Lea Theodore

Diplomas/Degrees

Diplomas/Degrees

Ph.D., The University of Connecticut (2002)

Certificate of Advanced Graduate Studies (CAGS), The University of Connecticut (2001)

M.A. School Psychology, The University of Connecticut (2000)

M.A. General/Experimental Psychology, St. John's University (1999)

B.A., Binghamton University (formerly referred to as the State University of New York at Binghamton) (Binghamton, NY) (1997)

Licenses and Certifications

Licenses and Certifications

New York State Licensed Psychologist (License #: 016717)

Virginia Licensed Clinical Psychologist (License #: 0810004697)

National Provider Identifier (NPI): 1306920806

Personal Statement

Personal Statement

A Licensed Psychologist in New York and Virginia, Dr. Lea A. Theodore served as Program Director for the Graduate Program in School Psychology at The College of William and Mary. Throughout her 18-year career she has provided psychoeducational services in private practice (providing individual, family and group therapy; psychological and psycho-educational assessment; school-based consultation; child advocacy; and treatment of childhood disorders), and consulted with public and private schools, hospitals, and behavioral health centers. Additionally, Dr. Theodore was hired as a consultant by the Supreme Court for the state of Virginia and General District Court of the Commonwealth of Virginia to provide diagnostic evaluations for individuals brought to Emergency Departments, presenting her findings and recommendations to a judge in a court of law. Since receiving her Ph.D. from the University of Connecticut in in 2002, Dr. Theodore edited the comprehensive Handbook of Evidence-Based Interventions for Children and Adolescents (Springer), published approximately 80 refereed articles and chapters, and conducted numerous invited and peer-reviewed presentations at state and national conferences. She was Associate Editor for School Psychology Quarterly, a top-tier, high-impact flagship journal in the field, and currently sits on the editorial boards of several national and international journals. Dr. Theodore received the Early Career Alumni Award from the University of Connecticut in 2009, in part due to her ranking as one of the top 20 most productive authors in school psychology. She earned a similar ranking in a second study published in 2016. Her career focus has been on promoting science, practice, and policy surrounding the development of effective and efficient intervention strategies to improve student academic and behavioral functioning. 

Dr. Theodore has been active in Division 16 (School Psychology) of the American Psychological Association (APA) through nationally elected positions, most recently as Council Representative (2020-2022), Past-President of School Psychology for the APA (2015-2018), sitting on the Division’s Executive Committee, Vice-President of Division 16 Membership (2006-2008), and Vice President of Professional Affairs (2009-2011). She was also appointed to serve on the Committee of Division/APA Relations (CODAPAR; 2020-2022). Dr. Theodore extended her early meaningful APA service contributions having Co-chaired and Chaired the APA Annual Conference Hospitality Suite, Co-chaired and Chaired the Division’s Annual Convention program, and as a member of the Conversation/Videotape Series Committee. Her other meaningful APA contributions include serving as the APA Representative to the Public Interest Directorate Network and co-writing the 2012 School Psychology Petition to the Commission for the Recognition of Specialties in Professional Psychology (CRSPP). As an advocate for mental health services and on behalf of the APA, she lobbied legislators for the passage of the Mental Health Parity Act, the Mental Health Reform Act (S. 1945), and Helping Families in Crisis Act (H.R. 2646). Dr. Theodore's service was recognized by the American Psychological Association, receiving the presitgious Jean A. Baker Mid-Career Service Award  by the APA in 2019.

Recent Courses

Recent Courses

Dissertation Seminar II

Dissertation Seminar III

Implementing School-Based Prevention Programs

Psychoeducational Interventions II: Learning And Emotions

Psychopathology In Children And Adolescents

Courses Previously Taught

Courses Previously Taught

Academic Assessment (Graduate Students)

Advanced Developmental Psychology (Graduate and Undergraduate Students)

Consultation in Schools and Health Service Settings (Graduate Students)

Consultation in School Psychology (Graduate Students)

Counseling Theories and School-based Mental Health Interventions (Graduate Students)

Developmental Psychopathology (Graduate Students)

