Center's Technical Review Committees


The Center's four Technical Review Committees are made up of national experts in academic and/or behavioral interventions and also have strong methodological backgrounds and expertise. 

Technical Review Committees:

Academic Intervention TRC

Selection criteria for the Academic Intervention TRC were: (a) member has a strong methodological skills and (b) member has a background and expertise in the evaluation of K12 academic interventions in reading, mathematics or writing. Special attention was paid to including members with expertise on evaluating the effectiveness of interventions with culturally and linguistically diverse populations. Members of the Academic Intervention TRC include:

Dr. Scott Baker is a research professor at the Center on Research and Evaluation (CORE) at Southern Methodist University (SMU). He was the founding executive director of the center. Dr. Baker is interested in the role scientific research can play in improving policies and practices associated with child outcomes. He has been Principal Investigator on numerous education grants from the Institute of Education Sciences and other federal agencies. Currently, Dr. Baker is interested in the impact of interventions on child outcomes, mechanisms that underlie effective interventions, and how intervention impact varies by factors intrinsic and extrinsic to the child.

Dr. Mindy Sittner Bridges is an Assistant Professor at the University of Kansas Medical Center. Her research interests include the connection between language and reading disabilities, the use of language-intensive interventions with young children to aid later reading comprehension, and the use of Response to Intervention in educational settings. 

Dr. Diane Bryant is a Professor of Special Education in the College of Education at the University of Texas at Austin and holds the Mollie Villeret Davis Professorship in Learning Disabilities. She serves as the Project Director for the Mathematics Institute in the Meadows Center for Preventing Educational Risk and Principal Investigator for several state and federally funded grants on mathematics. Her current research focuses on the development and validation of mathematics interventions at the elementary and secondary levels for students with mathematics difficulties and learning disabilities in mathematics.

Dr. Ben Clarke is a Research Associate Professor at the Center for Teaching and Learning at the University of Oregon. He currently serves or has served as a Principal Investigator on fourteen federally funded research grants (apx. 40 million in funding) in the area of mathematics instruction focused on the development and efficacy testing of intervention programs spanning the K-6th grade spectrum in both traditional and technology based formats. Dr. Clarke has developed assessment materials in the area of early mathematics and number sense. He has published articles and book chapters in the area of mathematics instruction and assessment and developing multi-tiered instructional models in the area of mathematics including the IES practice guide “Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools”. Dr. Clarke was a practicing school psychologist for three years where he led district efforts to implement multiple tier instructional models.

Dr. Michael Coyne is an Associate Professor and Program Coordinator of Special Education at the University of Connecticut. He also serves as a research scientist at the Center for Behavioral Education and Research. He has expertise in scientifically based reading research, beginning reading curriculum and instruction, school-wide reading improvement, and effective practices for students with learning disabilities.

Dr. Frances Mary D'Andrea is an educational consultant and an instructor at the University of Pittsburgh, and other universities. She has over 10 years experience teaching students who were blind or visually impaired and has served as the director of the National Literacy Center for the American Foundation for the Blind. Her work focuses on literacy instruction for students who are blind or visually impaired. She is currently immediate past-chair of the Braille Authority of North America.

Dr. Christian Doabler is an Assistant Professor in the Department of Special Education at the University of Texas at Austin. Dr. Doabler specializes in curriculum design, classroom observation systems, and the prevention of learning difficulties. He is a former general education and special education teacher. Currently, Dr. Doabler serves as a Principal Investigator / Co-Principal Investigator on several efficacy trials and development projects funded through the Institute of Education Sciences and the National Science Foundation.

Dr. Ralph P. Ferretti is a Professor of Education and Psychological & Brain Sciences, and the Director of the University of Delaware’s School of Education. His current scholarship focuses on interventions that promote students’ self-regulatory skills in problem solving and written argumentation. He served as co-editor of The Journal of Special Education, on the editorial boards of Exceptional Children and The Journal of Special Education, and currently serves on the editorial boards of The Journal of Educational Psychology and The Journal of Teacher Education

Dr. Charles Hughes is Professor of Special Education at The Pennsylvania State University where he teaches an undergraduate course on instructional design and delivery and a graduate course on effective instruction for students with learning disabilities. He has researched and co-authored five instructional books used in the Strategic Intervention Model (SIM) developed with the University of Kansas Center for Research on Learning. He has written a series of articles for the National Center for Learning Disabilities on the research-base for RTI and its components, and recently co-authored a textbook on effective instruction for students with learning difficulties.

