Home : About Us : Professional Advisory Board Professional Advisory Board Georgios D. Sideridis, Ph.D. Chairman, LDW® Professional Advisory Board
Georgios Sideridis, Ph.D. is currently an Associate
Professor at the Department of Psychology at the University
of Crete. He has been a research scientist with the Center for Social
Development and Education at UMASS Boston and a research associate professor
at the Department of Psychology at UMASS Boston. He received his Ph.D. from
the University of Kansas and did postdoctoral work at the Aristotle University
of Thessaloniki and Harvard University. He is researching motivation and
underachievement, particularly in populations vulnerable to failure such
as students with LD. In particular, he is interested in understanding the
interplay of emotional factors, personality characteristics, and cognition
and their contribution to achievement and well being.
Dr. Sideridis has published more than 80 articles in professional journals
such as the Journal of Educational Psychology and Journal of
Learning Disabilities and has presented in national and international
conferences. He is co-editorLearning Disabilities: A Contemporary Journal,
and is the associate editor of the Hellenic Journal of Psychology,
he is on the Editorial Board of Remedial and Special Education, Assessment for Effective Interventions, Reading and Writing
Quarterly, Physical Education and Sports, and has served as
an Adhoc reviewer for Psychological Assessment, Behavioral
Disorders, Journal of Special Education, Topics in Early Childhood Special
Education, etc.
He has also served as a Guest Editor for the International Journal of
Educational Research and Learning Disability Quarterly and
has edited the first two of three books on best practices in LD, Research
to Practice, through LDW®.
He is Chairman of the Professional Advisory Board of Learning Disabilities
Worldwide, member of the American Psychological Association and of other
scientific organizations such as ABA, NASP, and CEC. Dr. Sideridis has taught
undergraduate and graduate courses at the University of Massachusetts Boston,
University of Crete, University of Kansas, the Psychology and Early Childhood
Departments of the Aristotle University, the American College of Thessaloniki,
and City Liberal Studies. He has also been a statistical consultant for
various research groups.
Robert Brooks, Ph.D. Dr. Brooks received his doctorate in clinical psychology from Clark University and did additional training at the University of Colorado Medical School. He is on the faculty of Harvard Medical School and has served as Director of the Department of Psychology at McLean Hospital, a private psychiatric hospital. He completed a videotape and educational guide for PBS titled "Look What You've Done! Stories of Hope and Resilience" that focuses on self-esteem and resilience in children with special needs and participated in the production of two videotapes by Sunburst Communications, one about parenting children with learning and attentional problems and the other about developing responsibility in children.
Dr. Robert Brooks has lectured nationally and internationally to audiences of parents, educators, mental health professionals, and business people on topics pertaining to motivation, resilience, self-esteem, family relationships, the qualities of effective leaders and executives, and balancing our personal and professional lives. He is the author of a book titled The Self-Esteem Teacher and co-author with Dr. Sam Goldstein of the following books: Raising Resilient Children; Nurturing Resilience in Our Children: Answers to the Most Important Parenting Questions; Seven Steps to Help Your Child Worry Less (with Kristy Hagar); Angry Children, Worried Parents: Seven Steps to Help Families Manage Anger (with Sharon Weiss); and The Power of Resilience: Achieving Balance, Confidence, and Personal Strength in Your Life (the latter book focuses on resilience in adults). In addition, Dr. Brooks is co-author of a book with Drs. Mel Levine and Jack Shonkoff titled A Pediatric Approach to Learning Disorders and has written a sex education book for the young child called So That's How I Was Born! Drs. Brooks and Goldstein have recently co-edited a textbook titled Handbook of Resilience in Children.
Dr. Brooks received a Gubernatorial Award for Distinguished Public Service for his work with the Governor's Alliance Against Drugs; as part of his contribution to the Alliance, he co-authored a pamphlet for parents about talking with children and adolescents about drugs. Dr. Brooks also received "Hall of Fame" awards from both CH.A.D.D. (Children and Adults with Attention Deficit Disorders) and the Connecticut Association for Children with Learning Disabilities for his work with special needs children and adolescents, a Special Recognition and Media Award from the Massachusetts Psychological Association, the "Friends of Families Award" from the Family Place for his work on behalf of children and families, and the Outstanding Educator Award for Mental Health Education from the New England Educational Institute.
