STORMED Lab


MISSION - Scholars on the STORMED Team conduct research related to the design, implementation, and experimental testing of multimedia-based interventions to support pre- and in-service teachers' knowledge and implementation of evidence-based practices on behalf of students with disabilities and others who struggle.

Supporting Teachers through cOaching, obseRvations, and Multimedia to Educate students with Disabilities

Grant Funded Projects


Researchers on the STORMED team are conducting cutting edge research, and are simultaneously dedicated to training the next generation of doctoral students and special educators.

Please note that each Grant Funded Project has a project detail page and these are listed in the left-hand navigation.

STORMED Team


Michael Kennedy Team Lead

STORMED LAB Team Lead, Michael Kennedy

Faculty Profile

Rachel Kunemund

Rachel Kunemund is the project manager for the S4 OSEP Stepping Up Technology Implementation grant.

Staff Profile

Olivia Coleman

Olivia Coleman is a project manager and Co-Lead of the STORMED Team.

Staff Profile

STORMED Post-Doctoral Scholars


Jamie Day

Jamie Day

Post-Doctoral Scholars Bios


  • Jamie Day

    Ph.D., George Mason University, 2022
    M.Ed., George Mason University, 2013
    B.S., Virginia Polytechnic Institute and State University, 2010

    Dr. Jamie Day is a postdoctoral researcher in the School of Education and Human Development at the University of Virginia, with the STORMED (Supporting Teachers through cOaching, obseRvations, and Multimedia to Education students with Disabilities) team. Broadly, her research revolves around strategies to attract, prepare, and retain effective personnel for all multilingual students with disabilities. This includes researching special education teacher preparation, the teacher shortage in the United States, and evidenced based interventions for multilingual students going through the special education process. A former K-12 teacher, she has taught English learner students with and without disabilities for over 10 years and holds a National Board for Professional Teaching Standards certification. 

    Day has published in several peer-reviewed journals, presented her research at national conferences, and received doctoral methodological awards from the Council for Exceptional Children (CEC) and American Educational Research Association (AERA).

STORMED Doctoral Students


Lindsay Carlisle

Lindsay Carlisle

Sean McDonald

Sean McDonald

Danielle A. Waterfield

Danielle A. Waterfield

Suzanne Spicer

Suzanne Spicer

Doctoral Students Bios


  • Lindsay Carlisle

    Ph.D. in Education, Concentration in Special Education – UVA School of Education & Human Development at the University of Virginia – expected 2023
    M.S. in Special Education, Curriculum & Instruction Specialist – Longwood University
    B.S. in Elementary Education – Lebanon Valley College


    After graduating with her B.S. in Elementary Education and additional certification in Special Education from Lebanon Valley College, Lindsay spent seven years working as a special education teacher in collaborative and self-contained math classrooms across grades 6, 7, and 8 in Pennsylvania and Virginia. After attaining her M.S. in Special Education from Longwood University, she became increasingly interested in supporting special educators’ use of evidence-based practices, leading to her pursuit of doctoral studies and research. Currently, Lindsay is a doctoral student in the Curry School of Education & Human Development at the University of Virginia. Her specific research interests include improving outcomes for teachers of, and students with, emotional and behavioral disorders. Lindsay is interested in using multimedia learning tools to provide teachers with access to, and support with implementing, evidence-based practices to support the needs of students with disabilities.

    Office: Curriculum, Instruction, & Special Education (CISE)
    Email: lmc8ff@virginia.edu

  • Sean McDonald

    Ph.D. in Education, Concentration in Special Education - UVA School of Education & Human Development - expected 2024
    M.T. in Special Education K-12 & Social Studies Education 6-12 – University of Virginia
    B.A. in Political Philosophy, Policy, & Law – University of Virginia


    In the spring of 2014, Sean completed his Bachelor’s and Masters of Teaching degrees at the University of Virginia as part of the Education School’s accelerated B/MT program. After graduation, Sean continued his local residency in Charlottesville, serving the Charlottesville City Schools Division as both a teacher and instructional coach for seven years. During these years, Sean assumed multiple positions, including middle school special education teacher and social studies collaborative teacher. As he became increasingly curious about helping students and teachers on a larger scale, Sean transitioned to becoming an instructional coach, where he worked with principals, content specialists, and district coordinators to implement curricula and professional development for teachers from a variety of grade levels and subject areas. Being exposed to this macro perspective of teaching and learning ultimately fueled Sean’s aspirations to pursue a Ph.D. at the University of Virginia. He is currently a doctoral student with a special education concentration in the University of Virginia School of Education & Human Development. His specific research interests include evidence-based practices in vocabulary instruction to support teachers and students with disabilities in inclusion settings. In addition, Sean is interested in research that addresses attrition and retention for special educators of color and implementing professional development for pre-service and in-service teachers that work in K-12 public school settings.

