Jill Tompkins serves as a Researcher in the Department of Special Education within the College of Education at the University of Illinois, Urbana-Champaign. Her work focuses on improving early intervention services through technological innovation and equitable access strategies. Her research interests span early intervention methodologies, special education technologies, telehealth implementation in developmental services, and strategies for engaging traditionally underserved families in early childhood education programs. She examines how digital solutions can bridge service gaps while maintaining family-centered care principles. Her publication record demonstrates consistent contributions to understanding telehealth applications in early intervention, with particular attention to family perspectives and implementation challenges. Her 2021 study in the Journal of Developmental and Physical Disabilities explored family attitudes toward telehealth services, identifying both benefits and barriers to implementation. As Technology Coordinator for the Illinois Early Intervention Clearinghouse, she bridges research and practice by developing resources that support evidence-based service delivery across the state.
Dr. Marcia L. Montague is a Clinical Associate Professor in Special Education at Texas A&M University's College of Education and Human Development. With over ten years of higher education teaching experience and nine years as a special education classroom teacher, she focuses on transition support for first-generation college students and individuals with disabilities. Her leadership includes roles as Training Director at the Center on Disability and Development, Chair of the Special Education Master's Program, and Co-Director of Heart of Texas GEAR UP. Education Ph.D., Educational Psychology, Texas A&M University M.Ed., Educational Psychology (Bilingual Special Education), Texas A&M University B.S., Interdisciplinary Studies (Special Education), Texas A&M University Research Focus Montague's research examines systemic approaches to educational equity, including: college retention strategies for marginalized students; disability-inclusive disaster preparedness; evidence-based teacher training models; and culturally responsive family engagement. Her work emphasizes practical interventions in K-12 and postsecondary settings, often through community partnerships with school districts and disability service agencies. Publication Trends Her scholarly output (2014-present) demonstrates consistent focus on special education praxis, with recent meta-analyses evaluating GEAR UP programs' long-term efficacy. Recurring themes include: validating assessment tools for self-advocacy; optimizing MTSS frameworks for teacher development; and creating accessible resources for Spanish-speaking families. Methodologies range from case studies in disaster management to large-scale educational data analysis. Awards and Honors College of Education Extraordinary Service Award (2024) Chancellor's Academy of Teacher Educators Team Award (2023-2024) Provost Faculty Teaching Excellence Award (2023-2024) Distinguished Achievement Award for Teaching (2021) Faculty Sustainability Champion Award (2021) Departmental Outstanding Teaching Award (2021) Leadership and Service Directs multiple university initiatives including Aggie Homework Helpline and Heart of Texas GEAR UP. Provides professional development for educators and disability service providers. Noted accomplishments include being named T-Camp Namesake (2025) for exemplary contributions to student development.
Natacha Trudeau is a Full Professor at the School of Speech-Language Pathology and Audiology, University of Montreal. Her research focuses on language acquisition, bilingualism in children with developmental disabilities, augmentative and alternative communication (AAC), and feeding-swallowing disorders. Doctorate in Biomedical Sciences (Speech Therapy specialization) Master's and Bachelor's in Speech Therapy, all from the University of Montreal Her research themes include: Language assessment and intervention for children with disabilities Development of clinical tools for pragmatic skills and inferencing Impact of bilingualism on communication disorders Graphic symbol use in AAC systems Feeding-swallowing difficulties in children with language impairments Recent publications highlight trends in: Evaluating syntactic development in French-speaking children Word-finding behaviors and narrative skills Interactive reading interventions for preschoolers Neurodevelopmental outcomes in congenital heart disease
Jennifer Zuk is an Assistant Professor in the Department of Speech, Language & Hearing Sciences at Boston University. Her research integrates developmental cognitive neuroscience, clinical speech-language pathology, and music cognition to study early childhood factors influencing speech, language, and reading acquisition in neurodevelopmental disabilities. Ph.D., Speech and Hearing Bioscience and Technology, Harvard University Ed.M., Mind, Brain, and Education, Harvard Graduate School of Education B.A., Cognitive Science, Case Western Reserve University B.S., Music Education, Case Western Reserve University Her work employs behavioral and neuroimaging tools (eMRI, fMRI) to examine brain-behavior relationships in children from infancy to school age, focusing on communication disorders, environmental influences (e.g., music), and translational clinical applications. She bridges music cognition and educational interventions to promote inclusive practices. Recent publications highlight her interdisciplinary approach, exploring: Speech timing and white matter organization in autism Prosody production in neurodevelopmental contexts Home literacy/music environments' impact on early language Neural predictors of reading/language outcomes Music-reading skill correlations Developmental resilience mechanisms in dyslexia As a speech-language pathologist, Dr. Zuk emphasizes translating research into clinical practice for improved identification and inclusion of communication disorders.
