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Faculty and Staff

Department Chair

  • Patricia Hampshire, PH.D.

    Department Chair, Associate Professor

    Dr. Patricia Hampshire is the Department Chair and associate professor in Early & Special Education Department at Boise State University. Dr. Hampshire received her PhD in Special Education at Indiana University. Dr. Hampshire teaches courses focused on early intervention, collaborating with families, child development and working with students with autism spectrum disorders. Dr. Hampshire’s areas of expertise include early childhood special education, developing family-focused interventions, autism spectrum disorders, and working with individuals with severe behavior. Dr. Hampshire has worked in both the educational and clinical settings as a special education teacher, parent coach, consultant and researcher. Dr. Hampshire’s current research focuses on teaching student with autism to self-manage during homework routines through the use of iPads. Dr. Hampshire’s work has been included in Teaching Exceptional Children, Intervention in School and Clinic, and Beyond Behavior.

    Dr. Patricia Hampshire is the Department Chair and associate professor in Early & Special Education Department at Boise State University. Dr. Hampshire received her PhD in Special Education at Indiana University. Dr. Hampshire teaches courses focused on early intervention, collaborating with families, child development and working with students with autism spectrum disorders. Dr. Hampshire’s areas of expertise include early childhood special education, developing family-focused interventions, autism spectrum disorders, and working with individuals with severe behavior. Dr. Hampshire has worked in both the educational and clinical settings as a special education teacher, parent coach, consultant and researcher. Dr. Hampshire’s current research focuses on teaching student with autism to self-manage during homework routines through the use of iPads. Dr. Hampshire’s work has been included in Teaching Exceptional Children, Intervention in School and Clinic, and Beyond Behavior.

Faculty

  • Lisa Beymer EdD

    Clinical Assistant Professor

    • Lisa Beymer, EdD, is a Clinical Assistant Professor for the Early & Special Education Department. Lisa’s teaching for the department focuses on exceptionalities in the classroom and school, evidence-based instructional practices for students with disabilities, and diagnostic assessment use and analysis. Lisa also works as a University Liaison for the College of Education, supervising pre-service teacher candidates who are completing their final student teaching experiences in the general and special education classrooms. As a part of the larger Boise State community, Lisa is co-Advisor for the Teacher Education Ambassador student club which is housed in the College of Education, and the co-Founder of the Undergraduate Center for Equity and Access in Teaching (UCREATe) which provides student-led and faculty-facilitated research opportunities for undergraduate and graduate students. Lisa’s research interests include impact of undergraduate research opportunities on educator preparation and identity, effectiveness of online teacher candidate supervision, special education teacher preparation, impact of supervisor-candidate relationship in teacher candidate development, and evidence-based practices for students with disabilities.
    • Lisa Beymer, EdD, is a Clinical Assistant Professor for the Early & Special Education Department. Lisa’s teaching for the department focuses on exceptionalities in the classroom and school, evidence-based instructional practices for students with disabilities, and diagnostic assessment use and analysis. Lisa also works as a University Liaison for the College of Education, supervising pre-service teacher candidates who are completing their final student teaching experiences in the general and special education classrooms. As a part of the larger Boise State community, Lisa is co-Advisor for the Teacher Education Ambassador student club which is housed in the College of Education, and the co-Founder of the Undergraduate Center for Equity and Access in Teaching (UCREATe) which provides student-led and faculty-facilitated research opportunities for undergraduate and graduate students. Lisa’s research interests include impact of undergraduate research opportunities on educator preparation and identity, effectiveness of online teacher candidate supervision, special education teacher preparation, impact of supervisor-candidate relationship in teacher candidate development, and evidence-based practices for students with disabilities.
  • Deb Carter, PhD, BCBA-D

    Professor

    Deborah Carter, PhD, BCBA-D, is a Professor in Early and Special Education at Boise State University. Dr. Carter’s areas of expertise include school-wide and individual student positive behavior support, social-emotional development, and nature-based learning. She provides training and coaching support to early childhood programs and K-12 schools implementing systems of positive behavior support. Her current research focuses on implementation of program-wide positive behavior support in early childhood and integrating social-emotional learning and environmental education. Her work has been included in the Journal of Positive Behavior Interventions, Behavioral Disorders, Assessment for Effective Intervention, Intervention in School and Clinic, The Early Childhood Education Journal, Teaching Young Children, and International Journal of Early Childhood Environmental Education.