    Office: Curriculum, Instruction, & Special Education (CISE)
    Email: sdm6we@virginia.edu

  • Danielle A. Waterfield

    Ph.D. in Education, Concentration in Special Education - UVA School of Education & Human Development, University of Virginia - expected 2026
    Master of Teaching in Special and Elementary Education - UVA School of Education & Human Development, University of Virginia
    Bachelor of Science in Human Development and Bachelor of Arts in History - Virginia Polytechnic Institute and State University (Virginia Tech)

    Danielle completed her Master of Teaching in Special and Elementary Education in December 2015 from the University of Virginia. Eager to begin her career as an educator in central Virginia, she took a paraprofessional job mid-year in the 2015-2016 school year where she provided one-on-one academic and behavioral supports. She then transitioned into a middle school special education teacher role for the next two years where she taught in self-contained and co-taught in collaborative settings. In June 2018, Danielle moved to New Orleans, Louisiana and began teaching in an elementary special education teacher role. During her time in this role, she became interested in the implementation of evidence-based practices along with school staff knowledge of best practices in general and special education. Danielle then began a two-year long special education leadership fellowship from SELF, a New Orleans-based educational organization created to meet the need for high-quality special educational programming in schools, while she was still teaching, but then transitioned out of the classroom into a school administrator role in her second year of the fellowship. As an administrator, Danielle was in charge of all academic and behavior intervention as well as identification of students with disabilities for the K-8 school she helped lead. From these experiences in her educational career, Danielle has become increasingly interested in evidence-based practices, equity, data, and transparency in education, particularly in regards to students with disabilities and students of other marginalized populations. She is currently a doctoral student pursuing a Ph.D. at the University of Virginia with a concentration in special education. 

    Office: Curriculum, Instruction, & Special Education (CISE)
    Email: dla9ck@virginia.edu

  • Suzanne Spicer

    M.Ed. in Curriculum and Instruction, University of Richmond, August 2017

    Suzanne received her Master of Education in Curriculum and Instruction from the University of Richmond in August 2017. While earning her degree, she worked as a teaching assistant at a local autism center and certified CABAS school (Comprehensive Application of Behavior Analysis to Schooling) where she was introduced to behavior analysis techniques within a school setting. After receiving her Virginia teacher licensure in general and special education in 2016, Suzanne began working in a Social Integrative Services classroom which served students grades K-5 with communication and behavioral needs within the public school setting. She served as the exceptional education department lead teacher for two years and in November 2021 she became a Board Certified Behavior Analyst (BCBA). Her research interests include the integration of evidence based practices and behavioral technology into the public school setting as well as the training and on-going support for teachers in the implementation of these practices.

STORMED Research Assistants


Courtney Morse

Courtney Morse

STORMED Research Assistants Bios


  • Courtney Morse

    My name is Courtney Morse. For undergrad I went to JMU where I majored in psychology and minored in criminal justice. I am now at UVA in the PGMT program where I am studying special education. Previously, I was a teaching assistant for six months in the Albemarle County Public School system in an ABASE program where I supported students with Autism Spectrum Disorder.

