Meet Chris J. Lemons!

Name: Chris J. Lemons, Ph.D.

Institution/Organization Affiliation: Stanford University

SERA Research Partner Bio:

Christopher J. Lemons, Ph.D., is an Associate Professor of Special Education at Stanford University. His research focuses on improving academic outcomes for children and adolescents with intellectual, developmental, and learning disabilities. His recent research has focused on developing and evaluating reading interventions for individuals with Down syndrome. His areas of expertise include reading interventions for children and adolescents with learning and intellectual disabilities, data-based individualization, and intervention-related assessment and professional development. Lemons has secured funding to support his research from the Institute of Education Sciences and the Office of Elementary and Secondary Education, both within the U.S. Department of Education and from the National Institutes of Health.

What made you interested in partnering with SERA?

The idea to crowdsource special education research is innovative and well-aligned with other initiatives focused on open science and replication. This project is moving our field forward in creative, meaningful ways and I’m happy to be involved.


Meet Nathan A. Stevenson!

Name: Nathan A. Stevenson, Ph.D.

Institution/Organization Affiliation: Kent State University

SERA Research Partner Bio:

Dr. Stevenson is an Assistant Professor in the area of mild/moderate educational needs at Kent State University. He teaches graduate and undergraduate courses in core instruction, classroom management, inclusive practices, and instructional methods for struggling learners. He earned his doctorate in special education from Michigan State University. Dr. Stevenson began his career as an elementary classroom teacher with New York City Public Schools. His research interests include classroom behavior management, inclusive practices, and adoption of evidence-based instruction. 

What made you interested in partnering with SERA?

Being a part of SERA is truly a unique opportunity to draw on the collective expertise of scholars and speed the pace of research in critical areas. I am delighted to be working with such a distinguished group of scholars.


Meet Amelia K. Moody!

Pictured from left to right: Amelia K. Moody, Ph.D., James Stocker, Ph.D., and Sharon Richter, Ph.D.

Name: Amelia K. Moody, Ph.D.

Institution/Organization Affiliation: University of North Carolina-Wilmington

Additional Research Team Members: James Stocker, Ph.D., Associate Professor & Sharon Richter, Ph.D., Assistant Professor

SERA Research Partner Bio:

Amelia Moody received her Ph.D. in special education from the University of Virginia and currently works as a Professor in the Watson College of Education at the University of North Carolina Wilmington. Moody is the director for the Center for Assistive Technology and serves as a member of the Science, Technology, Engineering, and Mathematics (STEM) Learning Cooperative. Current grant work surrounds the research of innovative technologies that enhance educational outcomes for children with disabilities, with a focus on students with Autism Spectrum Disorders. 

What made you interested in partnering with SERA?

Our team is interested in participating in SERA because we are dedicated to improving educational outcomes for students with ASD. This project allows for accelerated data collection on innovative educational interventions in efforts to determine how to best meet the needs of this population of students.


Meet Elizabeth Talbott!

Name: Elizabeth Talbott, Ph.D.

Institution/Organization Affiliation: William & Mary

Additional Research Team Members: Heartley B. Huber, Ph.D.

SERA Research Partner Bio:

Elizabeth Talbott is Professor and Associate Dean for Research and Faculty Development in the School of Education at William & Mary. She earned her B.S. degree in psychology from Virginia Tech and her M.Ed. and Ph.D. degrees in special education from the University of Virginia. She has worked in adult psychiatry at UVA hospital and has taught young people with and without learning and behavioral disabilities in the upper elementary grades. Her research seeks to improve the use of evidence by school and pediatric professionals in assessment, intervention, and public policy for young people with behavioral and mental health disabilities.

What made you interested in partnering with SERA?

I’m excited about the opportunity to work with a diverse team of special education researchers in the inaugural year of the special education research accelerator.