Dr. Hyun-Jung Kang serves as an Assistant Professor of Music Therapy at the State University of New York at Fredonia, bringing extensive international experience from teaching positions at multiple South Korean universities since 2007. Her academic credentials include: Ph.D. in Expressive Therapies from Lesley University Ph.D. in Music Therapy from Ewha Womans University Master of Education (M.Ed.) in Music Therapy Education from Ewha Womans University Bachelor of Music (B.M.) in Orchestral Instruments and Bachelor of Arts (B.A.) in Psychology from Ewha Womans University Violin training at Seoul Arts High School Her research integrates Community Music Therapy (focusing on everyday well-being, educational applications, and interdisciplinary practice), Neuroscience-informed Trauma Care (applying neuroscientific principles to trauma interventions), and Spirituality and Mindfulness . She critically engages with contemporary philosophy including ecological perspectives, postmodernism, and posthumanism to advance therapeutic paradigms. Publication trends reveal increasing emphasis on community-based applications, with recent work examining amateur orchestra participation's impact on well-being, trauma-focused interventions for vulnerable populations, and theoretical foundations of community music therapy. Her scholarship bridges clinical practice with philosophical inquiry across diverse contexts from educational settings to correctional facilities. Dr. Kang directs CoMuHeal and has secured significant funding including grants from Gyeonggi-do government (Korea) for trauma-healing concerts targeting firefighters and Kyobo Life Insurance (Korea) for COVID-19 mental health initiatives. Her clinical practice spans 18 years with expertise in Guided Imagery and Music (Level II), Jungian Sandplay, and neuroscience-informed psychotherapies for developmental disorders and trauma. As a music-centered expressive arts therapist, she has delivered interventions for children with developmental disabilities, at-risk adolescents, and trauma survivors through community-level projects that demonstrate her commitment to translating research into practical therapeutic applications.
Dr. Michael Francis Wangler is an Associate Professor at Baylor College of Medicine within the Graduate School of Biomedical Sciences and Department of Molecular & Human Genetics . His research focuses on pediatric genetics and peroxisomal disorders , using Drosophila models and genomics to study Mendelian disease mechanisms. Co-Director of Model Organisms Screening Center (MOSC) for Undiagnosed Diseases Network Active in clinical genetics at Texas Children's Hospital Research interests include: Deciphering molecular pathogenesis of rare diseases Genomics and metabolomics in peroxisome biogenesis disorders Functional validation of de novo variants Model organism applications in clinical genetics Recent publications highlight work on: DDX39B , RBBP5 , and DNMT3A variant-associated syndromes Biomarker discovery in peroxisomal diseases Neurodevelopmental disorder mechanisms via Drosophila Laboratory: Duncan Neurological Research Institute (Room DNRI-1050, Houston, TX)
Yoon-Joo Lee is an Assistant Professor at Brooklyn College's School of Education, specializing in Early Childhood Special Education, Bilingual Education, and Inclusive Pedagogy. Her research and teaching focus on teacher competencies, reflective practices, and cultural diversity in special education contexts. Education : M.Ed. (1999) & D.Ed. (2003) in Early Childhood Special Education from Teachers College, Columbia University Lee's scholarly work examines classroom leadership, social inclusion for children with disabilities, and caregiver perspectives through culturally responsive frameworks. Her recent publications highlight inclusive curriculum design, emotional resilience in families, and the intersection of culture and identity in disability studies. Notable research trends include: Exploration of visible vs. invisible disabilities in educational settings Impact of cultural narratives on parental identity (particularly Korean mothers of children with autism) Role of reflection in teacher development and classroom conflict resolution Strategies for inclusive childcare environments She actively contributes to professional discourse through presentations at interdisciplinary conferences on topics ranging from ambiguous loss theory to classroom leadership challenges.
