Profile

Dr. Shanley’s research interests are nested broadly within the fields of numerical cognition and special education. Her primary line of inquiry involves identifying factors associated with mathematics development among at-risk students. Within this frame, much of her current work focuses on how students acquire early number concepts with the aim of improving intervention response via increasingly efficient screening processes and targeted intervention practices. Dr. Shanley is currently working to forge multi-disciplinary research partnerships in education, cognitive science, and neuropsychology to better understand early mathematics development and factors that affect responsiveness to intervention.