Reesha Adamson
Assistant Professor, Counseling Leadership and Special Ed | Missouri State University
Springfield, MO, UNITED STATES
Dr. Adamson researches behavioral interventions and special education.
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Biography
Dr. Reesha Adamson is Assistant Professor in the Department of Counseling, Leadership and Special Education at Missouri State University. Her research focuses on behavioral interventions and special education.
She has worked for public schools in Kirksville and Columbia, Missouri. She was one of the lead developers of the Center for Adolescent Research in Schools Classroom-Based Interventions Manual.
Industry Expertise (2)
Education/Learning
Research
Areas of Expertise (4)
Education
Special Education
Positive Behavior Supports
Behavioral Interventions
Accomplishments (4)
Leadership in Behavior Disorders National Fellowship Recipient (professional)
University of Missouri
Mary A. Gautt Award (professional)
University of Missouri
Special Education Leadership Fellowship
Truman State University
Community and Youth Action Network Fellowship Recipient (professional)
Council of Exceptional Children, Washington D.C.
Education (3)
University of Missouri: Ph.D., Special Education 2013
Behavioral Disorders
Truman State University: M.A.E., Special Education 2007
Mild/Moderate Cross-Categorical Elementary Education
Truman State University: B.A., Psychology 2005
Affiliations (8)
- Council for Exceptional Children (Divisions: CCBD TED CEC-MR DEC DLD CAN)
- Teacher Educators for Children with Behavioral Disorders
- Association of Positive Behavior Support Membership Committee (2012-2014)
- Children and Youth Action Network- CEC-Teacher Education Division
- Council of Exceptional Children-Teacher Education Division-Professional Action Liaison (PALs) (2013-Current)
- Council of Children with Behavioral Disorders-Missouri Coordinator (2013-Current)
- Midwest Symposium for Leadership in Behavioral Disorders Planning Committee (2014-Current)
- Midwest Symposium for Leadership in Behavioral Disorders Master Teacher (2014-Current)
Links (3)
Media Appearances (1)
One Size Fits All Doesn't Work in the Classroom
KSMU Ozarks Public Radio online
2016-06-07
From the beginning, Reesha Adamson could sense her calling. She wanted to improve the lives of young people – those of elementary school age, especially – who have behavioral disorders such as oppositional behaviors, depression, anxiety, and attention deficit hyperactivity disorder (ADHD) that manifest themselves in learning environments. Adamson, who is an assistant professor of special education at Missouri State University, explains her educational philosophy and why it's such an important issue for her...
Event Appearances (1)
Lessons Learned: Creating and Maintaining Evidence-Based Practices within the Classroom and across School Environments
California High School PBIS Symposium Newport Beach, California
2017-02-09
Research Grants (3)
Curriculum Innovation Grant
Missouri State University
2015
Research Fellowship
Missouri State University
2014
National Education Association Reading Grant for Teachers
Links for Learning
2010
Minds-Eye (1)
Rethinking education: How to engage students who have special needs
What if teachers knew how to better identify and help students with behavioral disorders? What if those students knew how to seek help for themselves? And how might that bring about a better future for tomorrow’s leaders? Dr. Adamson is working with local public schools to help a small section of students who struggle with following through on classroom engagement and aren’t learning at the same rate as their peers.
Articles (5)
Curbing Our Enthusiasm: An Analysis of the Check-In/Check-Out Literature Using the Council for Exceptional Children's Evidence-Based Practice Standards
Behavior Modification
2016 Check-in/Check-out (CICO) is an intervention designed to improve behavioral outcomes for students identified as at-risk for school failure. Core principles of the intervention include clearly defined behavioral expectations and rules, precorrections for meeting behavioral expectations, high rates of feedback and reinforcement for demonstration of desired behavior, use of data to monitor outcomes, and a system for school-to- home communication.
A Systematic Review of Function-Based Replacement Behavior Interventions for Students With and At Risk for Emotional and Behavioral Disorders
Behavior Modification
2015 In this study, the literature on function-based replacement behavior interventions is systematically reviewed. In addition, studies are evaluated according to the What Works Clearinghouse design and evidence standards for single-case research...
A Review of Direct Observation Research within the Past Decade in the Field of Emotional and Behavioral Disorders
Behavioral Disorders
2014 This study reviewed prominent journals within the field of emotional and behavioral disorders to identify direct observation approaches, reported reliability statistics, and key features of direct observation...
Promise and Possibility in Special Education Services for Students with Emotional or Behavioral Disorders: Peacock Hill Revisited
Behavioral Disorders
2010 The article presents an overview of the history of the evaluation of special education programs and policies for students with emotional/behavioral disorders. Recommendations on the special education of students with emotional/behavioral disorders which were developed by the Peacock Hill Working Group are examined...
An Examination of 35 Years of Behavioral Disorders: What, How, and Who Has Been Published
Behavioral Disorders
2010 This article provides a review and summary of all previous issue of Behavioral Disorders, volume 1(1) to 34(4), focusing on key trends of what has been published over the past 3 1/2 decades. Implications for the journal and EBD field are discussed throughout...
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