Jamie Yarbrough Fearrington, PhD, NCSP

Transcription

1 Jamie Yarbrough Fearrington, PhD, NCSP 219 Smith-Wright Hall ~ Appalachian State University Boone, NC Phone: (828) Fax: (828) fearringtonjy@appstate.edu Education 2004 University of Tennessee, Knoxville, TN Ph.D. in Education Primary Concentration: School Psychology Supporting Concentration: Counseling APA and NASP accredited program 2001 University of Tennessee, Knoxville, TN M. S. in Mental Health Counseling CACREP accredited program 1998 University of Georgia, Athens, GA B.S. in Psychology Minor: Spanish Licensures and Certifications Licensed Psychologist, Health Service Provider North Carolina Psychology Board License Number 3431 Issued Licensed Psychologist, Health Service Provider Tennessee Board of Examiners in Psychology License Number 2606 Issued ; Retired Nationally Certified School Psychologist National Association of School Psychologists. Certification Number Issued Licensed School Psychologist Tennessee Department of Education Issued Higher Education Experience Appalachian State University, Boone NC Assistant Professor, Department of Psychology August Present Serve as an assistant professor, tenure track, in the School Psychology Program at Appalachian State University. Teach both graduate and undergraduate courses in psychology. Conduct research and mentor students in research areas of their interest. Serve on departmental and university committees. Jamie Y. Fearrington ~ Page 1

2 College of Education, University of Tennessee, Knoxville, TN Adjunct Instructor, Education 100 August 2004 May 2007 Special Topics: A Variety of Perspectives: Teaching and Learning Department: Theory and Practice in Teacher Education Course offered Fall and Spring Semesters School Psychology Program, University of Tennessee, Knoxville, TN Field Supervisor, Educational Psychology 546 August 2004 May 2007 Supervised doctoral-level graduate students in school psychology orientation practicum. Provided students with introductory school-based experiences. Course offered Fall and Spring Semesters School Psychology Program, University of Tennessee, Knoxville, TN Field Supervisor, Educational Psychology 650 August 2004 May 2007 Supervised doctoral-level graduate students in school psychology consultation practicum. Provided students with field experience in behavioral and instructional consultation/ intervention in school-based setting. Course offered Fall and Spring Semesters College of Education, University of Tennessee, Knoxville, TN Instructor, Educational Psychology 401 Summer 2005 Professional Studies: Applied Educational Psychology Department: Educational Psychology and Counseling College of Education, University of Tennessee, Knoxville, TN Teaching Assistant, Elementary Education , 2000, 2001, 2003 Laboratory and Field Studies in Elementary Education Department: Theory and Practice in Teacher Education Course offered Spring Semesters College of Education, University of Tennessee, Knoxville, TN Teaching Assistant, Education Special Topics: A Variety of Perspectives: Teaching and Learning Department: Theory and Practice in Teacher Education Course offered Fall and Spring Semesters Relevant Professional Experience Little Tennessee Valley Educational Cooperative, Loudon, TN School Psychologist August 2004 June 2007 Worked as a school psychologist in a rural school system in southeastern Tennessee. Served two schools (1 elementary, 1 high school). Carried a caseload of approximately 1500 students (275 special education students). Conducted comprehensive psychological evaluations of cognitive, academic, social/emotional and behavioral functioning. Analyzed, interpreted, and reported evaluation results to parents and school personnel and made recommendations for educational planning. Provided consultation to teachers, families, and administrators. Tennessee Internship Consortium in Psychology (TIC), Knoxville, TN Licensed Individual Supervisor February 2006 June 2007 Provided individual clinical supervision to pre-doctoral school psychology interns enrolled in APA accredited internship site located in the Knoxville area. Voting member of TIC Board of Directors. Jamie Y. Fearrington ~ Page 2

