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Meet Our Students

Eva Kurtz-Nelson  (5th Year Doctoral Student)

Degree and Institution:  B.A., Brown University  
                                      M.S., University of Oregon

Advisor: Laura Lee McIntyre

Research Interests: The prevention of severe challenging behavior for children with developmental disabilities and the development of effective early interventions for children at risk for math difficulties. 

Publications:

Doabler, C.T., Clarke, B., Kosty, D.B., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S.K. (2016). Testing the efficacy of a Tier 2 mathematics intervention: A conceptual replication study. Exceptional Children, 83(1), 92-110. doi: 10.1177/001440

Kodak, T., Campbell, V., Moberg, S., LeBlanc, B., Kurtz-Nelson, E., Cariveau, T., Haq, S., Zemantic, P., & Mahon, J. (2016). Assessment-based academic intervention: Examination of efficacious, efficient, and socially valid error-correction procedures for children with autism spectrum disorder. Journal of Applied Behavior Analysis.2916660084

Clarke, B., C.T., Smolkowski, K., Kurtz-Nelsion, E., Baker, S., Fien, H., & Kosty, D. (2016). Testing the immediate and long-term efficacy of a tier 2 kindergarten mathematics intervention. Journal of Research on Educational Effectiveness.

Haq, S.S., Kodak, T., Kurtz-Nelson, E., Porritt, M., Rush, K., & Cariveau, T. (2015) Comparing the effects of massed and distributed practice on skill acquisition for children with autism. Journal of Applied Behavior Analysis, 48, 1-6. doi: 10.1002/jaba.213.,

Martin, S.E., Williamson, L.R., Kurtz-Nelson, E.C., & Boekamp, J.R. (2013). Emotion understanding (and misunderstanding) in clinically referred preschoolers: The role of child language and maternal depression. Journal of Child and Family Studies, 24(1), 24-37. doi: 10.1007/s10826-013-9810-6

Jake Mahon  (5th Year Doctoral Student)

Degree and Institution: B.A., University of Oregon
                                      M.S., University of Oregon

Advisor: Laura Lee McIntyre

Research interests: Applied behavior analysis, functional behavior assessment/analysis, intervention efficiency, fidelity of implementation, teacher/parent training/consultation, research methodological design, mentoring at-risk youth, substance abuse prevention, and resiliency.

Publications:

Mahon, J. & Alresheed, F. (in preparation). Review of teacher involvement and treatment integrity in the applied intervention research for children with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities.

Mahon, J., Murray, C., & Kosty, D. (in preparation). Quality of life at school: An exploratory factor analysis of a school-based mentoring evaluation tool.

Cronce, J. Mahon, J., & Gomez, D. (in preparation). Factors associated with driving after cannabis use: Potential targets for prevention.

McIntyre, L,L. & Mahon, J. (in preparation). Affective and behavioral coding of parents with children with delays.

Kodak, T., Cariveau, T., LeBlanc, B., Mahon, J., & Carroll, R. (2017). Selection and Implementation of Skill Acquisition Programs by Special Education Teachers and Staff for Students with Autism Spectrum Disorder. Behavior Modification.

Kodak, T., Campbell, V., Moberg, S., LeBlanc, B., Kurtz-Nelson, E., Cariveau, T., Haq, S., Zemantic, P., & Mahon, J. (2016). Assessment-based academic intervention: Examination of efficacious, efficient, and socially valid error-correction procedures for children with autism spectrum disorder. Journal of Applied Behavior Analysis.                                              

Patricia K. Zemantic  (5th Year Doctoral Student)   

Degree and Institution:   B.A., Southern Connecticut State University
                                       M.S., University of Oregon

Advisor:  Laura Lee McIntyre    

Research Interests: Early academic and behavior interventions for children with developmental disabilities, assessment and treatment of challenging behavior, parent and staff training.    

Publications:  
Haq, S., Zemantic, P., Kodak, T., LeBlanc, B., & Ruppert, T. (Under Review) Examination of variables impacting the efficacy of instructive feedback. Submitted to Behavioral Interventions.

