B.A. Psychology, Fairfield University
M.A. School Psychology, Michigan State University
Ph.D. School Psychology, Michigan State University
office: 2135 Au Sable Hall
PSY 304 - Psychology and Education of the Exceptional Child
PSY 622 - Educational Assessment
PSY 623 - Intellectual Assessment
My research interests focus on the implementation of multi-tiered systems of support (MTSS) models in schools, early reading interventions, and the use of performance feedback to motivate students. More specifically, I am interested in the use of curriculum-based measurement in providing feedback to motivate elementary students struggling with reading.
Recent Publications and Presentations
Girard, K. S., Balaghi, D. A., & Schmitt, H. A. (2014, February). Effects of CBM feedback on reading fluency and self-efficacy. Paper presented at the annual meeting of the National Association of School Psychologists, Washington, D.C.
Shahidullah, J. D., Pfenninger Saint Gilles, M., Musielak, K. A., Girard, K. S., & Hall, A. (2013, March/April). Developing a Global Perspective in School Psychology. Communiqué, 41 (6), 35.
Girard, K. S. (2013, February). Motivating students to read: Evidence for goal setting and intervention. Poster presented at the annual meeting of the National Association of School Psychologists, Seattle, WA.
Girard, K. S., & Cook, E. (2012, February). Response to Intervention: School professional beliefs and school practices. Paper presented at the annual meeting of the National Association of School Psychologists, Philadelphia, PA.
Girard, K. (2012). Considering the use of bullying prevention programs with students with disabilities: An examination of the Olweus Bullying Prevention Program and Steps to Respect. School Psychology: From Science to Practice, 5 (4), 6-16.
Girard, K. S., & Musielak, K. A. (2012, May). Surviving the first year: Peer mentorship for school psychology graduate students. Communiqué, 40 (7), 35.
Girard, K., & Leggett, S. (2012). The Conners Early Childhood: A review. School Psychology: From Science to Practice, 5 (1), 14-16.
Page last modified May 22, 2014