If you are interested in a PhD and studying with me, please contact me directly (firstname.lastname@example.org).
1. Co-developmental Language and Behavioral Disorders
Much of my substantive work has been focused on the comorbidity of developmental language disorder and behavior disorders in school-age children. I have conducted empirical studies, meta-analyses, and written conceptual papers on this topic. My published work has refined theoretical models of the co-development of these disorders, as well as informed measurement selection and construct discussions. We are working on developing conceptual models for blending early language and behavior interventions to maximize outcomes for you children, and identifying teacher- and classroom-level risk and protective factors that are optimal intervention targets.
2. Informing the Practice of Behavior Management Strategies in School Settings
My work involves an active effort to bridge the gap between scientific evidence and classroom practice. I have published in practitioner journals using evidence-based practice as a framework for disseminating important and impactful research. I also have conducted studies aimed at informing the field of behavior management as well as teacher- and related-service provider preparation. This contribution is significant, because of the importance of disseminating science to end-users. Much of what is of concern to teachers and school-based personnel is the lack of effective training in behavior management. This body of work represents efforts to both pinpoint the areas of high need for additional research, as well as to disseminate high-leverage practices to the practitioners who need to support their students’ academic and behavioral needs.
3. Mathematics and Language: Developmental and Intervention Research
Another focus of my work has been examining the impact of oral language skills on children’s mathematical development as well as in the context of experimental intervention studies. I have conducted descriptive studies examining the differential role in individual language skills in predicting math performance. Understanding how language facilitates the learning of mathematics concepts and how teachers play a role in comprehension and skill acquisition can help provide important information for curriculum, teacher preparation, and professional development.
4. Methods Research
My methods work centers around (1) advancing the science on publication bias and reporting in quantitative synthesis, and (2) the application of adaptive treatment designs and sequential assignment randomized trials in applied educational research. With my colleagues, we aim to highlight the promise of adaptive intervention designs for improving outcomes for school-based education intervention research. Related to meta-analysis, my work focuses on advancing the quality and frequency of analysis and reporting of publication bias tests as well as new methods for estimating likelihood of publication bias. I am currently conducting several meta-reviews on systematic review and meta-analysis methods and outcome reporting. I have presented my meta-analytic work nationally and internationally, conducted meta-analysis workshops, and teach a doctoral meta-analysis methods course.
National Center for Special Education Research (NCSER), Institute of Education Sciences (IES), U.S. Department of Education, Summer Training Institute on Single Case Design Research (2017)
National Center for Special Education Research (NCSER), Institute of Education Sciences (IES), U.S. Department of Education, Meta-Analysis Training Institute (2018)
National Center for Special Education Research (NCSER), Institute of Education Sciences (IES), U.S. Department of Education, Sequential Multiple-Assignment Randomized Trial Training (2019)
2019 Research Mentoring Pair Travel Award, American Speech-Language Hearing Association (ASHA)
2014 - Carl Fenichel Memorial Research Award, Council for Children with Behavioral Disorders
2015 - Doctoral Research Award, Midwest Symposium for Leadership in Behavioral Disorders
2015 - Special Education Endowment Dissertation Award, Peabody College
2015 - Melvin I. Semmel Award for Excellence, Vanderbilt University
2015 - Doctoral Student Scholar, Division for Research of the Council for Exceptional Children
2016 - Robert Gaylord Ross Award for Scholarly Writing, Vanderbilt University
2016 - Research Poster Award, Division 15 (Educational Psychology) of the American Psychological Association
2017 - McLeod Faculty Development Award, Virginia Commonwealth University
2018 - School of Education Faculty Excellence Award, Virginia Commonwealth University
2019 - Early Career Travel Award, Society for Prevention Research
2019 - School of Education Distinguished Scholarship Award, Virginia Commonwealth University
2019 - Early Career Research Award, Division 15 (Educational Psychology) of the American Psychological Association
2019 - Research Mentoring Pair Travel Award, American Speech-Language Hearing Association
Thoma, C (PI), Scott, L. (Co-I), Chow, J. C., (Co-I), Nagro, S. (Co-I). (2019-2024). Policy and Research-Intensive Special Education (PRISE) Cohort Program. Office of Special Education Programs, U.S. Department of Education. H325D190070. $2,330,000.
Chow, J. C. (PI). (2019-2020). Contribution of Language Skills to Peer Social Networks in Kindergarten. American Psychological Association. $6,000.
Chow. J. C. (PI). (2018-2022). Developmental Relations Between Language Ability and Behavior Problems. Institute of Education Sciences, U.S. Department of Education. R324B180008. $395,278.
Chow. J. C. (PI). (2018-2020). Instructional Complexity and Mathematical Input: Contributions of Teachers’ Instruction to Students’ Mathematical Performance. Presidential Research Quest, Virginia Commonwealth University. $36,655.
Chow. J. C. (PI). (2018). Advancing Synthesis Methods in Educational Research. Faculty Excellence Award, Virginia Commonwealth University. $5,000.
Chow. J. C. (PI). (2017-2018). Behavior Management Strategies for Speech-Language Pathologists in Urban Communities. Clark-Hill Institute for Positive Youth Development $10,500.
Chow. J. C. (PI). (2017-2019). Profiles of Mathematical Knowledge, Teaching, and Identity in Pre-service Teachers. Office of Research and Innovation, Virginia Commonwealth University. $10,000.
Chow. J. C. (PI). (2017). Developmental Associations between Mathematics, Language, and Cognition in Young Children. McLeod Development Award, Virginia Commonwealth University. $1,200.
Chow. J. C. (PI). (2015-2016). Contribution of Nonsymbolic Representation Beyond Symbolic Equal-sign Instruction in Elementary Classrooms. Bonsal Applied Education Research Award. $8,000.