3 Little Tennessee Valley Educational Cooperative, Loudon, TN Post-Doctoral School Psychologist August 2004 January 2006 Worked in the traditional role of a school psychologist by conducting psychoeducational assessments/ school consultation while meeting state requirements for licensure as a psychologist. Pioneered a pre-referral system in which research-based academic and behavioral interventions were implemented and monitored using curriculum-based measurement. Implemented DIBELS as a school screening measure in system elementary schools. Participated in one hour of post-doctoral clinical supervision per week. Supervisor: Jerome H. Morton, Ph.D., Licensed Psychologist. PsychCorp, Monroe County School System, Madisonville, TN Standardization Examiner, WISC-IV en Español September April 2004 Administered standardization version of the Wechsler Intelligence Scale for Children, 4 th Edition, en Español to Hispanic children between the ages of 6 and 16. Interviewed families for demographic information. Collected standardization data and participated in validation study between this measure and the Universal Nonverbal Intelligence Test. The Florence Crittenton Agency, Knoxville, TN Therapist April September 2001 Worked as a master s level therapist in a residential treatment agency for emotionally and behaviorally disordered adolescent girls. Conducted individual, group, and family therapy. Carried a caseload of six clients. Internship Experience Tennessee Internship Consortium in Psychology (TIC), Knoxville, TN Pre-Doctoral School Psychology Intern August July 2004 Worked as a school psychology intern for the Monroe County School System, Madisonville, TN. Served five schools (1 preschool, 2 elementary, 2 high schools). Determined special education eligibility and provided written reports analyzing, interpreting and summarizing test results, observations and anecdotal information. Facilitated multidisciplinary team meetings and communicated evaluation results to parents and teachers. Performed problem identification interviews with teachers, identified individual and class-wide problem behaviors, collected and analyzed data using data-based problem solving framework, and designed, implemented, and evaluated interventions. Participated in two hours of individual clinical supervision per week/ two hours of group supervision per week. Individual Supervisor: Jerome H. Morton, Ph.D., Licensed Psychologist. Group Supervisor: Ron Carlini, Ph.D., Licensed Psychologist. The Florence Crittenton Agency, Knoxville, TN Counseling Intern (Pre- Master s) June May 2001 Served as a counseling intern for a residential treatment agency for emotionally and behaviorally disordered adolescent girls. Carried a caseload of three clients. Conducted individual, group, and family therapy. Supervisor: Kristen Martin, LCSW Peer Reviewed Journal Articles Students are listed in bold Fearrington, J. Y., Parker, T. D., Kidder-Ashley, P., McCane-Bowling, S. J., Gagnon, S. G. & Sorrell, C. A. (in press). Gender differences in written expression curriculum-based measurement in third through eighth grade students. Psychology in the Schools. Jamie Y. Fearrington ~ Page 3

4 Thompson, L. J. & Fearrington, J. Y. (in press). Teacher acceptability of response to intervention. School Psychology Forum. Yeo, S., Fearrington, J. Y., & Christ, T. J. (2012). Relation between CBM-R and CBM-mR slopes: An application of latent growth modeling. Assessment for Effective Intervention, 37(3), doi: / Yeo, S., Fearrington, J. Y., & Christ, T. J. (2011). An investigation of gender, income, and special education bias on curriculum-based measurement slope in reading. School Psychology Quarterly, 26(2), doi: /a Kirk, E. R, Becker, J. A., Skinner, C. H., Fearrington, J. Y., McCane-Bowling, S. J., Amburn, C., Luna, E., & Grear, C. (2010). Deceasing inappropriate vocalizations using group contingencies and Color Wheel procedures: A component analysis. Psychology in the Schools, 47, doi: 10.l002/pits Fearrington, J. Y., McCallum, R. S., & Skinner, C. H. (2010). Increasing math assignment completion using solution-focused brief counseling. Education and Treatment of Children, 34, doi: /etc Below, J. L., Skinner, C. H., Fearrington, J. Y., & Sorrell, C. A. (2010). Gender differences in early literacy: An analysis of kindergarten through fifth-grade DIBELS probes. School Psychology Review, 39, Windingstad, S., Skinner, C. H., Rowland, E., Cardin, E., & Fearrington, J. Y. (2009). Extending research on a class-wide, math fluency building intervention: Applying taped-problems in a second-grade classroom. Journal of Applied School Psychology, 25, doi: / Choate, S. M., Skinner, C. H., Fearrington, J. Y., & Skolits, G. (2007). Extending the validity of the color wheel: Decreasing out-of-seat behavior in an intact, rural, first grade classroom. Journal of Evidence-Based Practices for Schools, 8(2), Yarbrough, J. L., Skinner, C. H., Lee, Y. J., & Lemmons, C. (2004). Decreasing transition times in a second grade classroom: Scientific support for the timely transitions game. Journal of Applied School Psychology, 20(2), Yarbrough, J. L., & Thompson, C. L. (2002). Using single-participant research to assess counseling approaches on children s off-task behavior. Professional School Counseling, 5, Peer Reviewed Publications Students are listed in bold Fearrington, J. Y., Kidder-Ashley, P., & Dickerson, L. K. (2012). Best practices in supporting children following industrial and man-made disasters. In S. Brock & S. Jimerson (Eds.), Best practices in crisis prevention and intervention in the schools (2 nd edition), Kidder-Ashley, P., Deni, J. R., & Fearrington, J. Y. (2010). Running away. In A. S. Canter, S. A. Carroll, L. Paige, & I. Romero (Eds.), Helping Children at Home and School: Handouts From Your School Psychologist (3rd ed.). Reeder, J. & Fearrington, J. Y. (2010). Classroom transitions: Strategies for increasing instructional time. In A. S. Canter, S. A. Carroll, L. Paige, & I. Romero (Eds.), Helping Children at Home and School: Handouts From Your School Psychologist (3rd ed.). Yarbrough, J. L., Skinner, C. H., Lee, Y. J., & Lemmons, C. (2004). Decreasing transition times in a second grade classroom: Scientific support for the timely transitions game. In C.H. Skinner (Ed.), Single Subject Designs for School Psychologists (pp ). New York: Hawthorne Press. Jamie Y. Fearrington ~ Page 4

