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School Psychology Program

Core Faculty

Susan A. Brady, Ph.D. (Professor)

Phone: (401) 874-4258
E-mail: sbrady@uri.edu
Dr. Brady obtained her Ph.D. from the University of Connecticut in 1975. Her research interests are in the areas of reading acquisition and reading disability, and psycholinguistics developmental psychology.

Selected Publications:

  • Dietrich, J. A., & Brady, S. (2001). Phonological representations of adult poor readers: An investigation of specificity and stability. Applied Psycholinguistics, 22, 383-418.
  • Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K.K., Fletcher, J. M., Brady, S., Fowler, A., Dreyer, L.G., Marchione, K.E., Shaywitz, S. E., & Shaywitz, B. A. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 3, 69-94.

Paul Bueno de Mesquita, Ph.D. (Professor)

Phone: (401) 874-4216
E-mail: pauldem@uri.edu
Dr. Bueno de Mesquita obtained his Ph.D. from the University of Texas at Austin in 1987. His teaching and research interests are in the areas of nonviolence, violence prevention, consultation, cultural diversity, stress reduction & meditation, school based mental health interventions, inquiry-based science, and problem-based learning. Currently he is serving as Interim Director of the URI Center for Nonviolence and Peace Studies.

Selected Publications:

  • Wood, S., Bueno de Mesquita, P., & Champlain, K. (2009). Songs of social justice: Changing the world one song at a time. Kingston, RI: Blurb.
  • Collyer, C. E., Johnson, K. L., Bueno de Mesquita, P., Palazzo, L., & Jordan, D. (2009, under review). Nonviolence Training Affects Ratings of Violence Severity. Perceptual and Motor Skills.
  • Bueno de Mesquita, P., Dean, R., & Young, B. (2009, under review). Making Sure What You See is What You Get: Digital Video Technology and the Pre-Service Preparation of Teachers of Elementary Science. Journal of Technology and Teacher Education.
  • Bueno de Mesquita, P. (2004). Teaching children to write: A conceptual framework for instructional decision making. In K. L. Johnson & P. V. Weskott, Writing like writers: Guiding elementary children through a writer’s workshop. (pp. 261-272). Waco, TX: Prufrock Press.
  • Bueno de Mesquita, P. (Ed.) (2004). Higher Education Faculty Resource Guide for the Preservice Training of School Mental Health Professionals in Character Education and Social Emotional Learning. Healthy Schools, Healthy Kids Initiative, Rhode Island Department of Elementary & Secondary Education.
  • Young, B., Guglielmi, K., Bueno de Mesquita, P., Sullivan-Watts, B., & Webster, K. (September, 2004). Change Associated with Readiness, Education, and Efficacy in Reform Science -- C.A.R.E.E.R.S. National Science Foundation Grant.
  • Gilliam, W. S., & de Mesquita, P. B. (2000). The relationship between language and cognitive development and emotional-behavioral problems in financially-disadvantaged preschoolers: A longitudinal investigation. Early Child Development and Care, 162, 9-24.

[In Memoriam]

Janet M. Kulberg, Ph.D. (Professor Emeritus)

Susan Loftus, Ph.D. (Assistant Professor)

Phone: (401) 874-4246
E-mail: sloftus@mail.uri.edu
Dr. Loftus obtained her Ph.D. from the University of Connecticut. Her research interests are in the areas of Language development, students at-risk for academic problems, academic assessment and intervention, early intervention/prevention of reading difficulties, exceptional children.

Selected Publications:

  • Coyne, M.D., McCoach, D.B., Loftus, S., Zipoli, R., & Kapp, S. (2009). Direct vocabulary instruction in kindergarten: Teaching for breadth vs. depth. Elementary School Journal, 110, 1-18.
  • Bray, M.A., Kehle, T. J, Grigerick, S.E., Loftus, S., & Nicholson, H. (2008). Children with asthma: Assessment and treatment in school settings. Psychology in the Schools, 45, 63-73.

