Work Steven C. Beering Hall of Liberal Arts and Education 100 N. University Street West Lafayette Indiana 47907-2098 BRNG 5154work Work Phone: (765) 494-7237work Work Email: email@example.comINTERNET
Associate Professor Special EducationEducational Studies
Denise is an Assistant Professor in special education. Her background is in psychology, social work, and 7-12th grade classroom teaching. She earned her Ph.D. from the University of Arizona, where she majored in Special Education, with an emphasis in Emotional and Behavioral Disorders, and minored in Educational Psychology. Her primary research interest focuses on disproportionality in school discipline.
- Ph.D. — Special Education with an emphasis in Emotional and Behavioral Disorders, University of Arizona (2014)
- M.A. — Special Education, San Francisco State University (2009)
- M.S.W. — Social Work, University of Hawaii, Manoa (2007)
- B.A. — Psychology, University of California, Riverside (2004)
+ Research and Publications
Dr. Whitford specializes in school discipline disproportionality as it relates to underreported student populations. She is particularly interested in a) investigating patterns of disproportionality, b) examining the effects of disproportionality on student achievement, post-academic outcomes, and emotional well-being, and c) determining methods for decreasing disproportionality in K-12 settings.
- Maker, C. J., Alhusaini, A. A., Zimmerman, R. H., Pease, R. J., Schiever, S. W., & Whitford, D. K. (2014). Recommendations for developing curricula for creativity and innovation in Saudi special schools for gifted students (Phase 1). DISCOVER Project report to the Saudi Arabia Ministry of Education (Contract # 25/M/M/35), University of Arizona, Tucson, AZ.
- Whitford, D. K., & Levine-Donnerstein, D. (2014). Office disciplinary referral patterns of American Indian students from elementary school through high school. Behavioral Disorders, 39(2), 78-88.
- Whitford, D. K., Liaupsin, C., Umbreit, J., & Ferro, J. (2013). Implementation of a single comprehensive function-based intervention across multiple classrooms for a high school student. Education and Treatment of Children, 36 (4), 147-167.