- Ph.D. in special education, Vanderbilt University
- M.S.Ed. in special education, Bay Path College
- B.A. in psychology, Syracuse University
Supporting language deficits in math instructional contexts, bridging psychological science and educational practice, understanding the relations between language ability and problem behavior, systematic review and meta-analysis
- Chow, J. C., & Wehby, J. H. (2016). Associations between language and behavior: A systematic review and correlational meta-analysis. Educational Psychology Review (in press).
- Chow, J. C., & Jacobs, M. (2016). The role of language in fraction performance: A synthesis of literature. Learning and Individual Differences, 47, 252-257.
- Chow, J. C., & Gilmour, A. F. (2015). Designing and implementing group contingencies in the classroom: A teacher’s guide. Teaching Exceptional Children, 48(3), 137-143.
Dr. Jason Chow received his Ph.D. in special education from Vanderbilt University. The overall goal of his research agenda is to gain a deeper understanding of how to mitigate the adverse effects of language and behavioral deficits in educational contexts. Specifically, his works draws from the fields of education, psychological, and speech and hearing sciences.
Chow has taught courses in educational research methods and high-incidence disabilities, and is certified in teaching students with high-incidence disabilities.