Dr. Dan Bauer is an associate professor in the Quantitative Psychology Program of the L. L. Thurstone Psychometric Laboratory in the Department of Psychology at the University of North Carolina at Chapel Hill. His research focuses on the development, evaluation, and application of quantitative methods suited to the study of developmental phenomena, especially social development in the domains of aggression, antisocial behavior, and substance use. He has concentrated on identifying the opportunities and limitations of current and newly emerging analytic models, and investigates new ways to overcome these limitations. In 2009, Dr. Bauer received the APA’s award for Distinguished Scientific Early Career Contributions. Dr. Bauer is also dedicated to the dissemination of advanced statistical methodology through manuscripts, conference presentations, teaching, and training seminars. In 2008, he and Patrick Curran established Curran-Bauer Analytics to provide high-level statistical training workshops and consultation in such topics as multilevel modeling and structural equation modeling.
Dr. Copeland is an associate professor in the Psychiatry and Behavioral Science Department at Duke University Medical Center. He received his PhD in clinical psychology from the University of Vermont, Burlington, and completed a postdoc in psychiatric epidemiology at Duke. His research focuses on the effect of psychosocial events on emotional and behavioral development, and has been funded through NIMH and the Brain & Behavior Research Foundation. Dr. Copeland has expertise in longitudinal data analysis, biomarker analysis, functional imaging, and population genetics. He has published over 40 peer-reviewed articles in journals such as JAMA and the Archives of General Psychiatry.
Dr. Curran was trained as medical sociologist with an emphasis on the study of substance use disorders. He began his research career looking at the complex etiology of substance use disorders and published several papers on the intersection of social and psychological factors in the development of problem substance use. During his postdoctoral fellowship, Dr. Curran become interested in health services research and began to investigate predictors of treatment engagement and outcomes for substance use disorders. In this area he has focused on the impact and consequences of psychiatric comorbidities.
In addition to this work, Dr. Curran has simultaneously developed his research interests in the diffusion of innovation in mental healthcare settings. He recently completed a NIDA K01 centered on the diffusion of innovation in substance use disorder treatment settings, and he is working currently on several projects that develop and test interventions to assist clinical practices in their adoption of evidence based practices.
Susanne Denham, PhD, of George Mason University is an applied developmental psychologist with particular expertise in the social and emotional development of children. After graduating summa cum laude from Western Maryland College, Dr. Denham went on to receive her MA from the University of Maryland, Baltimore County. Apart from using her experience as a mother of three children to initiate and explore her research on emotion and development in children, Dr. Denham has also used her 11-year hands-on experience as a school psychologist to aid in her research. She has authored articles and two books on varying topics, from emotional and social competence in preschoolers and older children to developmental psychopathology. These projects have been supported by the National Institute of Mental Health, the National Science Foundation, and the W. T. Grant Foundation. Dr. Denham has also studied the development of forgiveness in children with the support of A Campaign for Forgiveness Research of the John Templeton Foundation.
Dr. Frank Gresham of Louisiana State University has expertise in the following areas: school psychology, special education, mental retardation and education, learning disabilities and behavioral disorders, and ADHD. He has earned an MEd in rehabilitation counseling and a PhD in psychology at the University of South Carolina Columbia. The major areas of research that Dr. Gresham is concerned with include social skills assessment and training with children, behavioral consultation, and applied behavior analysis. He has coauthored numerous articles with topics covering behavioral and emotional disorders in children and adolescents and school-based behavioral disorders and interventions.
In 2002, Dr. Gresham testified before the president’s Commission on Excellence in Special Education. The commission advises the White House on how to fund and handle special education policy. He has also been recognized in his field of work with numerous awards and honors including the Senior Scientist Award from the American Psychological Association’s (APA) Division of School Psychology (2009) and the Lightner Witmer Award, also from the APA, for outstanding scholarly research by a school psychologist (1982).
James Lester, PhD, is founder and chief scientist of LiveWire Logic. He is a leading research scientist in artificial intelligence, specializing in the area of computational linguistics and intelligent agents. Dr. Lester holds a BA, MSCS, and PhD in computer science from the University of Texas at Austin, where his doctoral research in artificial intelligence focused on computational linguistics. Dr. Lester directs the IntelliMedia Initiative at North Carolina State University, a multidisciplinary research team focused on the development and use of intelligent multimedia systems and intelligent agents. The primary objective of the research is to design, construct, and empirically evaluate computational mechanisms to support intelligent human-computer interaction in educational software. It focuses in particular on developing advanced animated pedagogical agents and natural language explanation systems.
Dr. Lester has received numerous awards and recognitions, including the National Science Foundation Career Award (1997-2001), and three Best Paper Awards from international conferences. He serves on the editorial board of Autonomous Agents and Multi-Agent Systems (1999-present) and has served as program chair for both the ACM International Conference on Intelligent User Interfaces (2001) and the International Conference on Intelligent Tutoring Systems (2004).
Angela M. Neal-Barnett, PhD., is an associate professor of psychology at Kent State University in Ohio and an award-winning, nationally recognized expert in the area of anxiety disorders amoung African Americans. Dr. Neal-Barnett’s work has focused on fears and social anxiety in African American children, as well as panic disorder and worry in African American adults. She is the author of numerous journal articles and book chapters on African Americans and anxiety disorders. In addition, she is the author of the best-selling book Soothe Your Nerves: The Black Woman’s Guide to Understanding and Overcoming Anxiety, Panic, and Fear (Fireside/Simon & Schuster). Soothe Your Nerves translates her research findings into practical knowledge for the practitioner and the general public.