Lisette Navarro Segura is a research professor at the Faculty of Social Education and Social Work at Ramon Llull University. She teaches courses including Social Skills, Interview Techniques, Group Dynamics, Childhood and Family, and Health, Sexuality and Interpersonal Relationships in Adolescence in the Social Education and Social Work degrees, as well as Innovative Strategies and Methodologies in the Itineraries of Accompaniment and Intervention in Developmental Processes of Children and Adolescents in the Master's Degree in Models and Strategies of Social and Educational Action. She earned a degree in Social Education followed by a degree in Pedagogy, completed her PhD at Ramon Llull University, and specialized in coaching at the European Coaching Institute. Her educational background has shaped her interdisciplinary approach to social education and professional development. Dr. Navarro Segura's research focuses on Social Education, Social Work, Childhood, Adolescence, Family Studies, Spirituality, Social Skills, and Coaching. Her work particularly examines interiority and spirituality in children and adolescents, innovation in social work education, and non-material needs in caring for people with intellectual disabilities. She explores how social skills can be developed in educational settings and how coaching techniques can enhance emotional competence in social work students. Her research bridges theoretical understanding with practical applications for social educators. Her recent publications demonstrate a strong focus on children's spirituality, interiority development, and innovative methodologies in social work education. She has published extensively in journals like International Journal of Children's Spirituality, Religions, and Social Work Education. Her research shows a consistent thread of exploring how to support children and adolescents in developing their inner lives and social competencies, with practical applications for social educators and workers. SOLIESP: Unwanted loneliness and spirituality (2024) TRANSVITA: Unwanted youth loneliness and diversity (2023-2024) Transiciones juveniles y soledad no deseada (2022-2023) GIAS: Research Group for Innovation and Social Analysis (2022-2025) Dr. Navarro Segura is an active researcher with numerous publications and projects. She is part of the Innovation and Social Analysis Research Group at the Faculty of Social Education and Social Work Pere Tarrés. Her collaborative projects address important contemporary issues in social education and work, particularly focusing on youth loneliness, spirituality, and innovative approaches to social intervention. Her work has been cited significantly, with 21 citations for her 2015 article on coaching as a working tool for emotional competence.
Tomu Otsuki is a Professor at the School of Human Sciences, Waseda University, holding a PhD in Clinical Psychology from Hiroshima International University. His academic career spans clinical psychology, counseling science, and behavioral analysis, with a strong emphasis on contextual behavioral science approaches. He maintains active research collaborations across Japan and internationally, particularly in school-based mental health interventions. Dr. Otsuki's research interests center on Acceptance and Commitment Therapy (ACT), Relational Frame Theory (RFT), psychological flexibility models, and their applications in educational and clinical settings. His work bridges theoretical behavioral psychology with practical applications for mental health promotion, particularly among children and adolescents. Recent research has focused on developing culturally adapted ACT interventions for Japanese school settings, examining teacher behavioral support skills, and investigating psychological flexibility as a mediator of mental health outcomes. His publication record demonstrates a clear progression from foundational research on Relational Frame Theory toward applied interventions in educational contexts. Recent articles show a strong emphasis on developing culturally relevant assessment tools (like Japanese versions of ACT questionnaires) and implementing school-based ACT interventions. His work increasingly incorporates longitudinal designs to examine causal pathways between psychological flexibility and mental health outcomes. Japanese Association of Cognitive and Behavioral Therapy Uchiyama Memorial Award (2017.09) Japanese Association of Behavior Therapy Uchiyama Memorial Award (November 2007) Dr. Otsuki has mentored numerous students who have become active researchers in contextual behavioral science, particularly Kenichiro Ishizu and Yoshiyuki Shimoda who frequently appear as first authors on collaborative projects. His research has been supported by various Japanese funding bodies focusing on educational psychology and mental health promotion in schools. He has been instrumental in developing training programs for teachers in behavioral support and psychological flexibility concepts. He leads the Ohtsuki Lab (https://www.ohtsuki-lab.info/), which functions as a hub for contextual behavioral science research in Japan. The lab collaborates with schools, clinical settings, and international research groups to advance both theoretical understanding and practical applications of ACT and RFT. Recent initiatives include digital mental health interventions for teachers and students, reflecting the lab's commitment to innovative delivery methods for evidence-based psychological approaches.
