People

Faculty

Post-Doctoral Research Fellows

Students

Affiliated Faculty

Thomas L. Sexton, Ph. D.

Dr. Thomas L. Sexton is a Professor Emeritus at Indiana University. He is one of the model developers of Functional Family Therapy and is author of Functional Family Therapy in Clinical Practice (2010) and the Handbook of Family Therapy (2003 & 2015). He is a member of the APA Treatment Guidelines Steering Committee, Chair of the Family Psychology Specialty Council and writes extensively about evidence-based practices, particularly in Family Psychology. Dr. Sexton is a licensed psychologist (IN), a Fellow of the American Psychological Association, and a Board Certified Family Psychologist (ABPP). He is the Editor for Couple and Family Psychology: Research and Practice, and past President of the Board for Couple and Family Psychology & the Society for Family Psychology. He was the 2011 Family Psychologist of the Year.

Jason Travers, Ph. D.

Dr. Jason Travers is an assistant professor in the special education department at the University of Kansas and a collaborator with the Center for Youth Engagement at UMass Amherst. Jason has collaborated with CYE faculty on various research projects related to disparities in autism identification, incarceration and solitary confinement of learners with disabilities, and academic instruction for learners with disabilities in a variety of settings. He currently researches the effects of shared active surface technology on academic, communicative, and social-behavioral skills of learners with autism. Additional interests include the proliferation of unproven educational practices and the evidence-based practices movement in special education.

Candace Mulcahy, Ph. D.

Dr. Mulcahy is an Associate Professor of special education at Binghamton University (SUNY). Her research interests include education policies that apply to youth in corrections, provision of appropriate education and special education services to marginalized youth, and effective reading and mathematics instruction for youth with disabilities in public schools and for youth in corrections. Over the last several years, she has conducted a number of investigations of the status of academic performance and educational histories among youth in corrections and self-regulated academic interventions among at-risk secondary students in a variety of settings. She has coordinated and implemented professional development in public schools, alternative education, and juvenile corrections. Dr. Mulcahy has visited numerous education programs in juvenile and adult corrections facilities and has consulted with state and local agencies on the provision of appropriate education services to at-risk and incarcerated youth. She has worked with colleagues to conduct systems-level assessments of mathematics and reading performance of incarcerated students, nearly half of whom were identified with a disability. Dr. Mulcahy has collaborated with colleagues to conduct single-subject, quasi-experimental, and qualitative studies of mathematics and reading instruction in a variety of segregated settings.

Michael Wilson, Ph. D.

Dr. Michael Wilson is Assistant Professor of Education at St. John’s University. He holds a Ph.D. and M.Ed. in Special Education, with a focus on behavior disorders and special education policy, from the University of Maryland at College Park, and holds a B.S. in Psychology from Frostburg University. He completed a postdoctoral fellowship at Teachers College, Columbia University where he focused on theories of difference and the organization of education through exclusion. He has taught courses on special education, assessment, quantitative research methods, epistemology and methodology in education research, and social analysis of education and criminal justice systems at Columbia University and the University of Maryland. Dr. Wilson has participated in and led education evaluation projects of academic and behavioral programming within numerous state juvenile and adult facilities. He has served as Resource Fellow and researcher for the National Center for Education, Disability, and Juvenile Justice, where he conducted original and policy research examining the educational status and experiences of students involved in the juvenile system. His research focuses on how social contexts, school policies, and individual practices facilitate disability, school failure, exclusion, delinquency, and involvement in the criminal justice system.

Dr. Friedrich Linderkamp, Ph. D.

Dr. Friedrich Linderkamp is a full professor of rehabilitation sciences / special education at the University of Wuppertal,Germany. He studied clinical psychology at the Carl von Ossietzky University of Oldenburg, Germany and at the University of New Orleans (UNO), LA, USA. He received his masters degree in clinical psychology in 1991 at the Carl von Ossietzky University of Oldenburg, completed his doctorate 1997 at the University of Dortmund, Germany, and his qualification for professorship ("Habilitation") in "Rehabilitation Psychology" in 2005.

Dr. Linderkamp became a full professor of rehabilitation psychology at the Carl von Ossietzky University of Oldenburg in 2007 and changed to the University of Wuppertal in 2012.

Dr. Linderkamp received is approbation as a psychotherapist (CBT) in 1999 and is specialized in children and adolescents with disruptive behavior and learning problems. At his present position he does research in the field of inclusive education.

Dr. Linderkamp is reviewer for various scientific journals and an expert for the Alexander von Humboldt Foundation.