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CES Team
Barry L. McCurdy, Ph.D., BCBA-D, NCSP
Director
Devereux Center for Effective Schools
Curriculum Vitae
Contact
(610) 542-3123
bmccurdy@devereux.org
Education
Ph.D., 1990, Lehigh
University
Licensure,
Certification and Appointments
- Licensed Psychologist (Pennsylvania)
- Board Certified Behavior Analyst
- Nationally Certified School
Psychologist
- Professional Psychology Internship
Training Director
- Pennsylvania Positive Behavior Support
Network Independent SWPBIS Facilitator at Tier I
- Co-Director Pennsylvania Positive
Behavior Support Network
- Devereux Positive Behavioral
Interventions and Supports Steering Committee Member
Active
Projects
- Youth
Violence Prevention
- Treatment Foster Care
- School-Based
Mental Health in Urban Schools
- Positive
Behavioral Supports and Behavioral Health Care (GA, NJ, SC)
- School-Wide
Positive Behavioral Supports in Alternative Education (PA)
Primary
Research and Clinical Interests
Dr. Barry McCurdy is
the Director of the Center for Effective Schools. He received a Ph.D. in School
Psychology from Lehigh University and has held both clinical and
university-based training appointments. Dr. McCurdy's primary research interest
in the treatment of disruptive behavior disorders has led to several
prevention/early intervention initiatives in urban schools including the
development of models for school-wide positive behavior support, school-based
parent training, and classroom-based behavior management. He is also an active
member of a number of professional organizations concerned with special
education and school psychology.
Select
Publications
McCurdy, B. L.,
Mannella, M., & Eldridge, N. (2003).
Positive behavior support in urban schools:
Can we prevent the escalation of antisocial behavior? Journal
of Positive Behavior Interventions, 5, 158-170.
McCurdy, B.L., Lannie,
A.L., & Barnabas, E. (2009). Reducing disruptive behavior in an urban
school cafeteria: An extension of the Good Behavior Game. Journal of School Psychology, 47(1), 39-54.
Lisa B. Thomas, Ph.D., NCSP
Assistant Director
Devereux Center for Effective Schools
Curriculum Vitae
Contact
(610) 542-3023
lthomas8@devereux.org
Education
Ph.D., 2012, Lehigh
University
Licensure,
Certification and Appointments
- Licensed Psychologist (Pennsylvania)
- Nationally Certified School
Psychologist
- Certified School Psychologist
(Pennsylvania)
- Certified Teacher of Elementary Education (Pennsylvania)
- Professional Internship Training Faculty Member
- SWIS, CICO-SWIS, and ISIS-SWIS Facilitator
- Pennsylvania Positive Behavior Support
Network Independent SWPBIS Facilitator at Tier I
- Pennsylvania Positive Behavior Support
Network State Leadership Team Member
- Pennsylvania Positive Behavior Support
Network State Coordination Team Member
- Devereux Positive Behavioral
Interventions and Supports Steering Committee Member
Active
Projects
- Positive
Behavioral Supports and Behavioral Health Care (AZ, CO, FL, GA, MA, PA, SC)
- School-Wide
Positive Behavioral Supports in Alternative Education (PA)
- School-Wide
Positive Behavioral Supports in Charter Schools (DE)
- Behavioral
Consultation in Alternative Education (PA)
- Behavioral
Consultation in Charter Schools (DE)
Primary
Research and Clinical Interests
Dr. Lisa Thomas is the Assistant Director of the Devereux Center for Effective Schools. She received a Ph.D. in School Psychology from Lehigh University, where she specialized in pediatric/health psychology. In her professional experience, Dr. Thomas has provided assessment, training, and consultation services to a variety of individuals and organizations. She is currently involved in several projects to develop universal, targeted, and intensive behavioral and academic support systems within alternative education, behavioral health, and public school settings. Dr. Thomas has published her research in refereed journals and presented at national conferences. Her research interests include interventions for children with behavioral disorders, the application of school-wide positive behavior support to alternative settings, training and coaching school and behavioral health professionals, parent management training, and the assessment of reading and social skills.
