College of Education Sitemap
Skip to Main Content

Department of Counseling, Educational Psychology & Special Education

School Psychology

Program Faculty


Jana Aupperlee
Ph.D., Michigan State University
Jana Aupperlee is the clinical assistant professor in school psychology and a Nationally Certified School Psychologist. As part of this non- tenure track position, she advises students in the Educational Specialist program in School Psychology at MSU. She also teaches a variety of school and practice-based courses. Further, she coordinates and collaborates with local school psychologists in the supervision of second year students. Her research interests include family-school collaboration and what types of school-provided social support parents find most helpful. Recent interests also include local perceptions of the Response to Intervention model of meeting students’ educational needs in schools.
John Carlson
Ph.D. University of Wisconsin-Madison
John Carlson is a professor of school psychology. He serves as the director of the School Psychology doctoral program and he is a Licensed Psychologist (MI). His research interests include examining the utility of medical and psychological interventions on school-aged children's behavior in educational and other learning contexts. The impact of children's anxiety on their functioning in schools and at home is a primary focus of his research. Other interests include assessment, prevention and intervention for externalizing behaviors that impact preschool and classroom functioning. The primary focus of his work pertains to ensuring equitable and effective educational and mental health services for those children who are experiencing challenges at school, home or in the community.
Jodene Fine
Ph.D., University of Texas at Austin
Jodene Fine is an associate professor of school psychology, a Licensed Psychologist, certified member of the National Register of Health Care Psychologists, and a nationally certified school psychologist. She studies developmental disorders and typical child development from the perspective of neuropsychological functioning within an educational context. Her work embraces the idea that child development rests on complex neural processes that begin in utero and develop in response to environmental and genetic influences. Dr. Fine's research uses behavioral and neuroimaging techniques to identify the neuropsychological processes that can impede optimal learning and behavior in children. Her laboratory is currently doing work on the influence of memory and attentional processes in mathematics and reading. Additionally, she studies social perception in children with high functioning autism disorders and nonverbal learning disability.
Evelyn Oka
Ph.D., University of Michigan
Evelyn Oka is an associate professor of school psychology, educational psychology and a Nationally certified School Psychologist. A developmental and school psychologist, she is interested in the development of self-regulation, social competence and motivation in school and home contexts, particularly among students with learning problems. Her research examines the use of a universal social-emotional intervention to enhance preschool children's self-regulation and social skills in an inclusion classroom. She is also interested in the cultural validity and transportability of evidence-based interventions with diverse populations.
Kristin Rispoli
Ph.D., Duquesne University
Kristin Rispoli has expertise in the diagnosis and treatment of Autism Spectrum Disorder (ASD). She is interested in the connection between early parenting and children’s development, family-school partnerships, and behavioral and social-emotional interventions. Her recent work examines interventions aimed at increasing positive parenting and parent-child engagement in adolescents. Next, she plans to design and implement interventions to promote parent-child and parent-teacher relationships among parents and teachers of preschool-age children with ASD.
Martin Volker
Ph.D., Hofstra University
Martin Volker’s research interests include assessment and measurement issues in psychology and education with a focus on two populations: intellectually gifted children and children with Autism Spectrum Disorder (ASD). He has conducted studies examining the psychometric properties of five major behavior rating scales used to screen and diagnose children with ASD. He has also examined the most valid methods for determining the levels of depression and anxiety in children with high-functioning ASD.
Sara Witmer (Bolt)
Ph.D., University of Minnesota
Sara (Bolt) Witmer is an associate professor of school psychology and a Nationally Certified School Psychologist. Her research focuses on examining assessment tools that can enhance instructional decision-making for students who are at-risk for poor academic outcomes. She also conducts research on accommodations for diverse learners (e.g., students with disabilities, English language learners), and more generally on methods for the effective inclusion of all students in large-scale assessment and accountability programs.