Wendy J. Coster
Boston University, Sargent College of Health and Rehabilitation Sciences
Wendy J. Coster, ORT/L, Ph.D., has a distinguished career in rehabilitation outcome measurement. She is professor and chair of the Boston University Department of Occupational Therapy, as well as director of their Rehabilitation Outcomes Center. She is the co-author of the Pediatric Evaluation of Disability Inventory (PEDI), and School Function Assessment (SFA), two of the first standardized functional assessments designed specifically for children with disabilities. Dr. Coster has been at the forefront of the development of patient/clinician reported computer adaptive tests (CATs). She was instrumental in the development of the Activity Measure for Post-Acute Care (AM-PAC) CAT, which is used in the adult population, and the PEDI-CAT for children. Her most recent project was development of a measure of participation and environment for children and youth that could be used in population-level survey research. She has concentrated on developing measures for the field of rehabilitation that appropriately reflect individuals’ ability to engage in activities and participate in situations that are important for their satisfaction and well-being. Dr. Coster is a leader in occupational therapy. She is a fellow of the American Occupational Therapy Association, a member of the Academy of Research of the American Occupational Therapy Foundation, a recipient of the A. Jean Ayres Research Award, the Sargent College Award of Merit, and the 2007 Eleanor Clarke Slagle Award. Dr. Coster received her M.S. in Occupational Therapy from Boston University, and Ph.D. in Psychology from Harvard University.
University of Massachusetts Medical Center at
Maryann Davis, Ph.D., is a research associate professor in the Department of Psychiatry at UMass Medical School, director of the Transitions Research and Training Center, and Director of the Systems and Psychosocial Advances Research Center. Dr. Davis is an internationally recognized expert on services for transition age youth and young adults with serious mental health conditions. Her focus is on services that support the development of adult role functioning during the transition from adolescence to mature adulthood. She has examined conflicts between the developmental needs of this transitioning population and policies and practices at the federal, state, and local levels of health, human service and education agencies. She has studied service system supports and barriers to healthy development, the policies that shape those service patterns, and has worked with Congress to develop legislation to better address the needs of this population. Dr. Davis’ work also emphasizes the development of evidence-based interventions that improve this population’s transition into adulthood, including facilitation of mental health treatment, and community based interventions for emerging adults with mental illness and justice system involvement. She served on the Institute of Medicine’s Committee on Improving the Health, Safety and Well-Being of Young Adults.
University of California, San Francisco
Elena Fuentes-Afflick, M.D., M.P.H., professor of pediatrics at the University of California, San Francisco, obtained her undergraduate education and medical degree at the University of Michigan. She completed her residency training at UCSF, where she served as chief resident, followed by a research fellowship at the Phillip R. Lee Institute for Health Policy Studies. She also completed an M.P.H. at the University of California, Berkeley. Dr. Fuentes-Afflick’s research in perinatal epidemiology has focused on ethnic disparities in perinatal outcomes and the effect of acculturation on health outcomes. She is currently working on a project to study transition issues for youth with complex medical and developmental needs, to contribute new information about the spectrum of needs and interventions for high-risk youth. She is also part of a research collaborative to analyze ethnic and subgroup disparities in cerebral palsy.
Dr. Fuentes-Afflick’s research has focused on the broad themes of acculturation and immigrant health, with specific emphasis on perinatal and neonatal health disparities. She served as chair of the UCSF Academic Senate, and has served on national committees of the Society for Pediatric Research, the National Institutes of Health, and the Robert Wood Johnson Foundation. She served as president of the Society for Pediatric Research in 2008-2009; and was a member of the National Advisory Council of the National Institute for Child Health and Human Development (NICHD); the National Advisory Council of the Agency for Healthcare, Research and Quality (AHRQ); the National Advisory Committee of the Thrasher Research Fund, the Federal Advisory Committee of the National Children’s Study; the Board of the International Pediatric Research Foundation, and the National Advisory Council of the Robert Wood Johnson Foundation’s Clinical Scholars Program. In 2010, Dr. Fuentes-Afflick was elected to the Institute of Medicine, now the National Academy of Medicine. Within the NAM, she serves as a Member of the Board on Children, Youth and Families and Chairs the Membership Committee.
