Laurie deBettencourt, PhD

2013-present Johns Hopkins University
Professor, Special Education Program Lead, Coordinator of Set-It Partnerships, School of Education

Jan.-May 2018 Bárczi Gusztáv Faculty, Eötvös Loránd University, Budapest, Hungary
Fulbright Scholar at Special Education Institute of Atypical Behaviour & Cognition

2012-2013 Johns Hopkins University
Professor, Associate Dean Educator Preparation Programs, Coordinator of Set-It Partnerships, School of Education

2011-2012 Johns Hopkins University
Professor, Interim Chair Department of Teacher Preparation, Chair Special Education Department, Coordinator of MCPS Partnerships, School of Education

Hooks, S. D., deBettencourt, L. U., & Markelz, A. M. (2019).  Effects of training pre-kindergarten teachers to use self-monitoring strategies to increase opportunities to respond. Perspectives in Early Childhood Education, 4(2), 67-94.

Fraser, D. W., Marder, T. J., deBettencourt, L. U., Myers, L. A, Kalymon, K. M., & Harrell, R. M. (2019). Using a mixed-reality environment to train special educators working with students with autism spectrum disorder to implement discrete trial teaching. The Focus on Autism and Other Developmental Disabilities. https://journals.sagepub.com/doi/full/10.1177/1088357619844696

deBettencourt, L. U., & Nagro, S. A. (2019). Tracking special education teacher candidates’ reflective practices over time. Remedial and Special Education, 40, 277-288.  https://doi.org/10.1177/0741932518762573 [Impact Factor: 2.617]

Hoover, J. J., & deBettencourt, L. U. (2018). Educating culturally and linguistically diverse exceptional learners: The need for continued advocacy. Exceptionality, 26, 176-189. http://dx.doi.org/10.1080/09362835.2017.1299530

Nagro, S., & deBettencourt, L. U. (2018). Reflection activities within clinical experiences: An important component of field-based teacher education, In T. Hodges (Ed.), Handbook of Research on Field-Based Teacher Education (pp. 565-586). Hershey, PA: IGI Global.

Nagro, S., & deBettencourt, L. U. (Summer, 2017).  Reviewing special education teacher preparation field experience placements, activities, and research: Do we know the difference maker? Teacher Education Quarterly, 44(3), 7-33.

Nagro, S., deBettencourt, L. U., Rosenberg, M., Carran, D., & Weiss, M. (2017). The effects of guided video analysis on teacher candidates’ reflective ability and instructional skills. Teacher Education and Special Education, 40, 1-19

deBettencourt, L. U. (2019, November). Developing and Sustaining a Research Agenda by Carpooling. Invited TED Research Spotlight Session presented at the CEC Teacher Education Division National Conference, New Orleans, LA.

deBettencourt, L. U. (2019, November). Solving special education teacher shortages by preparing paraprofessionals. Paper presented at the CEC Teacher Education Division National Conference, New Orleans, LA.

deBettencourt, L. U. (2019, October). The critical features of field experiences for pre-service special educators. Paper presented at the Council for Learning Disabilities 40^th International Conference, San Antonio, TX.

deBettencourt, L. U. (2019, April). Collaborating with Higher Education Faculty in Hungary: Similarities and Differences in Training Special Educators to use HLPs. Paper to be presented at the American Hungarian Educators Association (AHEA) 2019 Annual Conference, Pittsburgh, PA.

deBettencourt, L. U. (2018, November). Collaborating with higher education faculty in Eastern Europe: Similarities and differences in training special educators to use HLPs Paper presented at the CEC Teacher Education Division National Conference, Las Vegas, NV.

deBettencourt, L. U. (2018, October). Preparing preservice special educators to be reflective practitioners. Paper presented at the Council for Learning Disabilities 40^th International Conference, Portland, OR.

deBettencourt, L. U. (2018, May). Reviewing special education preservice teachers’ reflective practices over two field experiences: Topics and changes in reflection. Paper accepted at the ICSECD 2018 International Conference on Special Education and Child Development. Rome, Italy.

deBettencourt, L. U. (2018, March). Serving Students with Disabilities in the U. S.: Legal Requirements and Policy Changes. Invited Panel Presentation at the America Week Conference sponsored by the American Corner Veszprém and the University of Pannonia, Veszprém, Hungary.

deBettencourt, L. U. (2017, November). Using internships to prepare preservice special education teachers: What data do we collect and how do we measure success? Paper presented at the CEC Teacher Education Division National Conference, Savannah, GA.

Nagro, S. A., deBettencourt, L. U., Kennedy, M., Yell, M., & Spooner, F. (2017, November). Publishing in special education: Words of wisdom from current journal editors. Invited Panel Presentation at the CEC Teacher Education Division National Conference, Savannah, GA.

deBettencourt, L. U. (2017, October). Preparing special educators to work with students with LD. Paper presented at the CLD 39^th International Conference on Learning Disabilities, Baltimore, MD.

deBettencourt, L. U., Shepherd, K., Spooner, F., & West, J. (2017, April). The nexus of special ed policy, practice and scholarship. Paper presented at the International Council for Exceptional Children conference, Boston, MA.

