Elizabeth Talbott, Ph.D. (Affiliate)
I study the use of evidence by school leaders and their intervention teams on behalf of young people and their families, particularly youth with social, emotional, behavioral, and learning disabilities. This work is multi-disciplinary and collaborative and includes community health and mental health care providers. It has largely been conducted in low-income urban communities.
I currently study school intervention teams under a collaborative care model, whereby the selection, delivery, and ongoing monitoring of interventions for students involves the coordination of team members, including school leaders (e.g., assistant principals, special education leaders, and case managers) who work alongside professionals providing direct services to students (e.g., special and general education teachers, counselors, social workers, and psychologists). These school professionals must communicate and collaborate with pediatric health care providers and families to share data, implement evidence-based interventions, and monitor student progress, adjusting and modifying interventions as needed.
I have collaborated with UConn faculty through the National Center for Leadership in Intensive Intervention, working primarily with Devin Kearns. Professor Kearns’ successful efforts to improve reading for youth in Rhode Island is a model for how a collaborative care team approach might work for children with complex health needs in schools with limited resources.
M.Ed., University of Virginia, 1985
Ph.D., University of Virginia, 1994
(1) Talbott, E., Zurheide, J. L., Karabatsos, G., & Kumm, S. (2020). Teacher similarities in the assessment of externalizing behavior among twins: A meta-analysis. Behavioral Disorders. Advance online publication. https://doi.org/10.1177/0198742920902374.(Work supported by NSF grant# SES-1156372).
(2) Talbott, E., Chen, C-C., DeArment, S., & Sterrett, B. (2020). Leading the team for youth with emotional and behavioral disabilities: Special educators as adaptive intervention specialists. In T. W. Farmer, E. M. Z. Farmer, M. Conroy, & K. Sutherland (Eds.), Handbook of Research on Emotional & Behavioral Disabilities: Interdisciplinary Developmental Perspectives on Children and Youth. Routledge.
(3) Talbott, E., Karabatsos, G., & Zurheide, J. L. (2018). Informant similarities, twin studies, and the assessment of externalizing behavior: A meta-analysis. Journal of School Psychology, 67, 31-55. http://dx.doi.org/10.1016/j.jsp.2017.09.004 (Work supported by NSF grant# SES-1156372.)
(4) Talbott, E., Maggin, D. M., & Van Acker, E.Y., & Kumm, S. (2018). Quality indicators for reviews of research in special education. Exceptionality, 26 (4), 245-265. https://doi.org/10.1080/09362835.2017.1283625
(5) Maggin, D. M., Talbott, E., Van Acker, E. Y., & Kumm, S. (2017). Quality indicators for systematic reviews in Behavioral Disorders. Behavioral Disorders. 42(2), 52–64. https://doi.org/10.1177/098742916688653653
(6) Hughes, M. T., & Talbott, E. (2017). The Wiley Handbook of Diversity in Special Education (edited volume). Chichester, West Sussex, UK: John Wiley Press. http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118786971.html
(7) Talbott, E., Mayrowetz, D., Maggin, D. M. & Tozer, S. (2016). A distributed model of special education leadership for individualized education program teams. Journal of Special Education Leadership, 29(1), 23-31.
(8) Farmer, T.W., Sutherland, K. S., Talbott, E., Brooks, D., Norwalk, K., & Huneke, M. (2016). Special educators as intervention specialists: Dynamic systems and the complexity of intensifying intervention for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 24(3), 173-186. https://doi.org/10.1177/1063426616650166
(9) Farmer, T. W., Gatzke-Kopp, L. M., Lee, D. L., Dawes, M., & Talbott, E. (2015). Research and policy on disability: Linking special education to developmental science. Policy Insights from Behavioral and Brain Sciences, 1-8. https://doi.org/10.1177/2372732215624217
(10) Atkins, M. S., Frazier, S. L., Leathers, S. J., Graczyk, P., Talbott, E., Jakobsons, L., Adil, J., Marinez-
Lora, A., Demirtas, H., Gibbons, R. B., & Bell, C. C. (2008). Teacher key opinion leaders and mental health consultation in low-income urban schools. Journal of Consulting and Clinical Psychology, 76 (5), 905-908. https://doi.org/10.1037/a0013036
(11) Atkins, M.S., Frazier, S. L., Birman, D., Adil, J., Jackson, M., Graczyk, P. A., Talbott, E., Farmer, A.D., Bell, C. C., & McKay, M. (2006). School-based mental health services for children living in high poverty urban communities. Administration and Policy in Mental Health and Mental Health Services Research, 33(2),146-159. https://doi.org/10.1007/s10488-006-0031-9
(12) Talbott, E., & Fleming, J. (2003). The role of social contexts and special education in the mental health problems of urban adolescents. Journal of Special Education, 37(2), 139-181.
(13) Atkins, M. S., McKay, M. M., Talbott, E., & Arvanitis, P. (1996). DSM-IV diagnosis of conduct disorder and oppositional defiant disorder: Implications and guidelines for school mental health teams. School Psychology Review, 25, 274-283.
|Office Location||School of Education, 301 Monticello Ave., Williamsburg, VA 23187, United States|