Complete ADOS-2 testing

Lead and coordinate the Psychological Services and Educational Assessment team to improve functionality and maintain progress. Supervise six assessors (psychologists, certified psychological assistants, and educational diagnosticians) as well as Assessment Coordinator. Directly responsible for all daily non-business operations. Supervise all assessment and psychological services staff members to ensure productivity, efficiency, and professional growth and improvement. Enact and hold the staff… Show more Lead and coordinate the Psychological Services and Educational Assessment team to improve functionality and maintain progress. Supervise six assessors (psychologists, certified psychological assistants, and educational diagnosticians) as well as Assessment Coordinator. Directly responsible for all daily non-business operations. Supervise all assessment and psychological services staff members to ensure productivity, efficiency, and professional growth and improvement. Enact and hold the staff accountable to the Company's mission. beliefs, and values. Make sure all company policies, operating practices, and procedures are understood and enforced at all times. Work closely with administrative staff to ensure the best practices for clinical, clerical, and administrative functions. Collaborate with team members to define and achieve the objectives of the assessment and psychological services department regarding staffing and marketing needs. Develop and review testing programs/services to improve the business. Set and reach goals for each program. Supervise training of new employees within the department. Conduct psychoeducational assessments of children, adolescents, and adults; evaluations referred by primary care physicians for purposes of impairment, i.e. behavioral/psychiatric problems, ADHD, and learning disabilities. Administer, score, and interpret a comprehensive battery of psychoeducational instruments, conduct clinical interviews, review medical and educational records, complete integrated written reports, develop recommendations, and provide feedback to families and professionals. Show less

Conduct psychoeducational assessments of children, adolescents, and adults; evaluations referred by primary care physicians for purposes of impairment, i.e. behavioral/psychiatric problems, ADHD, and learning disabilities. Administer, score, and interpret a comprehensive battery of psychoeducational instruments, conduct clinical interviews, review medical and educational records, complete integrated written reports, develop recommendations, and provide feedback to families and professionals.

Served as a school psychologist for a rural school system on a contractual basis. Provided services to an elementary school. Conducted comprehensive initial and re-evaluations and communicated results. Conducted assessments for students suspected of having a range of educational disabilities. Participated in Individual Education Plan (IEP) Team meetings in collaboration with general education teachers, administrators, and other professionals. Participated in pre-referral Student Support Team… Show more Served as a school psychologist for a rural school system on a contractual basis. Provided services to an elementary school. Conducted comprehensive initial and re-evaluations and communicated results. Conducted assessments for students suspected of having a range of educational disabilities. Participated in Individual Education Plan (IEP) Team meetings in collaboration with general education teachers, administrators, and other professionals. Participated in pre-referral Student Support Team (S-Team) meetings in collaboration with parents, general education teachers, administrators (principal and assistant principal), and other professionals. These meetings were designed to identify students’ strengths and needs, determine appropriate interventions, monitor the progress of interventions, and determine if special education evaluations were warranted. At these meetings, determinations were made, based on data, whether the child should be referred for a special education evaluation. Provided academic and behavioral consultative services. Show less

Served as a school psychologist for Tennessee Virtual Academy. Conducted comprehensive initial and re-evaluations and communicated written results. Conducted assessments for students suspected of having a range of educational disabilities. Participated in Individual Education Plan (IEP) Team meetings in collaboration with general education teachers, administrators, and other professionals.

Served as a school psychologist for a large, diverse school system. Provided services to elementary and middle schools. Conducted comprehensive initial and re-evaluations and communicated results. Conducted assessments for students suspected of having a range of educational disabilities. Participated in Individual Education Plan (IEP) Team meetings in collaboration with general education teachers, administrators, and other professionals. Participated in RTI Data Team and SST Team meetings. At… Show more Served as a school psychologist for a large, diverse school system. Provided services to elementary and middle schools. Conducted comprehensive initial and re-evaluations and communicated results. Conducted assessments for students suspected of having a range of educational disabilities. Participated in Individual Education Plan (IEP) Team meetings in collaboration with general education teachers, administrators, and other professionals. Participated in RTI Data Team and SST Team meetings. At these meetings, team members collaborated to provide suggestions for interventions, reviewed data to determine if current interventions were successful or required modifications, determined appropriate Tier placement for students, and provided other support to educators. Participated in Referral Team meetings. At these meetings with parents, determinations were made, based on data, whether the child should continue with current interventions or be referred for a special education evaluation. Provided academic and behavioral consultative services. Attended Core Team meetings for students with autism. Conducted Functional Behavior Assessments and developed Behavior Intervention Plans. Show less

