• Ph.D. University of California at Santa Barbara, Special Education, Disabilities and Risk Studies
• M.A. University of California at Santa Baraba, Special Education, Disabilities and Risk Studies
• M.A. Chapman University, Curriculum and Instruction
• B.S.,ÌýMagna cum Laude, Syracuse University, Inclusive Elementary and Special Education
• Study abroad at the University of Waikato, Hamiliton, New Zealand, Inclusive Elementary and Special Education

• 2014-Present: University of Northern ºÚÁÏÉçÇø, Professor
• 2009-2014: University of Northern ºÚÁÏÉçÇø, Associate Professor
• 2004-2008: University of Northern ºÚÁÏÉçÇø, Assistant Professor
• 2000-2004: University of California at Santa Barbara, Graduate Research and Teaching Assistant

My research and professional work center on three interconnected areas, with an emphasis on translating research into meaningful practices that strengthen outcomes for students, families, educators, and schools.

Family–School Partnerships, IEPs, and Special Education Policy

• Family–School Partnerships, Trust-Building, and Collaborative Practices
• IEP Processes, Facilitation, Conflict Prevention, and Alternative Dispute Resolution
• Special Education Law, Policy, and Advocacy

Educator Preparation, Collaboration, and Well-Being

• Teacher Preparation, Educator Resilience, Well-Being, and Retention
• Interprofessional Collaboration and Behavioral Consultation
• Simulation-Based and Practice-Based Learning in Special Education

Applied Behavioral Supports and Community-Engaged Professional Learning

• Culturally Responsive and Trauma-Informed Applied Behavior Analysis in Schools
• Professional Learning and Capacity Building for Schools and Family Organizations

ºÚÁÏÉçÇø

Gershwin, T., & Kyzar, K., (2026). The Building Equitable Trusting Relationships (BETR) Parent-Teacher Conference Model: Results of a Pilot Study in Two Elementary Schools. The Elementary School Journal. 

Trapp, L., Gershwin, T., & Robinson, J. (2026). Valuable practice for real-world challenges: Educator preparation for manifestation determination meetings. Teaching and Teacher Education, 169, 105256. 

Gershwin, T., Gershwin, S., & Robinson, J. (2026). Building a strong TEAM: Strengthening partnerships between behavior analysts and educational professionals. Beyond Behavior, 35(1), 1–4. 

Hynes, K. C., & Gershwin, T. (2025). From Theory to Practice: A Tiered Support Model for Increasing Preservice Teachers’ Use of Behavior Specific Praise. Journal of Educational and Psychological Consultation, 1–24. 

Mitchell, C. C., Gershwin, T., Robinson, J. D., & Hynes, K. C. (2025). Building TRUST: Empowering Teachers to Support Students With Emotional and Behavioral Disorders. Intervention in School and Clinic, 61(2), 55-65. 

Cruz, D., Gershwin, T., Shen, G., & Correa-Torres, S. (2025). “You’re panicking. I’m panicking. Let’s do it together”: Special Educator Perspectives on Family Involvement During the COVID-19 Pandemic. The Journal of Educational Research and Innovation, Volume 13, Article 1, 1-24. Available at: 

Robinson, J., Gershwin, T., Wiedemann, K., & London, D. (2025). Maintaining Safety and Promoting Student Dignity: Recommendations for Developing Crisis Response Plans for Students Who Exhibit Escalated Behaviors. Beyond Behavior, 34(2), 77-88. 

Hynes, K., Gershwin, T., Robinson, J., & Mitchell, C. (2025). Relationships Matter: The Art of Creating Meaningful Interactions with Students. Beyond Behavior, 34(1). 4-13. 

Mitchell, C., Kenis, S., & Gershwin, T. (2024). No Sugar-Coating: Advice for future teachers of students with behavioral challenges.  Journal of Educational Research and Innovation, Volume 12, Article 5, 1-12. Available at: 

Shen, G. & Gershwin, T. (2024). Always consider culture: Incorporating cultural responsiveness into functional communication training for challenging behaviors. Beyond Behavior, 33(2), 96-105. 

Bland, K., & Gershwin, T. (2023). Understanding trauma: A primer for developing trauma-focused lens in schools. Beyond Behavior 32(3) 141-151.

Lindo, E. J., Kyzar, K. B., & Gershwin, T. (2023). Cultural Considerations for Building Equitable and Trusting Relationships (BETR) With All Families. TEACHING Exceptional Children, 57(3), 208-217.  (Original work published 2025)

 Gershwin, T., McKittrick, L. & Kilpatrick, A. (2022). The importance of following legal requirements: Factors that lead to parent satisfaction with the individualized education program meeting process. Journal of Educational and Psychological Consultation, 33(4), 369-392. 

Robinson, J., Gershwin, T., Athanasiou, M., & London, D. (2022). Enhancing Conversational Skills Through Implementation of the Teaching Interactions Procedure Within Naturalistic Setting.  Journal of the American Academy of Special Education Professionals (JAASEP). Winter, 2022 Issue.

Robinson, J., Duncan, K., London, D., Gershwin, T., Trapp, L., & Shen, G. (2022). Prevention is the Best Intervention: Proactive Strategies for Supporting Students Who Engage in Escalated Behaviors. Beyond Behavior, 31 (3), 163-174.

Trapp, L., Gershwin, T., & Robinson, J. (2022). Honoring team decision-making during manifestation determination meetings through collaborative and proactive solutions. Intervention in the School and Clinic, 57(3), 169-175.