Brittany Gregory is a doctoral student in the School Psychology area within the Department of Educational Psychology. She received a BA in Psychology and Sociology from the University of Missouri where she examined the interactions between students and teachers in the classroom and the role of race, gender, and SES. Her research interests include issues of equity in education and social justice as they relate to students and mental health. She is currently involved in research with the Teachers and Parents as Partners (TAPP) project focused on promoting the collaboration of schools and families. She is also interested in students within the juvenile justice system, the role of mental health, and family-school partnerships.
School Psychology Student
Hendrix, Chloe
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.
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).
Linares, Nashya
Nashya Linares is a doctoral student in the School Psychology program within the Department of Educational Psychology, under the mentorship of Dr. Stephen Kilgus. She earned her B.A. in Psychology from Florida International University. Following graduation, she held several positions—including serving as a middle school teacher and as a research coordinator at Northwestern University. These experiences have inspired her current research interests, which focus on identifying protective factors that support the development of effective screenings and interventions for school-aged children.
McBride, Elizabeth
Libby (she/her) is a School Psychology doctoral student under the mentorship of Dr. Andy Garbacz. She received her BA in psychology and education from the University of California, Berkeley, where she conducted research with Dr. Stephen Hinshaw on girls and women with ADHD. After graduating, she worked as a clinical research coordinator at the University of California, San Francisco in the Juvenile inJustice Behavioral Health Research team. Her research interests include developing and implementing school-based supports for youth involved in the juvenile legal and child welfare systems. She aims to do community-engaged research that centers and uplifts the voices of youth and families.
McConnell, Josh
Josh 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 at Springbank Psychology, a Canadian private practice specializing in neurodevelopmental-related clinical concerns. Josh’s research is focused on identifying intelligence patterns within the Autistic brain, using both network-based approaches and examination of clinical assessment data. His clinical focus lies in the diagnosis and treatment of neurodevelopmental disorders, with specific emphasis on Autism Spectrum Disorder and Intellectual Disability.
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
Sinéad 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 youth’s sense of mattering to self and community. Research areas include youth participatory action research (YPAR) and sociopolitical development; contemplative, mindfulness-based practices; and student 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.