Select
Publications
Thomas, L. B.,
Shapiro, E. S., DuPaul, G. J., Lutz, J. G., & Kern, L. (2011). Predictors
of social skills for preschool children at-risk for ADHD: The relationship
between direct and indirect measurement. Journal
of Psychoeducational Assessment, 29, 114–124.
Zirkel, P. A.,
& Thomas, L. B. (2010). State laws and guidelines for implementing RTI. Teaching Exceptional Children, 43(1), 60–73.
Sokol, N. G., Kern, L.,
Arbolino, L. A., Thomas, L. B., & DuPaul, G. J. (2009). A summary of
home-based functional analysis data for young children with or at risk for
Attention-Deficit/Hyperactivity Disorder. Early
Childhood Services: An Interdisciplinary Journal of Effectiveness, 3, 127–142.
Laura E. Rutherford, Ph.D., NCSP, BCBA
Consulting and Research Psychologist
Devereux Center for Effective Schools
Curriculum Vitae
Contact
(610) 542-3178
lrutherf@devereux.org
Education
Ph.D., 2009, Lehigh
University
Licensure,
Certification and Appointments
- Licensed Psychologist (Pennsylvania)
- Nationally Certified School Psychologist
- Board Certified Behavior Analyst
- Certified School Psychologist
(Pennsylvania)
- Professional Internship Training
Faculty Member
- SWIS, CICO-SWIS, and ISIS-SWIS Facilitator
- Pennsylvania Positive Behavior Support
Network Provisional SWPBIS Facilitator at Tier I
Active
Projects
- Youth
Violence Prevention
- School-Wide
Positive Behavioral Supports in Urban Schools (PA)
- School-Wide
Positive Behavioral Supports in Public Schools (NJ)
- Behavioral
Consultation in Public Schools (NJ)
Primary
Research and Clinical Interests
Dr. Rutherford is a rConsulting and Research Psychologist at Devereux’s Center for
Effective Schools. She earned her Ph.D.
in School Psychology from Lehigh University and is a certified school
psychologist in Pennsylvania. Her
professional experience has included providing training, assessment, and
consultation services to teachers, parents, and multi-disciplinary teams in
both school and home settings. Dr.
Rutherford is currently working on several projects to develop capacity for
universal, targeted, and individualized support systems in urban schools. Her
research interests include assessment and intervention of social skills,
providing supports to schools for children with externalizing disorders, and parent
management training.
Select
Publications
Rutherford, L. E.,
DuPaul, G. J., & Jitendra, A. K. (2008). Examining the relationship between
treatment outcomes for academic achievement and social skills in school-age
children with attention-deficit hyperactivity disorder. Psychology in the
Schools, 45(2), 145-157.
DuPaul, G. J., Rutherford,
L. E., & Hosterman, S. J. (2008). Attention-deficit/hyperactivity disorder.
In R. J. Morris, N. Mather (Eds.), Evidence-based interventions for
students with learning and behavioral challenges (pp. 33-58). New York, NY
US: Routledge/Taylor & Francis Group.