Margaret R. Rogers, Ph.D. (Professor)

Phone: (401) 874-7999
E-mail: mrogers@uri.edu
Dr. Rogers obtained her C.A.S. from the University of Albany in 1985 and her Ph.D. from the University of Nebraska-Lincoln in 1989. She currently serves on the editorial boards of Journal of Educational and Psychological Consultation and Psychology in the Schools. Dr. Rogers's research focuses on multicultural training in psychology, cross-cultural competencies of school psychologists, school-based consultation, professional practices of school psychologists.

Selected Publications

  • Maton, K. I., Wimms, H. E., Grant, S. K., Wittig, M. A., Rogers, M. R., & Vasquez, M. J. T. (2011). Experiences and perspectives of African American, Latino/a, Asian American, and European American psychology graduate students: A national study. Cultural Diversity and Ethnic Minority Psychology, 17,68-78.
  • O’Bryon, E. C., & Rogers, M. R. (2010). Bilingual school psychologists’ assessment practices with English language learners. Psychology in the Schools. 47, 1018-1034.
  • Ernst, C., & Rogers, M. R. (2009). Development of the inclusion attitude scale for high school teachers. Journal of Applied School Psychology, 25, 305-322.
  • Rogers, M. R., & O'Bryon, E. C. (2008). Advocating for social justice: The context for change in school psychology. School Psychology Review, 37, 493-498.
  • Rogers, M. R., & Molina, L. (2006). Recruiting and retaining graduate students of color: Exemplary efforts in psychology. American Psychologist, 61, 143-156.
  • Lott, B. & Rogers, M. R. (2005). School consultants working for equity with families, teachers, and administrators. Journal of Educational and Psychological Consultation. 16, 1-16.
  • Rogers, M. R., & Lopez, E. (2002). Identifying critical cross-cultural school psychology competencies. Journal of School Psychology. 40, 115-141.

Gary Stoner, Ph.D. (Professor & Program Director)

Phone: (401) 874-4234
E-mail: gstoner@uri.edu
Dr. Stoner obtained his Ph.D. in School Psychology from the University of Rhode Island in 1986. His research intersts include prevention and intervention with achievement and behavior problems, early school success, parent and teacher support, and professional issues in school psychology.

Selected Publications:

  • DuPaul, G. J., Stoner, G. & O’Reilly, M. J. (2008). Best practices in classroom interventions for attention problems. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology (5th Ed.), (pp. 1421-1438). Bethesda, MD. National Association of School Psychologists.
  • Plumer, P. J., & Stoner, G. (2005). The relative effects of Classwide Peer Tutoring and peer coaching on the positive social behaviors of children with Attention Deficit Hyperactivity Disorder. Journal of Attention Disorders, 9 (1), 290-300.
  • Clarfield, J., & Stoner, G. (2005). The effects of computerized reading instruction on the academic performance of students identified with ADHD. School Psychology Review, 34 (2), 246-254.
  • DuPaul, G. J., & Stoner, G. (2003). ADHD in the schools: Assessment and intervention strategies (2nd Ed.). New York: Guilford.
  • Stoner, G., Scarpati, S.E., Phaneuf, R., & Hintze, J.M. (2002). Using Curriculum-based Measurement to evaluate intervention efficacy. Child and Family Behavior Therapy, 24 (1/2), 101-112.

Lisa Weyandt, Ph.D. (Professor)

E-mail: lisaweyandt@mail.uri.edu
Dr. Weyandt obtained her Ph.D. in School Psychology from the University of Rhode Island in 1990 and was a Professor of Psychology at Central Washington University until 2006. Her research interests include the study of Attention Deficit Hyperactivity Disorder in children and young adults as well as the study of executive functions in clinical and nonclinical populations. Lisa's teaching interests include assessment, child psychopathology and exceptionality, and physiological psychology.