Donald Deshler, Ph.D. Donald Deshler, Ph.D. received his doctorate in Special
Education with a minor in psychology from the University of Arizona. He
is a
professor in the Department
of Special Education and Director of the Center
for Research on Learning (CRL) at the University of Kansas. As Director
of the Center for Research on Learning, Dr. Deshler has created an international
training and dissemination network of more than 900 trainers who provide
staff development for schools on educational procedures validated through
CRL research.
Dr. Deshler and his staff have developed the Strategies Intervention Model and the Learning Strategies Curriculum as mechanisms for improving the learning effectiveness of students with learning disabilities and the instructional effectiveness of teachers.
Dr. Deshler is the author of the textbook Teaching Adolescents with
Learning Disabilities: Strategies and Methods. Dr. Deshler was the
original editor of the Councils for Learning Disabilities' journal, The
Learning Disability Quarterly, and is currently on the editorial
boards of several other journals in learning disabilities and special
education. He is the recipient of the Louise Byrd Outstanding Graduate
Educator of the Year Award and the Higuchi Research Achievement Award
at the University of Kansas.
Henry Nicholas Elksnin, Ph.D. Nick Elksnin has more than 25 years of experience as
a school psychologist, special education consultant, and special education
administrator. He earned his doctorate in educational psychology from
the University of Georgia and was a post-doctoral fellow in Pediatrics
and Psychiatry at the Medical University of South Carolina. Dr. Elksnin
is Visiting
Professor of Education at The
Citadel.
Dr. Elksnin is the co-author of the texts Teaching
Social-Emotional Skills at School and Home, Teaching Occupational
Social Skills, Working with Students with Disabilities in Vocational-Technical
Settings, Assessment and Instruction of Social Skills, and Introduction with Developmental Disabilities. Nick is co-editor
of Assessment for Effective Intervention and on the editorial
boards of Learning Disabilities: A Contemporary Journal and Intervention
in School and Clinic. He was guest editor of Exceptionality and
Learning Disability Quarterly.
Dr. Elksnin has consulted with numerous school districts, private schools, Head Start, and the College Board. He is a licensed Psycho-Educational Specialist and a Nationally Certified School Psychologist. He is a frequent presenter at national conferences.
Linda K. Elksnin, Ph.D. Linda K. Elksnin earned her doctorate in special education
from the University of Virginia. Dr. Elksnin is Professor
of Education at The
Citadel where she received several teaching awards. She has taught
students with disabilities at the preschool, elementary, and secondary
levels.
Dr. Elksnin is the co-author with Dr. Nick Elksnin
of three texts: Teaching Social-Emotional Skills at School and Home, Occupational Social Skills, and Assessment and Instruction
of Social Skills. She co-authored Educational Assessment of Learning
Problems with Gerald Wallace and Steve Larsen. Dr. Elksnin is co-editor
of Assessment for Effective Intervention and serves on the editorial
boards of Learning Disabilities: A Contemporary Journal, Learning
Disability Quarterly, Exceptionality, Remedial and Special Education,
and Intervention in School and Clinic. She was guest editor of Exceptionality and Learning Disability Quarterly.
Dr. Elksnin is past president of the International
Council for Learning Disabilities and was a member of the Learning Disabilities
Roundtable, which authored Commentary Regarding Reauthorization of
the Individuals with Disabilities Education Act. She is a member
of the International Academy for Research in Learning Disabilities.
Doug Fuchs, Ph.D. Douglas Fuchs, Ph.D. received his doctorate in Educational Psychology from the University of Minnesota. He is a professor in the Department of Special Education at Peabody College, Vanderbilt University in Nashville Tennessee.
Dr. Fuchs's research has focused on the development of effective and practical pre-referral interventions, peer-assisted learning strategies in reading and math, curriculum-based measurement procedures, and methods of reintegrating students with high-incidence disabilities into mainstream settings.