James E. Martin
University of Oklahoma
James Martin, Ph.D. is the Zarrow Family Professor and Endowed Chair at the University of Oklahoma, Department of Educational Psychology, and is the Director of OU’s Zarrow Center for Learning Enrichment. Dr. Martin earned his Ph.D. in Special Education from the University of Illinois with a focus on secondary transition. His professional interests focus upon the transition of youth with disabilities from high school into postsecondary education and the workforce, and what must be done to facilitate success in high school and postsecondary environments. He examines identifying, assessing, and teaching secondary-aged youth and adults with disabilities generalizable self-determination and other skills that when learned will increase the likelihood of desired educational and employment outcomes. Professor Martin has authored several books, numerous chapters for edited books, journal articles, several curriculum lesson packages, and instructional assessments. Most recently he and colleagues co-authored the on-line Transition Assessment and Goal Generator (TAGG) and wrote supporting materials. He just received another major federal research grant to extent the methods used to develop the TAGG into a new assessment for secondary-aged students with cognitive disabilities. Federal, state, and private sources, including the Institute for Education Science’s National Center for Special Education Research, provided Dr. Martin with approximately $15 million to conduct his research, demonstration, and writing activities. He has conducted presentations and professional development workshops across the US, Canada, and in Europe. CEC’s Division on Career Development and Transition honored Professor Martin the Oliver P. Kolstoe Award for his efforts to improve the quality and access to career and transition services for people with disabilities, and most recently his students nominated him for the OU graduate student mentoring award. He is currently the Past-President of CEC’s Division on Career Development and Transition.
James M. Perrin
Harvard Medical School
James M. Perrin, M.D., is professor of pediatrics at Harvard Medical School, former director of the Division of General Pediatrics at the Massachusetts General Hospital for Children and associate chair of pediatrics at MGH. He holds the John C. Robinson Chair in Pediatrics and founded the MGH Center for Child and Adolescent Health Policy, directing the center for over 15 years. He is a recent past president of the American Academy of Pediatrics, former chair of its Committee on Children with Disabilities, and past president of the Academic (Ambulatory) Pediatric Association. With the American Academy of Pediatrics, Dr. Perrin co-chaired committees to develop and assist with implementation of practice guidelines for attention deficit hyperactivity disorder. His research examines asthma, middle ear disease, children’s hospitalization, health insurance, and childhood chronic illness and disabilities, with recent emphasis on the epidemiology of childhood chronic illness and organization of services for the care of children and adolescents with chronic health conditions. He headed the Clinical Coordinating Center (based at the MGH) for the national Autism Speaks Autism Treatment Network and directed the Autism Intervention Research Network on Physical Health. He also directed the Evidence Working Group reporting to the Maternal and Child Health Bureau for the Secretary’s Advisory Committee on Heritable Disorders and Genetic Diseases in Newborns and Children. Dr. Perrin was the founding editor of the journal Academic Pediatrics (formerly known as Ambulatory Pediatrics).
Dr. Perrin has served on Institute of Medicine Committees on Maternal and Child Health under Health Care Reform, Quality of Long-Term-Care Services in Home and Community-Based Settings, Enhancing Federal Healthcare Quality Programs, Disability in America, and to Evaluate the SSI Disability Program for Children with Mental Disorders. He has also served on the National Commission on Childhood Disability and the Disability Policy Panel of the National Academy of Social Insurance. His experience includes two years in Washington working on rural primary care development and migrant health. Dr. Perrin received a Robert Wood Johnson Foundation Investigator Award in Health Policy Research. He additionally served as a member of the National Advisory Council for the Agency for Healthcare Research and Quality. A graduate of Harvard College and Case Western Reserve University School of Medicine, he completed his residency and fellowship training at the University of Rochester and served on the faculties of the University of Rochester and Vanderbilt University. After his fellowship at the University of Rochester, he developed and ran a rural community health center in farming communities between Rochester and Buffalo.
