Professor Talbott’s academic preparation is in the fields of psychology and special education. She is passionate about research that contributes to positive outcomes for children and youth who have complex learning, behavioral, and mental health needs, with a particular expertise in evidence-based assessment. Her research is both multi-disciplinary and collaborative: She works with colleagues in education, clinical and school psychology, and pediatrics on behalf of youth with disabilities. 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 regularly advocates on Capitol Hill on behalf of young people with disabilities with the Council for Exceptional Children (CEC), where she serves as Public Policy Chair in CEC’s Division for Research. Dr. Talbott’s collaborative research has been funded by the National Science Foundation, the National Institute of Mental Health, the Institute of Education Sciences, and the U.S. Department of 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
Faculty Affiliate for Research and Development, Center for Urban Education Leadership, University of Illinois at Chicago (2016-present)
Board of Directors and Founding Affiliate, Consortium for the Advancement of Special Education Research, University of Virginia (2017-present)
Consultant, National Center for Leadership in Intensive Intervention, Vanderbilt University (2019-2024)
Affiliate, Institute for Collaboration on Health, Intervention & Policy/Collaboratory on School and Child Health, University of Connecticut (2020-present)
Associate Editor: Behavioral Disorders, Exceptional Children
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.
Toste, J. R., Talbott, E., & Cumming, M. M. (2023). Special issue preview: Introducing the next generation of quality indicators for research in special education. Exceptional Children, 89(4), 357-358.
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. Advance online publication.
Talbott, E., De Los Reyes, A., Power, T., Michel, J., & Racz, S. J. (2021). A team-based collaborative care model for youth with attention deficit hyperactivity disorder in education and health care settings. Journal of Emotional and Behavioral Disorders, 29(1), 24-33.
Talbott, E., Zurheide, J. L., Karabatsos, G., & Kumm, S. (2021). Teacher similarities in the assessment of externalizing behavior among twins: A meta-analysis. Behavioral Disorders, 46(2), 80-95.
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.