Devereux Advanced Behavioral Health Center for Effective Schools

Call us at (610)542-3057

Devereux National

  • Center for Effective Schools

Tweet Share on LinkedIn Send email Print

Doctoral Internship

The Devereux Center for Effective Schools, a division of the Institute of Clinical and Professional Training and Research, is one of several doctoral internship sites at Devereux.

Program:

The Devereux Center for Effective Schools (CES) is an applied research and technical assistance center specializing in bringing evidence-based practices to schools and districts through training, consultation, and model program development. Although the Devereux CES operates primarily in urban public school settings, consulting opportunities are also available in alternative education settings. The Devereux CES adopts an integrated three-tiered (universal, secondary, tertiary) approach to prevention and intervention. 

At the universal level, targeting all students in the school, programs are designed to assist school-based teams in developing strategies to prevent or minimize the occurrence of problem behavior while improving academic performance. Training and technical assistance activities focus on developing school-wide interventions (e.g., schoolwide positive behavioral interventions and supports [SWPBIS], response-to-intervention [RtI], school-based parent training), class-wide interventions (e.g., behavior and instructional management strategies) and strategies for non-classroom settings within the school (e.g., The Lunchroom Behavior Game).

At the secondary level, targeting students at risk for behavioral and academic difficulties, training and technical assistance activities include assisting teams in the implementation of efficient, function-based strategies to prevent worsening problem behavior and academic performance (e.g., check-in/check-out, academic interventions).

At the tertiary level, the focus is on building capacity to effectively impact students with severe and chronic behavior and/or learning difficulties through in-class consultation and technical assistance.

All programs emphasize evidence-based practice. Formative evaluation and high fidelity implementation are cornerstones of service delivery. 

Training Opportunities:

The Devereux CES provides interns with a unique, non-traditional training opportunity in school psychology. The intern will work as part of a team to serve primary, intermediate and high school level teams on initiatives that range from developing and maintaining systems of SWPBIS and RtI to individual student/teacher consultation.  Other responsibilities include the provision of clinical services such as academic and behavioral assessment and intervention, teacher and parent training, and research.  Additionally, there are opportunities to develop skills in grant writing, although not a required component of the internship.

Specific Skills Sought in Interns:

The Devereux Center for Effective Schools offers an excellent nontraditional training opportunity for doctoral candidates in school or clinical psychology who have a strong knowledge base in applied behavior analysis and research design, and experience in behavioral assessment, intervention, and consultation.  An interest in working with students with behavior disorders, educators, and parents in an urban setting is required.  Knowledge of the basic tenets of SWPBIS is preferred. The focus of training is on empirically-based service delivery for prevention and intervention at the individual and systems levels.  This intern site adheres to a positive behavior support/ applied behavior analysis theoretical orientation.

Current Training Faculty:

  • Primary Supervising Psychologist:  Lisa Thomas, Ph.D., NCSP

Education: Ph.D., School Psychology, Lehigh University

Primary Areas of Interest: Disruptive behavior disorders, systems-level consultation and interventions (SWPBIS & RTI), school-based academic and behavioral assessment and interventions, and parent education training

  • Secondary Supervising Psychologist: Laura Rutherford, Ph.D., NCSP

Education: Ph.D., School Psychology, Lehigh University

Primary Areas of Interest: Systems-level consultation and interventions, school and home based supports for children with externalizing behavior disorders, assessment and intervention of social skills, and parent education training. 

Previous Interns:

 

Training Year

 

Intern

 

University/Program

 

Post-Internship Position

 

Current Position

 

2015-2016

 

Brit’ny Stein

 

Oklahoma State University/

School Psychology

 

School Psychologist:

Osage County Interlocal Cooperative, OK

 

School Psychologist:

Osage County Interlocal Cooperative, OK

 

2014-2015

 

Jacqueline DuBois (Briesch)

 

Northeastern University/

School Psychology

 

Post-doctoral fellow: EASTCONN, CT

 

Consultant: EASTCONN, CT

 

2013-2014

 

Bridget Hier

 

Syracuse University/

School Psychology

 

Post-doctoral fellow:

Devereux Center for Effective Schools, PA

 

 

Assistant Professor: University at Buffalo, School Psychology, NY

 

2012-2013

 

Ann Clare

 

University of Missouri/ School Psychology

 

Post-doctoral fellow:

Munroe-Meyer Institute, NE

 

Psychologist:

Lincoln Public Schools, NE

 

2011-2012

 

J. Travis Blaze

 

University of Southern Mississippi/

School Psychology

 

Therapist:

Devereux, FL

 

Licensed Clinical Psychologist: Hope Counseling Center, FL

 

2010-2011

 

 

 

Lisa Thomas

 

Lehigh University/

School Psychology

 

Research Psychologist:

Devereux Center for Effective Schools, PA

 

Consulting and Research Psychologist:

Devereux Center for Effective Schools, PA

 

Sara House-Rich

 

Oklahoma State University/

School Psychology

 

School Psychologist:

Edmond Public Schools, OK

 

Visiting Professor: Oklahoma State University, OK

 

2009-2010

 

 

 

Adrea Truckenmiller

 

Syracuse University/

School Psychology

 

Research Psychologist:

Devereux Center for Effective Schools, PA

 

Assistant Professor:

Michigan State University, Special Education, MI

 

S. Andrew Garbacz

 

University of Nebraska/

School Psychology

 

Post doctoral Fellow: Nebraska Center for Research on Children, Youth, Families and Schools, NE

 

Assistant Professor:

University of Wisconsin-Madison, Educational Psychology, WI

 

2008-2009

 

Nathan Clemens

 

Lehigh University/

School Psychology

 

Assistant Professor:

Texas A&M University, School Psychology, TX

 

Associate Professor:

University of Texas at Austin, Special Education , TX