Research on Assessment & Intervention to Support Equity - RAISE lab

This semester, the RAISE lab is focused on two primary projects. The first is the ongoing, 4-year IES funded grant. This semester is focused on the validating ISP-Function, which is a recently developed tool that teachers can use to evaluate the function of a student’s behavior. In addition to our team, a number of second and third year school psychology students will be conducting trainings with elementary school teachers in Hillsborough County on how to use the ISP-Function and comparing the teachers’ functional assessment results to a systematic direct observation (also conducted by our students). Our second project is funded by the Spencer Foundation which is studying first year teachers’ emotional health and stress across a four week time period and how their emotional health and wellbeing influences their instructional practices. This study will collect intensive individual real-time longitudinal data using a mobile electronic device (i.e., smartphone) throughout the day (three times per day across four weeks. In addition, research assistants will conduct 30-minute observations one time per week across the four weeks. Other ongoing projects include: implementation of a trauma informed framework with a school district in Philidelphia, continued validation on the SAEBRS with a number of school districts across the country, and development of a test anxiety instrument in collaboration with Liverpool John Moores University. For more information please see the RAISE Lab Website: http://raiseatusf.strikingly.com. 

Please Contact: Dr. Nate von der Embse if interested! Emaill: natev@usf.edu

Social Justice Research Group - SJRG

At the risk of being labeled Captain Obvious, the research group focuses on social justice issues in school psychology. Last year we (a) explored literature on socialization of marginalized students in graduate school psychology programs, (b) discussed various ways to conceptualize socialization and the perspectives and experiences of marginalized students, (c) conceptualized a study to critically investigate how school psychology programs socialization processes serve to oppress marginalized students as well as ways in which program structures facilitate marginalized students’ socialization, and (d) drafted our IRB protocol and related documents. This year, upon receiving IRB approval, we will recruit and interview students who identify with one or more marginalized group as well as school psychology program faculty, draw on relevant critical theories (e.g., Critical Race Theory) to analyze and critique school psychology program socialization processes, and will begin disseminating our findings through conference presentations and manuscripts. 

Please Contact: Dr. Jose Castillo if interested! Email: jmcastil@usf.edu

Positive Psychology

This semester, members of the positive psychology research group are focusing their efforts on providing class-wide positive mental health supports to students at a local elementary school. Interventionists and students in grades 1-5 engage in weekly activities designed to cultivate students’ positive emotions about their past, present, and future, through strategies focused on gratitude, kindness, hope, identification and use of character strengths, and positive relationships. In addition to volunteering services in ten classrooms, interventionists are focusing attention on the wellbeing of the school principal and assistant principal through incorporation of a 2-week teacher-focused version of the intervention.”

Please Contact: Dr. Suldo if interested! Email: suldo@usf.edu

Behavior Analysis in Schools - BAiS Lab

The Behavior Analysis in Schools research group is led by Dr. Evan Dart and broadly focuses on school-based behavioral interventions implemented within a multi-tiered system of support (MTSS). Ongoing lab projects focus on more specific topics such peer management interventions, class-wide behavioral assessment and intervention, implementation science, and visual analysis of single-case data. Investigations of these topics are conducted through the lens of behavior analysis, emphasizing feasibility. Graduate student lab members can expect to gain experience in experimental single-case design, behavior interventions, implementation fidelity, functional analysis, and other assessment of student behavior for the purposes of intervention planning and evaluation.

Please Contact: Dr. Evan Dart if Interested! Email: ehd@usf.edu

Practices in Academic Intervention Research Group – PAIR lab

The PAIR lab focuses primarily on research that aims to improve student outcomes within the context of a multi-tiered system of supports (MTSS). We are particularly interested in these areas of research: (1) data-based decision making practices that are appropriate and promote equity, (2) evaluating preventive academic interventions, and (3) identifying contextual factors (e.g., parent engagement) that improve student success. Students with interest in these topics are encouraged to join this lab to learn more, and gain research and publication experience.

Please Contact: Dr. Stacy-Ann January if Interested! Email: sajanuary@usf.edu

Pediatric School Psychology Lab 

The Pediatric School Psychology Research Team completes projects primarily focused on the promotion children’s health and development through the coordination of efforts across systems, including family, school, health system, and 6 communication agencies, with an emphasis on fostering success in school. The group completed a symposium presentation at NASP 2018 focused on alternative training experiences (e.g., HOT DOCS trainer, HIV clinic) which enhanced their skill set as pediatric school psychologists. The presentation was very well received by attendees and discussions focused on the importance of training school psychologists through an integrated behavioral health framework. Also, recently the group has examined the communication and collaborative efforts through a state-wide survey of school psychologists and school nurses to support students returning to school with a chronic illness. This survey concluded that although school nurses acknowledge the importance of collaborating with school psychologists, a lack of resources, primarily time and scheduling, limit this practice. Dr. Bradley-Klug hopes to expand this line of research to a national survey, to examine the differences across states and regions. Previous student-led projects have focused on the impact of specific chronic illnesses (e.g., HIV, TBI, cancer) on student’s well-being and success in school. Future student-led research projects include components of Parent Child Interaction Therapy, sleep disorders, health-promoting behaviors, and health literacy amongst several others. 

Please Contact: Dr. Bradley-Klug if interested! Email: kbradley@usf.edu 

 

Groups