Ramesh Raghavan, M.D., Ph.D., is professor and associate dean for research at the School of Social Work at Rutgers. Before coming to Rutgers, he was an associate professor at Washington University in St. Louis, with a primary appointment at the Brown School of Social Work, and a secondary appointment in the Department of Psychiatry at the School of Medicine. At the Brown School, he also served as principal investigator and training director of a National Institute of Mental Health (NIMH) pre- and postdoctoral training program in mental health services research.
Dr. Raghavan conducts mental health services research on the needs of vulnerable children, with a specific interest in children in the child welfare system. He has conducted studies on access to mental health services among child welfare-involved populations, including studies on the effects of Medicaid managed care, on the effects of health insurance instability on mental health service use. He has conducted several studies on quality of care, including on the use of public finance mechanisms to promote quality of mental health services, racial/ethnic disparities in Medicaid-funded mental health expenditures for children with histories of maltreatment, and on the development of novel risk adjustment mechanisms to better insure the mental health needs of children with emotional disorders.
Dr. Raghavan chairs NIMH’s Mental Health Services Research review committee (SERV), and serves on the editorial boards of Child Maltreatment, and Administration and Policy in Mental Health and Mental Health Services Research. In early 2015, he served as senior advisor in the Office of the Commissioner, Administration on Children, Youth and Families in the US Department of Health and Human Services, working primarily on the Administration’s psychotropic medication use and childhood trauma initiatives. He was also a member of the Institute of Medicine’s Committee to Evaluate the Supplemental Security Income (SSI) Disability Program for Children with Speech Disorders and Language Disorders. Dr. Raghavan completed medical school at Stanley Medical College, Madras, India, and a psychiatric residency at Kasturba Medical College, Manipal, India, before coming to the University of California, Los Angeles (UCLA), where he completed a fellowship in pediatric pain in 1999 and worked at the UCLA/RAND Center for Adolescent Health Promotion. He earned a Ph.D. in health services from the Fielding School of Public Health at UCLA.
University of Kansas
Karrie A. Shogren, Ph.D. is a professor in the Department of Special Education, senior scientist in the Life Span Institute, and co-director of the Kansas University Center on Developmental Disabilities. Dr. Shogren's research focuses on self-determination and systems of support for students with disabilities and she has a specific interest in the multiple, nested contextual factors that impact student outcomes. Dr. Shogren has published over 100 articles in peer-reviewed journals, is the author or co-author of 10 books, and is one of the co-authors of Intellectual Disability: Definition, Classification, and Systems of Support, the 11th Edition of the American Association on Intellectual and Developmental Disabilities' seminal definition of intellectual disability (formerly mental retardation) as well as the Supports Intensity Scale-Children’s and Adult Version. Dr. Shogren has received grant funding from several sources, including the Institute of Education Sciences (IES) and National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR). Dr. Shogren is co-editor of Inclusion and Remedial and Special Education, and Associate Editor of Research and Practice for Persons with Severe Disabilities.
Ruth E. Stein
Albert Einstein College of Medicine of Yeshiva University
Ruth E.K. Stein, M.D., is a pediatrician who works in research and advocacy for children, especially those with chronic health conditions. She is professor of pediatrics at the Albert Einstein College of Medicine/Children's Hospital at Montefiore. Her research has been supported by the Maternal and Child Health Bureau, National Institute of Mental Health, ASPE, HRSA, and numerous foundations. Her work has involved the development of a number of measures that are widely used in the assessment of outcomes for children with disabilities and their families. Dr. Stein received the Research Award of the Academic Pediatric Association, the Douglas Richardson Award for Outstanding Lifetime Achievement in Perinatal and Pediatric Research from the Society for Pediatric Research, and the C. Anderson Aldrich Award from the American Academy of Pediatrics for Contributions to Developmental and Behavioral Pediatrics. She has over 225 publications and has edited four books relating to pediatric chronic illness, psychosocial and behavioral pediatrics, health care for children and adolescent depression. She has served on several editorial boards and numerous federal and professional advisory groups. Dr. Stein is a past president of the Academic Pediatric Association. She is a member of the National Academies of Science, Engineering and Medicine’s Committee of Medical Experts to Assist Social Security on Disability Issues and was past co-chair for a Board of Children, Youth and Families’ study on the Evaluation of Child Health, Safety and Well-Being.
