Professor of Special Education
Building & Room:
1040 W. Harrison St. (MC 147), Chicago, IL 60607
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Elizabeth Talbott is a Professor of Special Education.
She serves as chair of public policy for the Council for Exceptional Children's Division for Research (CEC-DR).
Dr. 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 Knowledge Translation.
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. 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
PhD, University of Virginia, Special Education
MEd, University of Virginia, Special Education
BS, Virginia Tech, Psychology and English
Dr. Talbott's research expertise is in the development of youth with emotional, behavioral, and learning disabilities; informant ratings of child and adolescent mental health; and leading teams in special education and mental health.
She has a particular interest in public policy and special education.