Selected Publications (in chronological order):

  • Janusis, G.m., & Weyandt, L.L. (in press). An expoloratory study of substance use and misuse among college students with and without ADHD and other disabilities. Journal of Attention Disorders.
  • DuPaul, G.J., Weyandt, L.W., and Janusis, G. (in press). ADHD in the classroom. Special Issue of Theory in the Classroom.
  • Schepman, Weyandt, Schlect, & Swentosky (in press). The relationship between ADHD symptomology and decision-making strategies. Journal of Attention Disorders.
  • Weyandt, L., Fulton, K., Schepman, S., Verdi, G., & Wilson, K. (2009). Assessment of teacher and school psychologist knowledge of ADHD. Psychology in the Schools, 46, 951-961.
  • Weyandt, L.L., Janusis, G., Wilson, K.G., Verdi, G., Paquin, G., Lopes, J., Varejao, M., & Dussault, C. (2009). Nonmedical prescription stimulant use among a sample of college students: Relationship with psychological variables. Journal of Attention Disorders, 13, 284-296.
  • Batzle, C., Weyandt, L.L., Janusis, G.M., & Devietti, T. (2009). Potential impact of ADHD with stimulant medication label on teacher expectations. Journal of Attention Disorders. Prepublished September 22, 2009.DOI:10.1177/1087054709347178.
  • DuPaul, G.J., & Weyandt, L.L., O'Dell, S.M., & Varejao, M., (2009). College with ADHD: Current status and future directions. Journal of Attention Disorders, 13, 234-250.
  • DuPaul, G.J., & Weyandt, L. L.(2009). Introduction to special series on college students with ADHD. Journal of Attention Disorders, 13, 232-233.
  • Weyandt, L.L. (2009). Executive functions and attention deficit hyperactivity disorder. The ADHD Report, 17 (6), 1-7.
  • Weyandt, L.L. & DuPaul, G.J. (2008). ADHD in college students: Developmental findings. Mental retardation and developmental disabilities research reviews, 14, 311-319.
  • Vance, T. & Weyandt, L. (2008). Professor perceptions of college students with ADHD. Journal of American College Health, 57, 9-23.
  • Weyandt, L.L. & DuPaul, G.J. (2006). ADHD in College Students: A review of the literature. Journal of Attention Disorders, 10, 9-19.

W. Grant Willis, Ph.D. (Professor)

Phone: (401) 874-4245
E-mail: wgwillis@uri.edu
Dr. Willis obtained his Ph.D. from the University of Georgia in 1984. His research interests are in the areas of developmental neuropsychology and psychoeducational decision-making.

Selected Publications:

  • Bujoreanu, I. S., & Willis, W. G. (2008). Developmental and neuropsychological perspectives on the Wisconsin Card Sorting Test in Children. Developmental Neuropsychology, 33, 584-600.
  • Willis, W. G. (2005). Foundations of developmental neuroanatomy. In R. C. D'Amato, E. Fletcher-Janzen, & C. R. Reynolds (Eds.), Handbook of school neuropsychology (pp. 41-60). Hoboken, NJ: John Wiley & Sons.
  • Willis, W. G., & Weiler, M.D. (2005). Neural substrates of childhood Attention-Deficit/Hyperactivity Disorder: Electroencephalographic and magnetic resonance imaging evidence. Developmental Neuropsychology, 27, 135-182.


Adjunct Faculty

Joanne Eichinger, Ph.D.

Phone: (401) 874-7420
E-mail: jei3775u@postoffice.uri.edu
Dr. Joanne Eichinger earned her Ph.D. from Syracuse University. She has served as a consulting editor of Mental Retardation since 1993. Her research interests include the topics of job stress and satisfaction among special education teachers, promoting attitude change toward learners with disabilities, and effective practices in inclusive education for students with disabilities. She currently teaches courses including the Psychology of the Exceptional Child.

Selected Publications:

  • Eichinger, J. (2000). Job stress and satisfaction among special education teachers: Effects of gender and social role orientation. International Journal of Disability, Development, and Education, 47, 397-412.
  • Downing, J., Eichinger, J., & Williams, L. (1997). Inclusive education for students with severe disabilities: Comparative views of principals and educators at different levels of implementation. Remedial and Special Education, 18, 133-142.

Ira Reiter, Ph.D.

Phone: (401) 782-8440
E-mail: ira@reiter.necoxmail.com
Dr. Reiter serves as the program's coordinator of field placements for practicum experiences and internships.