Kodak, T., Campbell, V., Moberg, S., LeBlanc, B., Kurtz-Nelson, E., Cariveau, T., Haq, S., Zemantic, P., & Mahon, J. (accepted for publication). Assessment-based academic intervention: Examination of efficacious, efficient, and socially valid error-correction procedures for children with autism spectrum disorder. Journal of Applied Behavior Analysis.   

Drew Brandel  (4th Year Doctoral Student)

Degrees and Institution:  B.A. and B.S., Psychology, History, and Spanish, Presbyterian College

AdvisorHank Fien

Research Interests:  Improving school climates for LGBT students and family-school partnerships

 

 

Christabelle Moore  (4th Year Doctoral Student)

Degree and institution:  B.S., Psychology, University of Oregon

AdvisorLaura Lee McIntyre

Research Interests: Health and well-being: stress, depression, mindfulness, Technology in prevention science: parent's use of technology and online behaviors, parent training, family-school partnerships, teacher preperation and professional development. 

 

Margaret Rosencrans  (4th Year Doctoral Student)

Degree and Institution:  B.S., Tulane University, New Orleans, LA
                                       M.S., University of Oregon

Current Advisor:  Laura Lee McIntyre

Research Interests:  Coparenting relationship quality, alternate caregiver's roles/perspectives, and family-based interventions for children with developmental delay.

 

 

Rachel Santiago  (4th Year Doctoral Student)

Degree and Institution: B.A., Wesleyan University

Advisor: Laura Lee McIntyre

Research Interests: Multi-tiered systems of support for at-risk youth and their families; family–school partnerships and consultation; implementation fidelity for math and literacy interventions; academic and behavioral interventions.

Publications:
Santiago, R. T., Garbacz, S. A., Beattie, T., & Moore, C. L. (2016). Parent-teacher relationships in elementary school: An examination of parent-teacher trust. Psychology in the Schools, 53(10), 1003–1017. doi:10.1002/pits.21971

Garbacz, S. A., McIntyre, L. L., & Santiago, R. T. (2016). Family involvement and parent-teacher relationships for students with autism spectrum disorders. School Psychology Quarterly, 31(4), 478–490. doi:10.1037/spq0000157

Slusser, E. B., Santiago, R. T., & Barth, H. C. (2013). Developmental change in numerical estimation. Journal of Experimental Psychology: General, 142, 193–208. doi:10.1037/a0028560

Kara Boulahanis  (3rd Year Doctoral Student)

Degree and Institution:  B.A., Law, Letters and Society, University of Chicago
                                       M.A.T., Special Education, National Louis University

Research Interests:  Academic and behavioral interventions in urban and rural settings, culturally competent school practices, family/school partnerships for Hispanic families, teacher development

 

 

Jessica Cohenour  (3rd Year Doctoral Student)

Degree and Institution:  B.A., Psychology and Creative Writing, University of Missouri-Kansas City
                                       M.A., Applied Behavior Analysis, University of Nebraska-Omaha

Research Interests: Behavior analysis, translational research, family-school partnerships, treatment integrity and efficacy/effectiveness, autism spectrum disorders, ADHD, and Emotional Disturbances. 

Publications: 
Cohenour, J.M., Volkert, V.M., & Allen, K.D. (under review) An experimental analysis of behavorial disinhibition. Journal of the Experimental Analysis of Behavior.  

 

ReBecca Hupp-Dukes  (3rd Year Master's Student)

Degree and Institution:  B.A., Philosophy, Clemson University

AdvisorAngie Whalen

Publications:  Behavioral Assessments, CBC, Tier I preventative mental health, diverse populations and English Language-Learners, PBIS
                      School Composition and Tracking in High School Mathematics Courses. (Presented at The Study of Social Problems (SSSP) 2013 Annual Meeting)

 

Julianne Masser  (3rd Year Doctoral Student)

Degree and Institution:  B.A., Psychology, Whitman College.