Exceptionality in Human Development (Graduate and Undergraduate Students)

Human Neuropsychology (Graduate Students)

Learning and Instructional Strategies (Graduate Students)

Internship in School Psychology (Graduate Students)

Introduction to School Psychology (Graduate and Undergraduate Students)

Practicum in School Psychology (Graduate Students)

Prevention and Intervention in Public Schools (Graduate Students)

Psychology of the Emotionally Disturbed Child (Graduate Students)

Psychology of the Exceptional Child (Graduate Students)

Professional School Psychology II (Law) (Graduate Students)

Psychoeducational Groups (Graduate Students)

Seminar in Professional School Psychology: Legal and Ethical Issues (Graduate Students)

Social/Emotional/Behavioral Assessment (Graduate Students)

Theory and Practice in Assessment of Intelligence and Cognitive Functioning (I) (Graduate Students)

Theories and Strategies for Counseling School Aged Children (Graduate Students)

Specialization/Interests

Specialization/Interests

Evidence-Based Interventions for behavior, communication, and health-related disorders.

Mind-Body Health; Positive Psychology.

Professional Issues related to School Psychology.

Preschool-related Issues.

Teaching Philosophy

Teaching Philosophy

Much of my teaching philosophy is based on uniting the research of psychology with the teaching of psychology and education. I have continually sought to apply what I have learned as a psychologist about how people think, learn, and remember information to my own teaching. As a faculty member in a program that prepares future school psychologists, I am convinced that we must teach our students how to think, how to question, and how to learn. I attempt to foster informal student-faculty interaction, debate, and respect for differences of perspectives and opinion, thus creating a more interesting and exciting learning experience. I am guided by the ideas that learning should be enjoyable, as well as rigorous, and that we should develop critical thinkers who are able to actively take part in society. I believe that such a philosophy encourages and reinforces students' creativity and intellectual risk taking that are fundamental to the development of professional practice in school psychology. The following principles reflect my beliefs about how students learn and how I can facilitate that learning.

My guiding principles about teaching are built around best practices and fostering a collaborative learning environment with my students. To this end, working with students to process experiences and new knowledge as well as receive constructive feedback serves as an important component to the pedagogy of formal graduate school training. In a graduate program of school psychology, skills and theory courses are essential for the development of a professional repertoire for our students. As students develop autonomous skills in direct services such as assessment, consultation, and intervention, it is equally important for learning to translate to informed, competent practice that is empirically-based. Linking the theoretical with the applied is critical for students’ development, and I consistently emphasize this connection within my teaching. Given that the majority of courses that I teach focus on applied work with children, families, and the community, it is particularly important for me to effectively link theory to practice.

In order to bridge the gap between theory and practice, I work collaboratively with my students in a supportive learning environment while also setting high standards in the classroom. I do believe that learning can be enjoyable and challenging, and I engage students in an interactive way that promotes reflection about the subject matter and how this can ultimately fit into the repertoire of the school psychologist. I employ a variety of techniques to promote critical thinking and facilitate course content. First, I use technology to assist me with teaching. Although I realize that technology is not itself an end, I believe it can be an effective tool for facilitating the learning process. Power point presentations have been a major component of my classroom instruction, with tables, figures, diagrams, and video clips incorporated within the slides. Ready access to these media allows for the presentation of information in a visually appealing manner and provides students with a resource they can access outside of class for review or reiteration of concepts. My power point presentations are posted to blackboard prior to each class. I believe that this has the advantage of allowing students to write less and listen more which facilitates understanding and retention of the topics discussed in class. Also posted to blackboard are course syllabi, assignment guidelines, rubrics for grading, and ancillary links to online materials to support learning of various content areas.

Second, I supplement my lectures with discussions, demonstrations, and cooperative learning activities that encourage students to think actively about the material. An important part of the learning process consists of promoting the development of independent thinking skills. That is, to think critically about what students know and apply that knowledge to new situations. Whenever presenting new concepts, I provide many examples to illustrate the ideas. I also use real world examples from my own personal experiences which demonstrate the concepts that are being taught. Students frequently comment that they enjoy how I relate the material to applied settings, and I find that this maintains a high level of student interest.

