Preparing Academic and Behavioral Scholars (Project ABS) for Special Education Faculty Positions in Higher Education

Abstract

Project ABS is a leadership training program that was designed to prepare six doctoral students to assume special education faculty positions in university settings. All six scholars participating in Project ABS graduated from Texas A&M University prepared to: (a) establish programs of applied research that address the often interrelated academic and behavioral needs of students with disabilities, and (b) provide leadership in pre-service teacher preparation to meet the special education teacher shortage. The scholars are well-prepared to hold higher education positions in the field of special education.

As of this final report, four of the Project ABS scholars are Assistant Professors of Special Education (at the University of Missouri, Southeast Missouri State University, Sam Houston State University, and Penn State). The remaining two are Post Doctoral Research Scholars (at Baylor University and Texas A&M University).

Scholars successfully progressed through their required courses and performance competencies. All scholars graduated in good academic standing with the university, and achieved important scholarship benchmarks. Each of the scholars is a co-author or first author on one or more peer-reviewed journal publications. All scholars presented (as the lead presenter) or co-presented a combined total of more than 70 peer-reviewed presentations to professional audiences at prestigious outlets including International Conference on Positive Behavior Support, Council for Exceptional Children’s (CEC) National Convention and Expo, CEC’s Division for Early Childhood, Council for Children with Behavioral Disorders Conference, International Conference on Learning Disabilities, and Applied Behavior Analysis International Conference, Texas Association of Behavior Specialists, Texas Behavior Support Conference, and Texas Association of Applied Behavior Analysis, and CEC’s Division on Career Development and Transition International Conference. Further, all six scholars completed a two-semester college teaching internship and gained experience teaching/co-teaching one or more undergraduate teacher education courses.