جست‌وجوی استاد و پژوهشگر

Joseph Englerمشاهده پروفایل

استاد

• Preschool assessment
• Critical evaluation of psychometric tests
• Parental involvement
• +۲ مورد دیگر

Joseph Engler is a Professor and Program Director in the School Psychology program at Gonzaga University's School of Education. His work focuses on educational assessment and psychometric methods. University: Gonzaga University Academic Rank: Professor Department: School Psychology Research Interests: Dr. Engler specializes in preschool assessment, critical evaluation of psychometric tests, and parental involvement in educational psychology. His research bridges theoretical frameworks with practical applications in early childhood evaluation. Publications: He has published extensively on cognitive assessment methodologies, legal/ethical testing frameworks, and measurement error analysis in educational contexts. Key themes include psychometric rigor and developmental appropriateness.

Susan Rubyمشاهده پروفایل

استاد

• Multi-tiered Systems of Support (MTSS)
• Social and Emotional Learning
• Specific Learning Disabilities (SLD) Identification
• +۳ مورد دیگر

Susan Ruby is a Professor in the School Psychology Program at Eastern Washington University, where she coordinates the graduate certificate in Social and Emotional Learning for Educational Equity. Her expertise focuses on integrating academic and social-emotional-behavioral supports through MTSS frameworks with an equity lens. She actively contributes to state-level initiatives, including serving on the OSPI SLD Cadre and as a faculty member for the Washington Administrators Improving MTSS Project. Since 2006, Dr. Ruby has been a key figure in Washington State’s systems change efforts, including roles in RTI/MTSS advisory committees and developing state training manuals like Using the NCRTI Integrity Rubric . She is a certified trainer for NASP’s PREPaRE Workshops on school safety and mental health crisis interventions. Her work with the American Institute for Research (AIR) since 2020 has involved validating MTSS implementation rubrics. Dr. Ruby teaches Academic Assessment in the School Psychology Program and is recognized as an expert in RTI methodologies for SLD identification. Her professional service includes roles as an RTI Evaluator for HB 2136 pilot projects and co-developing training materials with NEWESD 101.

Wendy Georganمشاهده پروفایل

استادیار

• Language Disorders
• Literacy Disorders
• Developmental Language Disorder (DLD)
• +۳ مورد دیگر

Wendy Georgan, Ph.D., CCC-SLP, is an Assistant Professor in the Department of Speech Language Pathology at the School of Health Sciences & Practice, New York Medical College. Her work focuses on identifying and supporting children with language and literacy disorders, particularly Developmental Language Disorder (DLD) and dyslexia in educational contexts. She also specializes in interprofessional education (IPE) design. Ph.D., Speech and Hearing Bioscience and Technology, Harvard University CCC-SLP, Speech-Language Pathology, MGH Institute of Health Professions B.S., Brain and Cognitive Science, Massachusetts Institute of Technology Dr. Georgan’s research emphasizes improving diagnostic frameworks and educational interventions for neurodevelopmental conditions. She has published extensively on the intersection of speech-language pathology and learning disability classifications. Her 2023 publication in the Journal of Speech, Language, and Hearing Research examines educational categorization of speech/language impairments versus specific learning disabilities. The study highlights inconsistencies in institutional practices affecting DLD and dyslexia identification. American Speech-Language-Hearing Association (ASHA) certification Dr. Georgan teaches courses on speech sound disorders, language disorders in children, and fluency disorders. She contributes to the foundational curriculum in speech-language pathology at NYMC.