David Simó Pinatella is Assistant Professor (Doctor) at the Department of Psychology and Speech Therapy, Faculty of Psychology, Educational Sciences and Sports, Blanquerna – Ramon Llull University, Barcelona. He is a leading member of the PSITIC research group and principal investigator on several competitive grants focused on inclusive education, challenging behaviour, self-determination and quality of life for people with intellectual and developmental disabilities. Education & early career: While specific degrees are not itemised in the source text, his 2008 single-case functional analysis publication and continuous university affiliation since 2009 indicate doctoral-level training in educational/developmental psychology completed prior to 2008. Research interests: His work integrates four complementary strands: (1) assessment and functional analysis of challenging behaviour in IDD populations, (2) design and validation of psychometric tools in Spanish (e.g., Behavior Problem Inventory-Short Form, QABF), (3) development of inclusive instructional technologies (video modeling, structured play, service-learning ecosystems), and (4) promotion of self-determination and quality of life for individuals with disabilities and their families. Publication trends: Across 29 peer-reviewed works (h-index 11) he shows a steady acceleration of output since 2017, with systematic reviews, instrument-validation studies and qualitative investigations of teacher experience. The 2023-25 pipeline reveals a methodological expansion toward cross-national comparative work (Portugal, Spain) and professional emotional responses to challenging behaviour. Grants & projects: He has led or co-led ten funded projects worth several hundred thousand euros, including the current “Let’s Play Together” (2024-25) service-learning ecosystem, the PSITIC group grant (2022-25), and the DISQUAVI network on disability and quality of life (2017-21). Collaborations & impact: External partnerships extend to Aristos Campus Mundus, AGAUR, Catalan Department of Research & Universities, and research teams in Portugal, the USA and UK. Citations and social-media mentions (Mendeley, X/Twitter) indicate uptake by practitioners and early-career researchers in special-education and applied behaviour-analysis communities.
Professor Vanessa Green is a Professor of Education at the School of Education, Victoria University of Wellington. She is a registered psychologist with extensive expertise in developmental psychology, social and emotional development, and bullying prevention and intervention. Her work focuses on understanding children's social worlds and developing effective strategies to promote positive peer relationships and social competence. Education: PhD in Developmental Psychology, Queensland University of Technology, Australia (1999) MEd, Queensland University of Technology, Brisbane, Australia PGDip(Psyc), University of Southern Queensland, Toowoomba, Australia BSS, University of Waikato, Hamilton, New Zealand Professor Green's research primarily centers on the social and emotional development of children and young people, with a particular focus on bullying prevention and intervention strategies. She leads the Marsden Funded "Social Worlds of Young Children Project" which investigates how children navigate social situations and develop social competence. Her work spans multiple contexts including schools, families, and communities, with special attention to vulnerable populations such as sexual minority students, students with disabilities, and ethnically diverse students. Her extensive publication record demonstrates a consistent focus on understanding bullying dynamics from multiple perspectives - examining the roles of victims, bullies, bystanders, parents, and teachers. Her recent work has particularly emphasized how parents socialize their children regarding bullying behaviors and responses, and how school-based anti-bullying programs like KiVa can be effectively implemented in diverse educational settings. Professor Green serves on the editorial board of School Mental Health and has secured significant research funding from both university and external sources including the Royal Society of New Zealand and the Australian Research Council. Supervision and Grants: Currently supervising doctoral research on school-home communication in bullying prevention and parental responses to sexual minority youth bullying Supervising master's research on witnesses' responses to bullying Principal investigator on multiple grants including "An investigation of parents' and teachers' bystander strategies" (2025-2026) and "Can we teach young children to be defenders?" (2024-2025) Previously led the Marsden-funded "The Development of the Bystander: A Socialisation Oversight?" project (2021-2024) Through her teaching in human development, social and emotional development, and educational psychology, Professor Green trains future educators and researchers to address complex social-emotional challenges in educational settings. Her work bridges research and practice to create safer, more supportive learning environments for all children and young people.
Hasan Cem Aykutlu is an Assistant Professor in the Department of Child and Adolescent Psychiatry at Trakya University's Faculty of Medicine. He holds a Doctoral Degree (2017), Master's Degree (2013), and completed medical training at Ege University Faculty of Medicine. His research focuses on neurodevelopmental and behavioral disorders in children, with expertise in Autism Spectrum Disorder (ASD), ADHD, learning disabilities, and digital media impacts on adolescent mental health. His work emphasizes clinical psychiatry, epidemiological studies, and psychopharmacology. Recent publications explore: ASD diagnostic models and pandemic-related challenges ADHD treatment outcomes and eating behaviors Digital eye strain and screen addiction in adolescents Genetic underpinnings of neurodevelopmental disorders Dr. Aykutlu contributes to national programs for ASD recognition and has investigated psychiatric comorbidities in specialized populations (e.g., gifted children, oncology patients). No awards, grants, or student advisements are documented in the provided materials.