Dr. Joseph R. Jenkins is an Emeritus Professor of Special Education at the University of Washington. His research focuses on assessment and instruction of students with learning and reading disabilities.

Dr. Asha K. Jitendra is the Rodney Wallace Professor for the Advancement of Teaching and Learning in the Department of Educational Psychology at the University of Minnesota. She was a professor for 14 years in the College of Education at Lehigh University and faculty to the Center for Promoting Research to Practice. Dr. Jitendra’s research interests focus on instructional design, particularly in mathematics and reading, textbook analysis, and dynamic assessment. Her work on mathematical problem solving includes her published curriculum text entitled, “Solving math word problems: Teaching students with learning disabilities using schema-based instruction.”

Dr. Chris Lemons is an Assistant Professor of Special Education at the University of Pittsburgh where he teaches courses in assessment, research methodology, and reading instruction. His research focuses on effective methods of teaching reading to children who struggle to learn to read including those identified as nonresponders and those with intellectual disabilities. Prior to this, he was a special education teacher for 4 years.

Dr. Nonie K. Lesaux is Marie and Max Kargman Professor in Human Development and Urban Education Advancement at the Harvard Graduate School of Education. Dr. Lesaux's research and teaching focuses on reading development and preventing reading difficulties of children from linguistically diverse backgrounds; her developmental and instructional research has implications for practitioners, researchers, and policy-makers. In 2009, Dr. Lesaux received a Presidential Early Career Award for Scientists and Engineers, the highest honor given by the United States government to young professionals beginning their independent research careers.

Dr. Sylvia Linan-Thompson is an Associate Professor at The University of Texas at Austin. Dr. Linan-Thompson’s research focuses on the identification of effective assessment and instructional practices for English language learners. She has developed and examined reading interventions for struggling readers who are monolingual English speakers, English language learners and bilingual students acquiring Spanish literacy.

Dr. Endia Lindo is an Assistant Professor of Special Education at Texas Christian University. Her research focus revolves around improving the reading performance of students at risk for reading failure in the elementary and middle grades. Of particular interest are approaches to teaching reading comprehension, and the social and familial factors that predict student's responsiveness to generally effective instruction.

Dr. Charles A. MacArthur is a Professor of School of Education at the University of Delaware. His major research interests include writing development and instruction for struggling writers, development of self-regulated strategies, adult literacy, and applications of technology to support reading and writing. His work has focused on development of a writing curriculum for students with learning disabilities, writing strategy instruction in classroom settings, development of multimedia tools to support reading and writing in content areas, speech recognition as a writing accommodation, project-based learning in social studies in inclusive classrooms, and adult literacy.

Dr. Rollanda O'Connor is a Professor at the University of California, Riverside. Her research focuses on reading intervention and issues of early identification of reading disability, effects of multiple layers of support to children over the first few years of schooling, instructional issues for older students with reading difficulties, and transfer and generalization across multiple components of reading.

Dr. Natalie Olinghouse is an Assistant Professor in the Educational Psychology Department and a research scientist in the Center for Behavioral Education and Research at the University of Connecticut. Dr. Olinghouse's research interests include learning disabilities, reading and writing connections, large-scale writing assessments, and reading/writing interventions for struggling learners.

Dr. Claudia M. Pagliaro is an Associate Professor of Special Education (Deaf/Hard of Hearing) at Michigan State University. Her research focuses on mathematics instruction and learning with deaf and hard-of-hearing students. She is particularly interested in the areas of problem solving and the influence of a visual language (American Sign Language) on mathematics understanding. Dr. Pagliaro is the co-PI of the SSPPG Projects (Signing/Solving Story Problems in the Primary Grades) funded by OSEP and the Building Math Readiness in Young Deaf/Hard-of-Hearing Students: Parents as Partners Project funded by IES.

Dr. Shayne B. Piasta is an Assistant Professor in the Department of Teaching and Learning at The Ohio State University and a Faculty Associate at the Crane Center for Early Childhood Research and Policy.  Her areas of expertise include early and emergent literacy development, and her research focuses on empirical validation of educational practices to support young children’s learning. Much of her research involves experimental evaluation of professional development, educational programs, and specific literacy practices aimed at increasing children’s language and literacy outcomes, along with examination of teacher, classroom, and other factors associated with children’s literacy gains.