Dr. Neal-Barnett is the recipient of grants from the National Science Foundation, National Institute of Mental Health, the Ohio Board of Regents, the Ohio Commission on Minority Health, and the National Institutes of Health Biomedical Research Program. She serves as a consultant on several federally funded grants. Recently, Dr. Neal-Barnett completed two grant-funded projects. The first examined the “acting white” accusation and psychological distress among African American adolescents, and the second examines anxiety and obesity prevention in middle-school African American girls.
Mitchell J. Prinstein, PhD, is a Bowman and Gordon Gray Distinguished Term Professor and the director of the Clinical Psychology Program at the University of North Carolina at Chapel Hill. Dr. Prinstein’s research examines interpersonal models of internalizing symptoms and health risk behaviors among adolescents, with a specific focus on the unique role of peer relationships in the developmental psychopathology of depression and self-injury. He received his PhD in clinical psychology from the University of Miami and completed his internship and postdoctoral fellowship at the Brown University Clinical Psychology Training Consortium.
He is the PI on several past and active grants from the National Institute of Mental Health, the National Institute of Child and Human Development, and several private foundations. He has served as an associate editor for the Journal of Consulting and Clinical Psychology, an editorial board member for several developmental psychopathology journals, and a member of the NIH Study Section on Psychosocial Development, Risk, and Prevention. Dr. Prinstein has received several national and university-based awards recognizing his contributions to research (American Psychological Association Society of Clinical Psychology Theodore Blau Early Career Award, Columbia University/Brickell Award for research on suicidality, APA Fellow of the Society of Clinical Child and Adolescent Psychology), teaching (UNC-Chapel Hill Tanner Award for Undergraduate Teaching), and professional development of graduate students (American Psychological Association of Graduate Students Raymond D. Fowler Award).
Stephen M. Quintana, PhD, earned his doctorate from the Department of Psychology at the University of Notre Dame with a specialization in counseling psychology. Currently, he is a professor, and former departmental chair, in the Department of Counseling Psychology at the University of Wisconsin-Madison. He holds a joint appointment with the Department of Educational Psychology at UW-Madison with the school psychology training program. He previously held a tenured associate professor position in the Department of Educational Psychology at the University of Texas at Austin.
He is associate editor of Child Development (2001-2007) and lead editor for the Special Issue on Race, Ethnicity, and Culture in Child Development. He was the 2000-2001 Gimbel Child and Family Scholar for promoting ethnic, racial, and religious understanding. He is a member of APA’s Committee on Ethnic Minority Affairs (2002-2005) and was a member (1999-2000) and chair (2001) of APA’s Committee on Children, Youth, and Families. He has also received a Ford Foundation Postdoctoral Fellowship (1993-1994). His areas of research interest include child and adolescent development, particularly ethnic and racial minority children and youth, and the psychotherapy process. Additionally, he has expertise in quantitative methods, particularly structural equation and linear modeling, as well as in addressing the cultural validity of research and practice for diverse populations, particularly Latinos.
David Rose is a developmental neuropsychologist and educator whose primary focus is on the development of new technologies for learning, especially for the most vulnerable of learners. In 1984, Dr. Rose co-founded CAST, a not-for-profit research and development organization whose mission is to improve education, for all learners, through innovative uses of modern multimedia technology and contemporary research in the cognitive neurosciences. That work has grown into a new field called Universal Design for Learning which now influences educational policy and practice throughout the United States and beyond. In addition to his work at CAST, Dr. Rose has taught at the Harvard Graduate School of Education for over three decades.
Dr. Rose is the co-author of several scholarly books, numerous award-winning educational technologies, and dozens of chapters and research journal articles. He has been the principal investigator on large grants from the National Science Foundation, the U.S. Department of Education, and many national foundations. In the policy arena, he was one of the authors of the recent National Educational Technology Plan, has testified before the U.S. Senate, and helped to lead the development of the National Instructional Materials Accessibility Standard. Dr. Rose has won many awards, including recently being honored at the White House as a “Champion of Change.” Dr. Rose holds a B.A. in psychology from Harvard College, a master’s in teaching from Reed College, and a doctorate from the Harvard Graduate School of Education.
Brian Yates is a tenured full Professor in the Department of Psychology at American University in Washington, DC, where he began working as an Assistant Professor in 1976. Dr. Yates has published 77 articles and book chapters and 5 books. Most of his publications apply cost-effectiveness or cost-benefit analysis to the systematic evaluation and improvement of human services. Dr. Yates has conducted Resources → Activities → Process → Outcome Analysis (RAPOA) for human service enterprises and research initiatives in prevention of alcohol, tobacco, and other substance abuse and suicide, and in treatment of opiate, cocaine, and alcohol addictions, residential programs for urban youth and for mentally retarded adults, and consumer-operated services. He wrote a manual for helping substance abuse treatment programs measure, report, and improve their cost, cost-effectiveness, and cost-benefit, was published in 1999 by the National Institute on Drug Abuse. Dr. Yates consults regularly on a variety of federally funded projects in health, alcohol and drug addiction, media-based substance abuse prevention, mental health services for children and families, and multi-site studies of the costs, benefits, cost-effectiveness, and cost-benefit of adding consumer-operated services to traditional mental health services, and of new accreditation procedures for opioid treatment programs.