• Cognitive Assessment
• Learning Disabilities
• Psychological Testing
• +۳ مورد دیگر

Dawn P. Flanagan is a Professor in the Department of Psychology at St. John's College of Liberal Arts and Sciences, St. John's University. Her expertise lies in cognitive assessment, learning disabilities, and psychometric test interpretation. Education: Ph.D., School Psychology, The Ohio State University (1992) M.A., School Psychology, The Ohio State University (1989) B.S., Psychology, University of Massachusetts at Amherst (1986) Dr. Flanagan specializes in applying the Cattell-Horn-Carroll (CHC) theory for cross-battery assessment, with a focus on diagnosing specific learning disabilities (SLD) through integrative cognitive and academic testing. Her work bridges response-to-intervention (RTI) frameworks with norm-referenced assessments. Recent publications highlight her ongoing contributions to CHC theory integration, cross-battery assessment software (X-BASS), and refining SLD identification models. Key themes include intelligence testing, educational diagnostics, and neuropsychological interpretation. She teaches graduate courses in psychoeducational assessment, learning disability diagnosis, and doctoral seminars on cognitive evaluation. Her professional work spans global presentations on non-discriminatory assessment and the Woodcock-Johnson scales.

Courtenay Barrettمشاهده پروفایل

دانشیار

• School Psychology
• Special Education
• Educational Psychology
• +۳ مورد دیگر

Courtenay Barrett is an Associate Professor in the Department of Counseling, Educational Psychology and Special Education at Michigan State University (MSU), where she also serves as a licensed psychologist in Michigan and a Nationally Certified School Psychologist. She holds a Ph.D. from the University of Maryland. Her research focuses on multi-tiered systems of support (MTSS), data-driven decision-making, and contextual factors influencing school psychology service delivery. Her work emphasizes bridging research and practice, particularly in evaluating the cost-effectiveness of evidence-based interventions and advancing methodological rigor in consultation studies. Barrett’s educational background includes a doctoral degree from the University of Maryland, complemented by practical experience as a school practitioner. Her awards include the 2016 Early Career Research Award (ECRA) and 2019 Early Career Scholar designation from the Society for the Study of School Psychology (SSSP). She collaborates closely with local school districts to address real-world challenges in special education and intervention fidelity. Her research highlights include studies on: Cost analysis of educational programs and interventions Racial dynamics in school-based consultation SLD identification methodologies Consultation communication skills training Barrett’s recent projects emphasize equity in education, including analyzing barriers to research dissemination in schools and advocating for social justice in literacy instruction. Her work frequently intersects with policy, aiming to inform scalable, cost-effective solutions for schools. Awards: Early Career Research Award (ECRA) - SSSP (2016) Early Career Scholar - SSSP (2019) Her advising and grants focus on collaborative projects with schools. She advocates for rigorous yet practical approaches to educational evaluation, ensuring research translates into actionable strategies for practitioners.

• Cognitive Abilities Assessment
• Specific Learning Disabilities Identification
• Teacher-Student Relationships
• +۳ مورد دیگر

Daniel Hajovsky is an Associate Professor in the Department of Educational Psychology at Texas A&M University, serving as Academic Program Chair and Director of Clinical Training for the School Psychology Program. He holds faculty affiliations with the Center on Disability and Development and Institute for Neuroscience. His research emphasizes cognitive assessment, specific learning disabilities (SLD) identification, and teacher-student relationship dynamics. Hajovsky employs latent variable and longitudinal modeling to analyze large-scale educational datasets. He earned a Ph.D. in School Psychology from the University of Kansas (2015) and a B.S. in Psychology from Texas A&M (2007). Courses taught include Clinical Neuropsychology, Individual Assessment of Child Intelligence, and Professional Internship in School Psychology. Key research interests include: Predictive validity of cognitive abilities on academic skills Dynamic teacher-student relationship influences Cultural/developmental factors in educational outcomes SLD identification methodologies Recent publications explore cognitive-achievement relations across ability levels, gender differences in social skills development, and SLD decision-making frameworks. He has received prestigious awards including the 2025 Ernie Goetz Mentoring Award and 2024 EPSY Outstanding Research Award. Hajovsky serves as Deputy Editor for the Journal of School Psychology and Associate Editor for the Journal of Psychoeducational Assessment .