    Deborah Carter, PhD, BCBA-D, is a Professor in Early and Special Education at Boise State University. Dr. Carter’s areas of expertise include school-wide and individual student positive behavior support, social-emotional development, and nature-based learning. She provides training and coaching support to early childhood programs and K-12 schools implementing systems of positive behavior support. Her current research focuses on implementation of program-wide positive behavior support in early childhood and integrating social-emotional learning and environmental education. Her work has been included in the Journal of Positive Behavior Interventions, Behavioral Disorders, Assessment for Effective Intervention, Intervention in School and Clinic, The Early Childhood Education Journal, Teaching Young Children, and International Journal of Early Childhood Environmental Education.

  • Jeremy W. Ford, PhD, NCSP

    Associate Professor, MIT Coordinator

    Dr. Jeremy W. Ford, NCSP, is an Associate Professor in the Department of Early & Special Education at Boise State University. Dr. Ford is a specialist-level trained, nationally certified school psychologist and earned his Ph.D. in Teaching and Learning (Special Education) from The University of Iowa. Dr. Ford has experience working in schools in multiple capacities across kindergarten through high school and beyond. These experiences include: Crisis intervention at an alternative school, teacher assistant for students with intellectual disabilities, school psychologist, professional development trainer, technical assistance provider, and consultant for students with autism.

    His research interests include: Curriculum-based measurement, explicit instruction, post-secondary transition and education for students with disabilities, Response to Intervention / Multi-tiered Systems of Support, and screening and progress decision-making. Dr. Ford is also the Director of The ASSIST Lab, a Vertically Integrated Project focused on expanding research opportunities for both undergraduate and graduate students through participation in a variety of projects related to supporting students with disabilities access an equitable education. These projects include The PEERS Program and PREP Academy. His research has been published in Assessment for Effective Intervention, Learning Disabilities Research and Practice, the Journal of Inclusive Post-secondary Education, the Journal of Post-secondary Education and Disability, School Psychology Review, and Teacher Education and Special Education.

    Dr. Jeremy W. Ford, NCSP, is an Associate Professor in the Department of Early & Special Education at Boise State University. Dr. Ford is a specialist-level trained, nationally certified school psychologist and earned his Ph.D. in Teaching and Learning (Special Education) from The University of Iowa. Dr. Ford has experience working in schools in multiple capacities across kindergarten through high school and beyond. These experiences include: Crisis intervention at an alternative school, teacher assistant for students with intellectual disabilities, school psychologist, professional development trainer, technical assistance provider, and consultant for students with autism.

    His research interests include: Curriculum-based measurement, explicit instruction, post-secondary transition and education for students with disabilities, Response to Intervention / Multi-tiered Systems of Support, and screening and progress decision-making. Dr. Ford is also the Director of The ASSIST Lab, a Vertically Integrated Project focused on expanding research opportunities for both undergraduate and graduate students through participation in a variety of projects related to supporting students with disabilities access an equitable education. These projects include The PEERS Program and PREP Academy. His research has been published in Assessment for Effective Intervention, Learning Disabilities Research and Practice, the Journal of Inclusive Post-secondary Education, the Journal of Post-secondary Education and Disability, School Psychology Review, and Teacher Education and Special Education.

  • Michael Humphrey, EdD

    Associate Professor

    Michael Humphrey, EdD, is an Associate Professor in Early & Special Education Department at Boise State University. Dr. Humphrey received his BA in English from the University of Iowa in 1997 and then served in the Peace Corps in Sri Lanka and Cameroon till 2000. He received his MA in Special Education in 2004 and his EdD in Special Education in 2008 from the University of Northern Colorado. His current research focuses on building teacher-efficacy in inclusive classrooms, preparing teachers to work with culturally and linguistically diverse populations, and improving teacher retention. Dr. Humphrey’s work has been included in Exceptionality, A Special Education Journal, Journal of Post-secondary Education and Disability, Learning Disability Quarterly, The Clearing House, and, Rural Special Education Quarterly.

