Diplomas/Degrees
Diplomas/Degrees
Ph.D, School Psychology, University of Connecticut (2020)
Sixth Year Certificate, School Psychology, University of Connecticut (2020)
M.A., School Psychology, University of Connecticut (2017)
M.S., Community Psychology, Sacred Heart University (2015)
B.S., Psychology, Sacred Heart University (2014)
Licenses and Certifications
Licenses and Certifications
Licensed Psychologist, New York State, License No. 024795
Nationally Certified School Psychologist (NCSP), Cert No. 62334
Certified School Psychologist, State of Connecticut, Cert No. C112020000543
Personal Statement
Personal Statement
Dr. Johanna M. deLeyer-Tiarks is an Assistant Professor of School Psychology in the Gordon F. Derner School of Psychology at Adelphi University and Director of the Center for Education and Intervention Research (CEIR).
She earned her Ph.D in Educational Psychology at the University of Connecticut and holds dual Master's degrees in both Educational Psychology and Community Psychology.
Dr. deLeyer’s research centers on the development and investigation of evidence based interventions to promote positive behavioral, academic, social-emotional, and physical health outcomes. She is particularly interested in mind-body health and self-modeling interventions. Recently, her work has focused on investigating the utility of virtual reality as a tool to facilitate remote implementation of self-modeling interventions for stuttering. She is also completing research on video self-modeling as an intervention for gender affirming vocal training, and relaxation and guided imagery as a treatment for asthma.
Her other current research interests include the identification and remediation of academic disparities experienced by LGBTQ students during the high school to college transition period.
Recent Courses
Recent Courses
Consultation In School Settings
Implementing School-Based Prevention Programs
Intellectual Assessment I
Intellectual Assessment II
Personality Assessment I
Research Design
Courses Previously Taught
Courses Previously Taught
Social Bases of Behavior
Mind-Body Health
Psychometrics
General Psychology
Seminar in Leadership
Specialization/Interests
Specialization/Interests
Interventions to promote positive behavioral, academic, social-emotional, and health outcomes
- Video Self-Modeling
- Virtual Reality
- Mind-Body Health
School-based interventions
Intellectual, academic, and behavioral assessment
Teaching Philosophy
Teaching Philosophy
My approach to teaching is rooted in models of engaged scholarship and experiential learning, whereby each course provides an opportunity for the student to contribute to the community and the field. My teaching model emphasizes learning through doing. Students in my class apply their content knowledge to community service projects relevant to the course. This way, while students are given opportunities to practice what they have learned in the classroom, the community benefits. When I develop courses and identify assignments, I abide by a model of relevance, reciprocity, and responsibility. I (1) ensure that content is relevant to the learning objectives of the course and program, (2) identify projects that offer reciprocal benefits for students, the university, and community members, and (3) structure course work in a way that is ethical and responsive to the needs of the students and their community. By doing this, students benefit from learning how to analyze, synthesize, and disseminate newly acquired knowledge, and form an understanding of how their education can impact the world around them.
When teaching, my main goal is to encourage an active and dynamic learning environment where all students can engage with course materials in creative and personal ways. I believe that psychology faculty are in a unique position to create and implement practices that meet the needs of diverse students. Because of this, it is my goal each semester to create a space where students can meet these challenges. I focus on demonstrating that students have valuable perspectives to contribute within academic spaces. I do this by fostering discussion that challenges accepted ideas and by calling on the diverse experiences of my students in order to establish a variety of frameworks from which they engage with newly learned material.
Through employing a pedagogy that emphasises engaged scholarship, I am able to deliver content that meets learning goals while offering students the opportunity to apply their knowledge to benefit the community. Cultural responsiveness in the classroom is a practice I value deeply. Developing learning materials that are relevant and accessible to students from a diversity of backgrounds and highlighting the distinct perspectives that each student can bring to academic conversations are at the core of my pedagogy.
