The main focus of Dr. Lee's research is to develop, evaluate, and disseminate programs to support students with or at risk for emotional/behavior disorders (EBD) across academic, behavioral, and social domains. His research draws upon a behavior analytic framework to create positive, function-based interventions for students, primarily in middle/high school settings.

Our President, René Salyer is a second year Ph.D. student in Special Education: Applied Behavior Analysis. René hopes to specialize in trauma-informed practices and mental health supports for students with emotional and behavioral disorders (EBD). Her current research interests explore the integration of trauma-sensitive approaches within behavioral interventions, as well as the application of contextual behavioral science (ACT/RFT) to promote resilience, emotional regulation, and meaningful engagement for students. She is particularly interested in the real-world application of mental health supports within ethical and evidence-based frameworks for educators.

She earned an Ed.S. in Autism and Applied Behavior Analysis from Northern Kentucky University, where her capstone project led to a reduction in externalizing behaviors during non-preferred tasks. She also earned an M.Ed. in Special Education from Bowling Green State University, as well as graduate certificates in TESOL and Autism Spectrum Disorder. Professionally, she has served as a clinical supervisor at Western Governors University and has extensive experience as an intervention specialist in inclusion, resource, and self-contained settings.

Our vice president, Rebecca DeLaMare Wood is a second year Special Education doctoral candidate at Pennsylvania State University.  Her past experience includes a sister and a child with significant medical and support needs and complex communication needs. She also taught students in a public school for six years who used augmentative and alternative communication and needed significant support.  Her research interests are helping people who need significant support communicating to become literate.

Ruby Humphris, M.Ed., is a second year doctoral candidate, pursuing a PhD in Special Education. With 22 years of experience in both volunteer and professional roles, Ruby has focused much of her career on advocacy and providing bilingual translation services in Spanish. A Project Future Scholar and proud HECSE member, her research centers on transition, peer mentorship, IPSE development, and family decision-making in postsecondary planning. Ruby is dedicated to advancing inclusive educational practices that support student independence and long-term employability, and bridging the gap between policy and practice.

Benjamin Tobe is passionate about improving teacher preparation by equipping general education teachers to implement effective behavior supports and content literacy strategies. His research include how pre-service and in-service training can better prepare educators to meet the academic and behavioral needs of diverse learners in inclusive classrooms. He is particularly interested in the intersection of content-area instruction and behavioral support frameworks, exploring ways teachers can integrate evidence-based practices to enhance student engagement, foster positive learning environments, and promote literacy, especially in history and civics education. Through this work, Benjamin aims to bridge the gap between theory and practice in teacher education, ultimately contributing to more equitable and supportive learning experiences for all students.

Sophie Wolf is a second-year doctoral student in the Communication Sciences and Disorders (CSD) program at Penn State, where she also earned both her bachelor's and master's degrees. After working as a Speech-Language Pathologist in school settings, she returned to Penn State to engage in research and mentor future SLPs. Her work focuses on enhancing communication for individuals with intellectual and developmental disabilities, with a particular emphasis on augmentative and alternative communication (AAC) and other visual supports.

Büşra Nur Kara Ayvaz is a PhD candidate in Special Education at Penn State University. Her research focuses on math interventions for students with disabilities. She holds a Bachelor's in Elementary School Mathematics & Psychological Guidance and an Master's in Special & Inclusive Education.