5
VITA
Melissa A. Bray, Ph.D.
01-15-18
MELISSA A. BRAY
Office Address
Department of Educational Psychology Phone: (860) 486 0167
School Psychology Program e-mail:
University of Connecticut
Storrs, Connecticut 06269-3064
Educational Background
Ph.D. University of Connecticut, 1997, Major: School Psychology
Dissertation Topic: Dealing with behaviors that have been historically resistant to remediation: Self-modeling as an intervention for stuttering.
M.A. University of Connecticut, 1995, Major: School Psychology
M.S. Southern Connecticut State University, 1988, Major: Speech Language Pathology
B.A. University of Connecticut, 1986, Major: Communication Science
Professional Experience
2013-present University of Connecticut, Director, School Psychology Program.
2012-present. University of Connecticut, Counseling Program for Intercollegiate Athletes. Primary responsibilities include psychoeducational assessment and the design and implementation of treatments.
1999-present University of Connecticut, Professor (tenured), Department of Educational Psychology, School Psychology Program (2008-present); Associate Professor (2003-2008, tenured); Assistant Professor (1999-2003). Primary responsibilities include directing student dissertation research and graduate course instruction in consultation, academic assessment, and practicum coordinator.
1997-1999 Assistant Professor, Department of Psychology, School Psychology Program, St. John's University. Primary responsibilities included directing student research, and undergraduate and graduate course instruction in general psychology, consultation, and neuropsychology of learning disabilities.
1993-present Consultant to numerous school districts to assist in the design and implementation of interventions for students with severe behavior problems including selective mutism, emotional and conduct disorders, and learning disabilities.
1998-1999 Consultant, Colchester Public Schools, Colchester, Connecticut.
Primary responsibilities include the design and implementation of interventions for a child with selective mutism.
1998-1999 Consultant to the Stratford School District, Stratford, Connecticut. Primary responsibilities include the evaluation and design of programs for children with disordered behavior.
1998-1999 Consultant to the Monroe Public Schools, Monroe, Connecticut. Primary responsibilities
include the design and implementation of interventions for a child with selective mutism.
1998-1999 Consultant to the Board of Education, Town of Bozrah, Bozrah, Connecticut. Primary responsibilities include the design and implementation of interventions for a child with selective mutism.
1998-2000 Consultant to the Manchester School District, Manchester, Connecticut. Primary responsibilities include the design and implementation of interventions for a child with selective mutism.
1995-1999 Consultant, Protection and Advocacy for Persons with Disabilities, State of Connecticut.
1993-2000 Speech Language Pathologist, Team Rehabilitation Inc., Agawam, Massachusetts. Primary responsibilities include assessment and treatment of patients with dysphagia and neurological disorders.
1995-1998 Consultant to the Guilford Public Schools, Guilford, Connecticut. Primary responsibilities included the design and implementation of interventions for children with selective mutism, and behavior disorders.
1995-1997 Graduate assistant to the School Psychology Program, University of Connecticut. Principle responsibilities included assisting in preparation of the self-study report for accreditation by the American Psychological Association; grant writing; guest speaker in graduate courses in research design, and intellectual assessment.
1994-1998 Consultant in school psychology to the Wallingford Public Schools, Wallingford, Connecticut. Primary responsibilities included the design and implementation of psychological interventions for children with behavior and communication disorders and in-service training.
1995-1996 School Psychology Intern, Wallingford Public Schools, Wallingford, Connecticut.
1995 School Psychology Practicum Student, Wallingford Public Schools, Wallingford, Connecticut.
1995 Consultant in school psychology to the Milford Public Schools, Milford, Connecticut. Primary responsibilities included the design and implementation of psychological interventions for children with behavior and communication disorders and in-service training.
1995 Consultant in school psychology to the Ellington Public Schools, Ellington, Connecticut. Primary responsibilities included academic, personality, and intellectual assessments.
1995 Consultant in school psychology to the Wethersfield Public Schools, Wethersfield, Connecticut. Primary responsibilities included academic, intellectual and behavioral assessments and interventions.
1994-1995 Graduate assistant in the University of Connecticut Instructional Media and Technology Department. Primary responsibilities included the design and evaluation of instructional programs for the Department of Engineering.
