Technology Intervention and Assessment in Schools

kids writing on a notebook in class


Scenario: Two children get into a fight at school; both are suspended for three days. This intervention (suspension) is not research-based, and it may not be appropriate for the children involved. Instead of suspending the children, psychologists can conduct assessments in the fields of aggression, emotional regulation, language development, impulsivity, and other areas that lead to behavioral conflicts. With this data, psychologists can select empirically-based interventions to help deal with children’s underlying problems. In the long term, finding the root of the problem and matching it to an appropriate intervention can work much better than just removing the children from school.

The primary purpose of our research is to improve assessment and intervention practices, specifically in the field of social-emotional/behavioral skills with a particular emphasis in the use of emerging technologies. The end goal of this research is to a) improve the tools that school psychologists use to identify underlying problems in aggressive children and b) explore interventions that may help with these problems.

We conduct three overarching areas of research to meet these goals:

  • Identify causes of aggression in all children with a focus on those who are culturally and linguistically diverse.
  • Develop and critique technology-based tools for conducting assessments to identify these causes.
  • Develop and critique technology-based tools for social, emotional, and behavioral interventions.