I believe that class participation is essential to active learning and I expect and encourage students to contribute to class discussions. Thus, I frequently ask students questions to assess their understanding and generate classroom discussion as well as encourage participation. Thus, students come to my courses prepared for class. While didactic teaching is often necessary, I also facilitate class discussion using Socratic dialogue to guide the conversation. I also create small group environments to foster student engagement. In this venue, students are able to investigate and process topics at a deeper level and those students who are more reluctant to speak in a larger group may feel more comfortable in these smaller settings. This type of relaxed but collaborative environment prompts students to think deeply about the material and fosters informal student-faculty interactions, debate, and a more exciting learning environment.

In addition to presenting concepts and engaging in class discussion, I employ learning activities, such as scenarios, in-class case studies, and exercises. These are intended to promote critical thinking and reflection as well as to assist in case conceptualization, emphasize research as a method for decision-making, and subsequent development of appropriate recommendations for practice. These types of activities allow students to practice the requisite skills required in the field, but has the advantage of doing so in a supportive environment.

Third, wherever possible, I assign field-based experiences to enhance the development of student competencies. Out-of-class assignments are intended to supplement and expand classroom learning, providing meaningful practical experiences. I strongly believe that research into practice assignments that address the academic, behavioral, and social-emotional needs of children in school-based environments provides valuable opportunities for students to see how theory is used in the real world. It is here that I help students process their experiences while they simultaneously apply newly learned skills. For instance, I have students conduct functional behavioral assessments (FBA’s), develop behavior intervention plans (BIP’s), and develop workshops for teachers/parents on intervention/ prevention topics that would be appropriate for school-aged children. Further, I believe that research should be translated to practice that has practical utility; for example, in the Prevention/Intervention course, I have students develop educational programs on a prevention or intervention topic related to school-age children. These programs include best practice regarding their respective topics. Students present their programs to the class as well as provide their classmates with a CD of their educational program. Another example is in the Developmental Psychopathology course, where students develop a workshop on a childhood psychological disorder that addresses describes the disorder (prevalence, symptoms), describes the associated characteristics and causes of the disorder, and provides evidence-based interventions for the disorder. Students subsequently present their topic and provide their classmates with a CD of the workshop. The intent of these presentations is to provide students with a quick reference for clinical work in the field. The objective with these types of assignments is to underscore that intervention decisions should be based on treatments that not only match the needs of students, but also evidence a cumulative body of evidence regarding their effectiveness. Further, it teaches students how to be competent consumers of research.

Finally, I believe that graduate school is a time where students not only learn the requisite skills necessary for their chosen profession, but also where personal and professional characteristics should be addressed, cultivated, and modeled. These characteristics include appropriate attitudes, respect for others, integrity, accountability, and sense of responsibility. I model high standards by attending to national training issues through service as a board member for Division 16 (School Psychology) of the American Psychological Association (APA) (e.g., Vice President of Membership, Vice President of Professional Affairs, and currently President of Division 16). In modeling characteristics of professionalism and respect, I am upfront regarding all assignments, due dates, expectations for performance, and consequences for poor quality work and not adhering to deadlines. Assessment of student performance is a key aspect of teaching, and it is absolutely essential to employ methods of assessment that are honest and fair. Truly meaningful self-esteem grows naturally from a sense of achievement; fostering students' self-esteem should complement pedagogy and assessment, not compete with them.

Research Interests

Research Interests

My research agenda originates from my passion and commitment to enhancing the overall functioning and well-being of children. As a school psychologist, I have focused my scholarship on effectively bridging the gap between research and practice to improve the academic, social, and emotional adjustment/functioning of children. My scholarship has been acknowledged through several awards. I was recognized within my discipline as one of the most productive researchers/scholars in the field of school psychology (i.e., 19 of the Top 50 Most Productive Researchers, 1995-2005, and again in 2016). Further, my scholarship earned me the Early Career Alumni Award from the University of Connecticut, in 2009 in part because of my national ranking as one of the top 20 most productive authors in school psychology and the Plumeri Award in 2013 at the College of William and Mary.