1993-1995 Speech Language Pathologist, Connecticut Therapies, Newington, Connecticut. Primary responsibilities included assessment and treatment of patients with dysphagia and neurological disorders.
1988-1994 Speech Language Pathologist, Wallingford Public Schools, Wallingford, Connecticut. Primary responsibilities included assessment and intervention of communication disorders with students in grades K-12. Coordinator, speech and language summer school.
Publications
Perfect, M., Phelps, L., Riccio, C., & Bray, M.A. (in preparation). Health-related disorders in children and
adolescents (2nd ed.). Washington, D.C.: American Psychological Association.
Bilias, E., Croke, K, Russo, K., & Bray, M. (in review). The effects of mindful gratitude practice on teacher stress
and school connectedness. International Journal of School and Educational Psychology.
Gelbar, N., & Bray, M.A. (in review). School Psychologists’ Perceptions of Neuropsychological Assessment.
IJSEP.
Theodore, L.A., Bray, M.A., & Kehle, T. J. (in review). School Psychology Desk Reference. Oxford University
Press.
Riccio, C., Maykel, C., Howell, M., & Bray, M.A., (in review). Coping with Chronic Illness and Medical Stress. In
Susan Forman (Ed.), Handbook of Pediatric Behavioral Healthcare: An Interdisciplinary Collaborative Approach. Springer: New York, NY.
Patwa, S., Cross, K., Bray, M. A., D’Orio, R., Kim, S., & Bryne, D. (in review). Gratitude Writing as an
Intervention for Off-task Behavior. Psychology in the Schools.
Starling, N. & Bray, M.A. (in review). The Effectiveness of Video Self-Modeling on Increasing and Sustaining
Teacher Use of Behavior-Specific Praise in the Alternative Classroom. Journal of Positive Behavior
Interventions.
Ottone-Cross, K., Gelbar, N.W., Dulong-Langle, S., Avitia, M., & Bray, M. (in review). Gifted And Learning
Disabled: A Study Of Strengths And Weaknesses In Higher Order Processing. International Journal of School and Educational Psychology.
Bray, M., Root, M., Howell, M., & Bilias, E. (in review). Asthma. In F. Worrell and T. Hughes (Eds.), Cambridge Handbook of Applied School Psychology (pp.). New York: Cambridge University Press.
Yoshikawa, K., Kehle, T., del Campo, M., & Bray, M. (in review). Self-Distancing to reduce anger in high school
students. School Psychology Review.
Bray, M.A., Maykel, C., & Tiarks, J. (in press). Stuttering. In George Bear (Ed.), Helping children
at home and school: Handouts for families and educators. Bethesda, MD: National Association of School Psychologists.
Maykel, C., Theodore, L., & Bray, M.A. (in press). Attending to Tasks & Completing Work: Helping Handout for
Teachers. In George Bear (Ed.), Helping children at home and school: Handouts for families and educators. Bethesda, MD: National Association of School Psychologists.
Maykel, C., Tiarks, J., & Bray, M.A. (in press).Stress: Outcomes and Intervention. In S. Deb (Ed.), Positive
schooling: A holistic approach for healthy child development. New York, NY: Springer.
D’Orio, R., Bray, M.A., Kehle, T.J., & Sanetti, L.M. (in press). Using Video Self-Modeling to Increase Compliance
to Classroom Requests in Students with Autism Spectrum Disorder. International Journal of School and Educational Psychology.
Yoshikawa, K., Kehle, T. J., & Bray, M. A. (in press). Review of Japanese school psychological and educational
Practices. The International Journal of School and Educational Psychology.
Minkos, M. L., Chafouleas, S. M., Bray, M. A., & LaSalle, T. (2017). Mindful self-management to increase
student engagement in an alternative educational setting. Behavioral Disorders, 1-8. DOI:
10.1177/0198742917740870
Bray, M.A., & Maykel, C. (under contract). Mind Body Health. American Psychological Association, Division 16
Book Series.
Maykel, C., & Bray, M.A., & Rogers, H. (2018). A Classroom-Based Physical Activity Intervention for
Elementary Student On-Task Behavior. Journal of Applied School Psychology.
doi.org/10.1080/15377903.2017.1403402
Bilias-Lolis, E., Gelbar, N., Risopli, K., Bray, M. A., & Maykel, C. (2017). On Promoting Understanding and
Equity through Compassionate Educational Practice: Towards a New Inclusion. Psychology in the Schools, 1-9.