Served as a school psychologist for two elementary schools. Provided services to elementary and middle schools. Conducted comprehensive initial and re-evaluations and communicated results. Conducted assessments for students suspected of having a range of educational disabilities. Participated in Individual Education Plan (IEP) Team meetings in collaboration with general education teachers, administrators, and other professionals. Participated in RTI Data Team and SST Team meetings. At these… Show more Served as a school psychologist for two elementary schools. Provided services to elementary and middle schools. Conducted comprehensive initial and re-evaluations and communicated results. Conducted assessments for students suspected of having a range of educational disabilities. Participated in Individual Education Plan (IEP) Team meetings in collaboration with general education teachers, administrators, and other professionals. Participated in RTI Data Team and SST Team meetings. At these meetings, team members collaborated to provide suggestions for interventions, reviewed data to determine if current interventions were successful or required modifications, determined appropriate Tier placement for students, and provided other support to educators. Participated in Referral Team meetings. At these meetings with parents, determinations were made, based on data, whether the child should continue with current interventions or be referred for a special education evaluation. Provided academic and behavioral consultative services. Attended Core Team meetings for students with autism. Conducted Functional Behavior Assessments and developed Behavior Intervention Plans. Show less

Conduct psychological, psychoeducational, and neuropsychological assessments of children, adolescents, and adults; evaluations referred by neurologists and primary care physicians for purposes of impairment, i.e. behavioral/psychiatric problems, developmental disorders, Autism Spectrum Disorders, ADHD, and learning disabilities. Conduct evaluations of candidates for neuropsychological medical procedures, i.e. ITP, DBS. Administer, score, and interpret a comprehensive battery of psychological… Show more Conduct psychological, psychoeducational, and neuropsychological assessments of children, adolescents, and adults; evaluations referred by neurologists and primary care physicians for purposes of impairment, i.e. behavioral/psychiatric problems, developmental disorders, Autism Spectrum Disorders, ADHD, and learning disabilities. Conduct evaluations of candidates for neuropsychological medical procedures, i.e. ITP, DBS. Administer, score, and interpret a comprehensive battery of psychological, psychoeducational, and neuropsychological instruments, conduct clinical interviews, review medical and educational records, complete integrated written reports, develop recommendations, and provide feedback to families and professionals. Show less

Participate in diagnostic procedures as part of a multidisciplinary team with a focus on Fetal Alcohol Spectrum Disorders.

Online teaching of Social Psychology. Prepared and delivered curriculum for students taking online class. Graded assignments and gave feedback.

Conduct psychological and neuropsychological assessments of children, adolescents, and adults; evaluations referred by neurologists and primary care physicians for purposes of impairment, i.e. medical complaints, acquired neurological insult, behavioral/psychiatric problems, ADHD, learning disabilities, memory loss, and dementia. Conduct mental status evaluations. Conduct evaluations of candidates for neuropsychological medical procedures, i.e. ITP, DBS. Administer, score, and interpret a… Show more Conduct psychological and neuropsychological assessments of children, adolescents, and adults; evaluations referred by neurologists and primary care physicians for purposes of impairment, i.e. medical complaints, acquired neurological insult, behavioral/psychiatric problems, ADHD, learning disabilities, memory loss, and dementia. Conduct mental status evaluations. Conduct evaluations of candidates for neuropsychological medical procedures, i.e. ITP, DBS. Administer, score, and interpret a comprehensive battery of neuropsychological instruments, conduct clinical interviews, review medical and educational records, complete integrated written reports, develop recommendations, and provide feedback to families and professionals. Show less

Conduct neuropsychological assessments of children, adolescents, and adults; evaluations referred by neurologists and primary care physicians for purposes of impairment, i.e. medical complaints, acquired neurological insult, behavioral/psychiatric problems, ADHD, learning disabilities, memory loss, and dementia. Conduct mental status evaluations. Conduct evaluations of candidates for neuropsychological medical procedures, i.e. ITP, DBS. Administer, score, and interpret a comprehensive battery… Show more Conduct neuropsychological assessments of children, adolescents, and adults; evaluations referred by neurologists and primary care physicians for purposes of impairment, i.e. medical complaints, acquired neurological insult, behavioral/psychiatric problems, ADHD, learning disabilities, memory loss, and dementia. Conduct mental status evaluations. Conduct evaluations of candidates for neuropsychological medical procedures, i.e. ITP, DBS. Administer, score, and interpret a comprehensive battery of neuropsychological instruments, conduct clinical interviews, review medical and educational records, complete integrated written reports, develop recommendations, and provide feedback to families and professionals. Show less

Facilitate graduate courses at the University of Phoenix campus. Previously facilitated Psychology 475: Introduction to Psychological Tests and Measurements.

