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Dr. Evette Simmons-Reed is an Assistant Professor in the Applied Behavior Analysis graduate program, in the Department of Special Education, at Ball State University.  She has over 13 years of experience in higher education. Dr. Simmons-Reed, obtained her Ph.D. in Special Education and Applied Behavior Analysis from The Ohio State University in 2013. She is an accomplished educator, practitioner, author, researcher, curriculum developer, community leader, and social justice advocate. 

Professional Experience

Dr. Simmons-Reed is the Program Director for the Disability in Postsecondary Settings Graduate Certificate Program with an emphasis in Autism, and the Director and Co-Founder of the CAPS2 Mentor Program for Autistic College Students at the Ball State Center for Autism Spectrum Disorder (CASD) at Ball State University. Prior to joining the faculty at BSU, she was the Program Manager in the Special Education and Transition Department at The Ohio State University in Columbus, Ohio, where she over saw the development and implementation of a 2.5 million dollar federally funded demonstration project for students with intellectual and developmental disabilities.  

Education

• Ph.D.: The Ohio State University
  Special Education and Applied Behavior Analysis
• M.A. The Ohio State University
  Special Education and Applied Behavior Analysis
• B.S. The Ohio State University
  Special Education and Applied Behavior Analysis

Select Publications and Research

Simmons-Reed, E.A., Trotman Scott, M. F., Taradash, G., Boveda, M., Ford, D. Y., & Russell, E. L. (in-press) An equity-based and culturally responsive bill of rights for early childhood students of color with exceptionalities. Perspectives on Early Childhood Psychology and Education.

Simmons-Reed, E., Lancaster, L., & Cain, R. (2023). How we survive and aim to thrive: Realities of three African American women faculty in higher education at PWIs. International Forum of Teaching & Studies, 19(2).

 

Cullen, J., Simmons-Reed, E., & Weaver, L. (2017). Using 21st century video prompting technology to facilitate the independence of individuals with intellectual and developmental disabilities. Psychology in the Schools. (acceptance rate=20%, impact factor=1.19; Ranking in psychology educational=38/58))'

Cullen, J. M., Alber-Morgan, S. R., Simmons-Reed, E. A., & Izzo, M. V. (2017). Effects of self-directed video prompting using iPads on the vocational task completion of young adults with intellectual and developmental disabilities. Journal of Vocational Rehabilitation, 46, 361-375. (acceptance rate=unknown, impact factor=.87, Ranking in occupational therapy journals=7/15)

Simmons-Reed, E., Cartledge, G., (2014). School discipline disproportionality: Culturally competent interventions for African American males. Interdisciplinary Journal of Teaching and Learning, 4, 95-109.

Simmons-Reed, E., Cullen, J., Day, K., & Izzo, M., (2013). Voices of self-determined youth with intellectual and developmental disabilities in postsecondary settings, Think College, Institute for Community Inclusion University of Massachusetts Boston, 6, 2-4

Cartledge, G., Kea, C., & Simmons-Reed, E. (2002). Serving culturally diverse children with serious emotional disturbance and their families. Journal of Child and family Studies, 11, 113-126

Cartledge, G., Tam, B., Loe, S., Miranda, A.H., Lambert, M.C., Kea, C.D., & Simmons-Reed, E. (2002). Culturally and linguistically diverse students with behavioral disorders, Fourth CCBD Mini-Library Series, Arlington, VA: The Council for Children with Behavioral Disorders, 11, 113-126

Izzo, M.V., Hertzfeld, J.E., Simmons-Reed, E., & Aaron, J.H. (2001) Promising practices: Improving the quality of higher education for students with disabilities. Disability Services Quarterly, University of Hawaii at Manoa, Disability Studies Center, 21, 1-13

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