Dr. Sarah Powell is an Assistant Professor in the Department of Special Education at the University of Texas at Austin. Her research interests include developing, implementing, and evaluating mathematics interventions for students with disabilities. Dr. Powell is also interested in how students solve word problems, interpret mathematics symbols, and use mathematics language.

Dr. Claudia P. Rinaldi is an Associate Professor and Chair of the Education Department at Lasell College in Newton, MA.  Her research interests are in the identification and intervention of evidenced-based practices for English language learners with mild/moderate disabilities.  Her current research work addresses the implementation of RTI models in urban settings to respond to the needs of diverse learners.

Dr. Greg Roberts is the Director of the Vaughn Gross Center for Reading and Language Arts and associate director of The Meadows Center for Preventing Educational Risk. He is the Principal Investigator and Director of the Special Education Strand of the Center on Instruction and Principal Investigator for the Texas Reading First Initiative and the Dissemination Core of the Texas Center for Learning Disabilities. Dr. Roberts is trained as an educational psychologist, with expertise in quantitative methods, measurement, and program evaluation.

Dr. David Scanlon is an Associate Professor of Special Education in the Lynch School of Education at Boston College. He teaches and conducts research on content-area literacy and learning for adolescents with mild disabilities, transition, and social skills learning for children with mild autism. He is formerly an assistant research scientist with the University of Kansas Center for Research on Learning. Dr. Scanlon is currently serving as editor of the International Journal for Research in Learning Disabilities.

Dr. Pamela M. Seethaler is a Research Associate with the Department of Special Education at Vanderbilt University. Previously, she taught special education students in the Metropolitan Nashville Davidson County public schools. She earned her Master's and Doctoral degrees under the advisement of Dr. Lynn S. Fuchs. Currently, she is coordinating a study to assess the efficacy of embedded language comprehension and word problem solving tutoring for first-grade students at risk for developing mathematics disability. Her interests include the early identification of and intervention for students with mathematics disability.

Dr. Paul Sindelar is Distinguished Professor of Special Education at the University of Florida and Co-Director of the CEEDAR Center. His current research has focused on the special education teacher labor market and the impact of recession, declining SLD identification, and other factors have had on SET employment.

Dr. Michael Solis  is an assistant professor of special education at the University of Virginia Curry School of Education.  Prior to joining the faculty of UVA, Solis served as a research assistant professor at The University of Texas at Austin and The Meadows Center for Preventing Educational Risk.  Solis has led the implementation of several randomized controlled trial, single-subject, and qualitative studies. He previously directed an intervention project as part of the Texas Center for Learning Disabilities and worked on the Promoting Adolescents' Comprehension of Text project, funded by Institute of Education Sciences. His line of research focuses on vocabulary and reading comprehension interventions for students with reading difficulties in grades 4–12. He has published articles in peer-reviewed journals such as the Journal of Learning DisabilitiesReading Research Quarterly, and Journal of Autism and Developmental Disorders, and has written book chapters on reading interventions, response to intervention, and collaboration. Prior to his work in higher education, he was a special educator, reading specialist, and literacy coach for 10 years.

Dr. Elizabeth Swanson is a Research Associate Professor at The University of Texas at Austin with a joint appointment between the Meadows Center for Preventing Educational Risk and the Department of Special Education. She is currently the Principal Investigator and Co-Principal Investigator of projects funded by the Institute of Education Sciences and the Office of Special Education Programming. Dr. Swanson’s current research includes investigating school systems that support response to intervention implementation and effective instructional methods for adolescent struggling readers, including students with learning disabilities.

Dr. Jade Wexler is an Assistant Professor of Special Education at the University of Maryland. She is currently the Principal Investigator and co-Principal Investigator of projects funded by the Institute of Education Sciences and the Office of Special Education Programs. Her current research focuses on designing reading interventions to support at-risk adolescents with reading difficulties and disabilities in the content-area classroom and supplemental intensive intervention setting. She also focuses on designing effective professional development and school-wide service delivery models to support the implementation of evidence-based adolescent literacy practices.

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Academic Progress Monitoring TRC

Selection criteria for the Academic Progress Monitoring TRC were: (a) member has a background in measurement and strong methodological skills and (b) member has strong expertise related to progress monitoring. Special attention was paid to including members with expertise on culturally and linguistically diverse populations. Members of the Academic Progress Monitoring TRC include:

Dr. Lee Branum-Martin is an Associate Professor in developmental psychology at Georgia State University. Dr. Branum-Martin has experience in modeling classroom and instructional effects in early literacy and bilingualism in large-scale research projects. His interest in multilevel and longitudinal models includes scaling, factor analysis, and measurement equivalence, which are crucial to progress monitoring. 

