi-Tiered Support Systems) in anti-racist schooling and pandemic-era advocacy for educational equity. Key awards: 2024 Outstanding Article Award (School Psychology Review), Jean Baker Mid-Career Service Award (APA) Her work emphasizes social justice through leadership development, policy advocacy, and anti-oppressive training. Current projects explore faculty diversity recruitment, LGBTQ+ competency in training, and liberatory mentoring practices.

• Special Education
• Equity and Inclusion
• Family-School Collaboration
• +3 more

Dr. Kathryn Rusnak serves as a Clinical Assistant Professor in the Department of Educational Studies within Purdue University's College of Education. She concurrently holds roles as Diversity, Equity and Inclusion Coach, Research and Evaluation Coach, and Student Services Team/MTSS Director at Tindley Accelerated Schools in Indianapolis since 2018, while previously teaching as an Adjunct Professor at Indiana University School of Education (IUPUI). Her academic credentials include: Ph.D. in Education from Indiana University School of Education, Indianapolis (2024) M.Ed. in Secondary Education with urban focus from Indiana University School of Education, Bloomington (2017) B.S. in Education from Indiana University School of Education, Bloomington (2001) Dr. Rusnak's research centers on equity-driven special education practices, emphasizing family-school collaboration and classroom management strategies. Her work directly addresses systemic barriers through actionable frameworks for educators navigating sensitive topics like gender identity, cyberbullying, and discriminatory policies. She pioneers interactive educational tools via the Midwest & Plains Equity Assistance Center (MAP EAC), developing "choose your own adventure" scenarios that model equitable decision-making in real-world classroom conflicts and policy challenges. Her publication trends (2021-2022) reveal a concentrated focus on crisis-responsive equity interventions, particularly around LGBTQ+ inclusion in sports, pandemic-era school reopening, and digital citizenship. These works consistently bridge theoretical social justice principles with practical classroom applications through innovative multimedia formats. No scientific awards are documented in her current professional profile. Dr. Rusnak's advising activities include mentoring K-12 educators through coaching roles at Tindley Accelerated Schools and Indianapolis Public Schools, though doctoral student supervision isn't specified. Her MAP EAC collaborations indicate grant-supported development of equity resources, though specific funding details aren't provided. She leads school-based MTSS teams at Tindley Accelerated Schools while co-creating national equity frameworks through the MAP EAC partnership, demonstrating integrated practice between K-12 systems and higher education research.

Emily DeFouwView profile

Assistant Professor

• School Psychology
• Academic Interventions
• Multi-Tiered Systems of Support (MTSS)
• +3 more

Dr. Emily DeFouw is an Assistant Professor in the School Psychology Program at the University of Southern Mississippi. She earned her Ph.D. and MEd in School Psychology from the University of Massachusetts-Boston and completed a predoctoral internship in pediatric psychology at the University of Nebraska Medical Center. Education: Ph.D. and MEd in School Psychology (University of Massachusetts-Boston) Her research focuses on academic interventions, particularly in mathematics, within a Response-to-Intervention (RtI) framework, and she explores implementation strategies like school-based consultation and treatment intensity. Her work emphasizes Applied Behavior Analysis and Multi-Tiered Systems of Support (MTSS) to improve outcomes for racially and ethnically minoritized youth. Recent publications highlight trends in intervention delivery (video modeling, emailed prompts), MTSS and consultation models (cost-effectiveness, teacher collaboration), and behavioral strategies (behavior-specific praise, treatment fidelity). Her 2025 research centers on preschool education technology, while 2024 studies examine alternative school settings and consultation efficacy. Professional Affiliations: National Association of School Psychologists (NASP), American Psychological Association (APA)

Brandi SimonsenView profile

Professor

• Positive Behavioral Interventions and Supports (PBIS)
• Applied Behavior Analysis
• School-wide Positive Behavior Support
• +5 more

Dr. Brandi Simonsen is a tenured Professor of Special Education in the Department of Educational Psychology at the Neag School of Education, University of Connecticut. She serves as Co-Director of the Center for Behavioral Education and Research (CBER) and the National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), and is Co-Principal Investigator of the National Multi-Tiered System of Supports Research Network (MTSS-RN). Additionally, she advises the National Center on Intensive Interventions and serves on the editorial board for the Journal of Emotional and Behavioral Disorders. Her educational background includes: Ph.D. in Special Education: Exceptional Learner, University of Oregon, 2002 M.S. in Special Education: Exceptional Learner, University of Oregon, 1999 B.A. in Elementary Education and Psychology, William and Mary, 1998 Dr. Simonsen's research focuses on evidence-based behavioral strategies with three core emphases: School- and class-wide Positive Behavioral Interventions and Supports (PBIS) Positive and proactive professional development for teachers Applications of PBIS in alternative education settings for students with high-risk behaviors Analysis of her recent publications reveals significant trends toward districtwide PBIS scaling, integration of behavioral practices into academic instruction (particularly reading), and technology-enhanced self-monitoring interventions. Her work increasingly addresses systemic implementation challenges and equity considerations for students with disabilities within multi-tiered frameworks. With extensive practical experience as former director of a non-public school for students with disabilities, Dr. Simonsen bridges research and practice through national technical assistance initiatives. Her grant-funded work with the National MTSS Research Network and PBIS Technical Assistance Center drives evidence-based implementation across diverse educational settings. Her laboratory activities center at UConn's Center for Behavioral Education and Research (CBER), which collaborates with national partners to develop resources, conduct implementation research, and provide training for educators nationwide.

