Special Education Faculty
Dr. Glenna Billingsley received a Bachelor's Degree in Education from Emporia (Kansas) State University with a major in Secondary Education English and Social Science. She received a Master's Degree from Southwest Texas State University with a major in Special Education. In 2007, she received her Ph.D from Texas State University with a major in School Improvement. She teaches graduate and undergraduate courses in the Special Education program, specifically in the Behavior Disorders and Positive Behavioral Interventions and Supports (PBIS) concentration. She was a special education teacher in the Austin School District for 23 years before joining Texas State faculty full time in Fall 2012. Her research interests include instructional practices for students with behavioral disorders, teacher education for teachers of this population, and the implementation of PBIS in secondary schools.
Office: Education Building 3029
Dr. Amanda Boutot holds a B.A. from
Office: ED 3009
Dr. Stephen Ciullo is an assistant professor of Special Education in the Department of Curriculum and Instruction at Texas State University. Stephen worked as a teacher in New York before earning a doctoral degree in Special Education with an emphasis on learning disabilities, behavior disorders, and reading from the University of Texas at Austin. He has worked as a researcher on several grants and intervention studies. Stephen has published articles in peer-reviewed journals and book chapters pertaining evidence-based practices for students with reading difficulties and learning disabilities. Stephen is also a Fellow in the Reading Institute at the Meadows Center for Preventing Educational Risk. Stephen teaches courses that emphasize reading instruction and inclusion for students with disabilities. His current research focuses on investigating instructional practices that enchance content learning and reading in students with high-incidence disabilities in grades 4-8.
Office: Education Building: 3009
Dr. Marilyn Goodwin holds a B.S., M.Ed, and a Ph. D. from the University of Texas at Austin. Currently she is beginning her eleventh year as a Texas State faculty member, teaching graduate and undergraduate classes in special education. Prior to her arrival at Texas State, she taught children with learning and behavior problems for 15 years in the public schools in and around Austin. Her areas of expertise include attrition and retention of general and special education teachers, instructional strategies for children with learning disabilities, accommodations for students with learning disabilities in inclusive classrooms, and effective instruction for struggling readers. She presents frequently at international and state conferences on effective inclusive strategies for students with learning disabilities, and provides professional development training in the area of effective instructional adaptations. Dr. Goodwin is active in professional organizations including the Council for Exceptional Children (CEC) and the Council for Learning Disabilities (CLD).
Office: ED 3011
Russell Lang, Ph.D., is an assistant professor of Special Education and a Board Certified Behavior Analyst (BCBA-D). He earned a doctoral degree in Special Education with an emphasis in Applied Behavior Analysis (ABA) and early childhood developmental disabilities from the University of Texas at Austin. Dr. Lang completed a post doctoral researcher position at the University of California in Santa Barbara. He has published over 50 peer-reviewed research papers and multiple book chapters concerning the education and treatment of children with autism and other developmental disabilities. His primary research interest is in the treatment of problematic and challenging behaviors in individuals with autism spectrum disorders. Dr. Lang’s research is most often conducted in applied settings including children’s homes and schools. He serves on the editorial review board for Journal of Applied Behavior Analysis and Developmental Neurorehabilitation.
Office: ED Room 3008
Dr. Brenda Scheuermann holds a B.S. from Illinois State University, and an M.A. and Ph.D. from The University of Texas at Austin. A faculty member at Texas State since 1988, she teaches graduate courses in Emotional/Behavioral Disorders and Positive Behavior Supports. She is also the coordinator of the Behavioral Disorders/Positive Behavioral Supports graduate concentration, and program coordinator for Special Education programs. Her areas of expertise include schoolwide and individual positive behavior supports, severe emotional/behavioral disorders, and positive behavior supports in alternative education and juvenile justice programs. Dr. Scheuermann is a frequent conference and workshop presenter, and consults with school districts and juvenile justice agencies across the country. She is also the author of numerous publications on positive behavior supports in alternative settings, and best practices in teaching children and youth with emotional/behavioral disorders. Dr Scheuermann has published three textbooks: Positive Behavioral Supports for the Classroom (Scheuermann & Hall, 2nd ed., 2012, Merrill/Pearson), Educating Students with Autism: The Quick-Start Manual (Webber & Scheuermann, 2008, Pro-Ed), and Autism: Teaching DOES Make a Difference (Scheuermann & Webber, 2002, Wadsworth). She has held numerous offices and committee chairs in professional organizations, and has served on appointed boards and state committees related to positive behavior supports.
Office: ED 3050
Dr. Larry Wheeler, professor, teaches undergraduate and graduate courses in generic special education and emotional/behavioral disorders. Prior to entering higher education, he taught students with behavior disorders, mental retardation, and learning disabilities in resource and self-contained settings at the middle school level. Dr. Wheeler is a frequent presenter at state, regional, and national conferences, and has published numerous articles on learning and behavior problems in professional journals. His interest focuses primarily on managing classroom behaviors, especially the use of antecedents as a proactive approach for promoting positive behaviors.
Office: ED 3012