Served as a school psychologist for a large, diverse school system. Provided services to three elementary schools. Conducted comprehensive initial and re-evaluations and communicated results. Conducted assessments for students suspected of having a range of educational disabilities. Participated in Individual Education Plan (IEP) Team meetings in collaboration with general education teachers, administrators, and other professionals. Participated in Referral Team meetings. At these meetings… Show more Served as a school psychologist for a large, diverse school system. Provided services to three elementary schools. Conducted comprehensive initial and re-evaluations and communicated results. Conducted assessments for students suspected of having a range of educational disabilities. Participated in Individual Education Plan (IEP) Team meetings in collaboration with general education teachers, administrators, and other professionals. Participated in Referral Team meetings. At these meetings, determinations were made, based on data, whether the child should continue with current interventions or be referred for a special education evaluation. Provided academic and behavioral consultative services. Attended Core Team meetings for students with autism, as well as meetings to determine appropriate placement in Therapeutic Intervention classrooms. Conducted Functional Behavior Assessments and developed Behavior Intervention Plans. Served as a consultant for Response to Intervention (RTI) implementation in the district. Participated in District RTI Committee, as well as District Positive Behavioral Interventions and Supports (PBIS) Team. Prepared and delivered training in RTI to Sumner County school psychologists and Special Education teachers. Show less

Served as a consultant for Response to Intervention (RTI) implementation in the district. Participate in District RTI Committee, as well as District Positive Behavioral Interventions and Supports (PBIS) Team. Assisted in development of district RTI plan for approval by the Tennessee Department of Education. Compiled and analyzed district DIBELS data for past three years to assist in planning of RTI implementation. Created a library of materials on RTI, including state RTI manuals from each… Show more Served as a consultant for Response to Intervention (RTI) implementation in the district. Participate in District RTI Committee, as well as District Positive Behavioral Interventions and Supports (PBIS) Team. Assisted in development of district RTI plan for approval by the Tennessee Department of Education. Compiled and analyzed district DIBELS data for past three years to assist in planning of RTI implementation. Created a library of materials on RTI, including state RTI manuals from each state with an available manual. Prepare and deliver training in RTI to Sumner County school psychologists and Special Education teachers. Created a manual outlining the background of RTI, the districts’ RTI plan as approved by the State, and frequently asked questions related to RTI. Attended 2010 national leadership conference on PBIS and presented information at school psychologist team meeting. Consulted with School Support Team (SST) chairs at the middle school level to develop improvements to middle school SST process and address concerns. Prepared and delivered SST training to SST chairs and team members for all middle schools in the district. Develop forms and graphs for use in the RTI and SST processes. Show less

Served as a school psychologist for a large, diverse school system. Provided services to an elementary and two middle schools. Conducted comprehensive initial and re-evaluations and communicated results. Conducted assessments for students suspected of having a range of educational disabilities. Participated in Individual Education Plan (IEP) Team meetings in collaboration with general education teachers, administrators, and other professionals. Also participated in Referral Team meetings. At… Show more Served as a school psychologist for a large, diverse school system. Provided services to an elementary and two middle schools. Conducted comprehensive initial and re-evaluations and communicated results. Conducted assessments for students suspected of having a range of educational disabilities. Participated in Individual Education Plan (IEP) Team meetings in collaboration with general education teachers, administrators, and other professionals. Also participated in Referral Team meetings. At these meetings, determinations were made, based on data, whether the child should continue with current interventions or be referred for a special education evaluation. Provided academic and behavioral consultative services. Attended Core Team meetings for students in the Therapeutic Intervention Program classes (TIP), as well as meetings to determine appropriate placement in TIP classrooms. Show less

Served as a school psychologist for a rural school system on a contractual basis. Provided services to an elementary school. Conducted comprehensive initial and re-evaluations and communicated results. Conducted assessments for students suspected of having ADHD, Emotional Disorders, Intellectual Giftedness and Specific Learning Disabilities. Participated in pre-referral Student Support Team (SST) meetings in collaboration with general education teachers, administrators (principal and assistant… Show more Served as a school psychologist for a rural school system on a contractual basis. Provided services to an elementary school. Conducted comprehensive initial and re-evaluations and communicated results. Conducted assessments for students suspected of having ADHD, Emotional Disorders, Intellectual Giftedness and Specific Learning Disabilities. Participated in pre-referral Student Support Team (SST) meetings in collaboration with general education teachers, administrators (principal and assistant principal), and other professionals. These meetings were designed to identify students’ strengths and needs, determine appropriate interventions, monitor the progress of interventions, and determine if special education evaluations were warranted. At these meetings, determinations were made, based on data, whether the child should be referred for a special education evaluation. Provided academic and behavioral consultative services. Show less