STORMED Products


STORMED Publications


  • Publications related to the CT Scan and Coaching Model

    Kunemund, R. L., Kennedy, M. J., Carlisle, L. M., VanUitert, V. J, & McDonald, S. D. (2021). A multimedia option for delivering feedback and professional development to teachers. Journal of Special Education Technology. doi: 10.1177/0162543211004121

    Nagro, S., Hirsch, S., & Kennedy, M. J. (2020). A self-led approach to improving classroom management practices using video analysis.  Teaching Exceptional Children. https://doi.org/10.1177/0040059920914329

    *Weiss, M. P., Glaser, H., & Lloyd, J. W. (2020). An exploratory study of an instructional model for co-teaching. Exceptionality Doi: 10.1080/09362835.2020.1727338

    Rodgers, W. J., Kennedy, M. J., VanUitert, V., & Myers, A. M. (2019). Using technology with classroom observations to provide feedback to teachers of students with learning disabilities. Intervention in School and Clinic, 55, 103-112.  doi: 10.1177/1053451219837640

    *Peeples, K. N., Hirsch, S. E., Gardner, S. J., Keeley, R. G., Sherrow, B. L., McKenzie, J. M., Randall, K. N., Romig, J. E., & Kennedy, M. J. (2019).  Using multimedia instruction and performance feedback to improve preservice teachers’ vocabulary instruction.  Teacher Education & Special Education, 42, 227-245doi: 10.1177/0888406418801913

    VanUitert, V. J., Kennedy, M. J., Rodgers, W. J., Romig, J. E., & Alves, K. D. (2019). A multimedia professional development process for teacher education and professional development.  In. D. Polly, C. Martin, & K. Dililitas (eds.).  Handbook of research on educator preparation and professional learning 2nd edition, (pp. 1-13).  doi: 10.4018/978-1-5225-8583-1.ch00

    *Weiss, M. P., & Glaser, H. (2019). Instruction in co-teaching in the age of Endow F.  Behavior Modification. Doi: 10.1177/0145445519836071

    *Kennedy, M. J., Rodgers, W. J., Romig, J. E., Mathews, H. M., Peeples, K., (2018). Introducing the content acquisition podcast professional development (CAP-PD) process: Supporting vocabulary instruction for inclusive middle school science teachers.  Teacher Education & Special Education, 41, 140-157doi: 10.1177/0888406417745655

    *Kennedy, M. J., Rodgers, W. J., Romig, J. E., Lloyd, J. W., & Brownell, M. T. (2017). The impact of a multimedia professional development package on inclusive science teachers’ vocabulary instruction.  Journal of Teacher Education, 68, 213-230.  doi: 10.1177/0022487116687554

    *Holbrook, Jennifer, "The Effects of an Online Coaching Model on Secondary Co-teaching Teams in Algebra" (2017). Electronic Theses and Dissertations. 5561. https://stars.library.ucf.edu/etd/5561

    Kennedy, M. J., Rodgers, W. J., Gressick, W. T., Romig, J. E., Alves, K. D. (2017). The classroom teaching (CT) scan: A flexible observation tool for general and special education. In D. Edyburn (Ed.) Advances in Special Education Technology: App development in special education.Bingley, United Kingdom, Emerald Publishing Group. 

    * = Study where the CT Scan was used as dependent measure or part of independent treatment (or both)

  • Publications Related to Content Acquisition Podcasts - For Students

    * = Empirical Study

    VanUitert, V. J., Carlisle, L. M., Kunemund, R., & Kennedy, M. J. (in press). Using technology to make science more accessible for students with disabilities. In X. Liu & P. Wachira (Eds.), Handbook of Research on Assistive Technologies in 21st Century Classrooms.

    *VanUitert, V. J., Kennedy, M. J., Romig, J. E., & Carlisle, L. M. (2020). Enhancing science vocabulary knowledge of students with learning disabilities using explicit instruction and multimedia.  Learning Disabilities: A Contemporary Journal.

    Boyle, J., & Kennedy, M. J. (2019). Innovations in classroom technology for students with disabilities.  Intervention in School and Clinic, 55, 67-70doi: 10.1177/1053451219837716

    *Kennedy, M. J., Rodgers, W. J., Romig, J. E., Mathews, H. M., Peeples, K., (2018). Introducing the content acquisition podcast professional development (CAP-PD) process: Supporting vocabulary instruction for inclusive middle school science teachers.  Teacher Education & Special Education, 41, 140-157doi: 10.1177/0888406417745655

    Romig, J. E., Rodgers, W., Alves, K. D., & Kennedy, M. J. (2016). Open and free education resources for K-12 online and face-to-face classrooms. In S. Bryans-Bongey & K. Graziano (Eds.), Online Teaching in K-12: Models, Methods, and Best Practices for Teachers and Administrators (pp. 245-261). Information Today. 

