James Thompson, Ph.D.

James R. Thompson, Ph.D.

James Tompson, Ph.D.

James R. Thompson, Ph.D. has over 30 years of experience in the field of developmental disabilities as a direct support professional, special educator, rehabilitation counselor, teacher educator, and researcher. He has authored or co-authored over 70 books, book chapters, monographs, and articles in professional journals, and has directed multiple federal and state funded research and model demonstration projects. His primary research focus for the past 15 years has been on support needs assessment and planning with children and adults with intellectual disability and related developmental disabilities. He is the lead author of American Association on Intellectual and Developmental Disabilities’ Supports Intensity Scales (both the adult version and the children’s version), the first assessment tools to provide standardized measures of the support needs of people with disabilities. The Supports Intensity Scales have been translated and published in 13 languages, and are being used throughout the United States and world.

Dr. Thompson serves as a Professor in the Department of Special Education, Senior Scientist at the Beach Center on Disability, and Associate Director of the Kansas University Center on Developmental Disabilities. He has previously served on the Board of Directors for the AAIDD and the Council for Exceptional Children’s Autism and Developmental Disabilities Division.


Professor Senior Scientist,
School of Education


Ph.D., Educational Psychology, University of Minnesota, 1994
M.S. in Ed., Educational Administration, Illinois State University, 1989
B.S. in Ed., Special Education, Illinois State University, 1980

Contact Information

Address

Joseph R Pearson Hall 514
University of Kansas
Lawrence, KS 66044

Research Interests

  • Support needs assessment and planning
  • Alternative assessment
  • Social-ecological models of disability
  • Intellectual disability

James R. Thompson is recognized as an international expert in support needs assessment and planning with children and adults with intellectual disability and related developmental disabilities. He is the lead author of American Association on Intellectual and Developmental Disabilities’ Supports Intensity Scales (both the adult version and the children’s version), the first assessment tools to provide standardized measures of the support needs of people with disabilities. The Supports Intensity Scales have been translated and published in 13 languages, and are being used throughout the United States and world.

Professional Service

Dr. Thompson serves as editor of the professional journal, Intellectual and Developmental Disabilities. Additionally, he is a visiting professor at HoGent College in Ghent, Belgium where he consults with faculty members on disability issues at the EQUAL Center.

Recent Publications

Thompson, J. R., Shogren, K. A., Seo, H., Wehmeyer, M. L., & Lang, K. M. (in press). Creating a SIS-A Annual Review Protocol to determine the need for reassessment. Intellectual and Developmental Disabilities.

Thompson, J. R., Wehmeyer, M. L., Hughes, C., Shogren, K. A., Little, T. D., Seo, H., & Schalock, R. L. (2016). Supports Intensity Scale – Children’s Version: Users Manual. Washington, DC: American Association on Intellectual and Developmental Disabilities.

Seo, H., Shogren, K. A, Little, T. D, Thompson, J. R, & Wehmeyer, M. L (2016). Construct Validation of the Supports Intensity Scale - Children and Adult Versions: An Application of a Pseudo Multitrait-Multimethod Approach. American Journal of Intellectual and Developmental Disabilities 121(6), 550-563. DOI:10.1352/1944-7558-121.6.550

Simões, C., Santos, S., Biscaia, R., & Thompson, J. R. (2016). Understanding the relationship between Quality of Life, Adaptive Behavior, and Support Needs. Journal of Developmental and Physical Disabilities28, 849-870. DOI:10.1007/s10882-016-9514-0

Verdugo, M. A, Arias, B., Guillen, V. M, Seo, H., Shogren, K. A, Shaw, L. A, & Thompson, J. R (2016). Examining age-related differences in support needs on the Supports Intensity Scale – Children’s Version – Spanish Translation. International Journal of Clinical and Health Psychology16(3), 306-314. DOI:10.1016/j.ijchp.2016.06.002

Thompson, J. R., Bryant, B., Schalock, R. L., Shogren, K. A., Tassé, M.J., Wehmeyer, M. L. ….. Rotholz, D. A. (2015). Supports Intensity Scale – Adult Version: Users Manual. Washington, DC: American Association on Intellectual and Developmental Disabilities.

Thompson, J. R., Schalock, R. L., Agosta, J., Teninty, L., & Fortune, J. (2014). How the supports paradigm is transforming the developmental disabilities service system. Inclusion, 2, 86-99. doi: 10.1352/2326-6988-2.2.86

Thompson, J. R. (2013). Presidential Address - Race to catch the future. Intellectual and Developmental Disabilities51, 512-521. doi: 10.1352/1934-9556-51.6.512

Presentations

Thompson, J., Walker, V. & DeSpain, S. (04/22/2017 - 04/22/2017). Evaluating support needs and implementing mand training with an elementary-age student with severe disabilities. Council for Exceptional Children Convention and Expo. Boston, MA. Available Here

Smith, P. & Thompson, J. (04/21/2017 - 04/21/2017). Attitudes towards diverse learners in a representative school district. Council for Exceptional Children Convention and Expo. Boston

Thompson, J. (06/30/2016). The Supports Paradigm: Why understanding people with disabilities by their support needs changes everything. MAT Á STUDNINGSÞÖF FATLADRA Supports Intensity Scale (SIS). Reykjavik, Iceland. Available Here

Thompson, J., Shogren, K. & Wehmeyer, M. (06/08/2016). Introducing the SIS-A Annual Review Protocol. 140th Annual Meeting of the American Association on Intellectual and Developmental Disabilities. Atlanta, GA

Projects

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Teaching

Teaching and learning should be a source of joy for both my students and myself at the University of Kansas. This does not mean that I want my courses to be fun, although it is OK for a course to be fun for everyone. Rather, my goal is for students to get their "learning joy" from the energy and personal satisfaction that comes from meaningful intellectual engagement and personal growth. The joy of learning and joy of teaching have a reciprocal relationship, and I get my "teaching joy" when I see students acquiring new knowledge, competencies, and perspectives.

Teaching Interests

  • Special education
  • Low-incidence disabilities
  • Transition