I have focused primarily on psychoeducational service delivery, in particular, school-based interventions to improve the outcomes of children with behavior, communication, homework, academic problems, and health-related disorders. I am particularly interested in understanding and influencing individual and class-wide interventions for these children and developing techniques that can be easily adopted by teachers and generalized to children experiencing different difficulties. Educators devote too much time and energy ameliorating behaviors, which circumvents academic engagement. Consequently, instructional time, academic achievement, and students’ sense of self are negatively affected. Much of the existing intervention research focuses on the management of antecedents and consequences for individual students, which is time consuming and impractical to implement and has limited applicability in real classrooms. I have instead focused on group contingencies. Initial findings indicate that group approaches are more effective in modifying student behavior and easier to implement. This finding is particularly important, given that teachers tend to use interventions that are manageable and efficient.

Most of my empirical research has employed single-subject design methodology with calculation of effect sizes to document the magnitude of the intervention effect, as well as to add rigor to my work. For instance, experimental studies such as, ‘Randomization of group contingencies and reinforcers to reduce classroom disruptive behavior,’ found that randomizing group contingencies and reinforcers dramatically decreased disruptive behavior in a self-contained classroom for seriously emotionally disturbed students. In addition, ‘A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behaviors,’ compared differential treatment effects of three group-oriented contingencies. This study, which was the third in this line of research, found that all three contingencies effectively reduced disruptive behavior in the classroom. This study was followed by a review of the extant research in the field of group-oriented contingencies, ‘Contemporary review of group-oriented contingencies for disruptive behavior’. To extend the scope and use of group-oriented contingencies, I have employed this approach with preschool children and developed interventions for students with homework completion and accuracy problems, in both general and special education.

Having worked in private practice, supervised practicum students and interns, I was convinced that evidence-based interventions are not well known among many mental health professionals, and treatment fidelity is a problem. Awareness and fidelity concerns served as the impetus for my newly published, 40-chapter handbook, published by Springer Publishing Company in 2017, The Handbook of Applied interventions for Children and Adolescents. The book focuses on applied, empirically supported interventions in school, counseling, clinical and child clinical psychology, social work, special education, school counseling, and speech-language pathology–that is, helping professionals in school and clinical settings. My research, which has documented the success of group-oriented contingencies was featured on the Guidance Channel, in the APA Monitor, and more recently, August , 2016, in U.S. News and World Report.

While translating research to practice has been my area of focus, my work lends itself to current legal mandates (e.g., Individuals with Disabilities Education Improvement Act-IDEIA, No Child Left Behind-NCLB), which are focused on demonstrating positive student outcomes using evidenced-based practices. My research on intervention strategies are evidence-based and meet the criteria put forth in these recent laws. I have developed effective and efficient interventions for teachers, thus increasing the likelihood of them implementing a given intervention and facilitating the effective functioning of children in the classroom.

Professional Practice Issues

A secondary focus of my research and publications stems from my involvement in national leadership positions in school psychology. I have had the privilege of serving on the Executive Committee for Division 16 (School Psychology) of the American Psychological Association, helping to shape school psychology practice and policies. I served as Vice President of Membership (2006-2008), Vice President of Professional Affairs (2009-2011), and President (2015-2018). As the field evolves, school psychologists face profound professional practice and policy challenges with wide-ranging implications. Advocacy for the profession and a commitment to professional development are integral to the growth of school psychology. Not only have I provided national leadership in this area, many of my publications since 2006 have reflected professional practice issues associated with professional standards and practice. Consistent with such leadership roles, my secondary research focus has focused on professional issues in school psychology, such as professional development, employment characteristics, and salary differentials. Taken together, I believe I have two well-developed research agendas, resulting in broad and influential contributions to the profession.

