Craig Albers, Associate Professor
One of my current research lines examines the critical components of universal screening and progress monitoring as part of prevention and early intervention models. Consequently, I have been examining the psychometric properties and utility of universal screening instruments, and how these procedures should be implemented in school settings.
A second line of research is focused on increasing the recognition of ELL-related issues among educators and other human service providers and to further the knowledge base regarding how to improve long-term outcomes among this population. This consists examining the connection between language acquisition, literacy, social emotional functioning, and health outcomes; examining academic and emotional functioning instruments and procedures that can be used as universal screening measures to identify ELLs in need of additional supports at an early stage of difficulty development; and examining potential academic and emotional interventions for ELLs.
A final line of research is the development of the Alternate ACCESS, which is an alternate language proficiency measure for ELL students with significant disabilities.
Jennifer Asmus, Professor
My research program is focused in the area of applied behavior analysis ( ABA) using single-subject research methodology. The focus of my work is to utilize functional analysis methodology in natural settings such as the classroom or home to develop interventions to assist children with behavioral difficulties. Most recently, I have conducted assessments to decrease problem behavior such as aggression or disruption and increase appropriate behaviors such as positive social interactions for children with Autism. The goal of my research is to replace problematic behaviors with more socially acceptable communication options so that ultimately increased opportunities for inclusion in general education settings will occur.
Katie Eklund, Program Co-Director and Assistant Professor
Dr. Eklund’s research focuses on school mental health, including early identification and intervention for children who have behavioral and/or social-emotional concerns, social emotional learning, school climate, and school safety. Her current research projects include implementation of universal screening and Tier 2 social emotional interventions in K-12 schools, addressing the social-emotional and behavioral needs of culturally and linguistically diverse students, and investigating the impact of School Resource Officers on school climate and safety. She is also co-author of the Resilience Education Program, a brief intervention for students at-risk for internalizing behavior concerns.
Andy Garbacz, Program Co-Director and Assistant Professor
Andy’s research focuses on mental health promotion. He emphasizes integrating evidence-based practices and interconnecting school, home, and community systems to promote mental health and reduce the risk of later mental health concerns. Andy examines and embeds culturally responsive practices to create equitable systems of support that are aligned and integrated in schools, homes, and communities. Andy is engaged in community partnerships that put into practice evidence-based interventions.
He is Principal Investigator of an Institute of Education Sciences (IES) grant focused on developing and testing a family-school partnership intervention in middle school and Co-Investigator of two IES grants focused on testing the efficacy of a family-centered intervention. He is also Co-Principal Investigator of a Grand Challenges Transform Grant focused on promoting mental and behavioral health in rural communities.
Kristy Kelly, Director of Clinical Training, Assistant Clinical Professor
Kristy Kelly is an Assistant Clinical Professor in the School Psychology Program. She is a licensed psychologist, licensed school psychologist, and holds the National Certification in School Psychology (NCSP). Kristy supervises the training experiences of graduate students as they work with children, families, and school staff members through the School Psychology Training Clinic (SPTC), Student Assessment Services (SAS), and in Madison area schools. She teaches several practicum seminars focused on foundational clinical skills; assessment and intervention for academic, social-emotional, and behavioral interventions for children; and legal and ethical issues in education. She is particularly interested in clinical supervision, professional development of school psychologists, and issues related to school-based consultation.
Stephen Kilgus, Associate Professor
Dr. Kilgus’ research is in the area of school mental health. His primary research line relates to social-emotional and behavioral assessment. His work has resulted in the development of evidence-based assessment procedures, as well as the validation of tools for universal screening, problem analysis, and progress monitoring. He has authored and contributed to the development of a number of assessments, including Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) and Direct Behavior Ratings (DBRs). He currently serves as a principal investigator on a grant from the Institute of Education Sciences (IES) regarding the validation of the Intervention Selection Profile (ISP): a suite of tools intended to inform the selection and modification of Tier 2 targeted interventions. Dr. Kilgus’ second research line pertains to the development and evaluation of Tier 2 targeted interventions. Multiple studies have examined Check In/Check Out (CICO), an intervention for students with social behavioral concerns. Dr. Kilgus is also a co-author of the Resilience Education Program (REP), a brief intervention for students at-risk for internalizing concerns (e.g., depression and anxiety).