Sara WitmerView profile

Associate Professor

• School Psychology
• Assessment Practices
• Educational Equity
• +3 more

Sara Witmer is an Associate Professor of School Psychology at Michigan State University (MSU), holding a Ph.D. from the University of Minnesota and National Certified School Psychologist (NCSP) certification. She is affiliated with the College of Education’s Department of Counseling, Educational Psychology & Special Education (CEPSE). Her roles include Principal Investigator for Project ETUDE (funded by the Institute of Educational Sciences) and Project Director for Project Hi2LD (funded by the U.S. Office of Special Education and Rehabilitative Services), which focus on improving assessment practices and reducing graduate study costs for school psychology and special education students. Education: Dr. Witmer earned a Ph.D. in School Psychology from the University of Minnesota. She also holds an NCSP credential, reflecting her specialization in school-based psychological services. Research Interests: Her work centers on enhancing instructional decision-making through equitable assessment practices, particularly for at-risk students, students with disabilities, and English language learners. Key themes include validity and fairness in testing, accommodation use, and the integration of accessibility tools into large-scale accountability systems. She employs empirical and mixed-methods approaches to address disparities in educational measurement. Projects & Grants: Leading Project ETUDE (IES-funded) and Project Hi2LD (OSE-funded), she investigates testing accommodations’ effectiveness and develops interdisciplinary training programs. These initiatives aim to improve outcomes for K-12 students and reduce barriers to graduate education. Labs/Teams: While no specific lab is mentioned, her research aligns closely with MSU’s CEPSE department and interdisciplinary efforts within the College of Education, such as the CREATE for STEM Institute. She collaborates with national and international agencies to advance inclusive assessment policies.

Kent McIntoshView profile

Professor

• Positive Behavior Support
• Equity in School Discipline
• Sustainability of Evidence-Based Interventions
• +3 more

Kent McIntosh is a Professor and Philip H. Knight Chair in Special Education at the University of Oregon’s College of Education . He directs Educational and Community Supports and co-directs the Center on Positive Behavioral Interventions and Supports (PBIS) , focusing on equity in school discipline and sustainability of evidence-based practices. Education: PhD in School Psychology, University of Oregon (2005) MS in Special Education, University of Oregon (2003) Certificate in Curriculum and Instruction, Lesley University (2002) BA in English, Duke University (1997) His research interests include: Racial and ethnic equity in school discipline Implicit bias mitigation strategies Positive Behavioral Interventions and Supports (PBIS) Culturally responsive practices Implementation science for educational interventions The articles reflect trends in school discipline reform , PBIS scalability , and equity-focused interventions , with subfields spanning implicit bias analysis , tiered support systems , and school climate assessment . Scientific Awards: 2023 Advancing Diversity, Equity, and Inclusion Outstanding Research Award 2022 APA School Psychology Article of the Year 2015 Council for Exceptional Children Distinguished Early Career Award He leads federal grants testing interventions to reduce disciplinary disparities and improve high school completion rates . His work emphasizes collaborative teaming and systemic PBIS implementation .

• Inclusive Education
• Disability Policy
• Educational Policy
• +3 more

Kate De Bruin is a Senior Lecturer in Inclusion and Disability at Monash University's School of Curriculum Teaching & Inclusive Education, and serves as the Graduate Research Coordinator within the Faculty of Education. With over 11 years of experience, her work centers on evidence-based instruction, multi-tiered systems of support (MTSS), disability policy, and universal design. She actively contributes to state and federal education research, including roles in the Tasmanian Literacy Panel and as an expert witness for the Royal Commission into Violence, Neglect, Abuse, and Exploitation of Persons with Disability. Her research explores classroom and school-wide practices to ensure equitable education access for all students. Recent projects include evaluating Australia’s Disability Standards for Education, designing MTSS frameworks, and analyzing literacy interventions. Dr. De Bruin has authored over 40 publications, including influential reviews on inclusive education and policy analysis. She teaches courses like EDF5656 (Practising Inclusion) and EDF5692 (Professional Practice in Special and Inclusive Education), emphasizing practical applications of research. Dr. De Bruin has received prestigious awards, including the Graduate Scholar Award (2013) and Mollie Holman Award (2015). She regularly advises governments and educational institutions, contributes to editorial boards (e.g., Australian Journal of Learning Difficulties), and engages in public discourse through media features on literacy practices and inclusive education reforms.

