James Sinclair

Profile picture of James Sinclair
Research Associate
Applied Behavior Analysis, Special Education
Office: Hedco 241


Ph.D. (2016). University of Oregon. Eugene, OR. Special Education

M.A. (2011). Boston College. Chestnut Hill, MA. Mental Health Counseling

M.A. (2009). Boston College. Chestnut Hill, MA. Applied Developmental Educational Psychology

B.A. (2007). University of California, Los Angeles. Los Angeles, CA. Psychology and Political Science

A.A. (2005). Saddleback College, Mission Viejo, CA. Psychology

Honors and Awards

Pat Sitlington Emerging Researcher Award Winner - Division on Career Development & Transition Conference, Myrtle Beach, SC

College of Education Doctoral Research Award - University of Oregon, Eugene, OR


Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W., Fowler, C. H., Poppen, M., Sinclair, J., & Test, D. W. (in press). Secondary transition predictors of post-school success: An update to the research base. Career Development and Transition for Exceptional Individuals.

Sinclair, J., Hansen, S. G., Machalicek, W., Knowles, C., Hirano, K. A., Dolata, J. K., Blakely, A. W., Seeley, J. R., & Murray, C. (2018). A 16-year review of participant diversity in intervention research across a selection of 12 special education journals. Exceptional Children, 84, 312-329. doi:10.1177/0014402918756989

Sinclair, J., Unruh, D. K., Griller Clark, H., & Waintrup, M. G. (2017). School personnel perceptions of youth with disabilities returning to high school from the juvenile justice system. Journal of Special Education51, 95-105. doi: 10.1177/0022466916676089

Poppen, M., Sinclair, J., Hirano, K. A., Lindstrom, L., & Unruh, D. (2016). Perceptions of mental health concerns for secondary students with disabilities during transition to adulthood. Education and Treatment of Children, 39(2), 221-246.

Mazzotti, V. L., Rowe, D. A., Sinclair, J., Poppen, M., Woods, W. E., & Shearer, M. (2016). Predictors of post-school success: A systematic review of NLTS2 secondary analyses. Career Development and Transition for Exceptional Individuals, 39, 196-215. doi: 10.1177/2165143415588047


James’ area of research is broadly focused on the promotion of positive post-school outcomes for individuals who have been traditionally minoritized, stigmatized, and excluded in accessing education. James primarily researches the intersection of adolescent mental health and educational disability, within a broader school-based mental health framework. Additional areas of focus include the identification of evidence-based and research-based practices that promote positive post-school outcomes for individuals with disabilities, as well as, researching how best to support adolescents from diverse backgrounds, systems involved youth, and access to sex education.