Research Faculty & Staff
Bryan G. Cook, Ph.D.
Bryan G. Cook, Ph.D., is a Professor in Special Education at UVA with expertise in standards for conducting high-quality intervention research in special education, replication research in special education, and open science. He co-directs, with Dr. Therrien, the Consortium for the Advancement of Special Education Research (CASPER) and is an ambassador for the Center for Open Science. He is Past President of CEC’s Division for Research, chaired the working group that developed CEC’s (2014) Standards for Evidence-Based Practices in Special Education, coedits Advances in Learning and Behavioral Disabilities, and is coauthor of textbooks on special education research and evidence-based practices in special education. Cook plays an integral role in developing infrastructure and supports for SERA, conducting the pilot study, and assessing the usability and feasibility of using SERA to conduct future replication pilot studies.
William J. Therrien, Ph.D., BCBA
William J. Therrien, Ph.D., BCBA, is a Professor in Special Education at UVA. He is an expert in designing and evaluating academic programming for students with disabilities, particularly in science and reading. Along with co-directing CASPER, Dr. Therrien co-edits Exceptional Children, the flagship journal in special education, and is Research in Practice Director for UVA’s Supporting Transformative Autism Research (STAR) initiative. Therrien assists Cook with developing infrastructure and supports for SERA, conducting the pilot study and assessing the usability and feasibility of using SERA to conduct future replication pilot studies.
Vivian C. Wong, Ph.D.
Vivian C. Wong, Ph.D., is an Associate Professor in Research, Statistics, and Evaluation at UVA. Dr. Wong’s expertise is in improving the design, implementation, and analysis of experimental and quasi-experimental approaches. Her scholarship has focused recently on the design and analysis of replication research. Dr. Wong has authored numerous articles on research methodology in journals such as Journal of Educational and Behavioral Statistics, Journal of Policy Analysis and Management, and Psychological Methods. Wong is primarily responsible for developing the methodological infrastructure and supports for SERA, assisting with methodological components of the pilot study, and conducting exploratory analyses of SERA.
Christina Taylor, M.Ed.
Christina Taylor, M.Ed., is the SERA Project Manager. She earned her M.Ed. with a concentration in research, statistics, and evaluation at the University of Virginia. Prior to joining the SERA team, she worked as a project manager of multiple research projects related to early childhood education policy and initiatives, preservice teacher education, and research methodology. Taylor oversees workflow and protocol development, manages relationships with research partners, and is involved in all aspects of the pilot study.
Natalie Badgett, Ph.D., BCBA-D
Postdoctoral Research Associate
Natalie Badgett, Ph.D., BCBA-D, is a post-doctoral research associate at the University of Virginia. She assists Drs. Therrien and Cook in the development of SERA through involvement in conducting the pilot study and assessing the usability and feasibility of using SERA to conduct future replication pilot studies.
Alexis Prijoles, M.Ed.
Alexis Prijoles is a research specialist on the SERA team. Alexis earned her M.Ed. in Education Psychology with a concentration in Research, Statistics, and Evaluation at the University of Virginia. Originally from South Carolina, Alexis earned her B.S. in Mathematics with a concentration in Statistics from Clemson University. She worked as a programmer analyst at a health insurance company before shifting to the field of education. Prior to joining the SERA team, Alexis worked as a tutor for America Reads and Counts. Her research interests involve evaluating and improving the methodologies used in education research. She is also interested in education policy, and student achievement and non-cognitive outcomes.
Anandita Krishnamachari is a doctoral student in research, statistics, and evaluation in the Curry School of Education at the University of Virginia. Her research focuses on the design and evaluation of interventions/policies that promote socio-emotional learning.
Jesse Fleming is a first-year doc student at the University of Virginia studying special education. Before coming to Curry, Jesse was a high school instructional coach for a fully inclusive school for students with autism. Jesse also has taught English and history internationally, worked with students with moderate and intensive needs in a self-contained classroom, taught high school history, and high school special education. Jesse’s advisor is Dr. Bryan Cook and together they are examining ways to better understand and apply journal impact factor, open access and preprint policies, and the tenants of open science in the field of special education. Jesse is also interested in improving academic and social outcomes for students with autism through the application of evidence-based practices to the general education setting.
Kylie L. Anglin is a Ph.D. student in Education Policy at the University of Virginia. Her research focuses on developing and using data science approaches to examine variations in policy and intervention implementation, as well as the impact of intervention heterogeneity on student outcomes. Kylie is developing methods for using natural language processing techniques to assess treatment fidelity and replicability in intervention evaluations that take place in educational settings. She has published on methods related to causal inference, implementation, replication, and open science in the Journal of Research on Educational Effectiveness, Evaluation Review, Oxford Bibliography in Education, and Zeitschrift für Psychologie, and she is a regular presenter at APPAM, AEFP, and SREE. Prior to coming to University of Virginia, Kylie earned a B.A. in Political Science from Southwestern University, a Post-Baccalaureate in Mathematics from Northwestern University, and a Masters in Public Policy from the University of Virginia. Kylie has worked as a 7th grade English teacher and as an evaluator for an after-school program.
Mary Margaret Hughes, M.Ed.
Mary Margaret earned a Bachelor’s degree in English from Virginia Tech and a Master’s in Special Education from The University of Virginia. She has served people with disabilities across the lifespan, in a variety of settings from residential group homes to private and public schools. Before her Ph.D. work began, she taught special education for a combined 14 years in functional skills classrooms, as a general special education teacher, and in a resource room for elementary students with autism. For many of her years of teaching, Mary Margaret held leadership roles, including Assistant Clinical Coordinator at an ABA school for students with Autism and as Special Education Team Leader in local public schools. Her research interests include addressing barriers to inclusion and creating meaningful inclusive opportunities, and preparing preservice special education teachers.
Sarah Emily Wilson
Sarah Emily is a Ph.D. student at the University of Virginia School of Education and Human Development where she works with Dr. William Therrien. Her specific research interests include the efficacy of direct peer-mediated interventions on social interactions for students with autism and developmental disabilities and the role of social language and peer relationships on increasing classroom access and academic achievement. Sarah Emily earned her B.A.E in Elementary Education and M.Ed. in Special Education from the University of Florida. Prior to beginning her doctoral work, Sarah Emily spent several years supporting students with disabilities, their families, and general education teachers as an inclusion teacher and Response to Intervention coordinator in Florida, Mississippi, and the District of Columbia.