• Consulting Editor, Exceptionality, 1994-
• Consulting Editor, Exceptional Children, 2014-
• Reviewer, Learning Disabilities: A Multidisciplinary Journal, 2017-
• Reviewer, SAGE Videos, 2014-
• Reviewer, Journal of Teacher Education 2018-
• Editor, Teacher Education and Special Education, 2012–2019
• Special Issue Editor, Preparing Educators to Use Evidence-Based Practices to Support Students with Autism, Teacher Education and Special Education, 2014
• Co-Editor, Teacher Education and Special Education, 2009-2012
• Consulting Editor, Career Development for Exceptional Individuals, 2001-2012
• Text Reviewer, Edward Sabornie (Ed) (2014)
• Reviewer, Lane, K. L., & Menzies, H. M. (2011). Classroom management for inclusive settings, In Handbook of Classroom Management (2nd ed.).

deBettencourt, L. U. & Marder, T. (2013-2019). Johns Hopkins University School of Education Post-Master’s Certificate in the Applied Behavior Analysis (ABA). Sponsored by the Maryland Department of Education. Amount: Approximately $59,000 – 95,000/per year. (CO-PI)

deBettencourt, L. U. (2015-2019). Johns Hopkins University School of Education “Math Fractions” Using Multimedia Professional Development for Special Educators. Sponsored by the Maryland Department of Education. Amount: Approximately $23,000/per year. (PI)

deBettencourt, L. U. & Faber, S. (2015-2016). Johns Hopkins University School of Education Science “BioEYES” Professional Development for Special Educators. Sponsored by the Maryland Department of Education. Amount: Approximately $40,000/per year. (Co-PI)

deBettencourt, L. U. & Fischer, S. (2013-2015). Gifted Specialist Certificate Program. Sponsored by the Maryland Department of Education. Amount: Approximately $48,000/per year. (Co-PI)

deBettencourt, L. U. (2008-2015). Graduate Certificate in the Education of Students with Autism-Hybrid Delivery Model. Sponsored by the Maryland Department of Education. 2008-2012. Amount: Approximately $154,000/per year. (Principle Investigator after first year and G. Lane’s retirement). (Co-Principal Investigator 2012-14 with T. Marder).

Rosenberg, M. S., & deBettencourt, L. U. (2011-2015). Leadership in Special Education Teacher Preparation: Application and Research. Sponsored by U.S. Department of Education, Office of Special Education Programs. (2011-2015). Amount: 1.2 million (Co-Principle Investigator with M. Rosenberg). (PI 2012-2015 after M. Rosenberg left JHU).

American Educational Research Association (AERA)
Council for Exceptional Children (CEC)
Division for Children with Learning Disabilities (CEC-DLD)
Teacher Education Division (CEC-TED)
Division for Research (CEC-DR)
International Council for Learning Disabilities (CLD)
Higher Education Consortium for Special Education (HCESE)
Learning Disabilities Association (LDA)
Council for Learning Disabilities (CLD)

National and International Service Activities

Fulbright Scholar, Eotvos Lorand University in Budapest, Hungary, Spring Semester 2018

Fulbright Scholar, Alternate, November 2015

Fulbright Specialist Roster, October 2014

Past President, Division For Learning Disabilities, Council for Exceptional Children, 2016-2017

President, Division For Learning Disabilities, Council for Exceptional Children, 2015- 2016

Chair, Special Education SIG, American Educational Research Association, 2016-2017

Program Chair, Special Education SIG, American Educational Research Association, 2015-2016

President-Elect, Division For Learning Disabilities, Council for Exceptional Children, 2014-2015

Secretary/Treasurer, Special Education SIG, American Educational Research Association, 2014-2015

Vice President, Division For Learning Disabilities, Council For Exceptional Children, 2013-2014

Past President of Division For Research, Council For Exceptional Children, 1995-1996

President of Division For Research, Council For Exceptional Children, 1994-1995

President-Elect, Division For Research, Council For Exceptional Children, 1993-1994

Program Chairperson, Division For Research, Council For Exceptional Children, 1994

Conference. Task Force Co-Leader and Advisory Board Member, North Carolina Partnership Training System, Sub-contract from University of North Carolina at Chapel Hill, 1992-1996.

Vice-President North Carolina Division of Learning Disabilities, 1993-1996.

State, Local, and University Service Activities

Chair of Scholarship Committee, Johns Hopkins University School of Education, 2015-

Promotions Committee, Johns Hopkins University School of Education, 2009-

Chair of Student Academic Affairs Committee, Johns Hopkins University, 2014-2015

Diane Bragdon, JHU, “The effects of a career awareness project on the academic performance of eighth grade students”, May, 2010. Rebecca Lindsay, JHU, “Increasing the use of prompting strategies: A multiple baseline study across pairs of paraeducators of students with disabilities”, August, 2013 Terri Savage, JHU, “The effects of subitizing on calculating basic addition and subtraction facts”, December 2014. Dawn Fraser, JHU, “Training teachers of students with autism spectrum disorder to use discrete trial teaching using an interactive virtual reality”, May, 2015. Kyena Cornelius, JHU, “The effects of specialized mentor preparation and coaching for general education teacher mentors supporting early career special education teachers”, May, 2015. Sara Hooks, JHU, “The effects of training pre-kindergarten teachers to use self-management strategies to increase at-risk students’ opportunities to respond (OTR) to literacy prompts”, May, 2015. Kristine Larson, JHU, An investigation of the relationship between culturally responsive teaching self- efficacy and teachers’ perceived ability to manage challenging student behaviors”, May, 2015. *Sarah Nagro, JHU, “The effects of guided video analysis on teacher candidates’ reflective ability and instructional skills during field experiences including students with disabilities”, May, 2015 Jaime True Daley, JHU, “Do district partnerships with universities support the retention of qualified special educators?”, May, 2016. *Won CEC TED Dissertation Award, AERA Dissertation Award, and AACTE Dissertation Award (16-17)