Meaghan's research and teaching interests lie at the intersection of special education research, practice, and policy, especially including implications for pre-service teacher preparation and early career supports. She focuses on effective coaching and professional development for teachers and other school-based practitioners to improve capacity, retention, and application of evidence-based practices. Dr. Devlin is particularly interested in the school-based application of behavior analytic strategies with a focus on proactive, positive behavior systems and strategies and the critical examination and social validity of evidence-based practices.

Meaghan recently began her role as a postdoctoral research associate leading the Inclusion and Behavior Support Team at TAMU Early Childhood Centers and conducting research in sustainable models of inclusive early childhood education. In this role, she collaborates with administration and teachers to strengthen instructional practices and implement positive behavior strategies that support the success of all children, with a particular focus on supporting neurodivergent students or those with or suspected of having disabilities.