Advisor:  Roland Good

Research Interests: Academic and behavioral assesment/intervention, multi-tiered early literacy instruction within a Response to Intervention context, Direct Instruction and fidelity measures, School-wide Positive Behavior Intervention and Support, and Family Educational Involvement. 

 

 

Allie McWilliams  (3rd Year Master's Student)

Degree and Institution:  B.A., Psychology, Seattle Pacific University.

Advisor:  Angela Whalen

Research Interests: RTI implementation and sustainability, unbiased assessment proceduers, social-emotional skills for K-12, school-based consulation, academic and behavioral interventions, systematic and explicit math and literacy curriculum. 

 

 

Rod Salgado  (3rd Year Doctoral Student)

Degree and Institution:  B.A., Psychology and Spanish, University of Wisconsin, Madison.
M.S., Special Education University of Wisconsin, Madison.

Advisor:  Laura Lee McIntyre

Research Interests:  Equity and diversity in special education, culturally and linguistically relevant interventions and supports, disparities in access to disability services and resources, intersectionality of socio-ecological systemic factors.

 

Jillian Tuso  (3rd Year Doctoral Student)

Degree and Institution:  B.A., Psychology, University of California, Los Angeles.
M.S.Ed., Counseling Psychology and Mental Health, University of Pennsylvania.
M.Phil.Ed., Professional Counseling, University of Pennsylvania.

Advisor:  Laura Lee McIntyre

Research Interests:  Early interventions for children with autism and similar developmental delays, behavior and social skills interventions, sibling involvement in development of social skills.

 

Huna Yim  (3rd Year Doctoral Student)

Degree and Institution:  B.A., Psychology, University of California, Irvine.
M.S., Special Education in Severe Disabilities with Emphasis in Autism Spectrum Disorders, Johns Hopkins University.
M.A., Psychology, Pepperdine University.

Advisor:  Laura Lee McIntyre

Research Interests:  Identifying cultural factors that promote or challenge the efficacy of early intervention strategies and parent training/support outcomes.  Family-school partnerships and family-based interventions for children with ASD.

 

Yasaman Ahmadi-Kashani (2nd Year Doctoral Student)

Degree and Institution:  B.A., Psychology- Sociology, Concordia University.
                                       B.A.S.W., McGill University.
                                       M.S.W., McGill University.
 
Advisor:  Laura Lee McIntyre

Research Interests:  Early behavioral interventions for children with chronic illness, shift in family dynamics associated with child diagnosis with mental health disability, problematic parent-child interaction patterns and sibling involvement.

Publications: 
Ahmadi-Kashani, Y
., & Hechtman, L. (2014). Antisocial behavior in children with ADHD: Clinical presentation, epidemiology, etiology, prognosis and treatment approaches. In J. H. Gallo (Ed.), Antisocial behavior: Etiology, genetic & environmental influences and clinical management (pp. 113-132). New York: Nova Publishers.

Cherkasova, M., French, L., Syer, C., Cousins, L., Galina, H., Ahmadi-Kashani, Y., & Hechtman, L. (Submitted). Efficacy of cognitive behavioral therapy with and without medication for adults with ADHD. JAMA Psychiatry.

 

Hailey Hinkle  (2nd Year Doctoral Student)

Degree and Institution:  B.A., Psychology, University of Central Oklahoma.
                                       M.A., School Psychology, University of Central Oklahoma.

Advisor: Hank Fien

Research Interests:  PBIS, behavioral analysis, academic and behavior interventions, school readiness and the transition to kindergarten, family school partnerships, and educational assessment

 

Alexa Huschka  (2nd Year Master's Student)

Degree and Institution:  B.A., Psychology, Emphasis in Research, University of Montana.

Advisor:  Angela Whalen

Research Interests:  Prevention and early identification for children with disruptive behaviors, autism spectrum disorders, early childhood education, and social skill interventions.

