The program will teach you to apply the scientist-practitioner model to school psychology. You will conduct empirical research. This will make you more marketable for employment or doctoral studies, as you'll have the skill to analyze data and assess programs within schools. Your quantitative, empirical study will result in a publishable paper, enabling you to showcase your work.
Our students regularly submit their research studies to national forums, and are frequently asked to present their findings at conferences. We feel that this is such an excellent opportunity for our students that we usually cover travel costs associated with attending the conferences to make a presentation.
Becoming adept at conducting your own research will strengthen your ability to make effective use of others’ research. This will enable you to more easily stay up-to-date with the current trends and constant changes in the field long after you graduate.
The following research projects were conducted by students in the Specialist in School Psychology program, under the direction of program faculty.
Father Involvement: Ethnic/race Differences and Their Role in Predicting Resilience Behaviors |
Valentina Libra |
The Why Try Program: A Structured Group Therapy Intervention for Academically Retained Students |
Taranda R. Ross |
Student Perceptions and Attitudes Regarding the Florida Comprehensive Assessment Test |
Anetra Bonner |
The Relationship between Bully-Victimization Experiences and Exceptional Student Populations |
Jeana Upschulte |
Prepubescent Children’s Sexual Behaviors and its Association with Access to Sexual Information: College Students Recall and Reports from School Officials |
Sandra Collie |
The Association between Video Game Violence and Aggressive Behavior in Children and Adolescents: Teacher Ratings of Aggression |
Rosa Leyva |
Progress Monitoring Children’s Response to Reading Interventions |
Gaby Delfino-Silva |
Gender Differences in the Impact of Bullying Intervention on Social Representation of Aggression |
Danielle Sanders |
An Evaluation of a Novel Teasing and Bullying Intervention Program in a Parochial Elementary School |
Janeann M. Lineman |
Growth Rates of Phonemic Awareness and Phonics Skills of Native and English Language Learners using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
Juliette Montoya |
Academic Achievement of Sub-Groups of Hispanic Students |
Claudia Arce |
English Language Proficiency as a Predictor of Hispanic Adolescents' Academic Aspirations |
Yanexy Vera |
The Impact of Motivation and Learning Strategy Use on Sixth Graders’ Reading Achievement |
Detra Bonner |
Translation of the Word Reasoning Subtest of the WISC-IV to Greek and Comparison Performance between Greek, Cypriot and American Children |
Christina Zafiris |
Interventions Designed to Promote Early Childhood Development |
Jenna Morhaim |
Children’s Perceptions of Parental Involvement |
Jasmine Reyner |
Role of Social Support on Teacher’s Self-efficacy and Referral Practices |
Sandra Riano |
Academic Support Services and African-American Male High School Student Athletes |
Tiombe-Bisa Kendrick |
