Elizabeth Talbott

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• PhD
• Professor and Associate Dean at William & Mary

Evidence-based assessment (EBA) requires that investigators employ scientific theories and research findings to guide decisions about what domains to measure, how and when to measure them, and how to make decisions and interpret results. To implement EBA, investigators need high-quality assessment tools along with evidence-based processes. We advan...

Studied the effectiveness of a school-based mental health service model, PALS (Positive Attitudes toward Learning in School), focused on increasing initial and ongoing access to services, and promoting improved classroom and home behavior for children referred for Disruptive Behavior Disorder (DBD) from three high poverty urban elementary schools....

Diffusion theory posits that information is disseminated throughout a social network by the persuasion of key opinion leaders (KOLs). This study examined the relative and combined influence of peer-identified KOL teachers (n = 12) and mental health providers (n = 21) on classroom teachers' (n = 61) self-reported use of commonly recommended classroo...

This study explored episodes of social and physical aggression among members of a low-income, urban sample of adolescent girls. Thirty African American, Hispanic, and Latina girls were interviewed about recent episodes of conflict, disagreement, or fighting in their grade. The study explored (a) the relationship between episodes of physical aggress...

We conducted a conceptual replication of Pigott et al.’s study of outcome-reporting bias, wherein they compared intervention outcomes reported in unpublished education dissertations with corresponding published versions. For our replication, we identified a sample of 40 special education dissertations with matched journal publications and found tha...

The Council for Exceptional Children's Division for Research (CEC-DR) is pleased to introduce a special issue designed to update and advance quality indicators for research in special education, advancing work originally published in a 2005 special issue of Exceptional Children (Volume 71, Issue 2). Then, as now, special education research has been...

ARTICLE FREE TO ACCESS AT: https://doi.org/10.1080/15374416.2022.2158842. In this editorial statement, we briefly delineated a series of observations, guidelines, and directions for future research focused on the most common outcome of multi-informant assessments of youth mental health. Discrepancies commonly occur between estimates of youth mental...

Evidence-based assessment (EBA) requires that investigators employ scientific theories and research findings to guide decisions about what domains to measure, how and when to measure them, and how to make decisions and interpret results. To implement EBA, investigators need high quality assessment tools along with evidence-based processes. We advan...

Over 60 years of research reveal that informants who observe youth in clinically relevant contexts (e.g., home, school)―typically parents, teachers, and youth clients themselves―often hold discrepant views about that client’s needs for mental health services (i.e., informant discrepancies). The last 10 years of research reveal that these discrepanc...

Data from multiple school sources, including informant ratings, systematic direct observations (SDOs), and school wide data (e.g., office disciplinary referrals [ODRs]) are routinely used to guide decision making in the delivery of evidence based practices for students with externalizing and internalizing behavior problems. Over 50 years of researc...

Secondary students with high incidence disabilities who also display disruptive behaviors struggle to be successful in general education settings. As a result, general education teachers are looking for ways to utilize technology to provide them with opportunities to implement evidence-based interventions in their classrooms. In this study, teacher...

Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and re...

Attention Deficit Hyperactivity Disorder (ADHD) is among the most commonly diagnosed disorders of children and youth. Young people receive their ADHD diagnoses and medical treatment in primary health care settings and can experience a range of behavioral and educational disabilities treated in the clinic, at home, and at school. We propose a Team-B...

Research indicating many study results do not replicate has raised questions about the credibility of science and prompted concerns about a potential reproducibility crisis. Moreover, most published research is not freely accessible, which limits the potential impact of science. Open science, which aims to make the research process more open and re...

Valid and reliable teacher ratings serve as the foundation for screening and assessment of youth with behavioral disorders and twin studies offer an opportunity to study those ratings. We conducted a meta-analysis of 15 empirical investigations of aggressive and rule-breaking behavior using teacher ratings in the context of a twin research design....

In this manuscript, we (a) briefly describe proposed open-science practices to increase transparency of research in special education and related disciplines, and (b) provide recommendations for research funders, professional societies, journal editors and publishers, and individual researchers to support awareness, exploration, and adoption of ope...

There is general agreement in the research literature that youth in juvenile justice facilities are more likely to experience mental health disorders than their general population peers. The purpose of this systematic review and meta-analysis was to evaluate the methodological characteristics and effectiveness of mental health interventions deliver...

The purpose of this study was to examine similarity within informant ratings of the externalizing behavior of monozygotic (MZ) and dizygotic (DZ) twin pairs. To do this, we conducted a meta-analysis of correlations within ratings completed by mothers, fathers, teachers, and youth. We retrieved n = 204 correlations for MZ twins and n = 267 correlati...

