2025-27 Cohort
Working with NCPMI faculty mentors, they will be involved in a variety of activities, including developing NCPMI documents, providing training, reviewing research, collaborating on research activities, and developing policy materials.
Kellie-Anne Brown Campbell
School Psychologist
Doctoral Student in Early Intervention and Early Childhood Special Education (EI/ECSE), University of Oregon
Mentor: Mary Louise Hemmeter
Kellie-Anne is a Masters level trained School Psychologist, from Kingston, Jamaica. She is currently a 2nd year PhD Special Education student at the University of Oregon, with an emphasis on Early Intervention and Early Childhood Special Education (EI/ECSE). She spent most of her 16-year School Psychology practice in Jamaica working in inclusive early childhood and primary level settings, both in public and private settings. Her career in education has spanned administrative roles such as Vice Principal and most recently Principal of an inclusive early childhood center, as well as an adjunct instructor for Special Education teacher preparation programs in Jamaica. She has dedicated her career to building the capacity of caregivers of young children with disabilities through outreach, professional and personal development workshops and offering consultation services to both private and public educational institutions and agencies in her home country. Her research interests are centered around the utilization of co-regulation strategies and effective coaching interventions for caregivers of children with developmental disabilities. She aspires to support EI/ECSE teacher preparation programs, preparing future educators to utilize social-emotional learning and family-centered practices and frameworks such as those embodied by the Pyramid Model.
Emily Holden
School Psychologist, Aurora Public Schools
Doctoral Student in Inclusive Early Childhood Education, University of Colorado at Denver
Mentor: Amy Hunter
Emily is an early childhood school psychologist in Aurora Public Schools who is currently pursuing a PhD in Education and Human Development with a concentration in Inclusive ECE through the University of Colorado at Denver. As a recipient of the OSEP-funded Project Mixer grant, she has focused her studies on the use of rigorous qualitative and mixed methodologies to answer complex questions in ECE. Emily is particularly interested in research focused on early childhood mental health supports, trauma-informed care in ECE settings, and compassion fatigue in early childhood professionals. Emily also serves on the Colorado Early Childhood Mental Health Consultation State Leadership Team.
Dr. Christy Miller
PBIS Facilitator and Educational Consultant
Mentor: Jackie Joseph
Dr. Christy Miller holds a dual B.S. in Early Childhood and Special Education and a MSEd in Professional Special Education from the College of Saint Rose, and a Ph.D. in Special Education from Liberty University. With over 20 years of experience in diverse educational settings including residential treatment, Head Start, special education preschools, and in-home services, she has worked a variety of roles including teacher, coach, and supervisor. Christy is passionate about supporting children, families, and educators through the lens of disability advocacy. Her dissertation research brought awareness of the social-emotional needs for young children with inherited bleeding disorders, who face unique challenges in accessing quality early childhood education. Ongoing, Christy’s research interests include anti-ableist practices, Pyramid Model implementation in family childcare homes and infant-toddler programs, and increasing accessibility in early childhood systems.
Molly Reilly
Board Certified Behavior Analyst (BCBA)
Doctoral Student in Special Education at the University of Connecticut
Mentor: Lise Fox
Molly Reilly is a doctoral student in Special Education at the University of Connecticut and a Board Certified Behavior Analyst (BCBA) serving in Birth to Three. She has over a decade of experience working with families and childcare providers of young children with disabilities. Molly’s experiences as an early intervention provider have highlighted the research-to-practice gap. Her research interests are coaching caregivers and childcare providers to implement the Pyramid Model and naturalistic language strategies to enhance the social-emotional and language development of all young children, particularly those from diverse and low-income communities.
Emily Webb
Research Assistant, University of Kentucky
Doctoral Student in Early Childhood Special Education at the University of Kentucky
Mentor: Beth Vorhaus
Emily Webb is pursuing a Ph.D in Special Education with an emphasis in early childhood education and applied behavior analysis. Prior to beginning her doctoral program, Emily received a Master’s degree in Interdisciplinary Early Childhood Education at the University of Kentucky through an interdisciplinary TIERS scholarship with special education and applied behavior analysis students. Emily is a certified Montessori early childhood teacher through the American Montessori Society and worked as a classroom teacher for 14 years. Her research interests include supporting teachers in implementing inclusive social and emotional curriculum in early childhood settings and inclusive emergent curriculum development. Emily was recipient of a 2024-25 Kentucky Leadership and Education in Neurodevelopmental Disabilities (LEND) fellowship.
