Graduate Students


The reason for any success that I have had in academia is due to the extraordinary advising that I received while in graduate school and during my post-doctoral work.  My interest, great appreciation, and understanding of applied behavior analysis is the result of my major advisor, Dr. Brian K. Martens.  Dr. Tanya Eckert is responsible for introducing me to direct academic assessment as well as how to survive academia.  My practicum and internship supervisor, Dr. Seth Aldrich, taught me how to work in schools and work well with teachers.  Finally, Dr. Joseph Witt introduced me to the promises of Response to Intervention models.  I appreciate the many hours and patience that these individuals dedicated to developing both my appreciation for research and research skills.  I do my best to provide my graduate students with the same dedication to their success that these scholars and friends provided to me during and following graduate school. 

At UGA, each school psychology faculty member generally accepts one or two graduate students per year, whose interests are similar to their own.  When professors and graduate students have similar interests and enjoy working together, the likely success of the graduate student and research team is greatly enhanced. The UGA School Psychology Faculty highly encourage all graduate applicants to attend interview day as we provide applicants with the opportunity to get to know the faculty and current students on a more personal level. 

Below is a list of my current and former graduate students and information regarding their current positions. Should use wish to learn more about my research team you can view curriculum vitae for a listing of my publications, the extent to which I publish research with my graduate students, and the topics of their theses and dissertations.


Katie Bangs began UGA’s school psychology doctoral program in the fall of 2013. She is originally from Rhode Island and graduate from Mount Holyoke College with a M.A. in Psychology in 2013 and B.A. degrees in Psychology and Dance in 2011.  During the 2016-2017 academic year, Katie will be finalizing her dissertation aimed at refining a measure of morphological awareness for elementary aged students, completing a practicum placement in a local elementary school, serving as the graduate teaching assistant for a graduate level course in cognitive assessment, teaching an undergraduate course, and applying and later interviewing for an APPIC internship.

Patrick Morin began UGA’s School Psychology Program in fall 2012.  He is originally from Clarksville, TN and attended the University of Tennessee at Chattanooga where he received his B.S. in Psychology with a minor in Special Education. He received his M.A. in educational psychology from UGA in 2015.  During the 2016-2017 academic year, Patrick will be finalizing his dissertation aimed at measuring the assessment literacy of teachers and teacher candidates, completing a research assistantship at the UGA Regents’ Center for Learning Disorders, and applying and later interviewing for an APPIC internship .

Paige McArdle, BCBA, began UGA’s school psychology doctoral program in the fall of 2016. She is originally from Nebraska and graduate from the University of Nebraska-Omaha with an M.A. in psychology (emphasis in applied behavior analysis) in 2015. Page received a B.S. in psychology and journalism from Texas Christian University in 2011.  During the 2016-2017 academic year, Paige will be developing he thesis while serving as a graduate research assistant.  Paige’s research interest include staff training, the development of rapport and early intervention for autism spectrum disorders.  She developed these interests while working at the Munroe Meyer Institute during and following graduation from her Master’s program.

Kristen McConkey earned an undergraduate degree from the University of Georgia before beginning the UGA School Psychology proram in 2014.  Currently she is completing coursework and finalizing her thesis examining differences in pre-kindergarten and kindergarten students behavior and comprehension as a function of whether stories are read to them by an adult or an tablet.

Cameron Oddone is from Durham, NC and began the UGA School Psychology Program in the fall of 2012, after graduating from Emory University in 2010 with a double major in psychology and Spanish.  She is currently living in Atlanta and completing her internship in the Cobb County School District.  Cameron is also working on completing her dissertation, which explores predictors of reading comprehension for English Language Learners in elementary school.

Lily Wagner, BCBA, began the UGA School Psychology Program in the fall of 2013.  Lily has her M.Ed. in Child Studies from Vanderbilt University, and is a Board Certified Behavior Analyst.  During the 2016-2017 academic year Lily is working on her dissertation, which aims to evaluate school psychologists’ ability to accurately collect A-B-C structured recording data in a continuous manner.  She is also working as a graduate research assistant on a collaborative project between UGA’s Center for Autism and Behavioral Education Research (CABER) and the Clarke County School District.  She will apply for and APPIC internship this fall.

Andrea Zawoyski, BCBA began the UGA School Psychology Program in 2011 after having graduated with an undergraduate degree in psychology from the University of Florida.  During the 2016-2017 academic year she is completing an APPIC internship at the Munroe Meyer Institute and finishing up the writing of her two study dissertation.  Andrea’s two studies employed eye-tracking procedures to examine differences in test-format of reading comprehension tests on students’ test-taking behavior and response accuracy. spacer height=”20px”]


Tori Foster, Ph.D., completed her APPIC Internship at Munroe Meyer Institute and graduated in August of 2016. She is now completing a postdoctoral fellow at the Vanderbilt University Medical Center, Treatment and Research Institute for Autism Spectrum Disorder.  Torii complete a two part dissertation, with the first study examining the technical adequacy of eye-tracking measures and the second examining differences in the effects of repeated readings when employed by adult basic education students and similarly skilled elementary students.

Jeffrey F. Hine, Ph.D., BCBA, graduate from the UGA School Psychology Program in 2014. Following completion of internship and post-doctoral work at Munroe Meyer Institute, Jeff began his current position of instructor of pediatrics in the Department of Pediatrics at Vanderbilt University School of Medicine. Jeff completed a two part dissertation with the first study synthesizing basic and applied token economy research and the second study examining the effects of employing technology to assist teachers in decreasing classroom transition time.

Stacy-Ann January, Ph.D. graduate from the UGA School Psychology Program in 2014.  She completed her doctoral APPIC internship at Cypress Fairbanks School District and then a two year IES funded postdoctoral research fellowship at the University of Nebraska-Lincoln.  She is now an assistant faculty member in the Department of Psychology at the University of South Carolina.  Stacy’s dissertation examined the technical characteristics of curriculum-based and computer adapted measures for screening purposes within a Mulit-Tiered System of Support.

Laura Morena Rogers graduated from the UGA School Psychology Doctoral Program in 2014. She is currently a Post Doctoral Fellow at Clarity, a nonprofit agency in Greenville, SC.  Outside of work, Laura volunteers on the Early Childhood Education subcommittee of the Hispanic Alliance.  Laura’s completed a two study dissertation, with the first study employing eye-tracking procedures to examine differences in students’ reading behavior when reading silent vs. aloud and the second study using eye-tracking procedures to examine differences in students’ reading behavior across two fluency based interventions.

 Christina Simmons, Ph.D., BCBA graduated from the UGA School Psychology Doctoral Program in 2014. During the 2016-2017 she will remain at the Munroe Meyer Institute to complete post-doctoral work.  Christina conducted a two study dissertation.  Her first study involved a national survey exploring reasons why parents of children with autism choose to home school their children and the second study examined self-management procedures to improve the behavior of children with autism while completing school work in the home environment.