Kelsey Nolan (2nd Year Doctoral Student)

Degree and Institution:  B.A., Psychology; B.A., English, University of California, Berkeley.
                                       
Advisor:  Laura Lee McIntyre

Research Interests:  Early intervention for children with autism spectrum disorders and other developmental delays, behavioral assessment, family-based intervention, parent training/support, and family-school partnerships

 

Marissa Pilger (2nd Year Doctoral Student)

Degree and Institution:  B.A., Psychology, Williams College.

Advisor:  Hank Fien

Research Interests:  Early literacy assessment and intervention, fidelity in the implementation of academic assessments and interventions, implementation of RTI model

 

Derek Rodman (2nd Year Master's Student)

Degree and Institution:  B.S., Psychology, Southern Oregon University.

Advisor:  Angela Whalen

Research Interests:  Family-school partnerships and collaboration, behavioral interventions for at-risk children, Autism-Spectrum Disorders

 

Marah Sutherland  (2nd Year Doctoral Student)

Degree and Institution:  B.A., Psychology, University of Wisconsin, Madison.

Advisor:  Laura Lee McIntyre

Research Interests:  Parent/teacher training and support for children with developmental delays, Early childhood education and intervention

 

Cecilia Valdovinos  (2nd Year Master's Student)

Degree and Institution:  B.A., Psychology, Minor in Cognitive Science, University of California, Merced.

Advisor:  Angela Whalen

Research Interests:  Literacy development of students who are English language learners and who are at risk for, or have, a learning disability; parental engagement in children's academic progress; building better family-school partnerships within communities; and racial inequity in education.

Publications:
Valdovinos, Cecilia. (2014). Diagnostic Issues and Gender Differences of Attention Deficit Hyperactivity Disorder. UC Merced Undergraduate Research Journal, 7(1).  ucm_mwp_ucmurj_24994. Retrieved from: http://escholarship.org/uc/item/58k5s6pr

Hannah Barton (1st Year Doctoral Student)

Degrees: B.A. in Family & Human Services from the University of Oregon, M.Ed in Early Childhood Special Education and Applied Behavior Analysis. M.Ed in Early Childhood Special Education and Applied Behavior Analysis from Vanderbilt University.

Advisor: Laura Lee McIntyre

Research Interests: Early intervention, applied behavior analysis, problem behavior, broad autism phenotype, parent-school interactions.

 

Lauren Halladay (1st Year Doctoral Student)

Degrees: B.A. in Psychology and Education from Hamilton College'16

Advisor: Hank Fien

Research Interests: The development of mathematical thinking, early literacy skills, and how the use of technology can influence students' academic achievement.

Publications: 

Sage, K., Rausch, J., Quirk, A., & Halladay, L. (2016). Pacing, pixels, and paper: Flexibility in learning words from flashcards. Journal of Information Technology Education: Research, 15, 431-456.

Ellie Harrington (1st Year Doctoral Student)

Degree and Institution: B.A. in Psychology, Boston University

Advisor: Nicole Giuliani

Research: Parent-child interactions, development of self-regulation, Implementation of School-Wide Positive Behavioral Interventions and Supports, behavioral assessment/intervention, conjoint behavioral consultation.

 

Britt Landis (1st Year Master's Student) 

Degrees: B.A. With a major in sociology From Colorado College 

Advisor: Angie Whalen

Research Interests: School-wide systems of support for behavior and academics, supporting parents and teachers, dual language learners, students at risk for dropping out entering criminal justice system.

   

Mat Luehring (1st Year Doctoral Student)

Degrees: BA in Psychology from Northern Arizona University and MA in School Psychology from Northern Arizona University

Advisor: Ben Clarke

Research Interests: Applied behavior analysis and the assessment and treatment of challenging behaviors, parent training and family-based interventions,  early interventions for children with autism spectrum disorders and developmental disabilities, and best-practices related to the professional development and supervision of practitioners.

