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School Psychology Faculty Information

Faculty members in the School Psychology Program conduct research with children and adolescents in school, hospital, and laboratory settings. Their research contributes to the existing scientific literature regarding children and adolescents’ academic, behavioral, and cognitive functioning. For example, Dr. Natalie Russo’s research is focused on the manner in which typically developing children, children with developmental disabilities, and children on the autism spectrum develop and hone their ability to process and integrate information from single or multiple sensory modalities. Dr. Lawrence Lewandowski’s program of research focuses on neuropsychological, cognitive, and psychosocial aspects associated with children diagnosed with learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD), as well as children recently experiencing concussions. Further, Dr. Felver’s research investigates the development and implementation of mindfulness-based interventions to promote self-regulatory processes in youth, parents, and teachers utilizing psychophysiological and direct behavioral observation methodologies.


All of the faculty members in the School Psychology Program are interested in developing evidence-based practices that inform the fields of school, educational, child clinical, and cognitive psychology. They engage in research to identify effective interventions or instructional methods to remediate academic, behavioral, or cognitive difficulties commonly experienced by children and adolescents. For example, Dr. Brian Martens’ program of research is concerned with translating findings from basic operant research into effective school-based interventions as well as conducting functional assessment and treatment of children’s classroom behavior problems. Dr. Benita Blachman’s research interests focus on the cognitive and linguistic factors (especially phonological processing) that play a role in learning to read, children at risk for reading failure, and early reading intervention. Dr. Tanya Eckert’s research interests include developing interventions for children with academic skills deficits in reading, writing, and mathematics.


Benita A. Blachman, Ph.D. (1981, University of Connecticut), Trustee Professor of Education and Psychology. Dr. Blachman teaches courses in learning and reading disabilities. Her research interests focus on the cognitive and linguistic factors (especially phonological processing) that play a role in learning to read, children at risk for reading failure, and early reading intervention. She serves on the editorial boards of the Journal of Educational Psychology and Scientific Studies of Reading.


Tanya L. Eckert, Ph.D. (1996, Lehigh University). Director of Training and Associate Professor of Psychology. Holds certification as a school psychologist in Pennsylvania. Dr. Eckert teaches courses on direct academic assessment, cognitive assessment, introductory seminar in school psychology, and direct academic assessment practicum. Her research interests include examining procedures for assessing academic skills and behavior problems, developing interventions for children with academic and behavior problems, and measuring the acceptability of assessment and intervention procedures. She serves on the National Center on Intensive Intervention's Technical Review Committees for Behavior Intervention and Behavioral Progress Monitoring. She sits on the editorial board of Journal of School Psychology, School Psychology Review, and School Psychology Quarterly. She is currently Senior Associate Editor of School Psychology Review. Her work is currently funded by the U.S. Department of Education and the New York State Department of Education.


Joshua C. Felver, Ph.D.(University of Oregon, 2013), Assistant Professor of Psychology. Dr. Felver teaches courses in child development and clinical child psychological practice. His research broadly focuses on the development and implementation of targeted interventions to promote self-regulation in community settings. He studies how mindfulness-based interventions can be implemented in schools to support academic functioning and classroom behavior, and how mindfulness programming can improve children’s attentional-regulation, parent-child communication, and parent emotional-regulation. He incorporates psychophysiological measurement (e.g., heart rate and brain electrical activity) into his research initiatives. In addition to his applied research, he has clinical expertise in mindfulness-based interventions, and in the assessment and treatment of youth with social-emotional and psychiatric disabilities. He is an associate editor of the Journal of Child and Family Studies and serves on the editorial board of the journal Mindfulness.


Brian K. Martens, Ph.D. (1985, University of Nebraska-Lincoln). Professor of Psychology and Associate Department Chair. Teaches courses in applied behavior analysis, behavior therapy practicum, tests and measurements, and school consultation. His research interests include applied behavior analysis, school consultation, and fluency building. He serves on the editorial boards of School Psychology Review, School Psychology Quarterly, the Journal of School Psychology, the Journal of Behavioral Education, and the Journal of Applied Behavior Analysis.


Natalie Russo, Ph.D. (2008, McGill University). Assistant Professor. Dr Russo teaches courses on child and human development as well as developmental psychopathology, cognitive and affective bases of behavior and a practicum in the assessment of developmental disability. Her research interests focus on understanding cognitive profiles of children with developmental disabilities, as well as the study of how typically developing children, children with developmental disabilities, and children on the autism spectrum develop and hone their ability to process and integrate information from single or multiple sensory modalities. She is an associate editor for Frontiers in Integrative Neurosciences.


Affiliated program faculty include:

Seth Aldrich, Ph.D., Homer Central School District
Kristi Cleary, Ph.D., Syracuse City School District
Nicole DeRosa, Ph.D., Family Behavior Analysis Clinic, SUNY Upstate Medical University
Michael Gordon, Ph.D., SUNY Upstate Medical University
Benjamin Lovett, Ph.D., SUNY Cortland
Leah Phaneuf, Ph.D., Elmcrest Children's Center
Brian Rieger, Ph.D., Director of the Concussion Clinic, SUNY Upstate Medical University
Henry Roane, Ph.D., Director of the Family Behavior Analysis Clinic, SUNY Upstate Medical University
Michelle Storie, Ph.D., Adjunct Professor of Psychology and Education, Syracuse University