Professor Talbott’s academic preparation is in the fields of psychology, special education, and mental health. She is passionate about research that contributes to positive outcomes for children and youth who have complex learning, behavioral, and mental health needs. Her research is both multi-disciplinary and collaborative: she works with colleagues in education, clinical 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 children with disabilities and their families, and was proud to contribute to the RISE from Trauma Act, a bipartisan, bicameral piece of legislation introduced by Senators Dick Durbin (D-IL), Shelley Moore Capito (R-WV), and Lisa Murkowski (R-AK) and by Representatives Danny Davis (D-IL-7) and Mike Gallagher (R-WI-08). 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
Chair of Public Policy, Council for Exceptional Children, Division for Research (2016-present)
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, Journal of Child & Family Studies, Journal of Learning Disabilities
De Los Reyes, A., Talbott, E., Power, T., Michel, J., Cook, C.R., Racz, S. J., & Fitzpatrick, O. (2021, in press). The needs-to-goals gap: How informant discrepancies in youth mental health assessments impact service delivery. Clinical Psychology Review.
Kumm, S., Talbott, E., & Jolivette, K. (2021). Electronic self-monitoring for secondary students with high incidence disabilities. Journal of Special Education Technology, 36(3), 141-151. https://doi.org/10.1177/01626434211004450
Talbott, E., De Los Reyes, A., Power, T., Michel, J., & Racz, S. J. (2020). 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. Advance online publication. https://journals.sagepub.com/doi/10.1177/1063426620949987
Talbott, E., Zurheide, J. L., Karabatsos, G., & Kumm, S. (2020). Teacher similarities in the assessment of externalizing behavior among twins: A meta-analysis. Behavioral Disorders. Advance online publication. https://journals.sagepub.com/doi/10.1177/0198742920902374
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. https://www.sciencedirect.com/science/article/pii/S0022440517300973?via%3Dihub
Talbott, E., Maggin, D. M., & Van Acker, E.Y., & Kumm, S. (2018). Quality indicators for reviews of research in special education. Exceptionality, 26 (4), 245-265. https://www.tandfonline.com/doi/full/10.1080/09362835.2017.1283625