Served as a school psychologist for a rural school system. Provided services to an elementary, middle, and high school. Conducted comprehensive initial and re-evaluations and communicated results. Conducted diagnostic assessments for students suspected of having Autism Spectrum Disorders, ADHD, or Specific Learning Disabilities. Participated in pre-referral Student Support Team (SST) and Response to Intervention (RtI) meetings in collaboration with general education teachers, administrators… Show more Served as a school psychologist for a rural school system. Provided services to an elementary, middle, and high school. Conducted comprehensive initial and re-evaluations and communicated results. Conducted diagnostic assessments for students suspected of having Autism Spectrum Disorders, ADHD, or Specific Learning Disabilities. Participated in pre-referral Student Support Team (SST) and Response to Intervention (RtI) meetings in collaboration with general education teachers, administrators (instructional coordinators and assistant principals), and literacy and math specialists. Used AIMSweb electronic database to prepare graphs and monitor academic progress over time relative to national and local norms and expected rates of improvement. Provided academic and behavioral consultative services. Attended manifestation determination meetings for students with IEPs facing discipline charges. Show less

APPIC member and APA-Accredited Internship Program. Served as a school psychology intern in various settings including preschool through middle school, urban and rural Head Starts, and an alternative school in a large school system. Conducted comprehensive psychoeducational evaluations. Evaluations included parent, teacher, and student interviews, assessments and interpretations, classroom and playground observations (structured and unstructured), and writing integrated reports. Assessments… Show more APPIC member and APA-Accredited Internship Program. Served as a school psychology intern in various settings including preschool through middle school, urban and rural Head Starts, and an alternative school in a large school system. Conducted comprehensive psychoeducational evaluations. Evaluations included parent, teacher, and student interviews, assessments and interpretations, classroom and playground observations (structured and unstructured), and writing integrated reports. Assessments used include, but are not limited to, Wechsler scales (WISC-IV and WIAT-II), DAS-II, SB-V, BASC-2, ABAS-II, ADOS, UNIT, and WJ-III Ach. Participated in multi-disciplinary school support and IEP team meetings as well as parent conferences. Provided consultation and training to parents and teachers. Collaborated with other professionals (e.g., school counselors, teachers, etc.) to develop interventions including a social skills group. Provided direct behavioral interventions to students in general education settings. Involved in administration, scoring, and data evaluation for system-wide CBM (AIMSweb) Fall, Winter, and Spring benchmarking. Collected progress-monitoring data for Response-to-Intervention evaluations. Supervised a first-year school psychology practicum student.Worked with licensed psychologists at Cherokee Behavioral Health Systems to provide Discrete Trial Training for children with Autism.Assisted in collecting and analyzing data from Knox County Schools’ implementation of RtI. Show less

Designed and implemented a study to collect local norms and validity data for the Modern Language Aptitude Test (MLAT; Carroll & Sapon, 2002) for the University of Tennessee, Knoxville student population. Title: Validation of the Modern Language Aptitude Test.

Reviewed four major rehabilitation counseling journals for number and type of empirically-based articles and characteristics of authors.

Prepared various manuscripts and presentations related to reading. Topics include cognitive processing (which processes are most predictive of reading achievement), validity studies for standardized reading-related assessments, formal and informal reading assessment, the role of orthography in reading, and development of the Test of Dyslexia (TOD; Bell, McCallum, & Cox, 2003). Conducted testing for standardization of the TOD.

Prepared various manuscripts and presentations related to gifted education. Topics include achievement, frustration, and boredom in children who are gifted, the effects of giftedness on siblings of children who are gifted, and several common myths related to giftedness.

Assist Associate Dean with research. Aid administrative assistant with various duties.

Assisted with research project to examine the utility of the Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, 1998) for use with children who have been diagnosed with autistic disorder.

Assisted with research project measuring the effects of math task choice and reward contingencies on math performance and motivation in fourth- and fifth-grade students in an urban magnet technology elementary school serving primarily minority and low SES students.

Assisted in conducting autism assessments and parent interviews. Observed and interacted with atypically-developing children (most with autism-like symptoms) during clinical autism evaluations and parent consultations sessions and recorded behavioral notes for the psychological examiner. Observed school psychologist administration of various assessments including Differential Ability Scales (DAS) and WJ-III Achievement during clinical evaluations for ADHD and learning disabilities.

Participated in Early Childhood Educator Professional Development Grant awarded to the University of Tennessee, Chattanooga funded by the U.S. Department of Education.Conducted assessment of low-income preschool children’s early literacy and numeracy skills.

Supervised Objective-Based Study Hall for identified at-risk undergraduate student-athletes.

Individually assisted undergraduate student-athletes with learning disabilities including ADHD and learning disabled in reading and worked with students to ensure understanding of academic material.