Current and Future Research Plans

On a personal note, I was drawn to education and psychology having witnessed the issues individuals face throughout their development. For many, the emotional and cognitive tasks commensurate with each stage of development have been met only with the aid of support networks, with an ever-increasing number of individuals who live in less fortunate environmental conditions, including parental neglect and abuse, divorce, inadequate housing and parental education, increased exposure to alcohol, drugs, and violence, and so on. Professionally, I strive to help individuals cope effectively with these and other environmental stressors, to aid in their intellectual and social-emotional development, and to maximize their capacity for healthy development. Reflecting on my experiences, I have learned that “family,” “commitment,” “compassion,” and “sense of responsibility” are powerful values that give any society the ability to rise above adversity. These are the values that I have espoused throughout my career as I sought to make my contribution.

The confluence of my research, independent practice, consulting, Supreme Court evaluations, and work with the APA, has broadened my research and practice interests. I am concerned about the equitable distribution of opportunities and privileges for all students, regardless of geography and/or life circumstance. School psychologists are uniquely suited to promulgate the foundations of resource equity not only in the United States, but around the world. While disparities in equity stem from a complex interplay of myriad social and environmental factors, I believe that we need to focus on children's rights, social justice, and human capital investment, and serve as agents of change. We need solution-focused strategies and evidence-based interventions to create positive academic and social-emotional outcomes for children. In this vein, I have been investigating evidence-based programs, as well as grants, for social justice to implement in the schools.

Because my research and teaching are foci that are inseparable, I will continue to give guidance to the curriculum in the areas of developmental psychopathology, prevention and intervention, assessment, consultation, and practicum/internship supervision. I believe I am in an excellent position to offer students the most current information in the field because of my real-life experiences gleaned from my on-going research and clinical practice. Given the current emphasis on evidence-based interventions, my research (i.e. classroom interventions employing group contingencies; professional practice issues) has direct implications to sound practice and rigorous teaching, with clear connections to practice and research. I plan to continue my lines of research, seek grant opportunities in these areas, and work on books related to interventions for children (e.g., Desk Reference for School Psychology).

In conclusion, reflecting on the years since graduation and on the decisions I have made along the way, I realize that professional satisfaction is achieved by acting according to two main principles. First, it is essential for me to do work that generates the greatest intellectual excitement and interest. Second, it is necessary for me to work in areas where I see a real need. That being said, there is an abundance of meaningful and exciting tasks before me, with much more to achieve.

Books

Books

Theodore, L. A., Bray, M. A., & Bracken, B. A. (in progress). Desk Reference for School Psychologists, Oxford University Press, New York.

Theodore, L. A. (Ed.) (2017). Handbook of Evidence-Based Interventions for Children and Adolescents. New York: Springer Publishing Company.

Articles

Articles

Bray, M. A., Theodore, L. A., Debiase, E., & Cross, E. (in press). School-Based Intervention for Social Skills in Children from Divorced Families. The Journal of Applied School Psychology.

Gelbar, N., & Theodore, L. A. (in press). School-based Interventions. In F. Worrell and T. Hughes (Eds.), Cambridge Handbook of Applied School Psychology (pp.). New York: Cambridge University Press.

Kehle, T. J., Bray, M. A., Root, M. M., Theodore, L. A., & Del Campo, M.A. (in press). Single case methodology with patients with selective mutsim. Research Methods Cases. CA: Sage.

Kehle, T. J., Bray, M. A., & Theodore, L. A. (in press). Adolescents who have selective mutism. Principal Leadership.

Theodore, L. A. & Bracken, B. A. (in press). Positive Psychology Treatments. In M. Perfect, M. A. Bray, & Maykel, C. (Eds.). Mind-Body Health: School-Based Interventions. American Psychological Association, Division 16.

Maykel, C., Theodore, L., & Bray, M.A. (in press). Attending to Tasks & Completing Work: Helping Handout for Teachers. In George Bear (Ed.), Helping children at home and school: Handouts for families and educators. Bethesda, MD: National Association of School Psychologists.

Theodore, L. A. (2018). In Memoriam: John Thomas Kehle. The School Psychologist, 72, 33-35.

Bray, M. A., Kehle, T. J., & Theodore, L. A., & Bracken, B. A. (2017). Interventions for Children with Asthma. Handbook of Evidence-Based Interventions for Children and Adolescents (447-456). In L. A. Theodore (Ed.). New York: Springer Publishing Company.