He is the author or co-author of more than 200 articles in peer-review journals, and has won "best paper" awards for several of these publications, including the American Educational Research Association's Palmer O. Johnson Award, the American Psychological Association's Fellows' Award (Division 16), the Samuel A. Kirk Award (Division for Learning Disabilities of the Council for Exceptional Children), and "Best Paper of the Year" Award (National Association of School Psychologists). In 2001, he was named Joe B. Wyatt Distinguished University Professor by Vanderbilt University . In 2003, with Lynn Fuchs, he was awarded the Council for Exceptional Children's Career Research Award.
Lynn Fuchs, Ph.D. Lynn Fuchs, Ph.D. is a professor in the Department of Special Education at Peabody College at Vanderbilt University specializing in classroom-based assessment and reading instruction. She received her doctorate in Educational Psychology at the University of Minnesota.
Dr. Fuchs has over 20 years experience working with students with special needs. She is a nationally recognized expert conducting research on classroom-based assessment and instructional methods to enhance outcomes for students with disabilities. She is the co-director of the Vanderbilt Reading Clinic, which provides intensive reading instruction to students with severe reading disabilities and designs sophisticated evaluation methods to track and account for student growth. She was the co-editor of the Journal of Special Education for 15 years and currently serves on the boards of 10 journals. In 1998, Dr. Fuchs was the co-recipient of the Mayor's Award for the best article in an American Educational Research Association Journal. She was also the recipient of the Samuel Kirk award for Best Practice Article in Learning Disabilities Research and Practice (2000), of the School Psychology Review Best Article of the Year award (2001), and of the Career Research Award from the Council for Exceptional Children.
Edward Hallowell, M.D. Edward (Ned) Hallowell, M.D. is a child and adult psychiatrist and the founder of The Hallowell Center for Cognitive and Emotional Health in Sudbury, MA. He was a member of the faculty of the Harvard Medical School from 1983 to 2004.
A graduate of Harvard College and the Tulane School of Medicine, Dr. Hallowell
is an expert at offering practical ways to approach some of life's most
difficult challenges. He is the co-author of the national best sellers, Driven to Distraction (Pantheon, 1994) and Answers to Distraction (Pantheon, 1995), both of which discuss attention deficit disorder in
children and in adults. In addition, he has written books addressing emotional
issues such as the importance of forgiveness (Dare to Forgive,
2004), worry and anxiety (Worry and When You Worry About
the Child You Love), how to raise happy children (The Childhood
Roots of Adult Happiness, 2002) and many more.
Doris Johnson, Ph.D.
Howard Margolis, Ed.D.
H. Lee Swanson, Ph.D. H.
Lee Swanson, Ph.D. holds an endowed chair and the rank of Distinguished
Professor at the University of California at Riverside. He did his postdoctoral
work at UCLA in the area of cognitive psychology and received his Ph.D.
in educational psychology at the University of New Mexico. He has held
the Peloy Chair since 1991. Professor of Education and Peloy Chair
Dr. Swanson is the author of numerous articles and textbooks. One of his
articles (published in Developmental Psychology) which focused
on the relationship between aging and memory was highlighted in 1999 by
CBS News, The New York Times, and NPR. He served as editor of the Learning
Disability Quarterly from 1988 to 1998 and he serves on the review
board of fifteen journals. He has two recent textbooks: Handbook of
Learning Disabilities co-edited with Karen Harris and Steve Graham,
and A Comprehensive Analysis of Interventions For Students with Learning
Disabilities: A Meta-analysis of the Literature, (coauthored with
Maureen Hoskyn and Carole Lee).
Dr. Vaughn holds the H.E. Hartfelder/Southland Corp. Regents Chair in Human development. She is the author of numerous books and research articles that address the reading and social outcomes of students with learning difficulties. She is currently the Principal Investigator or Co-Principal Investigator on several Institute for Education Science, National Institute for Child Health and Human Development, and Office of Special Education Programs research grants investigating effective interventions for students with reading difficulties and students who are English language learners.
Dr. Vaughn has received many awards including the American Research association,
Special Education Research Special Education SIG, Outstanding Researcher
Award, the University of Texas Dean's Award for Research. Dr. Vaughn is
the Past President, Division for Learning Disabilities, Council for Exceptional
Children. She is also the Previous Editor-in-Chief of the Journal
of Learning Disabilities.
