Elizabeth Talbott, PhD
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.
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): 173-186. https://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