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| Frank Gresham, Ph.D., Co-Principal Investigator | ||
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Dr. Frank Gresham, Distinguished Professor and Director, School Psychology Program at the University of California-Riverside, is a national expert in the assessment and identification of students with EBD. He has been the lead PI on $3.2 million in research grants funded by OSEP over the past 10 years. Dr. Gresham has over 200 professional publications and is the co-developer of the Social Skills Rating System, a nationally acclaimed rating scale assessment |
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| metric used for the evaluation of individuals with social and behavioral difficulties. Over the past decade, Dr. Gresham has been a strong voice advocating for the use of scientifically based practices in the development and implementation of intervention strategies for students with EBD. Dr. Gresham is also the father of two children with disabilities – one who is deaf and another who is a five-year survivor of childhood cancer. | ||
Lee Kern, Ph.D., Co-Principal Investigator |
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Dr. Lee Kern is Associate Professor of Special Education at Lehigh University has extensive experience working with students with EBD. Her research is predominately focused on interventions at the tertiary level. She currently serves as co-PI on a research grant funded by NIMH investigating intervention strategies to reduce behavior problems of young children at-risk for ADHD. She also serves as co-PI on a contract with the OSEP funded |
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| Center for Evidence-Based Practice: Young Children with Challenging Behavior, where she oversees implementation of a study that will be used as part of a multi-site longitudinal design. Her primary research and training interests are in the application of functional behavioral assessment methodologies to students with very challenging behaviors. Dr. Kern is also associate editor of Education and Treatment of Children, Journal of Behavioral Education, and Journal of Positive Behavior Interventions. In addition, she serves of the editorial boards of 6 journals in the education and disability areas. | ||
COORDINATORS: | ||
Natalie Sokol, M. Ed. - Project Coordinator, Lehigh University | ||
| Natalie received her undergraduate degree in Education from Kutztown University and master's degree from Lehigh University. She is a doctoral candidate in special education at Lehigh University where she is currently working on her dissertation. Natalie holds teacher certifications in both special education and speech correction and has worked in these fields for 13 years. During the past 5 years, she has worked as a behavioral consultant. Currently, Natalie is the project coordinator for two, federally funded grants, Project Reach and the Center for Evidence-Based Practice: Young Children with Challenging Behavior. She has presented at national and international conferences on behavioral assessment and intervention and has coauthored three articles and a book chapter in the area of diabilities. Behavioral and academic assessment and intervention for young children is her primary research area of interest. | ||
| Ramon Barreras, M.S. - Project Coordinator, University of California - Riverside | ||
| Ramon is a bilingual Board Certified Beharior Analyst (BCBA) and a Nationally Certified School Psychologist (NCSP). He earned his M.S. in School Psychology and ABA from California State University at Los Angeles and his BA in Psychology from UCLA. He has worked with students with disabilities for the past 12 years as a paraprofessional, special day class teacher, behavior specialist, school psychologist, and researcher. He has served as a behavior consultant and statewide trainer for numerous introductory and advanced courses in ABA. Ramon is currently completing his Ph.D. in Education with an emphasis in school psychology. His research interests include evidence-based interventions for students with challenging behaviors, early behavior intervention, treatment integrity and utility, behavioral consultation, and academic assessment and intervention for English language learners (ELL). | ||
| Charlayne Hayling - Data Coordinator, Lehigh University | ||
| Charlayne obtained her Bachelor's of Science in Psychology with a minor in Juvenile Justice from Florida A & M University in 2004. She is a doctoral student in the Counseling Psychology program at Lehigh University. Charlayne is dedicated to sound research and practice in areas related to behavioral and emotional disorders, effective behavioral interventions for at-risk minority youth, treatment modalities for juvenile delinquents, and multiculturalism. She has had vast community-based, clinical, and research related experiences with disadvantaged populations, special education students, and troubled youth. Currently, Charlayne manages all data related tasks for Project REACH as the data coordinator. She has also worked on various other federally funded grant projects in the College of Education at Lehigh University. | ||
CORE LEADERSHIP TEAM |
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Linda Bambara, Ed.D. Dr. Bambara is the outgoing Editor of JASH and brings specific expertise in the area of qualitative research design. Dr. Bambara has published extensively and conducted research in areas of choice making and self-management. |
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George J. DuPaul, Ph.D. Dr. DuPaul is a national expert in the assessment and treatment of students with attention deficits, has been the recipient of over $7 million in grant support from OSEP, NIH, and NICHD. For this project, he will serve as the major leadership member in the area of longitudinal research design and interventions for students with serious attention problems. |
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Michael George, Ph.D. Dr. George is Director of Centennial School of Lehigh University, a private school for students with emotional disturbance and autism. His past experience includes supervisor of the Lane School Programs, a day-school education and consultation program that was recognized for its promising practices and strategies for working with students with emotional disturbance by the U.S. Department of Education and the |
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| American Institutes for Research. He will lend expertise to the project in the area of educational programming and intervention. | ||
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Edward S. Shapiro, Ph.D. Dr. Shapiro has been the PI or co-PI on over $8 million of grants and contracts from OSEP and other funding agencies over the past 15 years. His expertise related to this project will be in the area of academic assessment/ intervention for students with EBD as well as providing administrative oversight. |
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George White, Ph.D. Dr. White is a national expert in school leadership, especially at the Middle School level. He has been the recipient of external support from OSEP in the training of principals in impacting the inclusion of students with EBD into general education settings and will be instrumental in establishing, maintaining, and engaging school district partners in the Center |
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| activities. He will provide the Center with the needed expertise to impact school administrative and policy decisions. | ||
GRADUATE STUDENT RESEARCH ASSISTANTS The Center has employed 11 graduate student research assistants from Lehigh University and University of California, Riverside. |
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Project REACH Consultants: | ||
| Pennsylvania: Jaime Benson, B.A. - Psychology Debi Boyd, B.S. - Psychology Nathan Clemens, M. Ed. - School Psychology Anuja Divatia, M.A. - Educational Psychology Staci Montarello, M.S. - School Psychology Talida State, M.Ed. - Special Education |
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