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2016-2017 MPC Team

 

Faculty

Wendy Reinke, Ph.D., Co-Director (School Psychology)Wendy

Dr. Wendy Reinke completed her doctoral training in school psychology at the University of Oregon and is currently an Associate Professor in School Psychology at the University of Missouri. She teaches classes on prevention of emotional and behavior disturbances in children, public health perspectives, research design, and evidence-based practices for children with emotional disturbances. Prior to coming to MU, she was a Prevention Science Fellow at Johns Hopkins School of Public Health. Her research focuses on preventing disruptive behavior problems in children. Dr. Reinke is also an expert in teacher consultation models in classroom management and is the developer of the Classroom Check-Up. She is the co-author of two books on the topic of teacher consultation, including one with Randy Sprick and Jim Knight entitled Coaching Classroom Management and another with Keith Herman and Randy Sprick entitled Motivational Interviewing for Effective Classroom Management: The Classroom Check-up.

Keith Herman, Ph.D., Co-Director (Counseling Psychology)

Dr. Herman is a Professor in the Department of Educational, School, & Counseling Psychology at the University of Missouri. Dr. Herman primarily teaches doctoral coursework in the areas of parent behavior management, developmental psychopathology, and research design. Originally trained as a counseling psychologist at the University of Florida, Dr. Herman retrained in school psychology at the University of Oregon and also completed postdoctoral fellowships at Brown University and Johns Hopkins University. Before joining the department at Mizzou, he was a faculty member in the School of Medicine at Johns Hopkins University. His research takes a prevention science approach to understanding, preventing, and treating child depression. He has developed a conceptual model describing social developmental pathways to child depression with emphasis on modifiable aspects of schooling and parenting that contribute to children’s risk. This model has informed the development of school and family interventions for children who are depressed.

Aaron Thompson, Ph.D., Associate Director (Social Work)

Dr. Aaron M. Thompson completed his PhD in Social Work at the University of North Carolina at Chapel Hill. Prior to this, Aaron worked as a counselor and special educator in a juvenile detention facility, as an educational disability evaluation specialist, and as a public school social worker and principal. Currently, Aaron is an Assistant Professor in the School of Social Work at the University of Missouri and the Associate Director of the Missouri Prevention Center.  Aaron’s research interests include the origins of mental and behavioral health issues among youth, training for school-based mental health service providers, and the development and evaluation of early prevention and intervention efforts to improve school readiness and reduce disruptive and aggressive behaviors for high risk children. Aaron is the developer of The Self-Management Training and Regulation Strategy (STARS), and the Principal Investigator on a $3.5M US Department of Education award to test the effects of STARS using a randomized control trial with 5th grade students who present challenging classroom behaviors. Aaron is also the Principal investigator on a $4.1M contract with Boone County, Missouri to develop the Family Access Center of Excellence of Boone County and the Co-Principal Investigator with Dr. Wendy Reinke on the Boone County Schools Mental Health Coalition.

Francis-Huang-webFrancis Huang, Ph.D. (Educational Research Methods)

Dr. Huang is an experienced management consultant and quantitative researcher. He currently teaches subjects related to linear/nonlinear regression, multivariate statistics (e.g., factor analysis, discriminant analysis, cluster analysis), and data management. Research interests focus on the use of applied quantitative methods for policy analysis (e.g., bullying, school violence, literacy growth), large scale data analysis, birthdate effects/season of birth research, and the development and validation of empirically supported measures and scales.

nianbo-dong-082014Nianbo Dong, Ph.D. (Educational Research Methods)

Dr. Dong is an Assistant Professor in Statistics, Measurement, and Evaluation in Education. He teaches Hierarchical Linear Modeling. His research program centers on both development of quantitative methodology, and applications of rigorous quantitative methods in evaluating the effects of teacher and principal professional development programs and early child education programs. His current interests focus on power analyses of the main, moderation, and mediation effects in multilevel experiments, and causal inference. His work has been supported by the U.S. Department of Education’s Institute of Education Science (IES) and the National Science Foundation (NSF).

Lori Newcomer, Ph.D. (Special Education)

Dr. Lori Newcomer completed her doctoral training at the University of Missouri in special education and is currently an Assistant Research Professor in the Department of Educational, School, & Counseling Psychology. For over 30 years, Dr. Newcomer has been involved in the education of children and youth with challenging behaviors. Her areas of specialization include behavior disorders, functional assessment, and social competence. Dr. Newcomer’s research interests focus on prevention and school-based interventions for behavior disorders, with an emphasis on interventions at the secondary and tertiary levels within a three-tiered model of schoolwide positive behavior support. Dr. Newcomer serves on several editorial boards and provides technical support and training to schools and districts across the United States, Canada and Australia on schoolwide systems of Positive Behavior Support, functional assessment, classroom management, and social skill instruction.

Chris Riley-Tillman, Ph.D. (School Psychology)crt

In his current position, Dr. Riley-Tillman provides training in assessment, intervention and consultation. He brings qualifications in the areas of applied behavior analysis, behavioral assessment, academic assessment and intervention, and the development and validation of assessment and intervention methodologies which are both empirically supported and feasible. His research interests involve social behavioral assessment, academic assessment/intervention, and consultation. He has authored over 60 articles, book chapters and books. Dr. Riley-Tillman serves as Co-Principal Investigator on Project VIABLE an IES-funded grant with goals to develop and evaluate procedures for direct behavior rating scales to effectively and efficiently measure student behavior. Dr. Riley-Tillman is currently serving as an Associate Editor for School Psychology Forum and board member of School Psychology Review.