Dr. John M. Hintze is a Professor and Director of School Psychology training programs at the University of Massachusetts - Amherst. His research has focused extensively on the psychometric properties associated with progress monitoring and decision making accuracy of curriculum-based measurement.

Dr. Michelle Hosp is an Associate Professor of Special Education in the Department of Student Development at the University of Massachusetts - Amherst. Her background is in school psychology and special education. Her research interests are in reading and data-based decision making involving formative assessments.  

Dr. Joseph R. Jenkins is an Emeritus Professor of Special Education at the University of Washington. His research focuses on assessment and instruction of students with learning and reading disabilities.

Dr. Leanne Ketterlin Geller is a Professor in the Department of Education Policy and Leadership at Southern Methodist University. Her research focuses on the development and validation of formative assessment systems in mathematics that provide instructionally relevant information to support teachers’ decision-making for all students. Her work is centered on using technology to provide accessible assessment systems through the integration of accommodations and principles of universal design.

Dr. Benjamin Solomon is an Assistant Professor of School Psychology at the University at Albany, where he teaches the educational assessment strand. Prior to this, Dr. Solomon was a professor at Oklahoma State University, where he worked closely with other faculty and students building capacity for Response to Intervention with regional rural and suburban schools. His current research interests include statistical methods and research design, academic intervention, and the measurement of instructional time. He serves on the editorial board of School Psychology Review and the Journal of Educational Psychology.  

Dr. Pamela M. Stecker is a Professor of Special Education at Clemson University in South Carolina. She has been involved in research and development for progress monitoring tools and teacher decision making since her graduate work in the mid-1980s at Peabody/Vanderbilt University. Pam has taught numerous special education and general education teachers, both preservice and inservice, to use curriculum-based measurement in reading/language arts and in mathematics to evaluate their students' academic growth, to individualize instructional programs, and to implement intensive academic interventions.

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Behavioral Intervention TRC

Selection criteria for the Behavioral Intervention TRC were: (a) member has strong methodological skills and (b) member has a background and expertise in the evaluation of K-12 behavioral interventions. Special attention was paid to including members with expertise in single-subject design, as well as in evaluating the effectiveness of behavioral interventions with culturally and linguistically diverse populations. Members of the Behavioral Intervention TRC include:

Dr. Gary Cates is an Associate Professor at Illinois State University. His research interests include academic instruction and interventions, data-based decision making, and applied behavior analysis in educational environments. Dr. Cates serves on the editorial boards of the Journal of Behavioral Education and Journal of Evidenced-Based Practices for Schools.

Dr. Sandra M. Chafouleas is a Professor in the School Psychology Program and Research Scientist with the Center for Behavioral Education and Research (CBER) within the Neag School of Education at the University of Connecticut. Her primary areas of research involve school-based behavior assessment as well as the application of evidence-based strategies in schools. She is a member of the Society for the Study of School Psychology and a fellow in both the American Psychological Association and Association for Psychological Science.

Dr. David Francis Cihak is an Associate Professor of Special Education at the University of Tennessee where he serves as program leader of the special education and education technology program and teaches courses regarding characteristics and methods for students with severe disabilities, characteristics and methods for student’s autism spectrum disorders, applied behavior analysis for teachers, and single-subject research designs. As one of the primary investigators on the FUTURE Post-Secondary Education Program at UT, David was instrumental in the development of a two-year program for college students with intellectual disabilities and autism. David was active in assuring that students with intellectual disabilities and autism had access to college courses, work internships, and opportunities on campus for the first time in UT’s history. He has been a member of CEC’s Division on Autism and Developmental Disabilities since the 1990’s and currently serves on the editorial board for Focus on Autism and Other Developmental Disabilities, Journal of Special Education and Technology and is an associate editor for the Journal of Evidence Based Practices for Schools.

Dr. Tanya Eckert is an Associate Professor of Psychology in the College of Arts and Sciences at Syracuse University. Dr. Eckert specializes in examining new procedures for assessing academic and behavior problems and developing classroom-based interventions to improve children's academic and behavioral functioning.

