Telepractice Coaching Models Professors and Supervisors

Megan KunzeView profile

Research Professor

University of OregonUnited States

Dr. Megan Kunze is a Research Professor at the Center on Brain Injury Research and Training within the Department of Psychology at the University of Oregon. She holds a dual role in the Department of Special Education and Clinical Sciences under the College of Education, where she lectures and supervises graduate students in Early Intervention and Early Childhood Special Education programs. With over 30 years of clinical experience, she specializes in supporting children with developmental disabilities through applied behavior analysis and family-centered interventions. Education Ph.D. in Special Education, University of Oregon (2020) M.S. in Special Education: Early Intervention, University of Texas at Austin (2000) B.A. in Family and Human Sciences: Child Development, The Ohio State University (1995) Research Focus Her research examines accessibility in early diagnosis, telehealth-based caregiver coaching, and culturally responsive interventions for developmental disabilities. Key areas include validating early autism screeners, designing telehealth frameworks for underserved communities, and developing behavior-analytic training programs. She emphasizes equity-focused solutions for rural families and multilingual populations. Publication Trends Recent publications highlight telehealth efficacy, pandemic impacts on families, inclusive preschool models, and interdisciplinary autism support. Methodologies range from longitudinal studies to single-case designs, consistently addressing service gaps for vulnerable populations through technology and caregiver empowerment. Awards 2018 David Zeaman Graduate Award for conference travel 2020 Dissertation Funding Award from University of Oregon's College of Education Professional Engagement Dr. Kunze supervises graduate students in EI/ECSE practicums and serves as behavior expert for two Extension for Community Healthcare Outcomes (ECHO) panels: Autism ECHO for Oregon and Ukraine ECHO. These initiatives train medical professionals supporting children with special needs globally. Laboratory Affiliation She conducts research at the Center on Brain Injury Research and Training (CBIRT), focusing on early childhood interventions and developmental disability support.

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Adele F DimianView profile

Researcher

University of Minnesota Twin CitiesUnited States

Adele F Dimian is a researcher at the University of Minnesota, affiliated with the Institute on Community Integration and Masonic Institute for the Developing Brain . She specializes in neurodevelopmental disorders and behavioral interventions, with a focus on autism spectrum disorders and self-injurious behaviors. Research Themes : Autism epidemiology, telehealth intervention delivery, genetic-neurological-behavior links in rare syndromes (CFC, Rett), and Medicaid-enrolled child services. Projects : Leading a 2024-2025 stakeholder study with Minnesota Department of Human Services Co-investigator in LEND program (2021-2026) for neurodevelopmental disability education PI for CFC syndrome behavior assessment (2021-2023) Publication Trends : 15+ recent articles analyze self-injurious behavior mechanisms (75% overlap), early intervention efficacy (63% overlap), telehealth applications (57% overlap), and rare syndrome phenotyping (48% overlap).

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Hasan GürğürView profile

Professor

Anadolu UniversityTurkey

Hasan Gürğür is a Professor at the Faculty of Education, Anadolu University, specializing in Special Education, Inclusive Education, and Teacher Training. His research focuses on educational practices for students with hearing impairments, family involvement in special education, and the integration of inclusive pedagogy into mainstream schooling. WoS Research Areas: Language & Linguistics, Education & Educational Research, Social Sciences, Special Education, Family Studies Avesis Research Areas: Social Sciences and Humanities, Education, Special Education, Teacher Training His work emphasizes improving resource room programs, mentoring special education teachers, and adapting educational models during crises like the COVID-19 pandemic. Recent publications highlight telepractice interventions, differentiated instruction, and the integration of gifted students into school systems. Scientific awards include the METU Award for Best Thesis in Special Education (2021). He has supervised 20 theses and authored 145 WoS publications with an H-index of 103. His email is hasangurgur@anadolu.edu.tr .

