Spring 2007
Drew Heckman
Drew is a second year Ph.D. student in school psychology. He earned his
B.A. from Butler University. Drew is a graduate assistant with the
Center for Research on Learning and Technology (CRLT), with which he
works on the Children’s School Success Project. Currently he is a
co-chair of the after-school tutoring program. His research/practice
interests include classroom management, prevention and interventions
with children who have disruptive behavior disorders, and early
childhood education.
Jessica Peters
Jessica is a second year student working towards a Doctoral degree in
School Psychology. She earned her bachelor’s degree in psychology
and Spanish at the University of Georgia. Jessica is a graduate
assistant at the Early Childhood Center at the Indiana Institute on
Disability and Community, where she is collaborating on research on
school readiness and universal design in teaching. Her interests
include autism, reading, and children who speak English as a second
language. As Coordinator of the RTI Partnership at IU, Jessica
hopes to gain experience in professional development and collaboration
with teachers and administrators.
Jennell Creager
Jenell is a second year doctoral student in the School psychology
program. She graduated from The Pennsylvania State University with a
Bachelor's degree in psychology. She is currently a graduate assistant
at the Center for Evaluation and Education Policy working on the 21st
Century Community Learning Centers projects in Kentucky and Indiana.
Jenell's research interests include adolescent involvement with
aggression and violence, factors contributing to juvenile delinquency,
and recidivism among juvenile delinquents. After graduation, Jenell
hopes to work as a school psychologist in a juvenile correctional
facility.
Lindsey O'Haver
Lindsey is a second year student working toward a Doctoral degree in
School Psychology. This is her last semester of course work as she has
already completed and obtained her Master’s and Education Specialist
Degrees in Counseling and Counselor Education from Indiana University.
She earned her bachelor’s degree in psychology from Arizona State
University. Lindsey is currently involved in a variety of research
projects that include the analysis of data obtained during a
longitudinal study where she will seek to explain how peer rated and
self rated levels of aggression relate to normative beliefs about
aggression in 3rd – 6th grade females, the analysis of data to determine
the relationship between perfectionism and self-esteem among 5th and 6th
grade students, and her own research developed to determine levels of
behavior change on a number of variables associated with participation
in an at-risk youth summer camp involving the use of horses. Lindsey is
also a Registered NARHA (North American Riding for the Handicapped
Association) Instructor and works at People and Animal Living Services,
Inc. (PALS) where she teaches children and adults with a variety of
disabilities how to ride a horse. At PALS, she was given the opportunity
as the At-Risk Youth Program Coordinator, to develop and implement a
summer youth camp for at-risk females aged 12-14 years old. Her research
interest is relational aggression among adolescent females and she is
currently working as an interventionist in the Tier III intervention at
Stinesville Elementary where she hopes to gain valuable experience and
knowledge in the area of early childhood intervention.
Kimberlee Stowe
Kimberlee is a second year Ed.S. student in school psychology. She
earned her bachelors degree in psychology from Capital University in
Columbus, OH. Kim is a graduate assistant at the Center for Education
and Lifelong Learning (CELL) at the Indiana Institute on Disability and
Community, where she works with individual schools and corporations to
develop and implement school- and district-wide initiatives of School
Wide-Positive Behavior Supports. Her interests include behavioral
consultation, secondary/tertiary behavioral interventions, and
family-school partnerships. Kimberlee will complete her internship
in school psychology during the 2007-2008 school year.
Jason Cuadrado
Jason is pursuing a doctoral degree in School Psychology with a minor in
Education Policy. He is also part of the Equity Project at the Center
for Evaluation and Education Policy. He undertook the development of a
cultural values survey with the goal of better understanding the
implications of cultural responsive pedagogy.
Stephanie Schmalensee
Stephanie is a third year doctoral graduate student in the
School Psychology program at Indiana University. She earned her B.S. in
Psychology from the University of Illinois at Urbana – Champaign. She is
currently the Assistant Director of the Institute for Child Study with
the Clear Creek Behavioral Collaboration Program. Stephanie also serves
on a team of two other graduate students providing Response to
Intervention consultation for Shelburn Elementary School in southwestern
Indiana. Within the Academic Well-Check Program, Stephanie is the
supervisor for the Undergraduate Research Lab as well as a project
director for the Edgewood Intermediate After – School Reading Program.
John Houser
John is a second year doctoral student pursuing his degree in School
Psychology with a minor in Community Collaboration. He currently
is a Graduate Research Assistant at the Early Childhood Center of the
Indiana Institute on Disability and Community. John is interested
in how schools and communities can work together in mutually beneficial
relationships, as well as how multiple systems and organizations that
work with children can collaborate to better meet the needs of children
and their families. He thinks kids are pretty super sweet and
hopes he can be as mega-cool as them when he grows up.
Fall 2006
Coming soon
Spring 2006
Coming soon
Fall 2005
Coming soon