5 Manuscripts Under Review Students are listed in bold Yeo, S., Fearrington, J. Y., & Christ, T. J. (under review). Curriculum-based measurement of math computation and state tests: An evaluation of the benchmark and slope. School Psychology Quarterly. Dickerson, L. K., Fearrington, J. Y., Bergman, S. M.,McCane-Bowling, S. J., & Kidder-Ashley, P. (under review). Gender differences in mathematics curriculum-based measurement. Assessment for Effective Intervention. Fearrington, J. Y., Reynolds, S. B., Masland, L. C., Webb, R., McCane-Bowling, S. J., & Sorrell, C. A. (in preparation). Predictive validity of mathematics curriculum-based measurement. Fearrington, J. Y., Phifer, S. L., Masland, L. C., & Mc-Cane-Bowling, S. J. (in preparation). Predictive validity of reading curriculum-based measurement and maze scores. Fearrington, J. Y., Gonsiewski, M. A., Masland, L. C. (in preparation). Resistance to change: What influences acceptance of data based decision making? Canaday, M. K. & Fearrington, J. Y. (in preparation). Using social-behavioral learning strategies as an intervention for autism. Peer Reviewed Presentations Students are listed in bold Fearrington, J. Y., Masland, L. C., McCane- Bowling, S. J., Webb, R. M., Reynolds, S. B., & Sorrell, C. A. (2013, February). Mathematics curriculum-based measurement and high stakes test scores. Poster session presented at the 2013 Annual Convention of the National Association of School Psychologists, Seattle, WA. Phifer, S., Fearrington, J. Y., McCane-Bowling S. J., Huelsman, T. J., & Sorrell, C. A. (2013, February). Predictive validity of reading curriculum-based measurement and maze probes. Poster session presented at the 2013 Annual Convention of the National Association of School Psychologists, Seattle, WA. Finn, A. E. & Fearrington, J. Y. (2013, February). Implementing social skills strategies to reduce tantrums with ASD students. Poster session presented at the 2013 Annual Convention of the National Association of School Psychologists, Seattle, WA. Fearrington, J. Y., Gonsiewski, M., Watson, C., Dagenbach, J., Wentworth, B., & Stroud, E. (2013, February). Resistance to change: What influences acceptance of data-based decision making? Poster session presented at the 2013 Annual Convention of the National Association of School Psychologists, Seattle, WA. Dickerson, L. K. & Fearrington, J. Y. (2012, October). Computational differences in mathematics curriculumbased measurement across gender. Poster session presented at the fall conference of the North Carolina School Psychological Association, Sunset Beach, NC. Fearrington J. Y., Mullinax, A. M., Thompson, L. J.,& McCane-Bowling, S. J. (2012, February). Teacher s present concerns pertaining to response to intervention: Stages of concern questionnaire results. Poster session presented at the annual convention of the National Association of School Psychologists, Philadelphia, PA. Braun, L., Fearrington, J. Y., Masland, L. C., Kidder-Ashley, P., McCane-Bowling, S. J., & Sorrell, C. A. (2012, February). Predictive validity of reading curriculum-based measurement and high stakes testing. Poster Jamie Y. Fearrington ~ Page 5

