What is the ambitious goal of the Special Education Research Lab?
Students enrolled in the Special Education Research Lab will learn about the research process from selecting questions to publishing the manuscript, best practices in single-case and mixed methods research, common issues in research such as publication bias, and other topics related to research in special education. Students will be given opportunities to engage in the writing process, data collection, and data analysis as faculty bring research projects to the lab.
Experience Gained
Are you interested in participating in cutting edge research on how to support students with disabilities succeed, and prepare for, postsecondary education? If so, The Special Education Research Lab can offer you the chance to work on several projects focused on these goals.
Methodologies and/or Technologies used to achieve project goals:
- case studies
- fieldwork
- instructional design
- K-12 outreach and collaboration
- participant/study observations
- qualitative research methods
- quantitative research methods
- structured interviewing
- data entry and analysis
- writing and presenting study results
Majors and Interests Needed
No previous coursework is required. It is preferred students have taken, or plan to enroll in, ED-ESP 250 (ED-ESP 510 at the graduate level). Experience with individuals with disabilities is also preferred, but not required. Undergraduate students interested in enrolling at the 400-level must have previously completed experience in the lab with exceptional performance.
Students interested in graduate studies in education, psychology, and social work are especially encouraged to collaborate with us in the Special Education Research Lab!
- Any/All
- Counselor Education
- Curriculum, Instruction, and Foundation Studies
- Early and Special Education
- Educational Technology
- Family Studies
- Literacy, Language & Culture
- Psychological Sciences
- Sociology
- Teacher Education
- Social Work
VIP Coach Information
Dr. Katie Conley is an assistant professor of Special Education in the College of Education at Boise State University. Katie is a former classroom special educator in a private behavior program and is trained in the Positive Behavioral Interventions and Supports (PBIS) framework, Implementation Science, and Special Education. Katie is passionate about balancing empathy and integrity when adopting and using evidence-supported practices and systems, especially in educational settings that include students with disabilities. She has a wide range of professional interests including teacher preparation, school staff retention, educational technology (e.g., AI, assistive technology), and coaching.
Dr. Jeremy W. Ford, NCSP, is an associate professor of Special Education in the College of Education at Boise State University and is a nationally certified school psychologist. Before joining the faculty at Boise State University, he earned his Ph.D. in Teaching and Learning (Special Education subtrack) from The University of Iowa with an emphasis in School Curriculum and Assessment Policy. 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, teaching assistant for students with intellectual disabilities, school psychologist, professional development trainer, technical assistance provider, and consultant for students with autism. In 2020, Dr. Ford began Boise State University’s Providing Exceptional Education and Raising Standards (PEERS) Program which provides access to college for individuals with intellectual and developmental disabilities.
Dr. Aaron Mowery is a licensed teacher and behavioral scientist with expertise in designing, implementing, and evaluating educational programs for students with disabilities. Prior to joining the faculty at Boise State University, he earned his Ph.D. in Special Education from the University of Oregon, specializing in positive behavioral interventions and supports (PBIS) and inclusive practices for students with complex support needs. He has experience providing consultation, training, and professional development to educators at the district, school, and classroom levels, as well as supporting teacher candidates in teacher preparation programs. Prior to earning his Ph.D., Dr. Mowery worked as a classroom teacher, serving elementary-aged students with complex support needs.
Dr. Monique Pinczynski, BCBA, joined Boise State University in 2024 as an assistant professor with the Department of Early and Special Education. She earned her Ph.D. in Special Education from the University of North Carolina at Charlotte in 2024 and her M.Ed. in Special Education, Autism from the University of Nevada Las Vegas in 2017. Dr. Pinczynski is a board-certified behavior analyst (BCBA) and is passionate about training teachers in evidence-based practices to support learners with autism and intellectual disability. Her research focuses on supporting communication and daily living skills for learners with autism and intellectual disabilities across the lifespan.
Course Information
Full semester course.
Choose to enroll in 1 or 2 credits in VIP 200, VIP 400, or VIP 500
Team meetings: 9:00 AM – 9:50 AM on Mon, Wed, Fri
Want to join the team?
For more information about this project and to request a permission number to register contact Dr. Ford at jwford@boisestate.edu OR complete this interest form and someone will contact you. Check out this page for tips on contacting a professor.
To register: search by Subject: Vertically Integrated Projects, read the project description to find the right section of VIP 200, 400, or 500. Use permission number, here are instructions Add with a permission number