Research interests
Hal Jackson’s scholarly work centers on understanding and improving educational outcomes for students with, or at risk of developing, emotional and behavioral disabilities. His research activities fall within four intersecting categories. The first involves studying the interaction between student attributes, such as developmental language delays, and evidence-based prevention and intervention practices (e.g., social skills instruction, character education curricula, and anti-bullying interventions). Second, he investigates the validity and acceptability of function-based assessment and intervention practices for disruptive and aggressive students. A third thread of his work focuses on building sustainable and effective school-based problem solving teams using distance learning technology and a community of practice model of professional learning. Finally, Jackson conducts research to better understand the classroom social ecology and academic task demands created by teachers using standards-based reform curricula, such as those advocated by the National Council for Teachers of Mathematics. His work has implications for pre-service and experienced teachers as they work to improve the social and academic adjustment of students who are difficult to teach.
Teaching/professional interests
Jackson teaches and coordinates Classroom Management in the Elementary Certification Program and special education coursework for the college. Before returning for his graduate studies, he was a resource room teacher in a high school, where he developed and coordinated a community work-based learning program. He was also an early childhood special education teacher and consultant serving children in a specialized therapeutic treatment program.
Recent accomplishments
- Jackson, H., G. & Stage, S., A. (under review). Convergent agreement and decision reliability: Comparing the results of direct and indirect functional assessment strategies. Behavioral Disorders.
- Stage, S., A., Jackson, H., G., Jensen, M.,E., Moscovitz, K., Bush, J.W., Violette, H.D., Thurman, S. O., Olson, E., Bain, N., Jessee, W., & Pious, C. (Accepted for publication, 2007). A validity of functionally based behavioral consultation with students with emotional/behavioral disabilities. School Psychology Quarterly.
- Jackson, H., & Neel, R. (2006). Observing mathematics: Do students with EBD have access to standards-based mathematics instruction? Education and Treatment of Children 29(4), p. 593-614.
- Stage, S., A., Jackson, H., G., Moscovitz, K., Jensen, M.,E., Thurman, S. O., Jessee, W., & Olson, E. (2006). Using multimethod-multisource functional behavior assessment for students with behavioral disabilities. School Psychology Review 35(3), p. 451-471.
Educational background
- Ph.D. Special Education, specializing in emotional and behavioral disabilities, University of Washington, 2007.
- Initial Teacher Certification, K-12 Special Education, University of Oregon, 1990.
- B.S. Psychology, University of Oregon, 1986.