6 session presented at the annual convention of the National Association of School Psychologists, Philadelphia, PA. Canaday, M. K., Fearrington J. Y., & McCane-Bowling, S. J. (2012, February). Using social-behavioral learning strategies as an intervention for autism. Poster session presented at the annual convention of the National Association of School Psychologists, Philadelphia, PA. Dickerson, L. K., Fearrington, J. Y., Bergman, S, McCane-Bowling, S. J., & Sorrell, C. A. (2012, February). Performance differences in mathematics curriculum-based measurement across gender. Poster session presented at the annual convention of the National Association of School Psychologists, Philadelphia, PA. Pierce, L. A., Fearrington J. Y., Younger, K., & Smalling, M. (2011, February). Teacher acceptability of response to intervention. Poster session presented at the annual convention of the National Association of School Psychologists, San Francisco, CA. Dickerson, L. K., Fearrington, J. Y., Bergman, J. Z., McCane-Bowling, S. J., & Sorrell, C. A. (2011, February). Gender differences in mathematics curriculum-based measurement. Poster session presented at the annual convention of the National Association of School Psychologists, San Francisco, CA. Fearrington, J. Y., Reynolds, S. B., McCane-Bowling, S., & Sorrell, C. A. (2010, March). Predictive validity of mathematics curriculum-based measurement. Poster session presented at the annual convention of the National Association of School Psychologists, Chicago, IL. Fearrington, J. Y., Pierce, L. A., Younger, K., & Smalling, M. (2010, March). Teacher acceptability of implementation of the response to intervention model. Poster session presented at the annual convention of the National Association of School Psychologists, Chicago, IL. Parker, T. D., Fearrington, J. Y., McCane-Bowling, S. J., & Sorrell, C. A. (2009, February). Gender differences in written expression curriculum-based measurement. Poster session presented at the annual convention of the National Association of School Psychologists, Boston, MA. Below, J. L., Skinner, C. H., & Fearrington, J. Y. (2008, November). Gender differences in reading performance on DIBELS reading probes, kindergarten through fifth grade in a rural school district. Paper session presented at the annual meeting of the Mid-South Educational Research Association, Knoxville, TN. Below, J. L., Fearrington, J. Y., & Sorrell, C. A. (2008, February). Gender reading differences on the DIBELS, kindergarten through fifth grade. Poster session presented at the annual convention of the National Association of School Psychologists, New Orleans, LA. Kirk, E. R., Fearrington, J. Y., & McCane-Bowling, S. J. (2008, February). Behavior management with the color wheel and behavioral reward game. Poster session presented at the annual convention of the National Association of School Psychologists, New Orleans, LA. Fearrington, J. Y. & Sorrell, C. A. (2006, April). Does Fundations impact early literacy skills? A follow-up study. Poster session presented at the annual convention of the National Association of School Psychologists, Anaheim, CA. Sorrell, C. A. & Yarbrough, J. L. (2005, April). Utilizing Wilson Reading Fundations to improve reading skills. Poster session presented at the annual convention of the National Association of School Psychologists, Atlanta, GA. Jamie Y. Fearrington ~ Page 6

