Nicholas Gelbar, PhD

Associate Research Professor, Educational Psychology, Neag School of Education

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Research Overview

My research on improving secondary transition outcomes for individuals with disabilities in particular individuals with Autism Spectrum Disorder. I am planning on submitting a grant to NIH focused on extended the medical home to the school in order to improve transition outcomes for individuals with ASD. I am currently involved in a project that is researching the transition from pediatric to adult health care providers for individuals with disabilities. I am also working with a PhD student to complete a systematic review of the literature on health promotions interventions for individuals with disabilities. In summary, my work is focused on bridging the gap between the education and health systems in order to better serve the needs of individuals with disabilities. I also direct partnerships with Special Olympics Connecticut and FAVARH in which we evaluate their exercise and nutrition programs.

Education

BS 2006 Social Studies Education UConn
MEd 2007 Education UConn
PhD 2013 Educational Psychology (School Psychology) UConn

Recent Publications

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Featured Publications

Chadwick, J. & Gelbar, N. (in review). Mindfulness for Children in Public Schools: Current Research and Developmental Issues to Consider. The International Journal of School and Educational Psychology.

Bray, M., Maykel, C., Gelbar, N., Caterino, L., Avitia, M. , Sassu, K., & Root, M. (in review). Psychologically-based Therapies to Improve Lung Functioning in Students with Asthma. The International Journal of School and Educational Psychology.

Foote, C., Bray, M. A., Kehle, T. J., Van Heest, J., Gelbar, N., Byer-Alcorace, G. & Maykel, C. (in review). Interdependent group contingency to promote physical activity in children. Canadian Journal of School Psychology.

Sassu, K., Gelbar, N. W., Bray, M., & Kehle, T. (in press). Integrating neuropsychological information into school-based interventions: A collaborative approach to decision-making? School Psychology Forum.

Gelbar, N. W., Jaffery, R., Stein, R., & Cymbala, H. (2015). Case Study on the Implementation of School-Wide Positive Behavioral Interventions and Supports in an Alternative Educational Setting. Journal of Educational and Psychological Consultation, 25, 1-27.

Gelbar, N. W., Shefcyk, A., & Reichow, B. (2015). A Comprehensive Survey of Current and Former College Students with Autism Spectrum Disorders. The Yale Journal of Biology and Medicine, 88(1), 45–68.

Banerjee, M., Madaus, J. W., & Gelbar, N. W. (2015). Applying LD and ADHD documentation guidelines: Decision making with sparse or missing evidence. Learning Disabilities Quarterly, 38, 27-39. DOI: 10.1177/0731948713518335

Madaus, J. W., Lalor, A. R., Gelbar, N. W., & Kowitt, J. (2014). The Journal of Postsecondary Education and Disability: From past to present. Journal of Postsecondary Education and Disability, 27, 347-356.

Reichow, B., Gelbar, N.W., Mouradjian, K., Shefcyk, A. & Smith, I. (2014). Characteristics of international websites with information on developmental disabilities. Research in Developmental Disabilities, 35(10), 2293-2298. doi: 10.1016/j.ridd.2014.05.028

Gelbar, N. W., Smith, I., & Reichow, B. (2014). Systematic review of articles describing experience and supports of individuals with Autism enrolled in college and university programs. Journal of Autism and Developmental Disorders, 44, 2593–2601. doi 10.1007/s10803-014-2135-5 –>