Research Interests
Research Interests
Intervention Research
Mind-Body Health Interventions
- Relaxation and Guided Imagery
Virtual Reality Interventions
Self-Modeling Interventions
- Video Self-Modeling
- Virtual Reality Self-Modeling
Trauma and Grief Interventions
Special Populations/Areas
Health related disorders in the schools
Communication disorders
LGBTQ youth in the schools
High school to college transition
Child refugees, child migrants, and child immigrants in the schools
Articles
Articles
deLeyer-Tiarks, J. M., Li, M., Levine-Schmitt, M., Andrade, B., Bray, M. A., Peters, E. (2022). Advancing autism technology. Psychology in the Schools, 1-12. https://doi.org/10.1002/pits.22802
Yoshikawa, K., Kehle, T. J., Bray, M. A., del Campo, M., deLeyer-Tiarks, J. M., Winter, E. & Starling, N. (2022). Self-distancing to reduce anger in high school students. International Journal of School & Educational Psychology. http://dx.doi.org/10.1080/21683603.2020.1804020
deLeyer-Tiarks, J. M., Bray, M. A., Chafouleas, S. M., Kaufman, J. C., & Li, M.G (2021). Investigating virtual reality for the delivery of self-modeling interventions: Virtual reality self-modeling as an intervention for stuttering. Translational Issues in Psychological Science, 7(3). https://doi.org/10.1037/tps0000294
deLeyer-Tiarks, J.M., Charbonneau, S., Bray, M.A., & Caterino, L. (2021). A meta-analysis of interventions for students that are refugees or immigrants. Journal of Prevention and Intervention in the Community. https://doi.org/10.1080/10852352.2021.1935190
deLeyer-Tiarks, J.M., Gammie, L.E., Bray, M., & Moriarty, S. (2020). Relaxation and Guided Imagery. In M.A. Bray & C. Maykel (Eds.), Mind Body Health. Washington, DC: American Psychological Association. https://doi.org/10.1037/0000157-012
Bray, M.A., Bellara, A., Dirsmith, J., deLeyer-Tiarks, J.M, Winter, E., Bray, A., & Aravala, S. (2020). Mind body health interventions for preschoolers. Perspectives on Early Childhood Psychology and Education.
Bray, M.A., Maykel, C., & deLeyer-Tiarks, J.M. (2019). Stuttering. In George Bear (Ed.), Helping children at home and school: Handouts for families and educators. Bethesda, MD: National Association of School Psychologists.
Yoshikawa, K., deLeyer-Tiarks, J.M., Kehle, T.J., & Bray, M.A. (2019). Japanese educational reforms and initiatives as they relate to school psychological practice. International Journal of School and Educational Psychology, 7(2), 83-93. https://doi.org/10.1080/21683603.2018.1564896
Kwolek, H., Bray, M., deLeyer-Tiarks, J.M., Gammie, L., & Root, M. (2019). Video self-modeling: Research to practice for school psychologists. Communique, June Issue, 47(8), 4-8.
Maykel, C., deLeyer-Tiarks, J. M., & Bray, M.A. (2018). Academic stress: What is the problem and what can educators & parents do to help? In S. Deb (Ed.), Positive schooling: A holistic approach for healthy child development. New York, NY: Springer.
Bray, M.A., Maykel, C., Theodore, L., Petrullo, J. & deLeyer-Tiarks, J.M. (in review). Respiratory Overview, In M. Bray & M. Perfect (Eds.), Health related disorders in children and adolescents: A guidebook for understanding and educating. Washington, DC. American Psychological Association.
Conference Presentations
Conference Presentations
Luh, H. J. & deLeyer, J. M. (August, 2022). Facilitating Data-Based Decisions for Supporting Sexual and Gender Minority Students’ College Readiness. Poster accepted to the annual meeting of the American Psychological Association, Minneapolis, MN.
deLeyer, J. M. (February 2022). When practice isn’t possible: Using simulation programs to (re)construct experiential instruction. Presentation presented at the Trainers of School Psychologists Annual Conference, Boston, MA.
deLeyer, J. M., Luh, H. J., & Mandracchia, F. (February 2022). Framework for Evaluating LGBTQ Students’ High School to College Transition. Poster presented at the annual meeting of the National Association of School Psychologists, Boston, MA.
