Megan E. Carpenter

Research Assistant Professor

Office:
Phone:
Email: mcarpe8@clemson.edu
Vita: Click Here

Educational Background

Ph.D. Special Education
University of North Carolina at Charlotte 2021

M.Ed. Special Education
University of North Carolina at Charlotte 2016

BS Special Education
Loyola University Chicago 2012

Profile

Megan E. Carpenter, Ph.D., BCBA-D is a Research Assistant Professor in the College of Education. She also is the principal investigator of the Behavior Alliance of South Carolina, a technical assistance project funded by the SC Department of Education. Dr. Carpenter’s scholarship focuses on supporting special educators and general educators to collaborate to design and implement supports, specifically positive behavioral supports, for students with extensive support needs (ESN) to promote access to and participation in general educational classrooms. She is also interested in how we can include input from students with extensive support needs into the design and implementation of behavior support plans they receive.

Courses Taught

EDSP 3700: Introduction to Special Education
EDSP 9360: Single Subject Research
EDSP 9350: Research in Special Education Teacher Preparation
EDSP 8760: Behavior Analytic Supervision
EDSP 8230: Teaching in Integrated Settings

Research Interests

Selected Recent Publications

Carpenter, M. E., Snodgrass, M., Walker, V. L., Pinczynski, M., & Harris, R. (2026). Assessment of social validity in function-based intervention research involving students with IDD: A prevalence review. Journal of Positive Behavior Interventions. [Advanced Online Publication]. https://doi.org/10.1177/10983007251389667

Carpenter, M. E., Brown, C. J., Hirsch, S. E., & Griffith, C. A. (2025). Who is on the BIP development team for students with IDD? A case study of one school district. Behavior Modification. [Advanced Online Publication]. https://doi.org/10.1177/01454455251397904

Carpenter, M. E., Stewart-Ginsburg, J., Johnson, H. N., Clausen, A., Kwiatek, S., & Anderson, A. (2025). General education faculty’s role in inclusive education. Research and Practice for Persons with Severe Disabilities, 50(3), 211-218. https://doi.org/10.1177/15407969251324167

Walker, V.?L., Carpenter, M. E., Hicks, T. A., Shogren, K. A., Reilly, A., Wehmeyer, M., Edyburn, D., & Hunter, J. (2025). Usability, acceptability, feasibility, and effectiveness of the Systematic Supports Planning Process.?Inclusion.?https://doi.org/10.1080/23266988.2025.2583713

Carpenter, M. E., Lo, Y., Walker, V. L., Masud, A. B., & Tapp, M. C. (2023). Effects of Check-in/Check-out on the behavior of students with autism spectrum disorder who have extensive support needs.?Psychology in the Schools.?Advance online publication.?https://doi.org/10.1002/pits.22934

Walker, V. L., Carpenter, M. E., Reilly, A. M., Masud, A. B., Nichols, M. E., & Harris, R. (2025). Intervention research on challenging behavior in inclusive school settings for students with extensive support needs: A systematic review. Research and Practice for Persons with Severe Disabilities. [Advanced Online Publication]. https://doi.org/10.1177/15407969251392218

Carpenter, M. E., Walker, V. L., Fredrick, D., & Edyburn, D. L. (2023). Systematically Planning Supports to Promote Access to and Meaningful Participation in General Education Settings for Students With IDD.?TEACHING Exceptional Children, 56(2), 90-97. https://doi.org/10.1177/00400599231182624