Selma DEMİR is an Assistant Professor in the Department of Medical Genetics at Trakya University Faculty of Medicine, where she has served since July 2017. Her academic foundation includes a Doctoral Degree (2011), Master's Degree (2005), and Bachelor's Degree (2003). Her research focuses on medical genetics with emphasis on hereditary cancer syndromes, neurogenetics, chromosomal abnormalities, and rare genetic disorders. Key areas include molecular diagnostics of neurofibromatosis type 1, hereditary hemorrhagic telangiectasia, DOORS syndrome, and Turkish population-specific genetic variants. She employs advanced techniques including array CGH, targeted resequencing, and MLPA for genetic analysis. Analysis of her 15 most recent publications reveals strong focus on Turkish patient populations, novel pathogenic variant discovery, and genotype-phenotype correlations across diverse conditions including cancer syndromes, neurodevelopmental disorders, and dermatological conditions. Her work frequently addresses population-specific genetic architecture in Thrace region. En iyi sözlü sunum ödülü (2017, Ege University) Sözlü sunum üçüncülük ödülü (2016, Erciyes University) Tübitak Ulusal Bilim Teşvik Ödülü (2006) Her funded projects include TÜBAP-2015-161 on mitochondrial DNA mutations in migraine patients, completed research on copy number variations in azoospermic males (2014-2017), and ongoing studies of genetic predisposition in differentiated thyroid cancer patients in Trakya region. While no formal students are listed, her collaborative work includes extensive research teams across Turkish institutions focusing on clinical genetics applications.
Pastora Martínez-Castilla is a Senior Lecturer in the Department of Evolutionary and Educational Psychology at the National University of Distance Education (UNED) in Madrid, Spain. She has maintained an active research profile since joining the institution in December 2010, with 57 publications, over 7,500 reads, and 631 citations to her name. Her research program focuses on prosodic processing in neurodevelopmental disorders , particularly examining Down syndrome and Williams syndrome through the lens of temporal sampling theory. Dr. Martínez-Castilla investigates how rhythm perception deficits cascade into broader language difficulties, with special attention to Spanish-speaking populations. Her work spans from basic research on phonological processing to applied studies on family interventions for children with rare genetic conditions like PACS1 syndrome. Analysis of her recent publications reveals a growing emphasis on cross-disciplinary approaches , integrating music cognition with language development research. She has made significant contributions to assessment methodology, adapting the Profiling Elements of Prosody in Speech-Communication (PEPS-C) battery for Spanish speakers and developing the PRAUTOCAL corpus for studying prosody in Down syndrome. During the pandemic, her research expanded to examine the emotional impact of lockdowns on caregivers of individuals with neurodevelopmental disorders across multiple countries. Dr. Martínez-Castilla maintains an extensive collaborative network across European institutions, with frequent co-authorship with researchers from Hebrew University of Jerusalem, University of Valladolid, and University College London. Her work demonstrates a consistent trajectory from theoretical foundations to practical applications in clinical and educational settings.
Bo Mølholm Hansen is a Clinical Associate Professor at the Department of Clinical Medicine, Faculty of Health and Medical Sciences, University of Copenhagen, specializing in Paediatrics. He is affiliated with the Capital Region of Denmark (Region H) and works at Blegdamsvej 3, 2200 Copenhagen N, Denmark. His research focuses on neonatal and pediatric care, particularly concerning preterm infants and their developmental outcomes. Dr. Hansen's work spans multiple areas including: Neurodevelopmental outcomes of extremely preterm or extremely low birthweight infants Neonatal seizures and epilepsy risk Breastfeeding and lactation science for mothers of preterm infants Pharmacological interventions for preterm infants Socioeconomic outcomes related to gestational age Mathematical abilities in preterm children Antibiotic treatment protocols for neonatal infections Dr. Hansen's recent research demonstrates a strong focus on the long-term developmental outcomes of preterm infants, examining how early medical interventions and conditions affect school performance, cognitive development, and socioeconomic outcomes later in life. His work combines clinical research with epidemiological approaches to understand the complex factors influencing the health trajectories of vulnerable infant populations. His publications have been widely recognized, with several featured in prominent pediatric journals including Acta Pædiatrica, PLoS ONE, and Developmental Medicine and Child Neurology. His research has been picked up by news outlets, referenced in clinical guidelines, and shared across social media platforms. Among his notable contributions are studies on: Five-year neurodevelopmental assessments linking preterm birth to school performance Machine learning approaches to predict breastfeeding cessation The relationship between neonatal seizures and later epilepsy risk Effects of caffeine citrate treatment for preterm children How completing secondary education can mitigate socioeconomic risks associated with preterm birth