Maureen van Stone
Kennedy Krieger Institute
Maureen van Stone, Esq., M.S., is the Associate Director of the Maryland Center for Developmental Disabilities (MCDD) at Kennedy Krieger Institute and the founding director of Project HEAL (Health, Education, Advocacy, and Law), a MCDD community-based program. Project HEAL is Maryland’s only comprehensive medical-legal partnership, which provides advocacy and legal services to low- and moderate-income families and children with disabilities who receive services at Kennedy Krieger Institute. Maureen is also a core director for Kennedy Krieger Institute's Center for Innovation and Leadership in Special Education and adjunct faculty at Towson University and The University of Baltimore School of Law. Maureen is a member of Kennedy Krieger Institute’s ethics committee.
Maureen earned a bachelor’s degree in psychology at the University of Southern California, a master’s degree in developmental psychology at The Johns Hopkins University, and a Juris Doctor at Whittier Law School, with a concentration on children’s legal issues. Prior to law school, Maureen worked as a clinician on the Neurobehavioral Unit in the Department of Behavioral Psychology at Kennedy Krieger Institute for six years. Maureen is a graduate of the Leadership Maryland Class of 2012 and received the following awards from Maryland’s business and legal newspaper, The Daily Record: 2016 Innovator of the Year, 2014 Very Important Professionals award, 2013 Maryland’s Top 100 Women award, 2012 Leadership in Law award, and 2011 Leading Women award.
John T. Walkup
Weill Cornell Medical College
John T. Walkup, M.D. is Professor of Psychiatry, DeWitt Wallace Senior Scholar, the Vice Chair of Psychiatry, and Director of the Division of Child and Adolescent Psychiatry at Weill Cornell Medical College and New York-Presbyterian Hospital. Dr. Walkup is recent past Chair of the Medical Advisory Board of the Tourette Association , and he serves on the Scientific Advisory Boards of the Trichotillomania Learning Center, the Anxiety Disorders Association of America and the American Foundation of Suicide Prevention. He is deputy editor for psychopharmacology for the Journal of the American Academy of Child and Adolescent Psychiatry. Dr. Walkup has three main academic areas of interest. His work with Tourette syndrome, uniquely spans psychiatry, child psychiatry and neurology; his expertise in interventions research focuses on the development and evaluation of psychopharmacological and psychosocial treatments for the major psychiatric disorders of childhood including anxiety, depression, bipolar disorder, Tourette syndrome and suicidal behavior; and lastly, he has been involved in developing and evaluating interventions to reduce the large mental health disparities facing Native American youth, specifically drug use and suicide prevention. For his work he has been awarded the three of highest United States achievement awards for child and adolescent psychiatry, the Norbert and Charlotte Rieger Award for Academic Achievement in 2009 from the American Academy of Child and Adolescent Psychiatry, the Blanche F. Ittleson Award for Research in Child Psychiatry in 2011 from the American Psychiatric Association and the Schonfeld Award from the American Society of Adolescent Psychiatry in 2016.
David Wittenburg, Ph.D., M.P.H. is an expert in interventions to promote employment for people with disabilities, particularly interventions that serve youth as they transition into adulthood. He has two decades of experience in evaluation design and program evaluation for several federal agencies. Wittenburg leads business development activities related to disability projects. He recently worked in senior leadership roles on three Social Security Administration demonstration projects, helping to design and implement experimental and nonexperimental approaches to assess the efficacy of return-to-work interventions for people with disabilities. Wittenburg, who joined Mathematica in 2005, presents his findings to diverse research and policy audiences, including in congressional testimony, conference presentations, reports, and journal publications. He edited two special journal volumes on employment topics related to people with disabilities for the IZA Journal of Labor Policy and the Journal of Disability Policy Studies. A member of the National Academy of Social Insurance and formerly a senior associate at the Urban Institute and the Lewin Group, he holds a Ph.D. in economics from Syracuse University.