Dr. Renee Hawkins is an Associate Professor in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. Her research focuses on empirically-validating interventions designed to improve the behavior and academic performance of students.

Dr. Keith Herman is a Professor in the College of Education at the University of Missouri. His research interests include developmental psychopathology and school mental health; prevention and treatment of child depression; and parenting and family interventions.

Dr. Nicholas Ialongo is a Professor in the Bloomberg School of Public Health at Johns Hopkins University. His research interests include child and family psychology, adolescent substance abuse, and interventions research.

Dr. Kathryn Jaspers is a school psychologist with Portland Public Schools in Portland, OR, where she works with students, educators, and families to provide comprehensive school psychological services. Her interests include academic interventions and consultation, development of early math skills, and intervention efficiency, generalization, and maintenance.

Dr. Debra Kamps is the Director of the Kansas Center for Autism Research and Training and Associate Director and Senior Scientist at the Juniper Gardens Children’s Project at the University of Kansas. She has served as Principal Investigator of 11 projects receiving federal research grants in the areas of autism and emotional and behavioral disorders/risk, and has been publishing her research since 1983. Dr. Kamps's work has focused in the areas of small group instruction and peer-mediated interventions for children with autism and emotional and behavioral disorders.

Dr. Craig Kennedy is the Senior Associate Dean at Peabody College of Vanderbilt University and a Professor of Special Education and Pediatrics. He is also an Investigator in the Center on Integrative and Cognitive Neuroscience, Vanderbilt Brain Institute, and Vanderbilt Kennedy Center. Dr. Kennedy’s research focuses on two distinct areas. One area focuses on aggression and self-injury involving a translational approach spanning basic to applied research. His second line of research focuses on social relationship development and inclusive education for students with autism and related neurodevelopmental disabilities.

Dr. Krista Kutash is Professor Emeritus, Child and Family Studies at the University of South Florida. The focus of her work has been to conduct and disseminate findings from an integrated set of research and training activities focusing on the implementation of community-based mental health services for children with serious emotional disorders (SED) with a special emphasis on school-based mental health services.

Dr. Daniel Maggin is an Assistant Professor at the University of Illinois, Chicago. His research addresses three areas related to the education of students with and at risk for developing emotional and behavioral disorders including (a) the identification of evidence-based practices through the use of various research synthesis methods, (b) the training of school personnel to use a continuum of effective assessment and intervention methods to identify and treat students with varying behavioral profiles, and (c) the development of school-based methods to ensure that effective interventions are implemented with integrity.

Dr. Elizabeth McCallum is an Associate Professor in the Department of Counseling, Psychology and Special Education at Duquesne University. Her research interests include developing and empirically validating academic interventions for students with and without special education eligibility; the taped-problems math intervention for building math fluency; academic and behavioral interventions that incorporate technology to improve student performance; and academic accommodations for students with special needs.

Dr. Merilee McCurdy is an Associate Professor in the School Psychology program at the University of Tennessee. Her research interests include the development of interventions to improve student writing achievement in elementary and secondary school students, the evaluation of student writing assessment procedures, and the use of parent tutoring to increase student academic performance in all academic areas. In past research, she has developed a writing intervention that has been successful in increasing the writing performance of middle school children with learning disabilities. 

Dr. Samuel Odom is the Director of the Frank Porter Graham Child Development Institute and professor in the School of Education at the University of North Carolina. His recent research has addressed the efficacy of a variety of focused intervention approaches for children with Autism Spectrum Disorders, such as peer-mediated interventions, sibling-mediated interventions, parent-child intervention to promote joint attention and an independent work systems approach to promote learning. In 2007, he received the Outstanding Research Award from the Council for Exceptional Children.

Dr. Brian Reichow, is an Associate Professor in Special Education, School Psychology, and Early Childhood Studies and the Center for Excellence in Early Childhood Studies in the College of Education at the University of Florida. Dr. Reichow’s current research interests include the translation of clinical research into practical applications in schools and communities, the identification and evaluation of evidence-based practices, systematic review and meta-analytic methods and applications, and applied research in authentic educational settings. 

Dr. Wendy Reinke is an Associate Professor in the College of Education at the University of Missouri. Her research interests include prevention and treatment of childhood emotional and behavioral disorders; positive behavioral intervention and supports; school-based consultation; family-based interventions; mental health and schools; and developmental psychopathology.

Dr. Chris Riley-Tillman is a Professor at the University of Missouri. His research interests include development and validation of assessment and intervention methodologies that are both empirically supported and feasible, applied single case design, consultation and school-wide problem solving models.

