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.
School Psychology Student
Redondo, Sofia
Sofia Redondo is a doctoral student in the School Psychology area within the Department of Educational Psychology.
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.
Vidal, Monica
Monica is a Nationally Certified School Psychologist (Bilingual) who received her Master’s of Education (MEd) and Educational Specialist Degree (EdS) from National Louis University in Skokie, IL. She is currently a School Psychology PhD student and Project STARS Fellow being advised by Dr. Dave Klingbeil. Prior to joining UW–Madison, Monica practiced as a school psychologist for 6 years, including her internship. In her practice, Monica developed an interest in consultation and the use of data in making decisions to promote equity for diverse learners. Monica’s research interests include MTSS and program evaluation of Bilingual programming in the Midwest.
Vigil, Mariah
Mariah Vigil is a doctoral student in the School Psychology area within the Department of Educational Psychology, advised by Dr. Jennifer Asmus. At the University of Utah, she double majored in Psychology and Family, Community, Human Development. Mariah currently serves as the School Psychology Training Clinic clinician/teaching assistant. Mariah is also the Diversity and Inclusion Association Co-Chair. Her research interests focus on understanding effective and inclusive sexual/romantic supports for autistic individuals that are gender and/or sexual minorities.
Xue, Taiming
Taiming Xue is a doctoral student in the School Psychology area within the Department of Educational Psychology. She received her BA in Psychology with Honors from UW-Madison. Broadly, Taiming’s research interests include the development and implementation of school-based mental health interventions to address student’s internalizing concerns, especially through collaboration with families. She is also interested in making interventions more accessible and tailored to students who are culturally and linguistically diverse.
Yusuf, Temi
Temi Yusuf is a doctoral student in the School Psychology area within the Department of Educational Psychology. She is advised by Dr. Andy Garbacz. Before her graduate studies, she received dual bachelor’s degrees in psychology and Secondary Education from the University of Michigan. Temi’s research interests include family-school-community partnerships and developing culturally sensitive adaptations for interventions.