Annacecilia McWhirter (1st Year Doctoral Student)

Degrees:  Both of these were earned at the University of Oregon: Bachelor of Arts in Ethnic Studies and Masters of Education in Counseling, Family and Human Services with a Specialization in Prevention Science (now its just Prevention Science)

Advisor: Dr. Laura Lee McIntyre

Research Interests: Effective parenting interventions and the development of parenting interventions that are appropriate for Spanish speaking families; increasing research on the unique influence of fathers in parenting; culturally appropriate assessments for children and adults; effects of acculturation and immigration on Spanish speaking families in Oregon and throughout the U.S.; increasing bilingual education and school service accessibility for non-English speaking families; influences of religion and spirituality on parent and family well-being; and I’m sure many more to come!

Publications: Manuscripts: McWhirter, J.J., McWhirter, B.T., McWhirter, E.H. & McWhirter, A.C. (2016). At-risk youth: A comprehensive response (6th Ed.). Pacific Grove, CA: Brooks/Cole.

National Conference PresentationsMcWhirter, A.C. & McIntyre, L.L. (August, 2016). Religion and the wellbeing of parents with children with DD. Poster presented at the annual conference of the American Psychological Association, Denver, CO. 

Garcia, E.A., McWhirter, E.H., Bines, D., & McWhirter, A.C. (August, 2016). School connectedness, discrimination, educational barriers, and Latina/o students’ dropout thoughts. Poster presented at the annual conference of the American Psychological Association, Denver, CO.

McWhirter, A.C., Donovick, M. (October, 2014). Parenting stress and children’s psychological functioning among immigrant Latino families. Poster presented at the biennial conference of the National Latino Psychology Association (NLPA), Albuquerque, NM.

Donovick, M., Marquez, B., Concepción, R., Valenzuela, Y., McWhirter, A.C., Sanchez, L., Anderson, K. (October, 2014). Mis hijos y yo (My Children and I). Poster presented at the biennial conference of the National Latino Psychology Association (NLPA), Albuquerque, NM.

Fuentes, J., McWhirter, E.H., & McWhirter, A.C. (October, 2014). Gender differences in college aspirations and dropout intentions among Latina/o students. Poster presented at the biennial conference of the National Latino Psychology Association (NLPA), Albuquerque, NM.

Lizbeth Ramirez (1st Year Doctoral Student)

Degrees: B.A in Psychology and M.A in School Psychology. Both from California State University

Advisor: Ben Clarke

Research Interests: My research interests include early behavior and mental health interventions for students who have experienced psychological trauma and developing parent-teacher relationships and school connectedness to improve the academic outcomes of at-risk youth.

Publications: Ramirez, L., Machida, S. K., Kline, L., & Huang, L. (2014). Low-income Hispanic and Latino high school students’ perceptions of parent and peer academic support. Contemporary School Psychology, 18(4), 214-221.

Elizabeth Shmikler (1st Year Doctoral Student)

Degrees: B.A. in Psychology and B.A. in Outdoor and Environmental Education from University of Minnesota Duluth, M.A. in School Psychology from Rowan University. 

Advisor: Roland Good

Research Interests: Early literacy and assessment/prevention/intervention strategies for Specific Learning Disabilities, childhood trauma as it relates to memory and creating a trauma-informed school environment, development of academic and behavioral interventions for at-risk youth and families. 

Emily Walden (1st Year Doctoral Student)

Degrees:  B.A. psychology (University of Oregon); B.A. English (University of Oregon); M.A. developmental psychology (University of Oregon)

Advisor: Laura Lee McIntyre

Research Interests: Psychological trauma and its impact on mental health and parent-child relationships; development of prevention/intervention programs for at-risk children and parents.

Publications: Terrazas-Arellanes, F. E., Knox, C., Strycker, L. A., & Walden, E. (2016). A face-to-face professional development model to enhance teaching of online research strategies. Journal of Information Technology Education: Research, 15, 335-367.

Terrazas-Arellanes, F., Knox, C., & Walden, E. (2015). Pilot study on the feasibility and indicator effects of collaborative online projects on science learning for English learners. International Journal of Information and Communication Technology Education, 41(11).

 

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