John EagleView profile

Professor

• Family-School Partnerships
• Conjoint Behavioral Consultation
• Positive Behavioral Interventions and Supports
• +3 more

John Eagle is a Professor of School Psychology at Rhode Island College, where he teaches graduate and undergraduate courses to preservice teachers and school psychologists. With over 25 publications and 60 national presentations, his work significantly contributes to evidence-based practices in educational psychology and behavioral interventions. His educational background includes: 2005: Ph.D. in Psychological Studies in Education (Specialization: School Psychology) from the University of Nebraska-Lincoln (APA Accredited) 1997: M.S.W. in Clinical Social Work from the University of Michigan-Ann Arbor 1993: B.A. in Classical Studies/Economics from Vanderbilt University Dr. Eagle's research expertise centers on schoolwide positive behavioral interventions and supports (PBIS), behavioral consultation, and family-school partnerships. He has developed frameworks for universal family-school engagement within PBIS and pioneered implementation strategies for multi-tiered systems of support (MTSS). His work emphasizes collaborative approaches between school psychologists, administrators, and families to drive systemic change and improve student behavioral and academic outcomes through data-driven interventions. Analysis of his publications from 2019 to 2001 reveals sustained focus on integrating family and community dynamics into school-based behavioral frameworks. Key trends include the evolution of conjoint behavioral consultation models across diverse populations, refinement of tiered intervention systems (PBIS/MTSS), and exploration of impairment reduction through family-situation analysis. His work consistently bridges theoretical foundations with practical applications for school mental health initiatives. Scientific Awards: No awards were mentioned in the provided text. Dr. Eagle has secured significant federal funding as Project Coordinator for the Rhode Island State Personnel Development Grant (SPDG). His leadership extends to serving as Rhode Island's state representative for the National PBIS Leadership Team and active roles in professional associations including the National Association of School Psychologists (1998-Present), Family School Community Alliance (2018-Present), Association for Positive Behavior Supports (2015-Present), and Rhode Island School Psychologists Association (2008-Present). He also contributes to the National Center for School Mental Health through the Family School Community Alliance.

Lauren EvanovichView profile

Assistant Professor

• Special Education
• Positive Behavior Interventions and Supports (PBIS)
• Multi-Tiered Systems of Support (MTSS)
• +5 more

Lauren Evanovich is an Assistant Professor at the University of South Florida's College of Education, specializing in multi-tiered systems of support (MTSS) and Positive Behavior Interventions and Supports (PBIS). Her research emphasizes reducing exclusionary discipline practices through Tier 2 and Tier 3 interventions for students with emotional and behavioral disorders, alongside integrating Relationship-Based Practices (RBP) within PBIS frameworks. Master’s: University of Connecticut (K-12 Special Education, PBIS concentration) Doctorate: University of Louisville (Curriculum and Instruction, Special Education with focus on Emotional and Behavioral Disabilities) Her work addresses critical gaps in inclusive education by developing evidence-based strategies for behavioral challenges. Key themes include policy analysis of restraint/seclusion practices, multidisciplinary collaboration, and restorative practices like Proactive Circles. Dr. Evanovich’s recent publications highlight national trends in PBIS implementation, alternatives to physical restraint, and the intersection of school climate and student mental health. Her research spans 2015–2025, with a focus on practical applications for educators and policymakers.

Victoria SanchezView profile

Assistant Professor

• Reading Interventions
• Learning Disabilities
• Vocabulary Instruction
• +3 more

Dr. Victoria Sanchez serves as an Assistant Professor in the Department of Special Education, Rehabilitation, and Counseling at Auburn University's College of Education. Her work centers on evidence-based interventions for students with learning disabilities, particularly in reading and mathematics across elementary and secondary settings. Her educational credentials include: Ph.D. in Special Education, University of California, Riverside (2010) M.A. in Educational Psychology, University of California, Riverside (2007) B.A. in Psychology, University of California, Riverside (2005) Dr. Sanchez's research examines instructional strategies to improve decoding, vocabulary, and comprehension for adolescents with disabilities, with significant focus on multiplicative reasoning in mathematics and academic vocabulary development. Her work bridges theoretical frameworks with classroom implementation challenges. Recent publications (2025-2015) reveal a concentrated trajectory in vocabulary interventions for English learners with disabilities and mathematics remediation, particularly using structured approaches like CHAAOS and BRIDGES. Her studies frequently target middle school content areas including history, demonstrating interdisciplinary applications of literacy interventions. Dr. Sanchez has secured research funding from the Institute of Education Sciences (IES) and Office of Special Education Programs (OSEP) for quasi-experimental and experimental studies. She actively translates research into practice through literacy coaching for school administrators and teachers, emphasizing schoolwide literacy improvement.

• Literacy Education
• Special Education
• Reading Interventions
• +3 more

Kelly Mertens serves as a Senior Visiting Instructor at the McKeown School of Education, Salem State University, where she teaches graduate-level courses focused on literacy intervention strategies, including EDS 739: Multi-tiered Intervention for Students With Literacy Difficulties. Her research centers on evidence-based literacy education for students with learning challenges, emphasizing multi-tiered systems of support (MTSS) within special education frameworks. This work integrates educational psychology principles to develop targeted reading interventions for diverse learners, particularly those requiring intensive literacy scaffolding in K-12 settings. No information is available regarding scientific awards, graduate student advising, research grants, or laboratory affiliations.