    *Kennedy, M. J., Deshler, D. D., & Lloyd, J. W. (2015).  Effects of multimedia vocabulary instruction on adolescents with learning disabilities.  Journal of Learning Disabilities, 48, 22-38.  doi: 10.1177/0022219413487406

    *Kennedy, M. J., Thomas, C. N., Meyer, J. P., Alves, K. D., & Lloyd, J. W. (2014). Using evidence-based multimedia to improve vocabulary performance of adolescents with LD. Learning Disability Quarterly, 37, 71-86. doi: 10.1177/0731948713507262

    Kennedy, M. J., & Wexler, J. (2013). Helping students succeed within secondary-level STEM content—Using the “T” in STEM to improve literacy skills. Teaching Exceptional Children, 45(4), 26-33. 

    Kennedy, M. J., Lloyd, J. W., Cole, M., & Ely, E.  (2012).  Specially designed vocabulary instruction in the content areas: What does high quality instruction look like? Teaching Exceptional Children, 45(1), 7.  

  • Publications Related to Content Acquisition Podcasts - For Teachers

    * = Empirical Study

    Publications from Current or Past STORMED Team Members

    *Hirsch, S. E., Lloyd, J. W., & Kennedy, M. J. (2019). Professional development in practice: Improving novice teachers’ use of evidence-based classroom management practices. Elementary School Journal, 120, 61-87.   

    *Peeples, K. N., Hirsch, S. E., Gardner, S. J., Keeley, R. G., Sherrow, B. L., McKenzie, J. M., Randall, K. N., Romig, J. E., & Kennedy, M. J. (2019).  Using multimedia instruction and performance feedback to improve preservice teachers’ vocabulary instruction.  Teacher Education & Special Education, 42, 227-245doi: 10.1177/0888406418801913

    *Thomas, C. N., Peeples, K. N., Kennedy, M. J., & Decker, M. (2019). Riding the special education technology wave: Policy, obstacles, recommendations, actionable ideas, and resources. Intervention in School and Clinic. 54, 295-303doi: 10.1177/1053451218819201

    *Kennedy, M. J., Rodgers, W. J., Romig, J. E., Mathews, H. M., Peeples, K., (2018). Introducing the content acquisition podcast professional development (CAP-PD) process: Supporting vocabulary instruction for inclusive middle school science teachers.  Teacher Education & Special Education, 41, 140-157doi: 10.1177/0888406417745655

    *Romig, J. E., Sundeen, T., Thomas C. N., Kennedy, M. J., Philips, J., Peeples, K., Rodgers, W. J., & Mathews, H. M. (2018).  Using multimedia to teach self-regulated strategy development to pre-service teachers.  Journal of Special Education Technology, 33, 124-137. doi: 10.1177/0162643417746373

    *Alves, K. A., Kennedy, M. J., Kellems, R. O., Wexler, J., Rodgers, W. J., Romig, J. E., & Peeples, K. N. (2018). Improving preservice teacher vocabulary instruction: A randomized controlled trial. Teacher Education & Special Education, 41, 340-356doi: 10.1177/0888406417727044

    *Kennedy, M. J., Rodgers, W. J., Romig, J. E., Lloyd, J. W., & Brownell, M. T. (2017). The impact of a multimedia professional development package on inclusive science teachers’ vocabulary instruction.  Journal of Teacher Education, 68, 213-230.  doi: 10.1177/0022487116687554

    *Kennedy, M. J., Hirsch, S. E., Rodgers, W. J., Bruce, A., & Lloyd, J. W. (2017). Supporting high school teachers’ implementation of evidence-based classroom management practices.Teaching and Teacher Education. 63, 47-57. doi: 10.1016/j.tate.2016.12.009

    *Park, E., Kulbok, P., Keim-Malpass, J., Drake, E., & Kennedy, M. J. (2017). Adolescent smoking prevention: Feasibility and effect of participatory video production. Journal of Pediatric Nursing, 36, 197-204. doi: 10.1016/j.pedn.2017.07.001