7 Yarbrough, J. L., Hutchins, H. M., McCallum, R. S., & Upson, L. M. (2004, April). Efficacy of solution-focused brief counseling in a school setting. Poster session presented at the annual convention of the National Association of School Psychologists, Dallas, TX. Yarbrough, J. L., Lee, Y. J., & Skinner, C. H. (2004, April). Using randomized contingencies to decrease transition time after lunch. Poster session presented at the annual convention of the National Association of School Psychologists, Dallas, TX. Upson, L. M., McCallum, R. S., Bracken, B. A., & Yarbrough, J. L. (2004, August). Does socioeconomic status refinement impact population mean differences on UNIT? Poster session presented at the annual convention of the American Psychological Association, Honolulu, HI. Sharp, S. R., Yarbrough, J. L., Hutchins, H. M., & Upson, L. M. (2003, April). Effectiveness of an anger management group for middle school students based on rational emotive behavior therapy. Poster session presented at the annual convention of the National Association of School Psychologists, Toronto, Canada. Yarbrough, J. L. (2000, April). Comparing reality therapy and solution-focused brief counseling in an elementary school. Paper presented at the annual meeting of the Tennessee Counseling Association, Knoxville, TN. Invited Workshops and Presentations Fearrington, J. Y. (2006, October). Progress monitoring reading and early literacy skills with curriculum-based measurement. Presentation to general education teachers at Vonore Elementary School, Vonore, TN. Fearrington, J. Y. & Sorrell, C. A. (2006, September). Administration and scoring of curriculum-based measurements in reading, writing, and math. Presentation to faculty at Tellico Plains Junior High School, Tellico Plains, TN. Sorrell, C. A. & Fearrington, J. Y. (2006, August). Administration and scoring of curriculum-based measurements in reading and early literacy. Presentation to faculty of Madisonville Primary School, Madisonville, TN. Sorrell, C. A. & Fearrington, J. Y. (2006, August). Administration and scoring of curriculum-based measurements in reading, writing, and math. Presentation to faculty of Vonore Middle School, Madisonville Middle School, and Coker Creek Elementary School, Madisonville, TN. Fearrington, J. Y. & Sorrell, C. A. (2006, July). Conducting benchmark assessments using curriculum-based measurement of reading and early literacy skills. Presentation to faculty of Sweetwater City School System, Sweetwater TN. Fearrington, J. Y. (2006, February). Psychoeducational assessment of learning disabilities. Invited Lecturer, Educational Psychology 542, School Psychology Program, University of Tennessee, Knoxville, TN. Sorrell, C. A. & Fearrington, J. Y. (2005, November). Implementing DIBELS as a screening measure to prevent reading failure. Workshop presented at quarterly meeting of Southeastern Tennessee Supervisors in Special Education, Dunlap, TN. Sorrell, C. A. & Yarbrough, J. L. (2005, February). Validating Reading Fundations in Monroe and Loudon counties. Workshop presented at the Spring Conference in Special Education, Nashville, TN. Buehler, K., Sorrell, C. A., & Yarbrough, J. L. (2004, March). Reading Fundations in Monroe and Loudon counties. Workshop presented at the Spring Conference in Special Education, Nashville, TN. Jamie Y. Fearrington ~ Page 7

8 Grant Experience Total Funding Received = $52,673 $11,000 for 1 year Funded Author & Principal Investigator, Fearrington, J. Y., Teacher Acceptability of AIMSweb, Graduate Research Associate Mentoring (GRAM) Program, Cratis D. Williams Graduate School, Appalachian State University. $35,000 for 1 year Not Funded Author & Principal Investigator, Fearrington, J. Y., Drowning in data: The relationship between teacher characteristics, acceptability and implementation of AIMSweb, and student achievement. Initiative on Data Use and Educational Improvement, Spencer Foundation. $22,000 for 2 years Funded Author & Principal Investigator, Fearrington, J. Y., Drowning in data: The relationship between teacher characteristics, acceptability and implementation of AIMSweb, and student achievement, Graduate Research Associate Mentoring (GRAM) Program, Cratis D. Williams Graduate School, Appalachian State University. $1.3 million for 4 years Not Funded Author & Co-Principal Investigator, Fearrington, J. Y., Drowning in data: The relationship between teacher characteristics, acceptability and implementation of a web-based progress monitoring system, and student achievement in rural Appalachia. Institute for Education Sciences, Goal 1: Exploration under Topic 11: Organization and Management of Schools and Districts (CFDA A). $1, Funded Fall Semester, 2010 Author & Principal Investigator, Fearrington, J. Y., Student Assistant, Mahaffey, J. T. Using the concerns based adoption model to predict teacher acceptability of AIMSweb, Undergraduate Research Assistantship Awards Program, Office of Student Research, Appalachian State University. $14,943 for 1 year Not Funded Author and Principal Investigator, Fearrington, J. Y., The relationship between teacher characteristics, acceptability and implementation of a web-based progress monitoring system, and student achievement. Society for the Study of School Psychology, Early Career Award Program. $ for 1 year Not Funded Author and Principal Investigator, Fearrington, J. Y. Does the concerns based adoption model predict acceptance of a web-based progress monitoring system? University Research Council Competitive Grants Program, Office of Research and Sponsored Programs, Appalachian State University. $13, for 1 year Funded, Author and Principal Investigator, Fearrington, J. Y., Resistance to change: What factors influence teacher acceptance and implementation of curriculum-based measurement? Society for the Study of School Psychology, Early Career Award Program. $4,917 for 1 year Funded, Author and Principal Investigator, Fearrington, J. Y. Educational reform: What factors influence teacher acceptance of new practices? University Research Council Competitive Grants Program, Office of Research and Sponsored Programs, Appalachian State University. $1.6 million for 4 years Not Funded Author & Co-Principal Investigator, Fearrington, J. Y., Drowning in data: The relationship between teacher characteristics, acceptability and implementation of a web-based progress monitoring system, and student achievement in rural Appalachia. Institute for Education Sciences, Goal 1: Exploration under Topic 10: Improving Education Systems: Policies, Organization, Management, and Leadership (CFDA A). Jamie Y. Fearrington ~ Page 8

