Elizabeth Talbott
Professor and Associate Dean for Research & Faculty Development
Office:
2121
Phone:
(757) 221-2335
Email:
[[ehtalbott]]
Website:
{{https://scholar.google.com/citations?hl=en&user=nLySeQ4AAAAJ&view_op=list_works&gmla=AJsN-F4pPYsrYNjEEg3L4U6d-ucvhUbpGmpecTIHaYKaycUOTgLArGY9_hV-loVr1n6Io2kyeMCsUIp2DX_M50J5o3e1URKRsfYRoVwu1GRpDr1kOHMPquM, Google Scholar}}
LinkedIn :
{{https://www.linkedin.com/in/Betsy-Talbott2685/ , LinkedIn Profile}}
Areas of Expertise:
Special Education, Mental Health, Evidence-based Assessment, Public Policy
Profile
Professor Talbott is passionate about research, teaching and service that yield positive outcomes for children and youth who have learning, behavioral and mental health needs. She embraces team science, collaborating with colleagues in education, child clinical and school psychology, pediatrics and public policy. Dr. Talbott was a professor in special education at the University of Illinois at Chicago (UIC) for more than 20 years and has served as department chair at both UIC and W&M. She advocates on Capitol Hill with national organizations (Council for Exceptional Children; American Educational Research Association) on behalf of students with and without disabilities. Dr. Talbott’s collaborative research has been funded by the Institute of Education Sciences, the National Science Foundation, the National Institute of Mental Health and the U.S. Department of Education.
Education
Ph.D. in Special Education, University of Virginia
M.Ed. in Special Education, University of Virginia
B.S. in Psychology (minor in English), Virginia Tech
Activities and Honors
Board of Directors and Founding Affiliate, Aletheia Society (formerly Consortium for the Advancement of Special Education Research), University of Virginia (2017- present).
Faculty Affiliate, Institute for Collaboration on Health, Intervention & Policy; Collaboratory on School and Child Health, University of Connecticut (2020- present).
Core Faculty and Consultant, National Center for Leadership in Intensive Intervention, Vanderbilt University (2019-2024).
Faculty Affiliate for Research and Development, Center for Urban Education Leadership, University of Illinois at Chicago (2016-2022).
Selected Publications
Fine, E., Herman, T., Makol, B. A., Wang, M., Talbott, E., McLeod, B., Yusuf, A., & De Los Reyes, A. (2025, in press). The Kids’ Behavior in Context Scales (KICS) I. Teacher, caregiver, and youth views on goals and needs for youth mental health services. Behavioral Disorders.
Herman, T., Fine, E., Makol, B. A., Wang, M., Talbott, E., McLeod, B., Yusuf, A., & De Los Reyes, A. (2025, in press). The Kids’ Behavior in Context Scales (KICS) II. An instrument for detecting social contexts relevant to youth mental health services. Behavioral Disorders.
Talbott, E., Maggin, D. M., Chua, M., Ashley, L., Chen, X., Chin, P. A., & Curry, M. K. (2024). Outcome-reporting bias in special education research using experimental and quasi-experimental group designs: A conceptual replication. Remedial and Special Education.
Talbott, E., De Los Reyes, A., Kearns, D. M., Mancilla-Martinez, J., & Wang, M. (2023). Evidence- based assessment in special education research: Advancing the use of evidence in methods, tools, and empirical processes. Exceptional Children, 89(4), 467-487.
De Los Reyes, A., Talbott, E., Power, T., Michel, J., Cook, C.R., Racz, S. J., & Fitzpatrick, O. (2022). The needs-to-goals gap: How informant discrepancies in youth mental health assessments impact service delivery. Clinical Psychology Review, 92, 102114.
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.