DOI: 10.1002/pits.22077
Bray, M.A., Perusse, R., & Rojas, E. (2017). Reframing Equity-based Practices in P-12 Schools. Psychology in
the Schools. DOI: 10.1002/pits.22077
Avitia, M., Kaufman, A., Bray, M., & Kaufman, J. (2017). The Relationship between Reading and Long-term
Storage and Retrieval (Glr) in College. Applied Neuropsychology: Adult. DOI:
10.1080/23279095.2017.1362562
Bilias, E., Bray, M. A., & Howell, M. (2017). Self-Modeling: A Critical Analysis of Behavior Change. School
Psychology Forum, 11(2), 63-75.
Maykel, C., Ottone-Cross, K.L., Shankar, N.L., Bray, M.A., Byer-Alcorace, G., & Del Campo, M. (2017).
Mindfulness for individuals with asthma and anxiety: Promising results from a multiple baseline design study.Journal of Yoga and Physical Therapy, 7(1), 1-10. doi: 10.4172/2157- 7595.1000262
Bray, M., Root, M., Gelbar, N., Bruder, M. B., & Menzies, V. (2017) Relaxation and Guided Imagery forParents of
Offspring with Developmental Disabilities. Journal of Psychological Abnormalities, 6: 155. doi: 10.4172/2471-9900.1000155.
Theodore, L. A., Bracken, B. A., Bray, M. A., & Kehle, T. J. (2017). Interventions for Homework Performance.
In L. A. Theodore (Ed.), Handbook of Evidence-Based Interventions for Children and Adolescents (119-128). New York: Springer Publishing Company.
Bray, M. A., Kehle, T. J., Theodore, L. A., & Bracken, B. A. (2017). Interventions for Children with
Asthma. In L. A. Theodore (Ed.), Handbook of Evidence-Based Interventions for Children and Adolescents (447-456). New York: Springer Publishing Company.
Kehle, T. J., Bray, M. A., & Theodore, L. A., & Bracken, B. A. (2017). Interventions for Children with
Selective Mutism. In L. Theodore (Ed.), Handbook of Evidence-Based Interventions for Children and
Adolescents (245-251). New York: Springer Publishing Company.
Clarke, B. L., Rispoli, K. M., Gelbar, N. W., Bilias, E., & Bray, M. A. (2017). Equity-based practices in early
childhood: The role of the school psychologist. Perspectives on Early Childhood Psychology and Education, 2,
129-148.
Gelbar, N. W., Bray, M., Kehle, T. J., Madaus, J. W. & Maykel, C (2016). Exploring the nature of
compensation strategies in individuals with dyslexia: A research brief.Canadian Journal of School Psychology. 10.1177/0829573516677187
Breaux, K., Bray, M., Root, M., & Kaufman, A.S. (2016). Introduction to special issue and
to KTEA-3 error analysis. Journal of Psychoeducational Assessment,34. DOI: 10.1177/0734282916669656
Choi, D., Hatcher, C., Langley, S., Liu, X., Bray, M., Courville, T., O’Brien, R., & DeBiase, E. (2016).
What do children’s phonological processing errors tell us about their skills in reading, writing, and oral
language? Journal of Psychoeducational Assessment. DOI: 10.1177/0734282916669018
Cross, K., Langley, S., Root, M., Gelbar, N., Bray, M., Luria, S., Choi, D., Kaufman, J., Courville, T., & Pan, X.,
(2016). Beyond the Mask: Analysis of error patterns on the KTEA-3 for students with giftedness and learning disabilities. Journal of Psychoeducational Assessment. DOI: 10.1177/0734282916669910
Pagirsky, M., Koriakin, T., Avitia, M., Costa, M., Marchis, L., Maykel, C., Sassu, K., Bray, M., & Pan, X. (2016).
Do the kinds of achievement errors made by students diagnosed with ADHD
vary as a function of their reading ability? Journal of Psychoeducational Assessment, 34(6), 1-14. DOI: 10.1177/0734282916669020
Avitia, M., Choi, D., Hatcher, C., Knupp, T., & Bray, M. (2016). ADHD vs. Learning Disorders.
