Lisa Liberty, Ph.D.
Assistant Professor, Special Education
Special and Early Education (SEED)
- Ph.D. University of Washington, Education
- M.A. Chapman University, Special Education
- B.A. Chapman University, Psychology
Lisa Liberty, Ph.D. received her master's degree with K-12 certification at Chapman University and completed her Ph.D. at the University of Washington in Education with a focus in special education, teacher education, literacy, and early intervention for students with emotional behavioral disorders.
Professor Liberty began her teaching career as a paraprofessional supporting students with learning disabilities, then moved to a self-contained setting to instruct students with emotional behavioral disorders. After teaching elementary and middle school for five years, Professor Liberty joined the research team of Roxanne Hudson, working on the UW Teacher Renewal Project, a federally funded grant to improve University of Washington's teacher-training program. Professor Liberty has supervised teacher candidates on how to implement evidence-based practices to students with learning and behavioral difficulties and provided training and consultation to special education teachers in Self-Regulation Strategy Development for students with emotional behavioral disabilities.
Her current research interests include evidence-based practices for students with autism, co-teaching, and in-service teacher education. Professor Liberty's work has been submitted for publication in the Journal of Special Education, Journal of Emotional Behavior Disorders, and Exceptional Children. Professor Liberty enjoys spending time with her daughter Hailey, husband David, and practicing yoga.
- SESE 415 Instructional Methods for Elementary Students with Mild Disabilities
- SESE 418 Early Field Experience in Special Education: Elementary, Mild Disabilities
- SESE 491/492 Student Teaching
- SESE 578 Issues and Trends in Teaching Students with Emotional and Behavioral Disorders
- SESE 606 Methods for Teaching Students with Emotional/Behavioral Disorders
- Literacy professional development and coaching
- Evidence-based practices for students with emotional/behavior disorders
- Co-teaching and collaboration in inclusive classrooms
- Autism interventions
- DeSpain, S. N., & Liberty, L. (2019). Self-regulated learners: Strategies that promote engagement and persistence in online courses. In A. Markelz, (Ed.), TED 2019 Conference Proceedings: Unmask Your Potential (pp. 116-120).Teacher Education Division of the Council for Exceptional Children, New Orleans,LA.
- Kemper, T., Liberty, L. M., McCollow, M., & Cote, D. (2019). An examination of participant characteristics in the Journal of Autism and Developmental Disabilities used to classify interventions as effective for students with Autism and Developmental Disabilities. DADD Online Journal, 6(1), 143-157.
- Liberty, L. M., & Conderman, G. (2019). Preparing middle level students to compose short answer responses. The Clearinghouse: A Journal of Educational Strategies, Issues, and Ideas for Middle & High School Teachers, 92(3), 93-100.
- Conderman, G., & Liberty, L. M. (2018). Establishing parity in co-taught classrooms. The Clearinghouse: A Journal of Educational Strategies, Issues, and Ideas for Middle & High School Teachers, 91(6), 222-228.
- Liberty, L. M., & Conderman G. (2018). Using self-regulated strategy development model to support middle level writing. The Clearinghouse: A Journal of Educational Strategies, Issues and Ideas for Middle & High School Teachers, 91(3),118-123.
- Conderman, G., Liberty, L. M., & DeSpain, S. (2017). Understanding accommodations, modifications, and interventions. Kappa Delta Pi Record, 53(2), 70-75.