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.