Kehle, T. J., Bray, M. A., & Theodore, L. A., & Bracken, B. A. (2017). Interventions for Children with Selective Mutism. In L. Theodore (Ed.). Handbook of Evidence-Based Interventions for Children and Adolescents (245-251). In L. A. Theodore (Ed.). New York: Springer Publishing Company.

Theodore, L. A. (2017). Preface: Introduction to the Handbook for Applied Interventions for Children and Adolescents. Handbook of Evidence-Based Interventions for Children and Adolescents (xi - xxiii). In L. A. Theodore (Ed.). New York: Springer Publishing Company.

Theodore, L. A., Bracken, B. A., Bray, M. A., & Kehle, T. J. (2017). Interventions for Homework Performance. Handbook of Evidence-Based Interventions for Children and Adolescents (119-128). In L. A. Theodore (Ed.). New York: Springer Publishing Company.

Minkos, M. C., Sassu, K., Gregory, J. L., Patwa, S. S., Theodore, L. A., & Femc-Begwell, M. (2017). Culturally responsive practice and the role of school administrators. Psychology in the Schools, 54, 1260-1266.

Root, M., Bray, M. A., Maykel, C., Cross, K., Shankar, N., & Theodore, L.A. (2016).

Students with cancer: Presenting issues and effective solutions. The International Journal of School and Educational Psychology, 4, 25-33. 

Kehle, T. J., Bray, M. A., Root, M. M., Theodore, L. A., & Del Campo, M.A. (2016).  Single case methodology with patients with selective mutism. Research Methods Cases. London: Sage. 

Theodore, L. A. (2016). Comprehensive Evaluation of the Wechsler Individual Achievement Test – Third Edition (WIAT-III). Confidential Pre-Publication Appraisal for Pearson, San Antonio Texas.

Theodore, L. A. (2016). President’s Update. The School Psychologist, 70(3), 3-7.

Theodore, L. A. (2016). Presidential Message. The School Psychologist, 70(2), 3-9.

Angacian, S., Bray, M. A., Kehle, T. J., Byer-Alcorace, G., Theodore, L.A., Cross, K., & DeBiase, E. (2015). School-based intervention for social skills in children from divorced families. The Journal of Applied School Psychology. http://www.tandfonline.com/doi/full/10.1080/15377903.2015.1084964

Theodore, L. A., Bray, M. A., & Kehle, T. J. (2014). Best Practices in Facilitating Homework Management in Schools. In P. L. Harrison & A. Thomas (Eds.), Best Practices in School Psychology VI (Student-Level Services), (pp. 83-96). Best Practices VI. Silver Springs, MD: National Association of School Psychologists.

Bray, M. A., Kehle, T. J., & Theodore, L. A. (2014). Best Practices in the Assessment and Remediation of Communication Disorders. In P. L. Harrison & A. Thomas (Eds.), Best Practices in School Psychology VI (Data-Based and Collaborative Decision Making), (pp. 355-365). Best Practices VI. Silver Springs, MD: National Association of School Psychologists.

Conference Presentations

Conference Presentations

Gelbar, N., Theodore, L. A., Bracken, B. A., & Reinhardt, J. (August, 2018). Bridging the Gap Between Research and Practice on Both Sides of the Divide. Symposium accepted to the annual meeting of the American Psychological Association, San Francisco, CA.

Theodore, L. A., & Bracken, B. A. (August, 2018). Yoga as an Intervention for Off-task Behaviors in Preschool Children. Poster accepted to the annual meeting of the American Psychological Association, San Francisco, CA.

Chaffin, J., Theodore, L. A., Willis, E., Ruby, S., & Islan-Zwart, K. (January, 2018). Essential Components of High Quality Distance Learning: Overview and Outcomes. Symposium presented at the annual Hawaii International Conference on Education.

Theodore, L. A. (2017, March). Division 16 and the support of APA for school psychologists. School Psychology Podcast.