    Michael Humphrey, EdD, is an Associate Professor in Early & Special Education Department at Boise State University. Dr. Humphrey received his BA in English from the University of Iowa in 1997 and then served in the Peace Corps in Sri Lanka and Cameroon till 2000. He received his MA in Special Education in 2004 and his EdD in Special Education in 2008 from the University of Northern Colorado. His current research focuses on building teacher-efficacy in inclusive classrooms, preparing teachers to work with culturally and linguistically diverse populations, and improving teacher retention. Dr. Humphrey’s work has been included in Exceptionality, A Special Education Journal, Journal of Post-secondary Education and Disability, Learning Disability Quarterly, The Clearing House, and, Rural Special Education Quarterly.

  • Evelyn Johnson, EdD

    Professor

    Evelyn received her Doctor of Education degree from the University of Washington, Seattle in 1999 and holds the position of Professor of Special Education, and CEO of Lee Pesky Learning Center, a non-profit research, training and service center whose mission is to create a pathway to learning for everyone.

    Dr. Johnson’s research focuses on three main areas: 1) self-regulated learning, 2) early detection of learning disabilities, and 3) building teachers’ capacity to implement evidence-based practices that improve student outcomes. She is currently the director of Project RESET, an IES funded project to develop psychometrically sound observation protocols to improve teacher practice. She also oversees the research agenda at the Lee Pesky Learning Center, which focuses on developing assessments and interventions aligned with a self-regulated learner framework that supports students in becoming connected, self-aware, self-determined, strategic and resilient learners. Dr. Johnson’s work has been funded by the Office of Special Education Programs, IES, NIH, CTRIN, the W.K. Kellogg Foundation, as well as by numerous local and regional foundations. She is a Field Reviewer for Exceptional Children, serves on the editorial board of Reading & Writing Quarterly: Overcoming Learning Difficulties, and is a long-serving member of AIR’s Screening and Progress Monitoring Expert Review Panels.

    Evelyn received her Doctor of Education degree from the University of Washington, Seattle in 1999 and holds the position of Professor of Special Education, and CEO of Lee Pesky Learning Center, a non-profit research, training and service center whose mission is to create a pathway to learning for everyone.

    Dr. Johnson’s research focuses on three main areas: 1) self-regulated learning, 2) early detection of learning disabilities, and 3) building teachers’ capacity to implement evidence-based practices that improve student outcomes. She is currently the director of Project RESET, an IES funded project to develop psychometrically sound observation protocols to improve teacher practice. She also oversees the research agenda at the Lee Pesky Learning Center, which focuses on developing assessments and interventions aligned with a self-regulated learner framework that supports students in becoming connected, self-aware, self-determined, strategic and resilient learners. Dr. Johnson’s work has been funded by the Office of Special Education Programs, IES, NIH, CTRIN, the W.K. Kellogg Foundation, as well as by numerous local and regional foundations. She is a Field Reviewer for Exceptional Children, serves on the editorial board of Reading & Writing Quarterly: Overcoming Learning Difficulties, and is a long-serving member of AIR’s Screening and Progress Monitoring Expert Review Panels.

  • Nichole Moos portrait

    Nichole Moos, MA

    Clinical Instructor

    Nichole Moos is a Clinical Instructor in the Early and Special Education Department at Boise State University. In addition to teaching, Nichole helps to manage the Idaho STEM Action Center Grant at the Boise State University Children’s Center. She received her MA from West Virginia University in Early Childhood Education, is a National Board Certified Early Childhood Generalist, and is seeking a doctoral degree in Curriculum and Instruction at Boise State. Nichole has taught in early childhood classrooms across the United States the last 13 years. During this time she engaged in action research around incorporating the principles and values from the schools of Reggio Emilia, Italy, emergent curriculum, and authentic, child directed play. She has presented at Early Childhood Conferences throughout Idaho on creating teacher framed and child led classrooms.

    Education Building, Room 217

    Nichole Moos is a Clinical Instructor in the Early and Special Education Department at Boise State University. In addition to teaching, Nichole helps to manage the Idaho STEM Action Center Grant at the Boise State University Children’s Center. She received her MA from West Virginia University in Early Childhood Education, is a National Board Certified Early Childhood Generalist, and is seeking a doctoral degree in Curriculum and Instruction at Boise State. Nichole has taught in early childhood classrooms across the United States the last 13 years. During this time she engaged in action research around incorporating the principles and values from the schools of Reggio Emilia, Italy, emergent curriculum, and authentic, child directed play. She has presented at Early Childhood Conferences throughout Idaho on creating teacher framed and child led classrooms.

