Show notes
Episode 22
What are graduate students learning these days? Come join us on #psychedpodcast to find out! We will be chatting with students across six different states to see what programs are focusing on.
Learn about some of our guests below!
Riplie is from Oregon and attends a private university in the Portland area. He is currently an Instructional Assistant in a self-contained classroom. Interests in the School Psychology field are behavioral consulting, autism, and an interest in starting a support group for parents of children with special needs. Unrelated hobbies are bollywood dancing, Improv comedy, biking, and sleeping when he can 
Krista is originally from North Dakota and attends a private university in the Denver area. As a former special education teacher, Krista has a passion for advocacy, postsecondary transition, public policy, and consultation. She currently works as an academic counselor for undergraduate students with emotional disabilities, learning disability, and ADHD. Outside the field of school psychology, Krista likes to travel, spend time with her nephews, and follow her favorite hockey teams.
Alyska Kalmeijer attends Western Carolina University in North Carolina. Her interests are autism and preschoolers. Her research will be looking into the effects that physical activity has on academic achievement and executive functioning. Unrelated interests include being outdoors/active and spending time with friends!
Allison is a second year School Psychology student, minoring in Multicultural Psychology and earning a graduate certificate in Teaching English to Speakers of Other Languages (TESOL). As a school psychologist, she would love to focus on a districts’ English Language Learners (ELL) program. She is very interested in paving new paths for school psychologists to be involved in the ELL process, just as they are involved in the special education and general education processes. She believes that a school psychologist’s job is to help other school professionals utilize data (i.e. pre/post tests, monitoring progress data, data that supports or does not support intervention effectiveness, and fidelity data), in order to make decisions about how to work with every student in the school (Tier I-Tier III). Currently ELL students are being over or under represented, depending on the district, when it comes to identifying students in need of extra supports. Many school professionals do not feel confident in determining whether the language disparity is due to a language deficit or a language disability, and school psychologists are uniquely prepared to aid in utilizing data to make that determination.
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