Devereux Advanced Behavioral Health Center for Effective Schools

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Devereux National

  • Center for Effective Schools

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CES Team

Barry L. McCurdy, Ph.D., BCBA-D, NCSP

Barry McCurdy.png

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
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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

Laura E. Rutherford.png

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

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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.

Jennifer Francisco

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.

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

Lyndsie Erdy, Ph.D., NCSP, BCBA-DTraining 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.

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

ck_2019.pngTraining 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

jm_2019.pngProject 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.