Melissa Stormont, Ph.D. (Special Education)Melissa

Dr. Stormont is a Professor of Special Education at MU. She is an expert on PBIS in early childhood settings and fostering child resilience and has written books on both topics. Additionally, she has expertise in building systems to support Tier 2 interventions and has written a book in this area as well. At MU, she teaches classes on these topics; conducts applied, school-based research; consults with school districts; participates in professional committees and advisory groups; serves on Doctoral and Master’s committees; and presents at local, state, national, and international conferences. Her work focuses on preventing behavior problems in young children, teaching consultation around effective classroom management strategies, and assisting children and families during critical school transitions.

 

Staff

Crystal Lewis, Director of Research Implementation

Crystal oversees all research activities occurring within the MPC, which currently includes the CHAMPS, CCU, and STARS projects. Her role includes project coordination, consulting, data management and analysis. She received a Master’s degree in Public Policy in 2011 from the University of Minnesota, and she has a research interest in program evaluation in education.

 

Marcus Petree, Research Specialist

Marcus is a Research Specialist with the MPC. He currently works as the project coordinator for the CHAMPS project under Dr. Herman, helping to coordinate research activities with fellow members of the team. He holds a bachelor’s degree in Secondary Social Studies Education from Mizzou and has been a member of the MPC team since August of 2013.

 

Anne Stinson 2Anne Stinson, Research Associate

Anne is a Research Associate and coordinator of the STARS Project. Her role includes intervention planning, data management, data tracking, and overseeing all logistical aspects of the project. She received a Master’s degree in counseling from Stephens College in 2011, she is a licensed professional counselor, and a first year doctoral student in Social Work. She is interested in studying school-based program evaluation, toxic stress, and children in poverty.

 

Graduate Assistants

Emily Camp 2Emily Camp (Counseling Psychology)

Emily is a research assistant for the MPC and a first-year master’s student in the Counseling Psychology program. She received bachelor degrees from the University of Missouri in English and Philosophy. For the past ten years, she has worked or taught in schools and care facilities, both in the United States and abroad. She is interested in studying the effects of developmental and complex trauma on youth and multicultural groups, with a focus on prevention, intervention and adjunctive forms of treatment.

Colleen Eddy (Counseling Psychology)Eddy, Colleen

Colleen is a second-year doctoral student in the Counseling Psychology program. She attended the University of Pittsburgh for undergraduate studies and then Boston College for a master’s degree in Mental Health Counseling. Most recently she worked for the VA healthcare system in North Little Rock, Arkansas. She is excited to learn more about prevention science during her time at Mizzou.

 

russell elmoreRussell Elmore (Social Work)

Russell is a second year graduate student pursuing a masters in social work. He received his bachelor’s degree in psychology from William Jessup University in Sacramento, California. He joined STARS as a research assistant in the fall of 2015, and is interested in school and community prevention programs for youth.

 

Caroline Grossman (School Psychology)

Caroline is a second-year doctoral student in school psychology. In May 2015, she received a bachelor’s degree in philosophy-neuroscience-psychology from Washington University in St. Louis. She works primarily with the CHAMPS and CCU projects and is excited to keep learning about the role of prevention science in the mental health of students.

 

image1Jonathan Hammons (School Counseling)

Jonathan is a first-year master’s student in school counseling. He received his undergraduate degree from the University of Missouri in Secondary Social Studies Education. He has been a full time teacher for six years, both in the United States and abroad. He has worked with both the CHAMPS and STARS program since December 2015.

 

Lauren O’Hara (School Psychology)

Lauren is a third-year doctoral student at MU. She joined the team in the Fall of 2014 after receiving her BA in psychology and BAS in Human Services from Washburn University in Topeka, Kansas. She has worked within a school system for 5 years and is enthusiastic to join the MPC in furthering evidenced-based practice, primarily working the CHAMPS project investigation.

 

aly savala2Aly Savala (Counseling Psychology)

Aly is a first-year doctoral student in the Counseling Psychology program. She attended Texas Tech University for her Bachelor’s degree in Psychology and the University of Louisville for her Master’s in Counseling Psychology.  Aly joined the STARS and CHAMPS projects in August 2016. Her research interests involve issues facing adolescents and young adults, with a focus on depression prevention, as well as trauma and sexual assault victims.

Megan Wilson 2Megan Wilson (Social Work)

Megan is a second-year graduate student pursuing a Master’s degree in Social Work. She received a BA in Psychology at Mizzou and went on to work for Children’s Division. She joined the STARS project in the Fall of 2015 and is excited to learn more about evidence-based practice in schools.

 

mike van wie2Mike Van Wie (School Psychology)

Mike is a first-year doctoral student in school psychology. He received his bachelor’s degree in psychology from the University of Maryland. For the past six years he has worked in clinical psychology research laboratories across the United States. He is involved with the STARS and CHAMPS projects and is interested in prevention of depression and anxiety in children.

 Updated August 2016