9 Service Activities National Reviewer, National Association of School Psychologists, Helping Children at Home and School: Handouts From Your School Psychologist (3 rd ed.). Reviewer, National Association of School Psychologists, Convention Proposals for 2009 Annual Convention. Reviewer, North Carolina School Psychological Association, Poster Sessions for 2008 Fall Conference. Reviewer, National Association of School Psychologists, Convention Proposals for 2012 Annual Convention. Post Hoc Reviewer, Journal of School Psychology Post Hoc Reviewer, Education and Treatment of Children Post Hoc Reviewer, Learning and Individual Differences Post Hoc Reviewer, Psychology in the Schools Post Hoc Reviewer, Assessment for Effective Intervention Post Hoc Reviewer, Journal of Behavioral Education Post Hoc Reviewer, Journal of Evidence Based Practices for Schools Post Hoc Reviewer, Educational Psychology University Faculty Advisor, Snowboarding Club, Member, University Athletics Council, Member, Student Athlete Well Being Committee, Appalachian State University, Member, Website Redesign Committee, Office of Research and Sponsored Programs, College Member, Mind Theme Committee, College of Arts and Sciences, , , Member, RCOE Council on Teacher Education, Member, RCOE E.E. 6 Task Force, present Department Member, Curriculum Committee, Department of Psychology, , , , Member, General Education Committee, Department of Psychology, , , Member, Clinic Advisory Committee, Department of Psychology, , , Member, Applied Behavior Analysis Search Committee, Department of Psychology, Member, Departmental Personnel Committee, Department of Psychology, Member, School Psychology Search Committee, Department of Psychology, , Member, Aeschleman Distinguished Professorship Search, Department of Psychology, , Webmaster, School Psychology Graduate Program, 2008-present Member, NASP Reaccreditation Committee, Member, PSY 3010 Course Development Committee, Coordinator, Graduate Newsletter and Social Network, Department of Psychology, , Teaching Experience Undergraduate Courses Taught General Psychology (Fall 2007, Spring 2008, Fall 2008, Spring 2009, Fall 2009, Fall 2010, Spring 2012) Educational Psychology (Fall 2007, Spring 2008, Fall 2008, Spring 2009, Summer 2009, Fall 2009, Spring 2010, Summer 2010) Honors General Psychology (Spring 2011, Fall 2011, Spring 2012, Fall 2012) Psychology Applied to Teaching (Fall 2010, Spring 2011, Summer 2011, Fall 2012) Graduate Courses Taught School-Based Consultation (July 2008, Spring present) Jamie Y. Fearrington ~ Page 9

10 Thesis Activity Member, Master s Thesis, Matt Camden (defended May 2008) Chair, Master s Thesis, Tricia Dilger (defended August 2009) Chair, Master s Thesis, Sara Reynolds (defended, May 2011) Chair, Honors Thesis, Laura Weeks (completed May 2009) Chair, Honors Thesis, Leah Thompson (completed May 2011) Chair, Master s Thesis, Laura Dickerson (completed April 2012) Chair, Master s Thesis, Laura Braun (did not finish) Chair, Master s Thesis, Matt Gonsiewski (in progress) Awards and Honors Early Career Scholar, selected to attend the 2011 School Psychology Research Collaboration Conference ($400 honorarium). Award sponsored by The Society for the Study of School Psychology. Tennessee Internship Consortium in Psychology Elected Intern Representative to Board of Directors The University of Tennessee The Honor Society of Phi Kappa Phi Dissertation Nominated for College of Education Award The University of Georgia National Honor Society in Psychology (Psi Chi) Dean s List (1997, 1998) Presidential Scholar (1998) Professional Memberships Member, Association for Psychological Science (APS) Member, American Psychological Association (APA) Member, National Association of School Psychologists (NASP) Member, North Carolina School Psychological Association (NCSPA) Member, Mid-South Educational Research Association (MSERA) Jamie Y. Fearrington ~ Page 10