Kaylee Wynkoop, Ph.D., has been in the field of Education/Special Education for over 20 years. Kaylee earned a B.S. in Early Childhood Education from Miami University as well as an M.Ed. and a Ph.D. in Special Education from the University of Pittsburgh. In addition to teaching at the university level, Kaylee has worked as a substitute teacher, a special education teacher, and an educational consultant. Her interests and passions center around teaching, training, and supporting in-service and pre-service educators to best support students with disabilities and to help improve adult outcomes for children with disabilities.
University Teaching – Kaylee was an Assistant Professor of Special Education in the Department of Communication Disorders, Special Education, and Disability Services at Indiana University of Pennsylvania (IUP). Kaylee has also taught a variety of undergraduate and graduate-level courses at the University of Pittsburgh over the years.
Educational Consulting – Kaylee founded and owns REEF Consulting, LLC (Raising Expectations for Exceptional Futures), which she established in 2023. Kayle also worked for the Pennsylvania Training and Technical Assistant Network (PaTTAN).
K-12 Teaching Experience – Kaylee will always consider herself a special educator and draws on current research, evidence-based practices, and her personal experiences as a Learning Support, Life Skills Support, and Autism Support teacher within several school districts in both the Pennsylvania and Virginia Commonwealths.
Current and recently taught courses include:
- TLL 2409: Multi-tiered System of Support (Graduate)
- TLL 1502/2514: Supporting Students with Disabilities in Inclusive Classrooms (Undergraduate/Graduate)
Previously taught courses include:
- EDUC 3009: Supervised Practitioner Inquiry (Doctoral)
- TLL 2542/3542: Current Issues and Trends in Special Education (Doctoral)
- TLL 2531/3541: Instructional Practices in Special Education (Doctoral)
- IL 2500/1580: Foundations of Special Education (Undergraduate and Graduate)
- Improving overall post-secondary outcomes of students with disabilities
- Improving independent living skills of students with significant cognitive disabilities using technology/video modeling
- Preparation of general and special education teachers to support students with disabilities in their classrooms
- Cardon, T., Wynkoop, K.S., Hawkins, P. M., & Pray, C. (2020). Speech Language Pathologists & Behavior Analysts: A Survey of Video Modeling Use and Perspectives. Seminars in Speech and Language, 41(5), 1-17 doi: https://doi.org/10.1055/s-0040-1715595.
- Wynkoop, K.S., Cardon, T., Kruis, N. E., Hawkins, P. M. (2019.) Teachers and video modeling: A survey of use and perspectives. Journal of Special Education Technology. doi:10.1177/0162643419878149
- Wynkoop, K.S., Wissinger, D. R., & Van Horn, M. (2019). A systematic review of video modeling (VM) interventions to improve the independent living skills of students with autism spectrum disorder (ASD) and intellectual disability (ID). Journal of the American Academy of Special Education Professionals, ISSN
- Wynkoop, K.S., Robertson, R., & Schwartz, R. (2018). The effects of two video modeling interventions on the independent living skills of students with autism spectrum disorder and intellectual disability. Journal of Special Education Technology, 33(3), 145-158. doi: 10.1177/0162643417746149.
- Wynkoop, K.S., Robertson, R., & Sobeck, E. (2018). Effects of video modeling and video modeling plus prompting and reinforcement on the daily living skills of a student with autism. Journal of the American Academy of Special Education Professionals, 13(2). 126-143. ISSN 23225-7466 (Online).