Bray, M. A, Winter, E., Theodore, L. E., Maykel, C., Sassu, K., deLeyer-Tiarks, J. M., & Trudel, S. (February 2022). Growing Your Mind-Body Health Toolkit: Exploration of Eleven MBH Interventions. Symposium presented at the annual meeting of the National Association of School Psychologists, Boston, MA.
deLeyer, J. M., Bray, M. A., Donovan, S., Goetz, G., & Volfinzon, E. (May 2021). Video Self-Modeling for Videoconferencing Anxiety. Poster presented at the Association for Psychological Science 2021 Virtual Convention, Virtual Online.
deLeyer, J. M., Bray, M. A., Mandracchia, F., Donovan, S., & Goetz, G. (May 2021). Virtual Reality Self-Modeling as an Intervention for Stuttering. Poster presented at the Association for Psychological Science 2021 Virtual Convention, Virtual Online.
deLeyer-Tiarks, J. M., Bray, M. A, Donovan, S., & Goetz, G. (February 2021). A Virtual Reality Self-Modeling Intervention for Stuttering and Concomitant Anxiety. Poster presented at the annual meeting of the National Association of School Psychologists, Virtual Online.
Bray, M. A., Gammie, L. E., deLeyer-Tiarks, J. M., Levine, M., Cross, K., Nelson, K., & Theodore, L. (August 2020). Mind-Body Health Interventions in the Schools. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.
deLeyer-Tiarks, J.M. & Bray, M.A. (August 2020). Virtual Reality Self-Modeling as an Intervention for Stuttering. Poster accepted to the annual meeting of the American Psychological Association, Washington, D.C.
Charbeneau, S., Cascio, A., deLeyer-Tiarks, J.M. & Hagermoser-Sanetti, L. (February, 2020) Questioning the Evidence-Base of Grief Interventions in Schools. Symposium presented at the annual meeting of the National Association of School Psychologists, Baltimore, MD.
Minkos, M., Bray, M., Levine, M., Cross, K., deLeyer-Tiarks, J.M. & Gammie, L. (February 2020). Classwide Implementation of a Mindful Breathing Intervention to Improve Student Behavior. Poster presented at the annual meeting of the National Association of School Psychologists, Baltimore, MD.
deLeyer-Tiarks, J.M. (November, 2019). Virtual Reality Self-Modeling. Poster accepted to the Selective Mutism Association Annual Conference, Las Vegas, NV.
deLeyer-Tiarks, J.M. (June, 2019). Fostering Positive Outcomes in the High School to College Transition for LGBTQ Students. Paper accepted to the 41st Meeting of the International School Psychology Association, Basel, Switzerland.
Grants
Grants
Adelphi University Faculty Development Grant (2022)
“Video Self-Modeling as Gender Affirming Voice Training for Transgender Women”
Role: Principal Investigator
Adelphi University Faculty Development Grant (2021)
“Video Self-Modeling for Video Conferencing Anxiety”
Role: Principal Investigator
American Psychological Society Microgrant for Online Learning (2020-2021)
“When Practice isn’t Possible: Using Video Self-Modeling as a Substitute for
Experiential Instruction”
Role: Principal Investigator
Gavin Dissertation Completion Grant (2019)
“Virtual Reality Self-Modeling as an Intervention for Stuttering”
Role: Principal Investigator
National Fellowships Incentive Program Graduate Student Research Grant (2018)
“Virtual Reality Self-Modeling as an Intervention for Stuttering”
Role: Principal Investigator
Professional Activities
Professional Activities
Service
Guest Editor Perspectives on Early Childhood Psychology and Education, Special Issue 2020
Reviewer Springer, 2019
Mentor American Psychological Association LGBT Graduate Student Mentoring Program, 2019-Current
Professional Memberships and Affiliations
Psi Chi, 2015-Present
National Association of School Psychology (NASP), 2017-Present
American Psychological Association (APA), 2017-Present
Division 16: School Psychology
Division 44: Society for the Psychology of Sexual Orientation and Gender Diversity
Institute for Collaboration on Health, Intervention, and Policy (InCHIP), 2017-Present
University of Connecticut Mind-Body Health Research Interest Group, 2017-Present
Collaboratory for School and Child Health (CSCH), 2017-Present
International School Psychology Association (ISPA), 2018-Present
American Cleft Palate-Craniofacial Association (ACPA), 2018-Present
American Speech-Language-Hearing Association (ASHA), 2018-Present
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