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Jamie Pearson

Assistant Professor of Special Education

528C Poe Hall

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Bio

Dr. Jamie Pearson, a former ABA therapist and program consultant, is an Assistant Professor of Special Education in the Department of Teacher Education and Learning Sciences. Dr. Pearson earned her PhD in Special Education at the University of Illinois at Urbana-Champaign where she developed FACES, a parent advocacy program designed to support African American families of children with autism.

Selected Scholarly Publications

  • Articles Published in Referred Journals
  • Steinbrenner, J., McIntyre, N., Rentschler, L., Pearson, J.N., Luelmo, P., Jaramillo, M.E., Boyd, B., Wong, C., Nowell, S., Odom, S., Hume, K. (2022). Partterns in Reporting and Participant Inclusion Related to Race and Ethnicity in Autism Intervention Literature: Data from a Large-Scale Systematic Review of Evidence-Based Practices. Autism. https://doi.org/10.1177/13623613211072593
  • Hamilton, M.B., Stansberry, L., & Pearson, J.N. (2021). Culturally Competent Educational Practices to Support Children with Disabilities and their Families DADD Online Journal. 8, 114-128.
  • Pearson, J.N., Stewart-Ginsburg, J., Malone, K., & Harris, J.R.A. (2021) Faith and FACES: Black Parents’ Perceptions of Autism, Faith, and Coping.  Exceptional Children. https://doi.org/10.1177/13623613211072593
  • Hamilton, M.B., Stansberry. L., & Pearson, J.N. (2021) Culturally Competent Educational Practices to Support Children with Disabilities and their Families. [Manuscript accepted for publication]. Department of Teacher Education and Learning Sciences. NC State University.
  • Pearson, J.N. & Meadan, H. (2021). FACES: An Advocacy Intervention for African American Parents of Children with Autism. Intellectual and Developmental Disabilities. 59 (2), 155-171. DOI: 10.1352/1934-9556-59.2.155
  • Pearson, J.N., Traficante, A., Denny, L.M., Malone, K., & Codd, E. (2020). Meeting FACES: Preliminary Findings from a Community Workshop for Minority Parents of Children with Autism in Central North Carolina. Journal of Autism and Developmental Disorders. 50 (1), 1-11. 10.1007/s10803-019-04295-4
  • Pearson, J.N., Meadan, H., Malone, K., & Martin, B. (2020). Parent and Professional Experiences Supporting African American Children with Autism. Journal of Racial and Ethnic Health Disparities. 7 (2), 305-315. 10.1007/s40615-019-00659-9
  • Pearson, J.N., Akamoglu, Y., Chung, M., & Meadan, H. (2019). Building Family- Professional Partnerships with Culturally, Linguistically, and Economically Diverse Families of Young Children. Multicultural Perspectives, 21 (4), 208-216.
  • Akamoglu, Y., Meadan, H., Pearson, J.N., & Cummings, K. (2018). Getting Connected: Speech Language Pathologists’ Perceptions of Building Rapport via Telepractice: A Pilot Study. Journal of Developmental and Physical Disabilities. 30, 569- 585.
  • Pearson, J.N., Hamilton, M-B., & Meadan, H. (2018). “We Saw our Son Blossom”: A Guide for Fostering Culturally Responsive Partnerships to Support African American Autistic Children and their Families. Perspectives of the ASHA Special Interest Groups, 3, 84-97.
  • Pearson, J.N., & Meadan, H. (2018). African American Mothers’ Perceptions of Diagnosis and Services for Children with Autism. Education and Training in Autism and Developmental Disabilities. 53, 17-32.
  • Burke, M. B., Meadan, H., Patton, K., Pearson, J.N., Cummings, K., & Lee, C. E. (2018). Advocacy for children with social-communication needs: Perspectives from parents and school professionals. Journal of Special Education. 51, 191-200.
  • Book Chapters
  • Pearson, J.N., Stewart-Ginsburg, J., & Hopkins, S.L. (in press). Dancing Partners: Collaborating with Families to Support Student Learning and Secure Needed Services. In Penningtone, R., Ault, M., Courtade, G., Jameson, M., & Ruppar, A. (Eds). High Leverage Practices: Ensuring Access for Students with Extensive Support Needs. 
  • Sabornie, E.J., McKeithan, G., & Pearson, J.N. (in press). Classroom Management of Students with Autism Spectrum Disorders. In Emmer, E. & Sabornie, E.J. (Eds). Handbook of Classroom Management.
  • Meadan, H., & Pearson, J.N. (in press). Collaborative Partnerships: Parents and Families. In Chezan, L., Wolfe, K., & Drasgow, E. (Eds). Guide to Evidence-Based Practices for Practitioners Working with Individuals with Autism Spectrum Disorder. 
  • Pearson, J.N., Hamilton, M.B., Stansberry, L., & Hussein, D. (2021). Empowering families by utilizing culturally responsive strategies in the education of children with multi-layered identities. In E. Harkins, M. Fuller, & L Brusnahan (Eds) Diversity, Autism, and Developmental Disabilities: Guidance for the Culturally Sustaining Educator.
  • Bentz, J., Pearson, J., & Witt, M.A., (2016). Study Abroad Australia: Practice and Research. In A. Heejung (Eds.), Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers. Hershey, PA: IGI Global.
  • Other Scholarly Publications
  • Pearson, J. (2016). From Parents to Teachers: Supporting African American Families of Students with Autism. DADD Express, 27. 1, 8.

Courses Taught

  • ECI 416: Teaching Exceptional Students in the Mainstream Classroom
  • ECI 584: Intervention and Behavior Problems of Students with Disabilities

Education

Ph.D. Special Education The University of Illinois at Urbana-Champaign 2017

M.A. Psychology North Carolina Central University 2013

B.A. Psychology and Sociology The University of North Carolina at Chapel Hill 2009

Area(s) of Expertise

My broad research interests are around supporting families raising autistic youth. More specifically, my interests include (a) investigating disparities in the diagnosis of autism and access to services for Black families, (b) assessing the impact of parent-advocacy and empowerment training on family dynamics and child outcomes, (c) implementing classroom-based interventions that promote effective learning and engagement for historically marginalized autistic youth; and (d) building positive partnerships between educators and parents of children with disabilities who come from historically marginalized backgrounds.