Lysandra Cook

Professor of Education

  • Ph.D., Kent State University, 2007
  • M.Ed., University of California, Santa Barbara, 1999
  • B.A. (Hons.), University of California, Santa Barbara, 1991

Lysandra Cook, Ph.D. is a professor and coordinator of the special education program at the University of Virginia. Before completing her Ph.D. at Kent State University, she completed her BA in Psychology, elementary and special education licensure, and master’s in education with an emphasis in Special Education at the University of California in Santa Barbara. Prior to returning to higher education, she was a middle school special education teacher for six years, three in a residential facility and three in public school. Her scholarship interests revolve around the translation of research to practice in special education, including issue related to (a) identification and implementation of evidence-based practices, (b) guidance for pre- and in-service special education teachers to be critical consumers of research, and (c) high-quality teacher preparation.

Ask me about the many paths to teaching students with disabilities!

Funded Grant Activity:

Project VIDEO

A Master’s Degree Program in Special Education Available at the University of Virginia

Funded by the Office of Special Education Programs (OSEP)

Do you have a bachelor’s degree and desire to become a special education teacher?  Do you have an interest in learning how to teach students to read? Project VIDEO could be for you! We have funding to provide $12,000 fellowships to well-qualified individuals seeking to become special education teachers or speech-language pathologists who will work in schools. 

The purpose of Project VIDEO (Virginia Intensification for Individuals with Dyslexia who need Explicitness and Ongoing Tiered Supports) is to collaboratively prepare special education teachers alongside speech-language pathologists (SLPs).  This project is funded by the Office of Special Education Programs (OSEP) within the U.S. Department of Education (Grant # H325K190048).  Like most states, Virginia (VA) has a critical shortage of certified special educators and SLPs; this shortage contributes to students with disabilities (SWD) experiencing among the worst academic outcomes of any student group (Virginia Department of Education, 2019). 

Each supported scholar pursuing licensure will receive a $12,000 fellowship to help address financial barriers to entering the field. The fellowship will be applied directly to the student account. Other fellowships, scholarships and awards are also available. Scholars who accept funding from the federal government are expected to work with students with disabilities in schools for at two years for every one year they accept funding.  

Questions?  Email Project Director Dr. Lysandra Cook at Apply today! Co-Principal Investigators on the project are Dr. Michael Kennedy, Dr. LaVae Hoffman, and Dr. Emily Solari.

Selected Publications

(for full list see linked vita)

  • Leko, M. M., Cook, B. G., & Cook, L. (2021). Qualitative methods in special education research. Learning Disabilities Research & Practice, 36(4), 278-286.
  • Steele, J. S., Cook, L., & Ok, M. W. (2021). What Makes Co-Teaching Work in Higher Education? Perspectives from a Merged Teacher Preparation Program. Issues in Teacher Education30(1/2), 4-31.
  • Cook, S. C., Collins, L. W., Madigan, J., McDuffie-Landrum, K, & Cook, L. (2021). Coaching Co-teachers: Increasing specialized instruction in inclusive settings. Teaching Exceptional Children, online first.
  • Sanetti, L. M., Cook, B. G., & Cook, L. (2021). Treatment Fidelity: What it is and why it matters. Learning Disabilities Research & Practice36(1), 5-11
  • Therrien, W. J., Cook, B. G., & Cook, L. (2020). Utilizing meta-analyses to guide practice: A primer. Learning Disabilities Research & Practice35(3), 111-117.
  • Cook, B. G., Collins, L. W. Cook, S. C., & Cook, L. (2019). Evidence-based reviews: How evidence-based practices are systematically identified. Learning Disabilities Research & Practice.
  • Beahm, L. A., Cook, B. G., & Cook, L. (2019). Proceed with caution: Using web-based resources for instructing students with and at risk for EBD. Beyond Behavior, 28(1), 13-20.
  • Maggin, D. M., Cook, B. G., & Cook, L. (2019). Making sense of single-case design effect sizes. Learning Disabilities Research & Practice, 34(3), 124-133.
  • Cook, B. G., Cook, L., & Therrien, W. J. (2018). Group-difference effect sizes: Gauging the practical importance of findings from group-experimental research.  Learning Disabilities Research & Practice, 33(2), 56-63.
  • McDougall, D., Heine, R. C., Wiley, L. A., Sheehey, M. D., Sakanashi, K. K., Cook, B. G., & Cook, L. (2017). Meta-analysis of behavioral self-management techniques used by students with disabilities in inclusive settings. Behavioral Interventions. 32, 399-417.
  • Travers, J. C., Cook, B. G., & Cook, L. (2017). Null hypothesis significance testing and p-values. Learning Disabilities Research & Practice32, 208-215.
  • Cook, B. G., & Cook, L. (2017). Sampling and special education research: Examining whether and how study results apply to you. Learning Disabilities: Research & Practice. 32, 78-84.
  • Cook, B. G., & Cook, L. (2016). Research designs and special education research: Different designs address different questions. Learning Disabilities: Research & Practice, 31, 190-198.
  • Cook, B. G., & Cook, L. (2016). Leveraging evidence-based practice through partnerships based on practice-based evidence. Learning Disabilities: A Contemporary Journal14(2), 143-157.
  • Cook, S. C., Cook, B. G., & Cook, L. (2016). Classifying the evidence base of Classwide Peer Tutoring for students with high incidence disabilities. Exceptionality.
  • Cook, B. G., Collins, L. W., Cook, S. E., & Cook, L. (2016). A replication by any other name: A systematic review of replicative intervention studies. Remedial and Special Education 37, 223-234. https://doi: 10.1177/0741932516637198
  • Cook, B. G., Tankersley, M., Cook, L., & Landrum, T. J. (2015). Republication of “evidence-based practices in special education: Some practical considerations”. Intervention in School and Clinic50, 310-315. https://doi: 10.1177/1053451214532071.