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This chapter reviews studies in three broad categories of peer tutoring employed with students with disabilities and tested by researchers: class-wide peer tutoring (CWPT), reciprocal peer tutoring (RPT) including peer-assisted learning strategies (PALS), and nonreciprocal peer tutoring (NRPT). The primary objective of the current systematic review...

Special education researchers, practitioners, and policy makers continue to work toward developing and implementing empirically supported practices and policies to address the academic, social, and postschool challenges confronting students with emotional and behavioral disorders. The systematic review has become an essential vehicle for compiling...

Youth with concomitant academic and behavioral disabilities continue to struggle with poor outcomes.. Individualized education program (IEP) teams perform broad leadership functions on behalf of these youth, including (a) task activities, such as compliance with federal law; (b) relations activities, such as communication and professional developme...

We present a dynamic systems perspective for the intensification of interventions for students with emotional and behavioral disorders (EBD). With this framework, we suggest behavior involves the contributions of multiple factors and reflects the interplay between the characteristics of the student and the ecologies in which he or she is embedded....

Bridging special education (SE) and developmental science recognizes their shared focus on individual adaptation, growth, and outcomes. Adaptation continuously aligns the proclivities of students and the opportunities of their contexts. Considerations for the adaptation of students with disabilities include developmental malleability, problem behav...

In a meta-analysis, it is important to specify a model that adequately describes the effect-size distribution of the underlying population of studies. The conventional normal fixed-effect and normal random-effects models assume a normal effect-size population distribution, conditionally on parameters and covariates. For estimating the mean overall...

Antisocial behavior, which includes both aggressive and delinquent activities, is the opposite of prosocial behavior. Researchers have studied the heritability of antisocial behavior among twin and non-twin sibling pairs from behavioral ratings made by parents, teachers, observers, and youth. Through a meta-analysis, we examined longitudinal and cr...

The development of social and emotional competence for children and adolescents occurs in the context of relationships they have with adults and peers. For students with disabilities and those who experience significant behavioral risk, building and sustaining positive relationships with teachers is vital to the development of social competence. In...

Since the inception of special education, researchers have identified higher proportions of minority students with disabilities than expected. Yet, relatively few studies have considered the contributions of the school context on a large scale to the identification of students with mental retardation (MR), emotional disturbance (ED), and learning d...

We explored the perceptions that youth with and without self-reported mental health problems had of their social contexts (family, peer, and school) and the extent to which youth with mental health problems had received special education services in school. We examined data for 4,088 urban youth with self-reported externalizing, internalizing, como...

The large gap between efficacy and effectiveness research has resulted in a new consensus regarding the need for research that will inform practice (National Institute of Mental Health, 1999; Weisz, 2000). Epidemiological studies indicate that fewer than 20% of children who need mental health care actually receive any services (Goodman et al., 1997...

This investigation was intended to examine the effects of teaching middle school students with learning disabilities and mild mental retardation to tutor one another in reading comprehension strategies. All students were reading significantly below grade level and many students exhibited behavior problems in addition to their primary disability are...

This study explores possible antisocial pathways and risk factors for antisocial participation among adolescent girls. Participants were 763 girls who responded to the longitudinal National Youth Survey during the years 1977 to 1981. Results indicated continuity over time in girls' participation in the antisocial constructs disruptive acts, vandali...

This study had 3 goals: (a) to identify the raters who could find adolescent girls in need of mental health services, (b) to identify the raters who could find adolescent girls eligible for special education services, and (c) to determine the relation between behavior problems and competence for hospitalized and comparison samples of girls. We obta...

The DSM-IV criteria for conduct disorder (CD) and oppositional defiant disorder (ODD) are reviewed. These diagnoses are compared with their counterparts in DSM-III-R, and the rationale and empirical support for changes in criteria are described. Generally, DSM-IV criteria appear better operationalized and more closely conform to empirical studies t...

We examined 48 studies of interventions designed to affect the reading comprehension of students with learning disabilities and coded their characteristics and effect sizes. Our analyses revealed that students who received the researchers' experimental methods obtained reading comprehension scores that were higher than those of 87% of students in c...

Single-subject research requires repeated, trustworthy measurement of dependent variables and repeated manipulation of one or more independent variables to establish lawful relationships between the dependent and independent variables and to discredit alternative explanations for that relationship. Single-subject researchers intensively study indiv...

The seat belt usage of drivers was observed at the entrance to two campus parking lots during morning arrival times. After 11 days of baseline, fliers which prompted seat belt wearing were handed to drivers of incoming vehicles. At one parking lot all fliers offered a chance to win a prize (noncontingent rewards); while at the second lot only those...

Thesis (Ph. D.)--University of Virginia, 1994. Includes bibliographical references (leaves 115-130).