Rachel A. Eisenberg, Ph.D., NCSP
Consulting and Research Psychologist
Devereux Center for Effective Schools
Curriculum Vitae
Contact
(610) 542-3128
reisenbe@devereux.org
Education
Ph.D., 2015, Lehigh University
Licensure, Certification and Appointments
- Licensed Psychologist (Pennsylvania)
- Nationally Certified School Psychologist
- Certified School Psychologist (Pennsylvania)
- Certified Teacher of Elementary Education (Pennsylvania)
- SWIS Facilitator
- Pennsylvania Positive Behavior Support Network Independent SWPBIS Facilitator at Tier 1 and Advanced Tiers
- Pennsylvania Positive Behavior Support Network Provisional PWPBIS Facilitator at Tier 1
Active Projects
- Treatment Foster Care
- School-Wide Positive Behavioral Supports in Alternative Education (PA)
- Program-Wide Positive Behavioral Supports in Early Childhood (PA)
- Behavioral Consultation in Alternative Education (PA)
- Academic Instruction and Support in Alternative Schools
Primary Research and Clinical Interests
Dr. Rachel Eisenberg is a Consulting and Research Psychologist at the Devereux Center for Effective Schools. She earned her Ph.D. in School Psychology, with a specialization in pediatric school psychology, from Lehigh University. Dr. Eisenberg’s experiences include providing consultation, assessment, and training for families and multi-disciplinary school teams. She is involved in several projects that focus on developing and sustaining behavioral and academic supports at the primary, secondary, and tertiary levels in alternative education, behavioral health, early childhood, and family settings. Her research interests include performance feedback to enhance intervention implementation, consultation to facilitate systems-wide interventions, and parent education interventions.
Select Publications
Manz, P. H., Power, T., Roggman, L. A., Eisenberg, R. A., Gernhart, A., Faison, J., Ridgard, T., Wallace, L., & Whitenack, J. M. (2017). Integrating the Little Talks intervention into Early Head Start: An experimental examiniation of implementation supports involving fidelity monitoring and performance feedback. Children and Youth Services Review, 79, 87-96. doi: 10.1016/j.childyouth.2017.05.034
Manz, P. H. Eisenberg, R. A., Gernhart, A., Faison, J., Laracy, S., Ridgard, T., & Pinho, T. (2016). Engaging Early Head Start parents in a collaborative inquiry: The co-construction of Little Talks. Early Child Development and Care. Advance online publication. doi: 10.1080/03004430.2016.1169177
Jennifer L. Francisco, BCBA, M.Ed.
Training and Consulting Specialist
Devereux Center for Effective Schools
Curriculum Vitae
Contact
(610) 542-3152
jfranci3@devereux.org
Education
M.Ed., 2012, West
Chester University of Pennsylvania
Licensure,
Certification and Appointments
-
Certified K-12 School Counselor (Pennsylvania)
-
Board Certified Behavior Analyst
-
SWIS, CICO-SWIS, and ISIS-SWIS Facilitator
-
Pennsylvania Positive Behavior Support Network Independent SWPBIS Facilitator at Tier I
-
Pennsylvania Positive Behavior Support Network Independent SWPBIS Facilitator at Tier 1 and Advanced Tiers
Active
Projects
- School-Based
Mental Health in Urban Schools
- School-Wide
Positive Behavioral Supports in Public Schools (NJ)
- School-Wide Positive Behavioral Supports in Urban Schools (PA)
Primary
Research and Clinical Interests
Mrs. Francisco is a Training and Consulting Specialist with the Devereux Center for Effective Schools. She earned a M.Ed. in Educational and Counseling Psychology from West Chester University, is a certified school counselor in Pennsylvania, and is also a board certified behavior analyst. Mrs. Francisco is currently involved in several projects that aim to develop, implement and maintain school-wide behavioral support systems in a variety of settings. Her research interests include sustainability of multi-tiered systems of support, supporting and enhancing data-based decision making process across settings and interventions, and providing supports to teachers and educational staff in implementing and maintaining behavioral interventions.
Taylor Wyatt, M.Ed.
