Beth D. Tuckwiller
Beth D. Tuckwiller
Assistant Professor of Special Education and Disability Studies
Early social-emotional development and mental health and well-being in later childhood and adolescence; neural mechanisms underlying risk, prevention, differential susceptibility, and differential responses to intervention; and relationships between school-based positive activity interventions and developmental trajectories for children and adolescents with neurodevelopmental disabilities.
- Tuckwiller, E. D., Dardick, W. R., & Kutscher, E. L. (in press). Profiles of and correlations among mindset, grit and optimism in adolescents with learning disabilities: A pilot study. Journal of Interdisciplinary Studies in Education.
- Tuckwiller, E. D. (2015). Positive transition special education: A call to examine approaches and outcomes from an interdisciplinary and positive lens. 2015 HEATH NYTC Spring Newsletter.
- Tuckwiller, E. D., & Dardick, W. R. (2015). Positive psychology and secondary transition for children with disabilities: A new theoretical framework. Journal of Interdisciplinary Studies in Education, 4(1), 3-20.
- Pullen, P. C., Tuckwiller, E. D., Ashworth, K., Lovelace, S. P., & Cash, D. B. (2011). Implementing intensive vocabulary instruction for students at risk for reading disability. Learning Disabilities Research & Practice, 26, 145 - 157.
- Azano, A., & Tuckwiller, E. D. (2011). GPS for the English classroom: Understanding executive dysfunction in secondary students with autism. Teaching Exceptional Children, 43(6), 38 - 43.
- Tuckwiller, E. D., Pullen, P. C., & Coyne, M. (2010). An investigation of at-risk kindergarten students' response to a two-tiered vocabulary intervention: A regression discontinuity design. Learning Disabilities Research & Practice, 25, 137 - 150.
- Pullen, P. C., Tuckwiller, E. D., Maynard, K. M., Konold, T. R., & Coyne, M. (2010). A response to intervention model for vocabulary instruction: The effects of tiered instruction for students at-risk for reading disability. Learning Disabilities Research & Practice, 25, 110 - 123.
- Lindstrom, J. H., & Tuckwiller, E. D. (2009). Extended test time, read aloud and student characteristics: A summary of empirical findings. Learning Disabilities: A Multidisciplinary Journal, 15, 93 - 104.
- Lindstrom, J. H., Tuckwiller, E. D., & Hallahan, D. P. (2008). Assessment and eligibility of students with disabilities. In Grigorenko, E. (Ed.) Educating Individuals with Disabilities: IDEIA 2004 and Beyond. New York, NY: Springer Publishing.
Ph.D., University of Virginia
M.S., Radford University
B.S., Virginia Tech