Faculty & Staff

Elizabeth Talbott, PhD

Associate Professor

Elizabeth Talbott is an Associate Professor of Special Education.

She serves as past-president and chair of public policy for the Council for Exceptional Children's Division for Research (CEC-DR). 

In June of 2014, she participated in the Management Development Program at the Harvard Graduate School of Education in Cambridge, MA.

Talbott is a faculty member and co-chair of the curriculum committee for the National Center for Leadership in Intensive Intervention at Vanderbilt University, where UIC serves as a participating institution. 

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


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

Research & Teaching Interests

Dr. Talbott's research expertise is in the assessment and development of children and youth with social, emotional, learning, behavioral, and mental health disabilities, with a particular interest in youth in urban settings.

She has an interest in educational research and policy, as well as the study of effective IEP teams.

Selected Publications

Talbott, E., Karabatsos, G., & Zurheide, J. L. (in press, 2017). Informant similarities, twin studies, and the assessment of externalizing behavior: A meta-analysis. Journal of School Psychology. Work supported by NSF grant# SES-1156372.http://www.sciencedirect.com/science/article/pii/S0022440517300973?_rdoc...

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

Talbott, E., Maggin, D. M., & Van Acker, E.Y., & Kumm, S. (2017). Quality indicators for reviews of research in special education. Exceptionality, 1-21. 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 Leadership, 29(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 Synthesis. 6(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), 150-170. http://www.internationaljournalofspecialeducation.com, member of the Directory of Open Access Journals, https://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 Research, 33(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 Education, 37(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. Exceptionality, 10, 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

Dr. 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


Professional Affiliations & Activities

Council for Exceptional Children, Division for Research


National Center for Leadership in Intensive Intervention


UIC Center for Urban Education Leadership


Linking the arts and sciences in higher education