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SPSY Research Teams

Dr. Nicole Giuliani leads the Translational Neuroscience Research Team. Our research focuses on identifying and understanding mechanisms supporting the development and maintenance of adaptive self-regulation across many domains, including emotion, behavior, and cognition. We seek to understand how these mechanisms predict everyday health behavior, developmental trajectories, and academic achievement across many stages of life, including preschool, adolescence, adulthood, and parenthood. Students on our research team gain experience in study design, measurement of self-regulation and emotion, functional and structural neuroimaging, observational coding, data analysis, and dissemination of results. 

The Early Literacy Research Team is led by Dr. Roland Good. The research team provides students interested in early literacy research with an array of experiences in the development and analysis of studies and scholarly work. Course meetings include discussions on topics such as the five big ideas of reading, interventions in the field of literacy, literacy for students with an ASD diagnosis, the intersection of literacy skills and social behavior, and the utility of direct and frequent measures of student progress. Students are also encouraged to conduct research and present their findings at national conferences. The team has presented at the National Association for School Psychologists annual conference for the last several years. Recently, the team has focused on research exploring the bidirectional relationship of oral reading fluency and reading comprehension. 

Dr. Laura Lee McIntyre’s research team focuses on early childhood education and family support for children with disabilities.  Specifically, our research team focuses on developing fundamental knowledge related to understanding family impact, including parenting stress and depression, in families with young children with autism and other intellectual or developmental disabilities.  We have also been exploring ways to ameliorate psychological distress and negative outcomes through social supports.  One of our main research projects is the Oregon Early Autism Project (OEAP).  For OEAP, data are collected through home-based parent interviews and child assessments with the goal of investigating child, family, and community predictors of diagnosis and intervention in order to better serve young children with autism spectrum disorders in Oregon.  Another project, the Oregon Parent Project (OPP), is a longitudinal study investigating the effects of a parent training intervention on child and family outcomes in families with preschool children with developmental disabilities. This study is funded by the National Institutes of Health (NIH) and run through the Prevention Science Institute ( 

Dr. Hank Fien’s research team examines the malleable factors related to academic achievement, evidence-based features of instructional design and delivery for school-based prevention and intervention efforts, and technology-based applications of explicit teaching and learning tools and resources. Our team focuses on developing knowledge of academic prevention and intervention efforts and identifying levers of change to accelerate early learning trajectories. We partner with the Center on Teaching and Learning ( to engage in formative development and research activities examining academic supports, particularly those that involve educational technology applications. 

Dr. Ben Clarkes Early Numeracy Research Team will focus on understanding how students acquire numeracy and the challenges faced by students with disabilities during that process. Specifically, we will examine the role schools can play in supporting student’s at risk in mathematics as they acquire critical numeracy concepts and advance to being ready for more advanced math content including algebra and related topics. Within this framework, the team will examine assessments and instructional materials that are currently used to support the development of mathematical thinking and explore ways in which we can advance the field.
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