Honors and Accomplishments

Honors and Accomplishments

*Recipient, Jean A. Baker Mid-Career Service/Practice Award, 2019. American Psychological Association (APA), Division 16. 

*Selected, Academic & Creative RESEARCH Magazine, inclusion in the Summer 2019 edition of Adelphi's Academic & Creative RESEARCH Magazine, highlighting the remarkable intellectual activity and the profound impact of Theodore's work on the world around us.

* Outstanding Service for serving as President of Division 16, 2018. American Psychological Association (APA), Division 16.

*Ranked #19 of the Most Productive Faculty Members in Specialist Level Programs. Laurent, J., & Runia, E. (2016). Scholarly productivity of school psychology faculty members in specialist-level programs: 2002-2011. Research and Practice in the Schools, 4, 54-71.

*Plumeri Award for Faculty Excellence, The College of William and Mary, 2013 -2015. Total amount awarded: $10,000.00

*Outstanding Service for serving as Associate Editor for School Psychology Quarterly 2012, Flagship journal of School Psychology, American Psychological Association, Division 16.

*Outstanding Service for serving as Vice President for Professional Affairs, 2011. American          Psychological Association, Division 16.

*Outstanding Alumni Early Career Scholar Award, 2009. University of Connecticut.

*Outstanding Service for serving as Vice President of Membership, 2008. American Psychological Association, Division 16.

*Ranked #19 of the Top 50 Most Productive Authors (Psychology in the Schools, 43, 737-743;          2006).

*Outstanding Service for serving as Convention Program Chair, 2006. American Psychological  Association, Division 16.

*Outstanding Service for serving as Coordinator, Hospitality Suite, 2005. American Psychological Association, Division 16.

*Outstanding Service for serving as Coordinator, Hospitality Suite, 2004. American Psychological Association, Division 16.

*Travel Award, 2001. American Psychological Association.

*Dissertation Extraordinary Expense Award, University of Connecticut, 2001.

*Pi Lambda Theta, National Honor Society and Professional Association in Education, 2001.

Community Outreach

Community Outreach

MEDIA INTERVIEWS

*Theodore, L. A. (2018, August). Yoga as an intervention for children in preschool. American Psychological Association. 

https://www.facebook.com/PearsonAssessments/videos/10155474433486993/

*Theodore, L. A. (2017, March). Division 16 and the support of APA for school psychologists. School Psychology Podcast. https://youtu.be/Dru2JQofjoA

*Theodore, L. A. (August, 25, 2016). 10 of the Biggest Health Threats Facing Your Kids ThisSchool Year. U.S. News and World Report. http://health.usnews.com/wellness/slideshows/10-of-the-biggest-health-threats-facing-your-kids-this-school-year.

*Weir, Kirsten (2016). Is homework a necessary evil? APA’s Monitor on Psychology, 47, 36-39.

*Munsey, C. (2008). School psychology: More than testing. APA’s Monitor on Psychology, 39, 48.

*Theodore, L. A., Bray, M. A., & Kehle, T. J. (2006). Class-wide behavior management interventions. Guidance Channel.

Professional Activities

Professional Activities

PROFESSIONAL SERVICE

*Chair, Jean A. Baker Award Committee, Division 16, American Psychological Association (2020-2022).

*Appointed, Committee on Division/APA Relations (CODAPAR), American Psychological Association, 2020-2022. 

*Elected, Council of Representatives, Division 16 (School Psychology), Executive Committee, American Psychological Association, 2020-2022.

* Director, Psychology of Education and Research Lab (PEARL). 

 *Member, Finance Committee, American Psychological Association, Division 16.

*Psychological Consultant, Healthright International. Provide psychological evaluations for survivors of torture and trauma, author affidavits in support of their applications for immigration relief, and testify in a court of law my findings and recommendations. 

*Member, Lightner Witmer Award Convention Committee, Division 16 (School Psychology), American Psychological Association, 2018.

*President, Division 16 (School Psychology), Executive Committee, American Psychological Association, 2015-2018. Responsibilities include: Presiding over all activities and meetings of the Division. This office assumes ultimate responsibility and decision-making authority, subject to affirmation by the Executive Council. The President shall become the Past-President at the end of the term of office.