 Training and Consulting Specialist
Devereux
Center for Effective Schools
Curriculum Vitae
Contact
(610)
542-3151
twyatt3@devereux.org
Education
M.Ed.,
2011, Cabrini University
Licensure, Certification and Appointments
- Certified Teacher of Special Education (Pennsylvania)
- PA Instructional II Certification
Active Projects
- School-Wide Positive
Behavioral Supports in Alternative Education (PA)
- School-Wide Positive Behavioral Supports
in Urban Schools (PA)
- Academic Instruction and Support in Alternative Schools (PA)
Primary
Research and Clinical Interests
Mrs. Wyatt is a Training and Consulting Specialist
with the Devereux Center for Effective Schools. She earned a M.Ed. in Education
in 2011 and continued her studies in Educational Leadership. She holds a state
certification for Special Education in Pennsylvania. Mrs. Wyatt is currently
supporting both urban and alternative schools to develop and implement school-wide
positive behavioral support systems. Mrs. Wyatt is also providing consultation
and training for multi-disciplinary school teams to develop, sustain, and
evaluate instructional supports in alternative school settings. Her research
interests include response to intervention, positive behavior support in
alternative education, and best instructional practices for students in
alternative schools.
Lyndsie Erdy, Ph.D., NCSP, BCBA-D
 Training and Consulting Specialist
Devereux
Center for Effective Schools
Curriculum Vitae
Contact
(610) 801-2170
lyndsie.erdy@devereux.org
Education
Ph.D., 2017, University of Cincinnati
Licensure, Certification and Appointments
- Licensed
Psychologist (Pennsylvania)
- Nationally
Certified School Psychologist
- Board
Certified Behavior Analyst - Doctoral
- School-Wide
Information Systems (SWIS) Facilitator
- Pennsylvania Positive Behavior Support Network
Independent SWPBIS Facilitator at Tier I
- Pennsylvania Positive Behavior Support Network
Provisional PWPBIS Facilitator
Active Projects
- School-Wide
Positive Behavioral Supports in Alternative Education (PA)
- School-Wide
Positive Behavioral Supports in Urban Schools (PA)
- Program-Wide
Positive Behavioral Supports in Early Childhood (PA)
Primary
Research and Clinical Interests
Dr.
Lyndsie Erdy is a training and consulting specialist at the Devereux Center for
Effective Schools. She earned her Ph.D. in school psychology from the
University of Cincinnati. Dr. Erdy’s experiences include providing assessment,
training and consultation with school and community based-teams. She is
involved in several projects focused on building and sustaining universal,
targeted and intensive supports in urban, suburban, alternative and early
intervention settings. Dr. Erdy’s clinical and research interests include the
use of multi-tiered systems of support (MTSS) to address the needs of both
students and staff in urban and alternative school settings.
Select
Publications
Erdy,
L., Flowers, E., Hernan, C., & Newman, D. (2019). Behavioral supervision of behavioral consultation: A case study and
future directions. Journal of Educational and Psychological Consultation. https://doi.org/10.1080/10474412.2019.1640611
Gage,
N. A., Haydon, T., MacSuga-Gage, A. S., Flowers, E., & Erdy, L. (2019). An evidence-based review and meta-analysis
of active supervision. Behavioral Disorders. https://doi.org/10.1177/0198742919851021
Brittany Zakszeski, Ph.D.
 Postdoctoral Fellow
Devereux
Center for Effective Schools
Curriculum Vitae
Contact
610) 542-3143
Brittany.Zakszeski@devereux.org
Education
Ph.D., 2019, Lehigh University
Licensure, Certification and Appointments
- Certified School Psychologist
(Pennsylvania)
- Pennsylvania
Positive Behavior Support Network Independent SWPBIS Facilitator at Tier I
- National
Association of School Psychologists Early Career Committee, Research and
Publications Co-Coordinator
- Journal of School Psychology, Editorial Board
Member
Active Projects
- School-Wide Positive Behavioral Supports in
Alternative Education (PA)
- School-Wide Positive Behavioral Supports in
Urban Schools (PA)
- School-Based Mental Health in Alternative
Education (PA)
- School-Based Mental Health in Urban Schools
(PA)
- Emotional Support Programming in Urban Schools
(PA)
Primary
Research and Clinical Interests
Dr. Brittany Zakszeski is a postdoctoral fellow at the
Devereux Center for Effective Schools. She earned her Ph.D. in school psychology
from Lehigh University. Dr. Zakszeski’s experiences include providing assessment,
intervention, consultation and training to students, staff and families in
school and clinical settings. Currently, she is partnered with urban and
alternative schools to develop systems to support behavior, learning and mental
health. Dr. Zakszeski’s professional and research interests center around
applying implementation science and organizational behavior management to
understand and promote schools’ adoption and sustained use of evidence-based
practices within multi-tiered systems of support. She is particularly invested
in augmenting systems-level prevention and intervention efforts and in
supporting staff serving students with or at risk for developing emotional and
behavioral disorders.