    *Kennedy, M. J., Wagner, D., Stegall, J., Lembke, E., Miciak, J., Alves, K. D., Brown, T., Driver, M. K., & Hirsch, S. E. (2016). Using content acquisition podcasts to improve teacher candidate knowledge and application of curriculum-based measurement. Exceptional Children, 82, 303-320. doi: 10.1177/0014402915615885

    *Kennedy, M. J., Alves, K. D., Miciak, J., Romig, J. E., Mathews, H. M. & Thomas, C. N. (2016). Evaluating the relationship between naturalistic content acquisition podcast views and course performance. Teacher Education and Special Education39, 293-307. doi: 10.1177/0888406416659529

    *Kennedy, M. J., Hirsch, S. E., Dillon, S. E., Rabideau, L., Alves, K. D., & Driver, M. K. (2016). Using multimedia to increase university students’ knowledge and to reduce perceived cognitive load. Teaching of Psychology, 43, 153-158. doi: 10.1177/0098628316636295

    *Weiss, M. P., Evmenova, A., Kennedy, M. J., & Duke, J. (2016). Creating content acquisition podcasts (CAPs) for vocabulary: The intersection of content and pedagogy. Journal of Special Education Technology. doi: 10.1170/0162643416673916

    Kennedy, M. J., Alves, K. D., & Rodgers, WJ. (2015). Innovations in the delivery of content knowledge in special education teacher preparation. Intervention in School and Clinic, 51, 73-81. doi: 10.1177/1053451215579268

    Kennedy, M. J., Kellems, R. O., Thomas, C. N., & Newton, J. R. (2015). Using content acquisition podcasts to deliver core content to preservice teacher candidates.  Intervention in School and Clinic, 50, 163-168.  doi: 10.1177/1053451214542046

    *Hirsch, S. D., Kennedy, M. J., Haines, S., Thomas, C. N., &Alves, K. D. (2015). Improving teacher candidate knowledge and application of functional behavioral assessments using multimedia. Behavioral Disorders, 41, 38-50. doi: 10.17988/0198-7429-41.1.38

    *Ely, E., Pullen, P., Kennedy, M. J., & Williams, M. C., (2015).  Using multimedia to improve evidence-based vocabulary instruction in elementary classrooms. Journal of Special Education Technology, 30, 59-72.

    *Sayeski, K. L., Kennedy, M. J., de Irala, S., Clinton, E., Hamel, M., & Thomas, K. (2015). The efficacy of multimedia modules for teaching basic literacy-related concepts. Exceptionality, 23, 237-257. doi: 10.1080/09362835.2015.1064414

    *Kennedy, M. J., Thomas, C. N., Aronin, S., Newton, J. R., & Lloyd, J. W. (2014).  Improving teacher candidate knowledge using content acquisition podcasts. Computers & Education70, 116-127. doi:10.1016/j.compedu.2013.08.010

    * Ely, E., Kennedy, M. J., Pullen, P., Williams, M. C., & Hirsch, S. E. (2014). Improving instruction of future teachers: A multimedia approach that supports implementation of evidence-based vocabulary practices. Teaching and Teacher Education, 44, 35-43. doi: 10.1016/j.tate.2014.07.012

    *Ely, E., Pullen, P., & Kennedy, M. J., Hirsch, S. E., & Williams, M. C. (2014).  Use of instructional technology to improve preservice teacher knowledge of vocabulary instruction. Computers & Education, 75, 44-52. doi: 10.1016/j.compedu.2014.01.013.

    *Driver, M. K., Pullen, P. C., Kennedy, M. J., Williams, M. C., & Ely, E. (2014). Using instructional technology to improve preservice teachers’ knowledge of phonological awareness. Teacher Education and Special Education, 37, 309-329.  doi: 10.1177/0888406414537902

    *Kennedy, M. J., Aronin, S., Newton, J. R., O’Neal, M., & Thomas, C. N. (2014). Creating multimedia-based vignettes with embedded evidence-based practices: A tool for supporting struggling learners.  Journal of Special Education Technology, 29(4), 15-30.  