Dr. Melissa Stormont is a Professor in the College of Education at the University of Missouri. Her research interests include investigating characteristics associated with risk and success in school; exploring teachers' knowledge and use of specific instructional practices for children at risk; and supporting children with ADHD in school.

Dr. Leslie K. Taylor is a Project Manager at UT Physicians an affiliate of the medical school at the University Of Texas Health Science Center. Dr. Taylor works with physicians, behavioral health providers, and faculty to evaluate and coordinate community based integrated and trauma informed care efforts for children and adolescents. She is a member of the advisory board for BridgeUP at Menninger (which creates opportunities to support school based intervention and prevention programming) and is a licensed psychologist in the state of Texas. Her research interests include building and sustaining capacities for high quality mental health programming in schools and other community based settings, school based trauma and disaster focused intervention planning, and teacher identification of student mental health concerns.

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Behavioral Progress Monitoring TRC

Selection criteria for the Behavioral Progress Monitoring TRC were: (a) member has a background in measurement and strong methodological skills and (b) member has strong expertise related to behavioral progress monitoring. Special attention was paid to including members with expertise on culturally and linguistically diverse populations. Members of the Behavioral Progress Monitoring TRC include:

Dr. Amy Briesch is an Associate Professor in the Bouvé College of Health Sciences at Northeastern University. Her research interests include the identification and examination of feasible and psychometrically-sound measures for the formative assessment of student social behavior; the use of self-management as an intervention strategy for reducing problem behaviors in the classroom; and the role of student involvement in intervention design and implementation.

Dr. Sandra M. Chafouleas is a Professor in the School Psychology Program and a Research Scientist with the Center for Behavioral Education and Research (CBER) within the Neag School of Education at the University of Connecticut. Her primary areas of research involve school-based behavior assessment as well as the application of evidence-based strategies in schools. She is a member of the Society for the Study of School Psychology and a fellow in both the American Psychological Association and Association for Psychological Science.

Dr. Tanya Eckert is an Associate Professor of Psychology in the College of Arts and Sciences at Syracuse University. Dr. Eckert specializes in examining new procedures for assessing academic and behavior problems and developing classroom-based interventions to improve children's academic and behavioral functioning.

Dr. Steven W. Evans is a Professor of Psychology at Ohio University and co-director of the Center for Intervention Research in Schools. His research interests include school mental health treatment development and evaluation research for adolescents with ADHD and related problems.

Dr. Kathleen Lane is a Professor in the Department of Special Education at the University of Kansas. Her research focuses on exploring the relation between academic achievement and behavior patterns of children and youth with social/behavioral concerns. She has designed and evaluated comprehensive, integrated, three-tiered (CI3T) models of prevention across the K-12 continuum to support all students, including those with emotional and behavioral disorders.

Dr. Daniel Maggin is an Assistant Professor at the University of Illinois, Chicago. His research addresses three areas related to the education of students with and at risk for developing emotional and behavioral disorders including (a) the identification of evidence-based practices through the use of various research synthesis methods, (b) the training of school personnel to use a continuum of effective assessment and intervention methods to identify and treat students with varying behavioral profiles, and (c) the development of school-based methods to ensure that effective interventions are implemented with integrity.

Dr. David Miller is an Associate Professor at the State University of New York at Albany. His research and clinical interests focus primarily on suicidal behavior and related internalizing problems in children and adolescents, particularly issues in school-based suicide prevention.

Dr. Chris Riley-Tillman is a Professor at the University of Missouri. His research interests include development and validation of assessment and intervention methodologies which are both empirically supported and feasible, applied single case design, consultation and school-wide problem solving models.

Dr. Kevin Sutherland is a Professor in the School of Education at Virginia Commonwealth University. Dr. Sutherland's primary areas of interest include teacher/student interactions in classrooms for students with emotional and behavioral disorders, the relationship between learning and behavior problems, and intervention research.

Dr. Howard P. Wills is an Associate Research Professor at Juniper Gardens Children’s Project, The University of Kansas. He is currently interested in school-based academic and behavioral interventions for students with challenging behaviors. Dr. Wills is co-developer of the Class-Wide Function-Related Intervention Team (CW-FIT) program and directs CW-FIT efficacy research along with federally funded projects for professional development and interventions for high-school students with challenging behaviors or at risk for school failure.

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