*Senior Research Analyst, 2017 - present. Stony Brook University, Department of Psychology.

*Member, Convention Committee, 2015-2016. American Psychological Association, Division 16 (School Psychology),

*Lobbyist, American Psychological Association, Lobbying on Capitol Hill for the Mental Health Reform Act, 2015.

*Lobbyist, American Psychological Association, Lobbying on Capitol Hill for the Helping Families in Crisis Act (H.R. 2646), 2015.

*Co-coordinator, Personal Finance Workshop, presented by Michael Stump, for the Women’s Network in the state of Virginia, College of William and Mary, March 26^th, 2013.

*Coordinator and organizer, Advanced Cross Battery Assessment Workshop, presented by Dr. Catherine Fiorello, for School Psychologists in the state of Virginia, September 30^th, 2011.

*Vice President of Professional Affairs, Division 16 Executive Committee. American            Psychological Association, 2009-2011. Responsibilities Included: Working closely and maintaining regular contact with the APA Practice Directorate, the Committee for the Advancement of Professional Psychology (CAPP), and the Board of Professional Affairs (BPA); promoting relationships with other APA child divisions that are relevant to the practice of school psychology; promoting attention to significant school psychology professional practice issues; interfacing with related professional groups and organizations to further promulgate the goals of the division; monitoring developments in the professional practice of health care delivery (e.g., treatment guidelines); and monitoring developments in training issues.

In addition, as part of the Vice Presidency, I served as a member of the School Psychology Specialty Council (SPSC), which is comprised of representatives from the following school psychology groups: American Academy of School Psychology, Trainers of School Psychologists, American Board of School Psychology, Council of Directors of School Psychology Training Programs, Division 16 of the American Psychological Association, National Association of School Psychologists, and the Society for the Study of School Psychology. During my time as VP-PA, the School Psychology Specialty Council revised the 2004 School Psychology Petition to the Commission for the Recognition of Specialties in Professional Psychology (CRSPPP). As such, I served as part of the CRSPPP writing team, representing Division 16 (School Psychology).

*Representative, APA Public Interest (PI) Directorate Network, Division 16, 2008-2009.

*Vice President, Membership, Division 16 Executive Committee. American Psychological Association, 2006-2008. Responsibilities included: Recruitment of members, monitoring member satisfaction, responding to member complaints for all categories of membership, coordinating the Paul Henkin Student Travel Award, and working with Student Affiliates School Psychology (SASP) to develop chapters in school psychology programs nationwide as well as supporting their mini-convention at the annual American Psychological Association Conference. 

*Lobbyist, American Psychological Association, Lobbying on Capitol Hill for the Mental Health Parity Act, 2008.

*Committee Member, American Psychological Association, Division 16, Member, Conversation/Videotape Series, 2003-2005.

*Chair, American Psychological Association, Division 16, Convention Program, 2006.

*Co-Chair, American Psychological Association, Division 16, Convention Program, 2005.

*Chair, American Psychological Association, Division 16, Hospitality Suite, 2005.

*Chair, American Psychological Association, Division 16, Hospitality Suite, 2004.

*Co-Chair, American Psychological Association, Division 16, Hospitality Suite, 2003.

*Committee Member, American Psychological Association, Division 16. Assisted in the coordination of the convention program, 2000.

*Convention proposal reviewer, American Psychological Association, Division 16, 2000, 2001, 2002, 2003, 2004, 2005, 2006, 2014, 2015, 2016.

*Student Representative, Search Committee in School Psychology, Department of Educational Psychology, University of Connecticut, 1999-2000.

University Service

University Service

*Committee Member, Adelphi University, Community and Justice Center, 2019-present.

*Moderator, Adelphi University Roundtable Discussion, Mind-Body Health, October, 2019.

*Committee Member, Adelphi University, Director of the Center for Innovation Search Committee, 2019-2020.

*Member, Provost’s Roundtable Discussion regarding potential collaboration with the Mary Brennan INN, Adelphi University, April, 2019.