Dr. Jenlyn弗瑞

教育

2014    Ph.D. Psychology, Concentration: School 罗德岛大学心理学 (APA Accredited)

2012    M.A. 罗德岛大学心理学

2009    B.A. 罗德岛大学心理学

专业协会

2014年总统. 国家认证学校心理学家(NCSP) 

2018年总统. Board Member, Rhode Island School Psychologists Association (RISPA) 

2012年总统. Member, Rhode Island School Psychologists Association (RISPA)

2009年总统. Member, 国家 Association of School Psychologists (NASP)

选定的出版物

同行评议的论文

Loftus-Rattan,年代. M.M .赖特顿., 弗瑞,J., & 情况下,我. (2021). Multi-tiered system of supports: An ecological approach to school psychology service delivery. 心理学教学. http://doi.org/10.1177/00986283211024262

弗瑞,J., & Loftus-Rattan,年代. M. (2021). Actively involving students with Specific Learning Disabilities in progress monitoring. 在学校和诊所的干预. http://doi.org/10.1177/10534512211032618

Loftus-Rattan,年代. M., & 弗瑞,J. (2020). Word learning in first grade: Evaluating the effectiveness of a technology-based and an extended vocabulary 干预. 阅读与写作季刊. http://doi.org/10.1080/10573569.2020.1800540

同行评审报告

藤,年代.M., & 弗瑞,J. (2024年6月). Implementing Best Practices in Early Vocabulary Assessment and Intervention. [接受会议简报]. Pennsylvania Training and Technical Assistance Network [PaTTAN] Virtual Literacy Symposium.

弗瑞,J., 藤,年代.M., *卡布拉尔., B.E.*Tetreault, L., & *戴维森,L.C. 2月(2024). Implementing best practices in early vocabulary assessment and 干预 [海报展示，已接受]. 国家 Association of School Psychologists Convention. 新奥尔良，洛杉矶.

弗瑞,J.Loftus-Rattan,年代. M.*帕特森，H., & * Kazarian,米. 2月(2022). Teaching emotional vocabulary to young children in tier 1 environments (海报展示). 国家 Association of School Psychologists Convention, Boston, MA.

Loftus-Rattan,年代. M.,  弗瑞,J., Klass,., & Lawlee P. 2月(2022). Word learning opportunities in children’s storytelling podcasts (海报展示). 国家 Association of School Psychologists Convention, Boston, MA.

弗瑞,J., Loftus-Rattan,年代. M.*加里波第，K., A.*普兰特，J., & * Merolla L. 2月(2021). Actively involving students in academic progress monitoring (海报展示). 国家 Association of School Psychologists Virtual Convention, Virtual.

弗瑞,J., Loftus-Rattan,年代. M.*阿尔蒙特，A., & *爱茉莉,米. 2月(2020). A systematic review of early childhood vocabulary measures (海报展示). 国家. 国家 Association of School Psychologists Convention, Baltimore, MD.

Loftus-Rattan,年代. M., 弗瑞,J., & 豪泽,K. (2020). An evaluation of vocabulary applications for grades K-2 (海报展示). 国家 Association of School Psychologists Convention, Baltimore, MD.

鹰,J. W., 弗瑞,J., & Nkomo L. (2019年11月). Enhancing family-school partnerships within MTSS (报告). Northeast PBIS Network Leadership Forum, Norwood, MA.

鹰,J. W., & 弗瑞,J. 5月(2019). Meaningful family engagement within PBIS/MTSS: Moving beyond the rhetoric (报告). Northeast PBIS Network Leadership Forum, Mystic, CT.

弗瑞,J., Holtzman E.南卡罗来纳州多德-伊格尔市., & 鹰,J. W. 2月(2019). Assessing competency-based field experiences in school psychology (报告). 国家 Association of School Psychologists Convention, Atlanta, GA.

Loftus-Rattan,年代. M., 弗瑞,J., 克鲁斯,J.哈奇森，H.*德米特里耶娃，K., & * Stimpson,米. 2月(2019). 基于技术的早期词汇干预 (报告). 国家 Association of School Psychologists Convention, Atlanta, GA.

鹰,J.W.恩科莫，L., & 弗瑞,J. 5月(2018). School-based practices for family engagement: What we are doing and can do (报告). Northeast PBIS Network Leadership Forum, Mystic, CT.

弗瑞,J., *桑切斯,C. V.*戈里,Y.S. 2月(2018). Teacher preparation to support English language learners in tier 1 (报告). 国家 Association of School Psychologists Convention, Chicago, IL.

弗瑞,J., *戈里,Y.S.， *桑切斯,C. V. 2月(2018). Supporting the social-emotional needs of English language learners [从业人员对话演示]. 国家 Association of School Psychologists Convention, Chicago, IL.

弗瑞,J., & 斯通内尔,G. (2017年4月). Using a multi-tiered systems of support needs assessment to guide building level decision making (海报展示). New England 教育al Research Organization (NEERO) Conference, Portsmouth, NH.

弗瑞,J., & 斯托纳克. 5月(2017). MTSS needs assessment: An efficient tool for school-wide decision making (报告). 东北PBIS领导论坛，神秘，CT.

弗瑞,J., Loftus-Rattan,年代. M.哈代. E., & 塔克,C. A. 2月(2015). Early vocabulary assessment within a response to 干预 framework (报告). 国家 Association of School Psychologists Convention, Orlando, FL.

塔克,C. A.Loftus-Rattan,年代. M., 弗瑞,J., & 哈代,年代. E. 2月(2015). Teacher behaviors as predictors of at-risk kindergarten students’ vocabulary outcomes (海报展示). 国家 Association of School Psychologists Convention, Orlando, FL.

米切尔,. M.O 'Bryon, E. C., & 弗瑞,J. 2月(2015). Methods to promote language and literacy development in English learners [参与者对话呈现]. 国家 Association of School Psychologists Convention, Orlando, FL.

Loftus-Rattan. S. M., 弗瑞,J., 哈代,年代. E., & 塔克,C. A. 2月(2014). Early vocabulary 干预 for at-risk kindergarten students: Year 2 findings. (报告). 国家 Association of School Psychologists Convention, Washington, D.C.

Dowd-Eagle,年代.纽曼，T。., 弗瑞,J., & Ortiz-Frontera Y. 2月(2014). Multi-tiered system of supports: School psychologists as system change agents. (海报展示). 国家 Association of School Psychologists Convention, Washington, D.C.

莫里森J. Q.鹰，J.南卡罗来纳州多德-伊格尔市.罗伦哈根，J.斯托纳，G.南泰，M., & 弗瑞,J. 2月(2014). Advancing multi-tiered system of supports through a program evaluation lens. (研讨会演讲). 国家 Association of School Psychologists Convention, Washington, D.C.

研究兴趣

语言及读写能力

学业评估及干预

多层支撑系统(MTSS)

基于数据的学校决策

课程

CEP 215教育心理学导论
CEP 552 Psychological Perspectives on Learning and Teaching
CEP 534 Quantitative Measurement and Test Interpretation
CEP 554应用环境中的研究方法
认知评估
CEP 604 Psychoeducational Assessment and Response to Intervention
CEP 651 Academic Instruction, Intervention, and Supports
CEP 629学校心理学实习

荣誉及奖励

2022 Presidential Award for Excellence in Teachingesball官方网