JoVonne Tabb is a Visiting Assistant Professor of Practice in Special Education Teaching and Leadership. As a researcher and educator with a strong background in Special Education and Applied Behavior Analysis, she is a Ph.D. candidate in Special Education (all but dissertation) with a focus on Assessment & Learning. JoVonne is also currently pursuing her Board Certified Behavior Analyst Doctoral (BCBA-D) certification. She brings a wealth of experience to her work, with a career spanning from teaching in K-12 settings and adult day programs to conducting advanced research and instructing at the university level.
JoVonne’s expertise lies in conducting a wide range of research methodologies, including user research, usability testing, and mixed-methods studies. She is highly skilled in both quantitative and qualitative research analysis, with a particular focus on applying these methods to improve educational practices and designs. Her research approach emphasizes gathering comprehensive feedback and data to inform evidence-based interventions and instructional strategies.
Her teaching experience encompasses K-12 education, adult day programs, and university-level courses, where she has instructed on topics such as inclusive education practices and multi-tiered systems of support.
JoVonne’s work is characterized by a commitment to inclusive and equitable education practices, particularly for marginalized communities. Her research and publications reflect a focus on intersectionality, addressing disparities in autism research for Black girls, and exploring innovative approaches to behavior analysis and intervention in schools.
JoVonne Tabb’s instructional interests are deeply rooted in Special Education topics where she has taught a variety of courses that reflect her commitment to inclusive and effective educational practices.
Her teaching portfolio includes courses such as Implementing Inclusive Education and Foundations of Inclusive Practices, which focus on equipping educators with the skills and knowledge necessary to create inclusive learning environments. JoVonne has also instructed on Multi-Tiered Systems of Support, emphasizing the importance of comprehensive, data-driven approaches to student success.
In addition to her classroom teaching, she has supervised Special Education Student Teachers, providing mentorship and guidance to the next generation of educators. JoVonne’s instructional reach extends beyond traditional university courses, as she has facilitated workshops on Liberatory Education and Future Youth Identity and Agency, demonstrating her commitment to innovative and empowering educational approaches.
JoVonne Tabb’s research interests span a wide range of critical areas in special education and behavior analysis, with a particular focus on the intersectionalities of race and disabilities across all domains. Her work encompasses Functional Behavior Assessments and the study of Emotional/Behavior Disorders, emphasizing the use of technology for quantifying behavior and enhancing learning support.
JoVonne is deeply invested in Applied Behavior Analysis and inclusive education practices, exploring how these approaches can be tailored to address diverse student needs. Central to all her research is a commitment to understanding and addressing the impact of racial and cultural factors on assessment, intervention, and educational outcomes for students with disabilities.
- Lovelace, T. S., Comis, M. P., Tabb, J. M. & Oshokoya, O. E. (2021). Missing from the narrative: A seven decade scoping review of the inclusion of black autistic women and girls in autism research. Behavior Analysis in Practice: Special Issue.
- Lovelace, T. S., Tabb, J. M., Comis, M. P., & Oshokoya, O. E. (2021). Girlhood Rising Shifting the Narrative. Helpful Living Magazine, Feb (5), 46-47.
- Lovelace, T. S., Gibson, L., Jr., & Tabb, J. M. (2012). The importance of response to intervention as a catalyst for improving student outcomes for urban learners with a learning disability.
- In J. P. Bakken (Ed.), Learning Disabilities: Practice Concerns and Students with Learning Disabilities. Cambridge, MA: Emerald Group.
- Conference Proposal Reviewer for American Educational Research Association (AERA)
- Member, Association for Behavior Analysis International (ABAI) Council for Exceptional Children (CEC).