Chloe Hendrix is a doctoral student in the School Psychology area within the Department of Educational Psychology and is advised by Dr. Katie Eklund. She received her BS in Developmental Psychology from the University of Minnesota–Twin Cities where she studied and conducted research in the departments of Educational Psychology, Developmental Psychology, and Sociology/Criminal Justice. Chloe served as an AmeriCorps Promise Fellow in a middle school in St. Paul, Minnesota. Her research interests include implementing Tier 2 interventions, specifically Check-in/Check-out and Resilience Education Program (REP), to students with internalizing concerns and externalizing concerns. She is also interested in mentorship for students of color and school climate.
School Psychology Student
Kim, Jessica
Jessica Kim is a doctoral student in the School Psychology area within the Department of Educational Psychology. She received her BS in Elementary and ESL Education from UW-Madison and her MA in Educational Psychology from UT-Austin. Jessica’s research interests include investigating resourceful and effective ways to identify students who need additional support as well as implementing interventions that integrate both behavior and academic skills. She is also interested in the interaction between research, policy, and practice and how they impact the services and education provided to students.
Levis, Temma
Temma Levis is a doctoral student in the School Psychology area within the Department of Educational Psychology. She is advised by Dr. Katie Eklund. Temma received a BS in Psychology with a minor in Education from Haverford College. Before coming to UW–Madison, she worked as a psychosocial teacher at an elementary school in New York City, served as a research assistant at Temple University’s Infant and Child Laboratory, and assisted with research at New York University’s Play and Language Laboratory. Her primary research interests focus on the social and emotional development of children. Temma is a member of the Resiliency Education Program (REP) and the School Mental Health Collaborative (SMHC).
McConnell, Josh
Josh McConnell is a doctoral student in the School Psychology area within the Department of Educational Psychology. Josh received his BSc in Psychology with a minor in Philosophy from the University of Calgary. Prior to attending UW-Madison, Josh worked as a psychologist assistant at Springbank Psychology, a Canadian private practice specializing in neurodevelopmental-related clinical concerns. Josh’s research is focused on behavior management strategies, in addition to exploring ways to cater educational experiences for individual students with autism spectrum disorder, primarily using a strength-based approach.
Ntais, Angelos
Angelos Ntais is a doctoral student in the School Psychology area within the Department of Educational Psychology at UW–Madison and is advised by Dr. David Klingbeil. Originally from Greece, Angelos holds a BA in Secondary Education from the Aristotle University of Thessaloniki and a MSc in Educational Neuroscience. Angelos has worked as a Greek Language teacher in Greece, and as a high school music teacher in the US. His research interests are focused on academic assessment and intervention. He is particularly interested in universal screening procedures and intervention within a Response to Intervention model, and cultural adaptation of academic interventions.
O’Neill, Sinead
Sinead O’Neill is a doctoral student in the School Psychology area within the Department of Educational Psychology. She is co-advised by Dr. Andy Garbacz and Dr. Katie Eklund. Sinéad received her BFA in Modern Dance Performance from the University of the Arts. She completed her MA and Psy.S. in School Psychology from Cleveland State University, where she was a research assistant at The Center for Urban Education. Besides practicing as a school psychologist, she has taught performing arts and yoga. Her research focuses on developing youth agency and sense of belonging to self and community. Research areas include Youth Participatory Action Research and sociopolitical development; contemplative, mindfulness-based practices; and student-based decision making for equitable school climates.
Oddleifson, Carly
Carly Oddleifson is a doctoral student in the School Psychology area within the Department of Educational Psychology. She received a BA in Psychology with a minor in Hispanic Studies from Oberlin College in 2016. She has worked in a Montessori School and has worked on research teams at Oberlin College, the Center for Responsive Schools, and Boston College. Her primary research interest is social-emotional and behavioral assessment. Carly is a member of the MIDAS project team and the School Mental Health Collaborative (SMHC). Dr. Steve Kilgus is her advisor.
Ramos, Anabell
Anabell Ramos is a doctoral student in the School Psychology area within the Department of Educational Psychology. She earned her BA in Psychology and Human Development from California State University, San Bernardino and conducted research through the Undergraduate Research Initiative for Student Enhancement (NIH-Funded). Her research is focused on the application of behavioral analytic interventions in school settings, with an emphasis on adapting these interventions to ensure cultural appropriateness for students who are culturally and linguistically diverse. She is passionate about delivering culturally sensitive and congruent services to Latine students and aims to elevate the voices of both students and families.
Rysiew, Joshua
Josh Rysiew is a doctoral student in the School Psychology area within the Department of Educational Psychology. He is advised by Dr. Steve Kilgus. Josh received his BS in Psychology from the University of Georgia. Prior to graduate school, Josh worked in the Gifted Education Equity Research lab, where he focused on testing an equity measurement tool for school districts to examine their gifted enrollment data. His research interests center on assessing internalizing concerns for high-achieving students of color and promoting equitable identification practices in gifted and talented programs.
Vengurlekar, Ishan
Ishan Vengurlekar is a doctoral student in the School Psychology area at UW–Madison and is advised by Dr. Stephen Kilgus. He received his BA in Psychology and a minor in Social Work from the University of Arkansas. Ishan’s research interests are broadly twofold: (1) to explore the intersection between social-emotional learning and adolescents’ arts education, with a particular focus on the impact of peer relationships and (2) to investigate the risk and protective factors affecting the wellbeing of music majors, in order to develop better programs to support their mental health.