She received a BA in Psychology from Bryn Mawr College in Bryn Mawr, PA, graduating magna cum laude with departmental honors. Her research interests include factors related to implementation of interventions delivered by natural treatment agents such as parents and teachers, as well as qualitative research surrounding experiences of parents and teachers. She is currently on internship at the Munroe-Meyer Institute (a member of the Nebraska Internship Consortium in Professional Psychology) within the Behavioral Pediatrics and Integrated Care track.
Alumni
Kaul, Megan
Megan Kaul is a doctoral student in the School Psychology area within the Department of Educational Psychology. She graduated with her BA in Psychology from the University of Wisconsin-Madison in 2017. Prior to graduate school, she worked as a lab manager researching children’s learning, cognition, and development with the intent to extend research findings to educational settings. Her current research interests broadly include family engagement practices in schools, prevention and early intervention, and school mental health. Specifically, she is passionate about researching ways parents and teachers can utilize evidence-based practices to best support students with behavior challenges.
Keebler, Anna
Anna Keebler is an Educational Specialist student in the School Psychology area within the Department of Educational Psychology. She received a B.A. in Psychology with minors in Sociology and Hispanic Studies from Illinois Wesleyan University. While completing her bachelor’s degree, Anna worked as a teaching assistant in statistics and participated in a program called the Mental Health Immersion Semester, where she examined various aspects of community mental health care. She is currently working as a research assistant with Drs. Eklund and Kilgus to evaluate Check-In/Check-Out as a Tier 2 intervention. Anna’s academic interests include early identification and intervention and trauma-informed care.
Kressin, Stephanie
Stephanie Kressin is an Educational Specialist student in the School Psychology area within the Department of Educational Psychology. She completed her bachelor’s degrees in psychology and Rehabilitation Psychology at UW-Madison, along with a certificate in Gender and Women’s Studies. She has worked as a research assistant in the Social Kids Lab, as an intern at the Waisman Early Childhood Program, and as a coordinator for a college outreach program called Bucky’s Classroom. Her research interests include effective interventions for students with disabilities, resilience, and family-school and community partnerships. As a LEADSS scholar, she receives specialized training in evidence-based practices in school mental health.
Lawlor, Katherine
Katherine Lawlor is a doctoral student in the School Psychology area within the Department of Educational Psychology. She received a BA in psychology from Boston University. Her research interests focus on family-centered services, how relationships and interactional processes within families contribute to school success, and how schools can best support families. Katherine works on the Teachers and Parents as Partners project where she engages in Conjoint Behavioral Consultation (CBC) with teachers, parents, and middle school students experiencing behavior challenges. Additionally, she works on the Family Engagement through PBIS project, collaborating with PBIS teams to improve family engagement within existing PBIS systems and practices.
Lonnerstater, Brandon
He received a BS in psychology with a specialization in Cognitive Science from Michigan State University. At UW–Madison, Brandon was the Project Assistant for the Lifespan Family Research program, which evaluated the effectiveness of the Working Together intervention, a program for adults with Autism Spectrum Disorder and their families. He was also the Project Assistant for the Families and Schools Together (FAST) project. Brandon is completing his internship as a school psychologist intern at the Avondale Elementary School District in Arizona. His current dissertation work involves evaluating how the FAST program works for “at-risk” students compared to “typically developing” students.
MacDonald, Abbi
Abbi MacDonald is an Educational Specialist student in the area of School Psychology within the Department of Educational Psychology. She completed her BS in Psychology at Central Michigan University. During her time there, she was an undergraduate research assistant in both the Family Studies department examining culturally responsive early childhood education, and in the Behavior Analysis lab examining choice behavior and extinction burst phenomenon in rats. While in Michigan, Abbigail also worked as an assistant preschool teacher. Her academic interests include social-emotional and behavioral health for middle school students.
Marsh, Leah
Leah Marsh is an Educational Specialist student in the School Psychology area within the Department of Educational Psychology. She graduated from Trinity University with a Bachelor of Arts in Psychology and Education. She has worked as a lab coordinator for a child development research lab and as a research assistant for a team that investigated the effectiveness of mental health interventions for students. She is currently a Project LEADSS scholar, which emphasizes collaboration between school psychologists and school social workers to promote the mental health of all children.
McMackin, Meghan
Her research interests involve family engagement and intervention and assessment of English Language Learners. She is specifically interested in the implementation of family-engagement interventions with culturally and linguistically diverse populations. She is currently completing her predoctoral internship at the Cypress-Fairbanks Independent School District in Cypress, Texas. Her dissertation examines the recruitment and retention of caregivers for a family-engagement program implemented in a large urban school district.
Norman, Katherine E.
Katherine Norman is a doctoral student in the Human Development area within the Department of Educational Psychology. Her research is focused on the cognitive impact of pretend play and drama practices at different stages of development.