Faculty & Staff

Elizabeth Talbott, PhD

Professor

Professor Elizabeth Talbott serves as chair of public policy for the Council for Exceptional Children-Division for Research (CEC-DR). www.cecdr.org

She is a faculty member and co-chair of the curriculum committee for the National Center for Leadership in Intensive Intervention. http://nclii.org

Her research on systematic reviewing in special education has been featured in the library of the Center on Knowlege Translation. http://ktdrr.org

Professor Talbott serves as a founding affiliate of the Consortium for the Advancement of Special Education Research (CASPER) and Open Science at the University of Virginia.

Check out the Journal of Clinical Child and Adolescent Psychology Future Directions Forum for 2019! 

https://jccapfuturedirectionsforum.weebly.com/2019-programming.html

Education

PhD, University of Virginia, Special Education
MEd, University of Virginia, Special Education
BS, Virginia Tech, Psychology and English

Research & Teaching Interests

Development of youth with emotional, behavioral, and learning disabilities; informant ratings of child and adolescent mental health; leading teams in special education and mental health

Selected Publications

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  

Hughes, M. T., & Talbott, E. (2017). The Wiley Handbook of Diversity in Special Education. Chichester, West Sussex, UK: John Wiley Press. http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118786971.html

Talbott, E., Maggin, D. M., & Van Acker, E.Y., & Kumm, S. (2017). Quality indicators for reviews of research in special education. Exceptionality1-21. http://www.tandfonline.com/eprint/EHDnFqEt2j2bVmPg8wdn/full

Maggin, D. M., Talbott, E., Van Acker, E. Y., & Kumm, S. (2017). Quality indicators for systematic reviews and meta-analyses of special education research. Behavioral Disorders. https://doi.org/10.1177/0198742916688653

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 Leadership29(1), 23-31. 

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): 173-186https://doi.org/10.1177/1063426616650166

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

Karabatsos, G., Talbott, E., & Walker, S. G. (2014). A Bayesian non-parametric regression model for meta-analysis. Methods of Research Synthesis6(1), 28-44. (Work supported by NSF grant #SES-1156372.) https://doi.org/10.1002/jrsm.1117

Talbott, E., Fleming, J., Karabatsos, G., & Dobria, L. (2011). Making sense of minority student classification into special education: School context matters. International Journal of Special Education, 26 (3), 150-170https://doaj.org/toc/0827-3383iles.eric.ed.gov/fulltext/EJ959009.pdf

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

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 Research33(2),146-159. https://doi.org/10.1007/s10488-006-0031-9

Talbott, E., & Fleming, J. (2003). The role of social contexts and special education in the mental health problems of urban adolescents. The Journal of Special Education37(2), 139-181.

Talbott, E., Celinska, D., Simpson, J., & Coe, M. (2002). "Somebody else making somebody else fight:" Aggression and the social context among urban adolescent girls. Exceptionality10, 203-220.

Mastropieri, M. A., Scruggs, T., Mohler, L., Beranek, M., Spencer, V., Boon, R. T., & Talbott, E. (2001). Can middle school students with serious reading difficulties help each other and learn anything? Learning Disabilities Research and Practice, 16, 21-29.

Honors & Awards

Professor Talbott was honored to give the inaugural presentation in the 2016-17 research-in-action speaker series at the School of Education in the College of William and Mary, Williamsburg, VA. 

The title of her presentation was: Making Education Research Matter

https://events.wm.edu/event/view/education/80316

Professor Talbott serves as an Associate Editor for the Journal of Child and Family Studies and the Journal of Learning Disabilities, and is an editorial board member for the following journals: Behavioral Disorders, Exceptional Children, Learning Disabilities Research and Practice, Journal of Emotional and Behavioral Disorders, Journal of Special Education

 

Professional Affiliations & Activities

Council for Exceptional Children, Division for Research

www.cecdr.org

National Center for Leadership in Intensive Intervention

www.nclii.org

UIC Center for Urban Education Leadership

http://urbanedleadership.org

Campbell Collaboration Disability Coordinating Group

https://www.campbellcollaboration.org

Spencer Foundation, small grants review 

https://www.spencer.org/small-research-grants