Robert J. Volpe and Amy M. Briesch, Co-Directors
Robert J. Volpe, Ph.D.
is Professor and Interim Department Chair in the Department of Applied Psychology and a core member of the school psychology programs. He is also faculty in the Personal Health Informatics Doctoral Program. His research focuses on designing academic and behavioral interventions for students with disruptive behavior disorders, and feasible systems for assessing student behavior in problem-solving models. He has authored or co-authored over 80 articles and book chapters and is on the editorial advisory boards of Journal of Attention Disorders, School Psychology Review, School Mental Health, and Journal of School Psychology. He currently is President Elect of the Society for the Study of School Psychology.
Amy M. Briesch, Ph.D.
is Associate Professor in the Department of Applied Psychology, Director of the Ph.D. Program for School Psychology. Her research interests involve the identification and integration of feasible social behavior assessment approaches into school systems; the use of self-management as an intervention strategy for reducing problem behaviors in the classroom; and the role of student involvement in intervention design and implementation. She has authored over 40 peer-reviewed journal articles to date related to these research interests. She is on the editorial advisory board of School Psychology Review, and currently is Associate Editor of Journal of School Psychology.
Michael Matta, Ph.D. is Postdoctoral Research Associate and Project Director for iFAB (individualized Formative Assessment of Behavior). He earned his Ph.D. in Clinical Psychology from the University of Milano-Bicocca. His research interests include psychological assessment, test development, and models of intelligence.
Aberdine Donaldson, B.A., M.S. is a third year Ph.D. student in the School Psychology program and a Research Assistant on Project iFAB (Formative Assessment of Behavior). She earned her B.A. in Psychology from Boston University and her M.S. in Applied Educational Psychology from Northeastern University. Aberdine worked as a program and research assistant in a clinical setting for two years prior to enrolling in the PhD program. Her research interests include the dissemination of evidence-based assessment and intervention for students with emotional and behavioral difficulties into school settings.
Jobi Yeung, B.A., M.A., M.S. is a third year Ph.D. student in School Psychology. He earned his BA in Applied Linguistics from Bangor University and MA in Linguistics from the University of York in the UK. While working as a teacher in Hong Kong, he received his Postgraduate Diploma in Education and MA in Psychology from the Chinese University of Hong Kong. His research interests include behavioral assessment and intervention, and the implementation science of behavioral intervention
Julia Broding, B.A., M.S. is a second year Ph.D. student in the School Psychology program and graduate research assistant on Project iFAB. She received her B.A. in Psychology from University of Massachusetts, Amherst and M.S. in Applied Educational Psychology from Northeastern University. Her research interests include feasible behavioral assessment and intervention, and academic interventions for early literacy skills.
Jonathan Hammons, B.S., M.Ed. is a first year Ph.D. student in School Psychology. He received a M.Ed. in Counseling Psychology and a B.S. in Education from the University of Missouri. Previous to starting graduate school, he worked as a teacher for several years both in the United States and abroad. His research interests include how technology effects mental health outcomes in children and adolescents. His Boston accent is currently a work in progress.
Emily Hill, B.S. is a first year student in School Psychology. She earned her B.S. in Psychology from Virginia Tech. Before beginning graduate school Emily worked as a clinical research assistant at Florida International University. Her research interests include the dissemination and implementation of behavioral assessments and interventions, particularly amongst low-resource school settings.
Ruth Chaffee, M.Ed., CAGS, NCSP was Project Director for Project iFAB (Formative Assessment of Behavior). Ruth earned her BA in American Studies from Wesleyan University and her M.Ed. in Learning and Behavior Disorders from the University of Louisville. Her research interests include feasible class-wide/Tier I interventions and school-wide climate and structural interventions.
Noora Abdulkerim, B.S., M.Ed. is a third year School Psychology PhD student. She received her B.S. in Social Studies Education from Boston University and her M.Ed in Special Education from Lesley University. She has academically supported students with learning struggles in both the higher ed setting and public school setting. Her research interests include self-monitoring behavior management strategies for adolescents with emotional difficulties and effective multimodal behavioral interventions.
Stephanie Long, B.S., M.S. is a graduate student in the School Psychology program. She received her B.S. in Psychology and her B.A. in Spanish from Syracuse University. Her research interests include behavioral and academic interventions, in particular English Language Learners.