    *Kennedy, M. J., Driver, M. K., Pullen, P. C., Ely, E., & Cole, M. T. (2013).  Improving teacher candidates’ knowledge of phonological awareness: A multimedia approach. Computers & Education. 64, 42-51. doi: 10.1016/j.compedu.2013.01.010

    *Kennedy, M. J., & Thomas, C. N.  (2012).  Effects of content acquisition podcasts to develop preservice teachers’ knowledge of positive behavioral interventions and supports. Exceptionality, 20. 1-19. doi: 10.1080/09362835.2011.611088

    *Kennedy, M. J., Newton, J. R., Haines, S., Walther-Thomas, C., & Kellems, R. O.  (2012). A triarchic model for teaching “introduction to special education”: Case studies, content acquisition podcasts, and effective feedback. Journal of Technology and Teacher Education, 20, 251-275. 

    *Kennedy, M. J., Ely, E., Thomas, C. N., Pullen, P. C, Newton, J. R, Ashworth, K, Cole, M, T., & Lovelace, S. P. (2012).  Using multimedia tools to support teacher candidates’ learning.Teacher Education and Special Education, 35, 243-257. doi: 10.1177/0888406412451158

    *Kennedy, M. J., Hart, J. E., & Kellems, R. O. (2011).  Using enhanced podcasts to augment limited instructional time in teacher preparation.  Teacher Education and Special Education, 34, 87-105. doi: 10.1177/0888406410376203


    Publications Using CAPs from Unaffiliated Scholars

    McNamara, S. W., Brian, A., & Bittner, M. (2021). Content Acquisition Podcasts and Preservice Physical Educators’ Knowledge and Self-Efficacy Toward Teaching Students With Visual Impairments. Journal of Teaching in Physical Education, 1(aop), 1-8. https://doi.org/10.1123/jtpe.2020-0228

    Miller, R. D., & Uphold, N. (2021). Using Content Acquisition Podcasts to Improve Preservice Teacher Use of Behavior-Specific Praise. Teacher Education and Special Education, 44(4), 300-318. http://dx.doi.org.proxy01.its.virginia.edu/10.1177/0888406421994336

    *Firestone, A., & Rodl, J. (2020). Integrating with purpose: Leveraging content acquisition podcasts to enhance preservice teachers’ knowledge of positive behavior interventions and supports with three different instructional conditions.  Journal of Technology and Teacher Education, 28(1), 5-32. https://www.learntechlib.org/primary/p/210406/

    *Hirsch, S. E., Chow, J. C., & Randall, K. N. (2020). Evaluating the effect of embedded responses in multimedia-based instruction with preservice teachers. Behavioral Disorders. Doi: 10.1177/0198742920911178

    *McNamara, S. W. T., Wilson, K. R., & Petersen, A. (2020). Content acquisition podcasts’ impact on preservice teachers’ understanding of language and disability. British Journal of Educational Technology. https://doi.org/10.1111/bjet.12927

    *McNamara, S., Dillon, S., Becker, K., Healy, S., & Trujillo-Jenks, L. (2020). The impact of podcasts on special education administrators’ understanding of adapted physical education services.  International Journal of Disability, Development and Education. DOI: 10.1080/1034912X.2020.1731437

    True Daley, J. (2020). Chapter 15: Content acquisition podcasts: Evidence-based presentations for online literacy instruction. In R. Karchmer-Klein & K. E. Pytash (Eds.) Effective Practices in Online Teacher Preparation for Literacy Educators (pp. 307-325). DOI: 10.4018/978-1-7998-0206-8.ch015

    Green, K. B. (2019). Increasing relevancy and learning through audio-visual content acquisition podcasts.  Engaged Student Learning: Essays on Best Practices in the University System of Georgia, 1, 23-25.

    *Green, K. B., Stuckey, A., Towson, J. A., Robbins, S. H.m & Bucholz, J. L. (2019). Special education preservice teacher knowledge of mathematics methods: The effects of content acquisition podcasts (CAPs).  Journal of Special Education Technology. 10.1177/0162643419854494

    *Carlisle, A. A., Thomas, C. N., & McCathren, R. B. (2016). The effectiveness of using a content acquisition podcast to teach phonological awareness, phonemic awareness, and phonics to preservice special education teachers. Journal of Special Education Technology, 31, 87-98. Doi: 10.1177/0162643416651723

    *Williams, Caroline Elizabeth, "Enhancing Scientific Comprehension Through Content Acquisition Podcasts" (2016). Theses and Dissertations. 6552. https://scholarsarchive.byu.edu/etd/6552