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Grants, Contacts, Centers and Clinics

Research Specializations

Leanne S. Hawken, Ph.D.

  • Tier 2/Secondary Level Behavioral Interventions
  • School-Wide Positive Behavior Support
  • Functional Behavioral Assessment

Susan Johnston, Ph.D.

  • Augmentative and Alternative Communication
  • Early Communication and Language Intervention
  • Emerging Literacy
  • Early Childhood Special Education

Catherine Nelson, Ph.D.

  • Assessment of children with multiple disabilities including deafblindness,
  • Reduction of stress in children with severe multiple disabilities
  • Increasing social initiations of young children with autism through the use of visual supports
  • Education of children who are deafblind in developing countries

Andrea McDonnell, Ph.D.

  • Embedded instruction and emergent literacy
  • Inclusive early childhood programs
  • Family-professional partnerships
  • Interdisciplinary professional and leadership preparation programs

John McDonnell, Ph.D.

  • Curriculum and Instruction
  • Secondary and Transition Programs
  • Inclusive Education

Rob O'Neill, Ph.D.

  • Functional assessment
  • Function-based interventions
  • Schoolwide positive behavior support
  • Gender issues in emotional/behavioral disorders
  • Autism Spectrum Disorder (ASD)

Chris Bischke, Ph.D.

  • Individuals with visual impairments
  • Expanded Core Curriculum
  • Cortical Visual Impairment /Cerebral Visual Impairment
  • Family Support and Education

Breda O'Keeffe, Ph.D.

  • Academic and behavior supports for culturally and linguistically diverse students
  • Assessment for students with mild/moderate disabilities
  • Reading assessment and intervention

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 currrent 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.


Last Updated: 9/6/17