Shanon Taylor, Ed.D.

Professor of Special Education
Shanon Taylor professional photo


Shanon Taylor received her Ed.D. from the University of Memphis in 2003. She was hired as a non-tenured assistant professor at the University of Nevada, Reno in July 2002. She moved to a tenure-track position July 2006, received promotion to associate professor in 2013 and was promoted to professor in 2023. Her major areas of research interest are policy issues related to the provision of special education services in private schools and teacher education in special education. Within the field of special education, she focuses on behavior management, emotional/behavior disorders and autism, as well as issues related to doctoral studies in special education.

Taylor has taught 16 different courses in general special education, emotional/behavior disorders, autism and mixed-methods research. She has published more than 30 refereed and invited publications, including four chapters in Routledge’s Psychology in the Real World (2022), made over 60 professional presentations and obtained over $5 million in external grant funding. She is currently the project director of Project SELF (Special Education Leaders of the Future), a 325D Leadership preparation grant, with co-PIs Lindsay Diamond, Ph.D. and Randall Owen, Ph.D. She served as the project director of Certified Behavior Analysts for Nevada Schools (CBANS) from 2013-2019 and was a co-investigator on Early Childhood Hybrid Online Special Educator Education (ECHOSEE) with Ann Bingham, Ph.D. and Stephen Rock, Ph.D. from 2013-2019. She was also a co-director of the Nevada Collaborative Investment in Teaching Excellence (N-CITE) with Tammy Abernathy, Ph.D., a leadership preparation grant to fund special education doctoral students in preparation for the professoriate (2015-2020). She is currently the program coordinator and graduate director for special education and has also served as program coordinator for the Integrated Elementary Teaching Program. Taylor is a past editor of The Researcher (now Educational Research: Theory & Practice), the journal of the Northern Rocky Mountain Educational Research Association (NRMERA), and was president of NRMERA in 2015-16. She is an active member of the Council for Exceptional Children, the Council for Children with Behavioral Disorders, the Teacher Education Division (CEC), the Division on Autism and Developmental Disabilities (CEC), the Division for Research (CEC), NRMERA, and the Mixed Methods International Research Association. Her main research methodology involves the use of mixed-methods designs and online surveys, as well as qualitative research, primarily phenomenology.

Curriculum Vitae

Selected publications

(* indicates manuscripts completed with students)

Taylor, S. S. (revision submitted, 2023). School disturbance laws: What they are, how they are used, and how they impact students. SAGE Open.

Taylor, S. S. (2023, in progress for September 2024 publication date). Behavior management and social-emotional learning in inclusive classrooms. Cognella Publishing.

*Taylor, S. S., & Vega, S. A. (2023). Family engagement with students with emotional/behavioral disorders. In M. M. Musyoka & Guofeng Shen (Eds.), Advocating and Empowering Diverse Families of Students with Disabilities Through Meaningful Engagement. (pp. 290-313). IGI Global.

Taylor, S. S. (Fall 2023). Sexual health education and care for youth with disabilities: What providers should know. HIV Specialist, 15(3), 38-42.

Taylor, S. S. (2023). The need for trauma-informed care in higher education. Educational Research: Theory & Practice [Conference Proceedings Issue], 34(2), 86-94.

Taylor, S. S., & Abernathy, T. V. (2022). Sexual health education for youth with disabilities: An unmet need. In D. S. Sheriff (Ed.), Human Sexuality. DOI:10.5772/intechopen.104420

Taylor, S. S. (2022). Taking care of caregivers: Learning about secondary trauma, compassion fatigue, and burnout. In A Markelz, (Ed.), TED 2022 Conference Proceedings: Building Bridges (pp. 113-117). Teacher Education Division of the Council for Exceptional Children, Richmond, VA.

Taylor, S. S. (2022). Response cost. In R. A. R. Gurung, & A. S. Richmond (Eds.), Encyclopedia of  Psychology in the Real World: Education. Routledge.

Taylor, S. S. (2022). Punishment. In R. A. R. Gurung & A. S. Richmond (Eds.), Encyclopedia of Psychology in the Real World: Education. Routledge.

Taylor, S. S. (2022). Reinforcement. In R. A. R. Gurung & A. S. Richmond (Eds.), Encyclopedia of Psychology in the Real World: Education. Routledge.

Taylor, S. S. (2022). Behaviour disorders. In R. A. R. Gurung & A. S. Richmond (Eds.), Encyclopedia of  Psychology in the Real World: Education. Routledge.

*Maximoff, N., & Taylor, S. S. (2022). Restorative justice in education. In R. A. R. Gurung & A. S. Richmond (Eds.), Encyclopedia of Psychology in the Real World: Education. Routledge.

Taylor, S. S. (2021). Trauma informed-care in schools: A necessity in the time of COVID-19. Beyond Behavior, 30(3), 124-134. doi: 10.1177/10742956211020841

Taylor, S. S. (2020). When we make plans: Living fully in the world of emotional/behavioral disorders. RETHINKING Behavior, 3(2), 6-11.

*Hogue, L., & Taylor, S. S. (2020). A review of special education teacher caseload policies state by state: What impact do they have? Journal of Special Education Leadership, 33(1), 1-11.


  • EDSP 453/653: Behavior Management and Social/Emotional Learning
  • EDSP 632: Serving Individuals with Disabilities and Their Families
  • EDSP 700: Foundations in Special Education
  • EDSP 713: Behavior Disorders
  • EDSP 716: Interventions for Students with High-Intensity Learning & Behavior Needs
  • EDSP 772: Seminar in Special Education (Policy and Advocacy)
  • EDRS 755: Mixed Methods Research in Education
  • EDUC 741E: Emerging Issues in Education (Teacher Education Seminar)
  • EDUC 779: Doctoral Seminar in Education


  • Ed.D., The University of Memphis
  • M.Ed., Memphis State University
  • B.A., Christian Brothers University