΢ÃÜȦ

Education

Ph.D. 2006 University of Nebraska-Lincoln, School Psychology
M.A. 2001 University of Nebraska-Lincoln, School Psychology
B.A. 1998 University of Nebraska-Lincoln, Psychology
Internship 2004-5 Devereux Center for Effective Schools (APA Accredited)

Professional Associations

Rhode Island School Psychology Association (RISPA)
National Association of School Psychologists

Selected Publications

Eagle, J. W., Furey, J., & Dowd-Eagle, S. E. (2019). Tier 1 family-school partnership programs. In S.A. Garbacz (Ed.), Implementing Family-school Partnerships: Student Success in School Psychology Research and Practice. Routledge

Eagle, J. W., Dowd-Eagle, S. E., & Garbacz, A. (2016). The role of family and cross-setting supports to reduce impairment and promote success. In S. Goldstein and J. Naglieri (Eds.), Assessment of impairment: From theory to practice: Second Edition. Springer Publications.

Garbacz, A., McIntosh, K., Eagle, J., Dowd-Eagle, S., Hirano, K., & Ruppert, T. (2016). Conceptualizing a paradigm for universal family-school partnerships within school-wide positive behavioral interventions and supports. Preventing School Failure.

Eagle, J. W., Dowd-Eagle, S. E., Snyder, A., & Holtzman, E. G. (2014). Implementing a multi-tiered system of support (MTSS): Collaboration between school psychologists and administrators to promote systems level change. Journal of Educational and Psychological Consultation

Eagle, J.W., & Dowd-Eagle, S.E. (2014).  Best practices in school-community partnerships. In A. Thomas and P. Harrison (Eds.), Best practices in school psychology VII. Silver Spring, MD: National Association of School Psychologists.

Dowd-Eagle, S.E., & Eagle, J.W. (2014).  Team-based School Consultation. In W. P. Erchul, & S.M. Sheridan (Eds.), Handbook of research in school consultation: Empirical foundations for the field 2nd Ed.  New York: Routledge/Taylor and Francis Group.

Dowd-Eagle, S.E., & Eagle, J.W. (2014).  Implementation of ecobehavioral consultation principles within a response to intervention framework. In S. Lee (Ed.), Ecobehavioral consultation in the schools: Theory and practice for school psychologists, special educators and school counselors. New York: Routledge.

Wills, H.P., Hanson, B., Mason, B., Eagle, J.W., & Dowd-Eagle, S.E. (2014).  Functional behavioral assessment and intervention design in ecobehavioral consultation. In S. Lee (Ed.), Ecobehavioral consultation in the schools: Theory and practice for school psychologists, special educators and school counselors. New York: Routledge.

Silva, M., Eagle, J.W., & Dowd-Eagle, S.E.., Family functioning (2014). In S. Lopez (Ed.), Encyclopedia of Positive Psychology. Second Edition. Oxford, UK: Blackwell Publishing

Courses

CEP 215 Educational Psychology
CEP 532 Theories and Methods of Counseling 
CEP 604 Psychoeducational Assessment and Response to Intervention
CEP 629 Internship in School Psychology
CEP 675 Consultation and Collaboration in School and Community Settings
Disability Studies 538 
Disability Studies 561

Additional Information

Current Projects

Interdisciplinary Specialization in Transition (IST) Project:
Through a grant funded by the Office of Special Education and Rehabilitative Services (OSERS), the Interdisciplinary Specialization in Transition (IST) project is designed to improve the quality of pre-service graduate scholars in Special Education and School Psychology Programs to implement high quality instruction, with a focus on evidence-based transition intervention and evaluation, to improve transition outcomes for children and young adults with disabilities. Selected scholars receive tuition remission for 15 credit hours ($7005.00) and a $10,000 stipend per year ($34,010 of funding over the two years).

Leadership Education in Neurodevelopmental and Other Related Disabilities (RI LEND):
The Rhode Island Leadership Education in Neurodevelopmental and Other Related Disabilities (RI LEND) project offers a graduate level interdisciplinary training experience to prepare individuals from diverse professional disciplines to assume leadership roles in the disability field. The purpose of the RI LEND training program is to improve the life course and health of infants, children, and adolescents with autism spectrum disorders and other neurodevelopmental disabilities. The RI LEND program is funded by the Maternal and Child Health Bureau of the Health Resources Services Administration and represents a partnership between the W. Alpert Medical School of Brown University, Hasbro Children’s/Rhode Island Hospital, and the Paul V. Sherlock Center for Developmental Disabilities at ΢ÃÜȦ.

Grants Awarded

The Office of Special Education and Rehabilitative Services (OSERS) Personnel Preparation Grant. Preparing Personnel to Serve Transition-Aged Students with Disabilities who have High Intensity Needs: An Interdisciplinary Personnel Preparation Model. Susan J. Dell and Shannon Dowd-Eagle, Co-Principal Investigators. $1,124,187 from October 2019-September 2024.

Rhode Island Executive Office of Health and Human Services. Community Enhancement Grant. Shannon Dowd-Eagle, Principal Investigator. $113,700 from June 1, 2019 – May 30, 2020.

Health Resources and Services Administration, Department of Health and Human Services, Maternal and Child Health Bureau, Project # T73MC301210100, Rhode Island Leadership in Education in Neurodevelopmental Disabilities, Shannon Dowd-Eagle, Principal Investigator for the Sherlock Center sub-award, $126,809/year July 1, 2016- June 30, 2021.