Select
Publications
Zakszeski,
B. N., Hojnoski, R. L., Dever,
B. V., DuPaul, G. J., & McClelland, M. M. (accepted). Early elementary
trajectories of classroom behavior self-regulation: Prediction by student
characteristics and malleable contextual factors. School Psychology Review.
Zakszeski, B. N., Ventresco, N. E., & Jaffe, A.
R. (2017). Promoting resilience through trauma-focused practices: A critical
review of school-based implementation. School
Mental Health, 9, 310–321. doi:10.1007/s12310-017-9228-1
Zakszeski, B. N., Hojnoski, R. L., & Wood, B. K.
(2017). Considerations for time sampling interval durations in the measurement
of young children’s classroom engagement. Topics
in Early Childhood Special Education, 37, 42–53.
doi:10.1177/0271121416659054
Chase Kitterman, Ed.S., NCSP
 Training and Consulting
Specialist
Devereux Center for Effective Schools
Curriculum Vitae
Contact
(610) 542-3097
Chase.Kitterman@devereux.org
Education
Ed.S., 2019, Oklahoma State University
Licensure, Certification and Appointments
- Nationally Certified School
Psychologist
- Certified School Psychologist
(Pennsylvania)
Active Projects
- School-Wide Positive Behavioral
Supports in Urban Schools (PA)
Primary Research and Clinical Interests
Chase Kitterman is a training and consulting specialist
with the Devereux Center for Effective Schools. He earned his Ed.S. in education
through the Oklahoma State University School Psychology Specialist Program.
Currently, he holds national and state (PA) certification as a school
psychologist. Kitterman supports urban school districts by developing and
implementing school-wide positive behavioral interventions and supports. He
also provides consultation and training for classroom management and effective,
evidence-based strategies for responding to student behavior. His research and
consultation interests include building capacity for multi-tiered systems of
support, integration of mental health supports via an interconnected systems
framework approach, and coaching for sustainability of systems in rural
schools.
Jessica Martin
 Project Support Specialist
Devereux Center for Effective Schools
Curriculum Vitae
Contact
(610) 542-4467
Jmarti14@devereux.org
Education
B.S., 2013, Cedar Crest College
Licensure, Certification and Appointments
- In-Progress
- Registered
Behavior Technician Certification
- SWIS
Facilitator
- Provisional PAPBS
Facilitator
Active Projects
- School-Wide
Positive Behavioral Supports in Urban Schools (PA)
Primary Research and Clinical Interests
Jessica Martin is a project support specialist
with the Devereux Center for Effective Schools. She earned a BSW in social work
in 2013 from Cedar Crest College. She is currently working toward her Registered
Behavior Technician certification, as well as her Board Certified Behavior Analyst
certification. Martin supports urban school districts by developing and
implementing school-wide positive behavioral interventions and supports. She
also provides consultation and training for classroom management and effective,
evidence-based strategies for responding to student behavior. Martin has a
foundational understanding of the behavior principles and SWPBIS. She has
specialized experience working in alternative school settings and special
education. Martin has served as the education program coordinator at the
Devereux Day and Mapleton Schools, serving students with specific learning
disabilities, as well as social and emotional challenges.
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