Journal of Psychoeducational Assessment.
Breaux, K., Avitia, M., Koriakin, T., Bray, M., DeBiase, E., Courville, C., Pan, X., Witholt, T., & Grossman, S.
(2016). Patterns of strengths and weaknesses (PSW) WISC-V, DAS-II, and KABC-II and their
relationship to students’ errors in reading, writing, and spelling. Journal of Psychoeducational Assessment.
DOI: 10.1177/0734282916669657
Hatcher, C., Breaux, K., Liu, X., Bray, M., Cross, K., Courville, T., Luria, S., & Langley, S. (2016). Analysis of
Children’s Errors in Comprehension and Expression. Journal of Psychoeducational Assessment. DOI: 10.1177/0734282916669019
O’Brien, R., Pan, Xingyu, Courville, T., Bray, M. A., Breaux, K., Avitia, M., & Choi, D. (2016). Exploratory factor
analysis of reading, writing, oral language, and math errors. Journal of Psychoeducational Assessment. DOI:
10.1177/0734282916669913
Root, M., Marchis, L., White, E., Courville, T., Choi, D., Bray, M., Pan, X., & Wayte, J. (2016). How achievement
error patterns of students with mild intellectual disability differ from low IQ and low achievement students without diagnoses. Journal of Psychoeducational Assessment. doi: 10.1177/0734282916669208
Stewart, C., Root, M., Koriakin, T., Choi, D., Luria, S., Bray, M., Sassu, K., Maykel, C., O’Rourke, P. & Courville,
T. (2016). Gender differences in students’ errors on math achievement tests. Journal of Psychoeducational Assessment. DOI:10.1177/0734282916669913
*Bray, M.A., & Root, M. M. (*Ordination equal thus in alphabetical order) (2016). Picture Perfect: Video
Self-Modeling for Behavior Change. Pacific North West publishing: Eugene, Oregon.
Ortiz, J., Bray, M.A., Bilias, E., Kehle, T. J., & Rojas, E. (2016). The good behavior game for English language
learners in a small group setting. International Journal of School and Educational Psychology,1,. http://www.tandfonline.com/doi/full/10.1080/21683603.2016.1169961
Foote, C., Bray, M. A., Kehle, T. J., Van Heest, J., Gelbar, N. W., Byer-Alcorace, G., Maykel, C., & DeBiase, E.
(2016). Interdependent group contingency to promote physical activity in children. Canadian Journal of School
Psychology. DOI: 10.1177/0829573516644901
Maykel, C., Bray, M., Gelbar, N., Caterino, L., Avitia, M., Sassu, K., & Root, M. (2016). Psychologically-
based therapies to Improve Lung Functioning in Students with Asthma. The International Journal of School and Educational Psychology, 4, 79-85. doi: 10.1080/21683603.2016.1130577
Root, M., Bray, M. A., Maykel, C., Cross, K., Shankar, N., & Theodore, L.A. Students with cancer: Presenting
issues and effective solutions. (2016). The International Journal of School and Educational Psychology,4, 25-33. http://www.tandfonline.com/doi/full/10.1080/21683603.2016.1130549.
Bray, M. & Maykel, C. (2016). Mind Body Health in the School Environment. The International Journal of
School and Educational Psychology, 4 (1), 3-4. http://www.tandfonline.com/doi/full/10.1080/21683603.2016.1130528.
Maykel, C., Sassu, K., Bray, M., & Kehle, T. (2016). Single-subject, multiple-baseline design:
Using mindfulness interventions with co-occurring asthma and anxiety. SAGE Research Methods Cases. London, United Kingdom: SAGE Publications, Ltd. http://dx.doi.org/10.4135/978144627305015595380; ISBN 9781473957428
Root, M. M., Bray, M.A., Maykel, C., & Kehle, T. J. (2016). Mental health behavior and personalized vaccine
treatments for ovarian cancer prevention: Multiple single subject studies. Research Methods Cases. London: Sage. http://dx.doi.org/10.4135/978144627305015598141; ISBN 9781473957428
Kehle, T. J., Bray, M. A., Root, M. M., Theodore, L. A., & Del Campo, M.A. (2016). Single
case methodology with patients with selective mutism. Research Methods Cases.