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Michelle M. SandsView profile

Assistant Professor

Northern Illinois UniversityUnited States

Michelle M. Sands is an Assistant Professor in the Department of Special and Early Education at Northern Illinois University’s College of Education. Her work focuses on early childhood special education, emphasizing family-practitioner collaboration, transition processes for children with disabilities, and culturally responsive interventions. Sands holds a Ph.D. from the University of Illinois, Urbana-Champaign, and has over 20 years of experience in early childhood settings, including roles as a teacher, curriculum specialist, and administrator. Education Background: Ph.D., Special Education, University of Illinois at Urbana-Champaign (2021) Ed.D., Early Childhood and Special Education, Elmhurst University M.A., Educational Leadership with Principalship, North Central College Research Interests: Sands explores alignment of educational practices for children with disabilities, family engagement in special education processes, and the transition to kindergarten. She has published extensively on telepractice coaching models, cultural adaptations of interventions, and military family experiences with early intervention services. Her work bridges research and practice through collaborations with schools, museums, and Head Start programs. Publications Trend: Her recent work emphasizes telepractice applications, cultural adaptation frameworks, and systemic barriers faced by marginalized families. Key themes include scalable professional development models for early childhood educators and equitable transition practices. Advising & Grants: Sands currently advises no listed students but has contributed to grant-funded projects exploring telepractice efficacy and military family needs. She collaborates with the Early CHOICES initiative and Illinois Council on Developmental Disabilities. Labs/Teams: Active contributor to the Cascading Coaching Model initiative and the Telepractice Parent-Implemented Training project.

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Carol C. DuddingView profile

Professor

James Madison UniversityUnited States

Carol C. Dudding is a Professor and Director of the Online Master of Science in Speech-Language Pathology (MS SLP) Program at the Department of Communication Sciences & Disorders, James Madison University (JMU). She holds a PhD from the University of Virginia, an MA from the University of Massachusetts, and a BS from the University of Virginia. Her research focuses on simulations for clinical education, telepractice/telesupervision, online learning strategies, and pedagogy in higher education. She leads the Research Applications in Clinical Education lab, exploring innovative educational methodologies. Recent work emphasizes translating simulation theory into clinical practice and advancing telehealth supervision. Her scholarly output reflects expertise in clinical education innovation, with 2024 publications addressing simulation efficacy, evidence-based practice, and future trends. Articles from 2018-2023 cover interprofessional collaboration in schools, barriers to simulation adoption, and telehealth applications. No scientific awards are explicitly listed in the provided materials. Her teaching spans anatomy/neurophysiology for communication disorders and geriatric communication. She oversees JMU's online SLP program, emphasizing accessibility and modern pedagogical strategies. Grants and advising details are not explicitly detailed in the text.

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Julie ThompsonView profile

Associate Professor

Texas A&M UniversityUnited States

Julie L. Thompson, PhD, BCBA-D, is an Associate Professor of Special Education at Texas A&M University, serving as Director of the Behavioral Learning INterventions for Children (BLINC) Lab. She is also a Core Faculty Member of the Texas A&M Institute for Early Childhood Development and Education, and an Affiliated Faculty Member with the Center on Disability and Development. Her research focuses on social-justice-driven mixed-methods approaches to academic instruction for students with autism and intellectual disabilities, alongside interventions to address classroom behavioral challenges. Dr. Thompson has secured $3.86 million as Principal Investigator (PI) and contributed to $30.14 million as Co-PI across federally and state-funded grants. Education: Ph.D. in Special Education, University of North Carolina at Charlotte (2014) M.Ed. in Special Education, University of North Carolina (2011) B.A. in Special Education, University of North Carolina (2005) Research Interests: Dr. Thompson’s work emphasizes culturally adapted interventions, telepractice in special education, and evidence-based strategies for inclusive classrooms. Her BLINC Lab prioritizes academic and behavioral support for neurodivergent learners, particularly those with profound autism or intellectual disabilities. Recent projects include developing story-based curricula for Spanish-speaking children with ASD and training paraprofessionals via Project TAPP. Grants & Awards: Chancellor's Academy of Teacher Educators (CATE) $6.45M SPARC Consortium grant (2024–2029) for special education teacher training Early Career Research Excellence Award (2019) Over $30M in external funding as PI/Co-PI Advising & Leadership: Dr. Thompson has mentored 15 doctoral students and chairs the Special Education Doctoral Program. She leads initiatives to recruit and retain educators in underserved communities through programs like Recruit-Prepare-Retain Squared. Labs & Collaborations: BLINC Lab focuses on translational research to bridge gaps between academic findings and classroom practice. Collaborative projects include partnerships with the University of Tennessee and University of Nebraska to train special education faculty.

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