  • Gena Nelson portrait

    Gena Nelson, PhD

    Assistant Professor, MEd and Certificate Program Coordinator

    Gena Nelson, PhD, is an assistant professor in the Early & Special Education Department at Boise State University. Dr. Nelson received her MA in Educational Psychology with an emphasis in School Psychology and her PhD in Educational Psychology with an emphasis in Special Education from the University of Minnesota. Dr. Nelson has experience working with students with disabilities and their families in various capacities across preschool through high school including: high school special education teacher, early childhood caregiver support, professional development trainer, and technical assistance provider. Her current research focuses on early math interventions for students with disabilities and students who are at risk, long-term outcomes for students with disabilities, and building teacher knowledge and the use of evidence-based practices.

    Dr. Nelson is the Principal Investigator for a National Science Foundation grant focused on determining the effectiveness of math interventions conducted in informal learning environments with parents and child care providers. Dr. Nelson’s work has been published in the Journal for Learning Disabilities, the Journal of Educational Psychology, Learning Disabilities Research & Practice, and The Elementary School Journal.

    Gena Nelson, PhD, is an assistant professor in the Early & Special Education Department at Boise State University. Dr. Nelson received her MA in Educational Psychology with an emphasis in School Psychology and her PhD in Educational Psychology with an emphasis in Special Education from the University of Minnesota. Dr. Nelson has experience working with students with disabilities and their families in various capacities across preschool through high school including: high school special education teacher, early childhood caregiver support, professional development trainer, and technical assistance provider. Her current research focuses on early math interventions for students with disabilities and students who are at risk, long-term outcomes for students with disabilities, and building teacher knowledge and the use of evidence-based practices.

    Dr. Nelson is the Principal Investigator for a National Science Foundation grant focused on determining the effectiveness of math interventions conducted in informal learning environments with parents and child care providers. Dr. Nelson’s work has been published in the Journal for Learning Disabilities, the Journal of Educational Psychology, Learning Disabilities Research & Practice, and The Elementary School Journal.

  • Juli Pool, PhD.

    Associate Professor, Undergraduate Degree Programs Coordinator

    Juli Lull Pool, Ph.D., is an Associate Professor and Program Coordinator for Undergraduate Programs in the Early & Special Education Department. Dr. Pool received her Ph.D. in Early Intervention at the University of Oregon. Her teaching for the department focuses on early childhood assessment, inclusive and intervention methods in preschool, and foundations of practice in early childhood and early childhood special education. Dr. Pool also works as a University Liaison, supervising pre-service teacher candidates who are completing their student teaching experience  in early childhood environments. Dr. Pool’s areas of expertise include early childhood assessment such as observational assessment, parent-completed tools, and curriculum-based assessment; and, inclusive environments and teaching methods for preschoolers. Currently, her research focuses on assessment in Montessori classrooms. She has published in several professional journals including Young Exceptional Children, Topics in Early Childhood Special Education, Early Childhood Education Journal, Intervention in School & Clinic, and Assessment for Effective Intervention.

    Juli Lull Pool, Ph.D., is an Associate Professor and Program Coordinator for Undergraduate Programs in the Early & Special Education Department. Dr. Pool received her Ph.D. in Early Intervention at the University of Oregon. Her teaching for the department focuses on early childhood assessment, inclusive and intervention methods in preschool, and foundations of practice in early childhood and early childhood special education. Dr. Pool also works as a University Liaison, supervising pre-service teacher candidates who are completing their student teaching experience  in early childhood environments. Dr. Pool’s areas of expertise include early childhood assessment such as observational assessment, parent-completed tools, and curriculum-based assessment; and, inclusive environments and teaching methods for preschoolers. Currently, her research focuses on assessment in Montessori classrooms. She has published in several professional journals including Young Exceptional Children, Topics in Early Childhood Special Education, Early Childhood Education Journal, Intervention in School & Clinic, and Assessment for Effective Intervention.

Graduate Assistants

  • Michael Crawford

  • Kevallyn Drake

  • Patrick Mallory

  • Conor Mooney

  • Gurupriya Ramanathan

  • Mali Sawyer

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