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College of Education Office of Faculty Research Support


Faculty Research Specializations

Natalie Badgett, Ph.D. 

  • Exploration of factors that promote or hinder sustainable implementation of effective behavioral strategies in applied settings (e.g., educational, healthcare, community settings)
  • Development and evaluation of pre-service and in-service professional development relevant to increase capactity among behavior analysts and other professionals to support people with autism and developmental disabilities in diverse applied contexts
  • Modifications of research supported behavioral intervention approaches to improve contextual relevance and social validity among people with autism and developmental disabilities and their supporters, with a facus on quality of life as the primary goal of applied behavior analysis

Chris Bischke, Ph.D.

  • Children who are blind or visually impaired
  • The Impact of the Transition to Unified English Braille and Braille Instructional Strategies

  • Teachers of Students with Visual Impairments Self-Efficacy
  • Family Support and Education

Jason Cohen, Ph.D.

Julia Fleming


Paige Furbush

Sarah Ivy, Ph.D.

  • Young learners with deafblindness

  • Communication development for young learners using tangible forms of augmentative and alternative communication

  • Evidence-based practices to increase functional academic, daily living, and communication skills

Matt Jameson, Ph.D.

  • Inclusive Education Practices

  • Embedded Instruction

  • Instructional Technology

  • Distance Education

  • Special Education Law

  • Positive Behavior Supports

Susan Johnston, Ph.D.

  • Augmentative and Alternative Communication

  • Early Communication and Language Intervention

  • Emerging Literacy

  • Early Childhood Special Education

Sharlene Kiuhara, Ph.D.

My research focuses on developing interventions that improve teaching practices and learning outcomes for K-12 students who have high-incidence disabilities. My current work investigates the effects of using the Self-Regulated Strategy Development framework (a strategic approach for developing written expression skills and self-regulation of the writing process) for constructing arguments within a multi-tiered system of instructional supports in language arts, math, and science classrooms.

Breda O'Keeffe, Ph.D.

  • Academic and behavioral support for culturally and linguistically diverse students

  • Assessment for students with mild/moderate disabilities

  • Reading assessment and intervention

Nicole Pilling

Shamby Polychronis, Ph.D.

  • Post-School Outcomes for Students with Cognitive Disabilities
  • Family Support Services
  • Individual Rights for People with Disabilities
  • Inclusive Education


Sandy Smith, P.h.D


Sondra Stegenga, Ph.D.

  • Early social-emotional assessment and intervention with a specialized focus on infants and toddlers with disabilities and their
  • Interdisciplinary and interagency collaboration in home and community systems serving young children and their families
  • Implementation of science and policy in early intervention and educational systems
  • Data science and methods in early intervention and early childhood research

Kathleen Strickland-Cohen, Ph.D.

Last Updated: 6/13/24