Curriculum Vitae: Justine Celoni, Ph.D., NCSP

• Ph.D., Educational Psychology (May 2017), Oklahoma State University, Stillwater, OK
  (APA/NASP accredited) o Major Concentration: School Psychology
  • Specializations: Applied Behavior Analysis; Program Evaluation
  • Dissertation: The Effects of Paired Bilingual and English-only Intervention with Struggling Spanish-Speaking English Language Learners on Generalized Reading Performance
• M.S., Educational Psychology (Option: School Psychometrics) Oklahoma State University, Stillwater, OK, 2013
• B.A., Psychology and Spanish (Minor: Mathematics) Central College, Pella, IA, 2011
• High School Diploma, Cedar Falls High School, Cedar Falls, IA, 2007

• Wise Graduate Fellowship, Oklahoma State University, 2015
• Pella Rolescreen Fellowship, Central College, 2007-2011

Assistant Professor of School Psychology and Applied Behavior Analysis, Wichita State University, Wichita, KS August 2020 - present

• Teach courses to Ed.S. graduate students in the area of School Psychology and Applied Behavior Analysis. Some of which have included: Single Subject/ Small -N design, Independent Study (Intellectual Assessment), and Practicum starting the Spring 2021.
• Provide foundational skills in theory and administration of research, practical application, foundations in the field.
• Provide analytical skills for interoperation and building of behavior plans and program evaluation.
• Facilitate flexibility within fidelity in regards to applying small-n research within diverse school settings.
• Provide guidance in field of study and research to graduate students.
• Continue research with students and colleagues in areas of interest.

Nationally Certified School Psychologist , West Field Elementary School (Edmond Public Schools), Edmond, OK, August 2018 – June 2020

• Provided behavioral interventions to teachers for a variety of presenting problems that ranged from anxiety in adolescents to decreasing aggression and noncompliance in children.
• Participated in the administration tasks of monitoring in-school suspension, EdPlan paperwork, maintaining a Special Education calendar, contacting fellow practitioners, scoring of assessments, and writing a variety of evaluation reports.
• Responsibilities included managing the school’s RtI triangle for academics and behavior, while guiding the development of a school wide behavior system.
• Collaborated with a variety of medical and school professionals.
• Supervised a psychometrist & school psychologist practicum students providing the opportunity to improve her skills through an evaluation case study, an academic case study, and behavioral case study. The practicum students additionally shadow me through RtI, IEP, MEEGS, REDs, FBA, Behavior Plan, staffing, and Parental Consent meetings.

Pediatric Psychology Post-doctoral Fellowship, Cornerstone Behavioral Health & Pediatric Therapies, Midwest City and Edmond, OK, October 2017 to October  2018

• Provided behavioral family and individual therapy for a variety of presenting problems that ranged from anxiety in adolescents to decreasing aggression and noncompliance in children.
• Participated in the administration tasks of scheduling, billing, insurance requirements, contacting fellow practitioners, scoring of assessments, and writing a variety of evaluation reports.
• Collaborated with a variety of medical and school professionals.
• Total Hours: 1720
• Supervisor: Nic Gotcher, Ph.D., LP

Pediatric Psychology Pre-doctoral Intern, Munroe-Meyer Institute Behavioral Health Outreach Clinics, Kearney and Grand Island, NE, July 2016 to June 2017

• Provided behavioral family and individual therapy for a variety of presenting problems from self- injurious behavior and aggression to noncompliance and toilet training.
• Participated in the administration tasks of scheduling, billing, insurance requirements, scoring of assessments, and writing a variety of reports (intake, progress notes, diagnostic).
• Collaborated with a variety of medical and school professionals.
• Conducting research on parent-lead social skill training groups over six-weeks following a 1-week training session per group. This study also includes a telehealth component with one group.
• Total Hours: 2400
• Supervisors: Nancy L. Foster, Ph.D., LP (July –December 2016); Rebecca A. Gathje, Ph.D, LP. (January-June 2017)

OTISS External Support Coach, Oklahoma State Dept. of Education, Oklahoma City, OK, June 2015 to July 2016

• Consultant for Oklahoma Tiered Intervention System of Support (OTISS) grant used to provide professional development and support to teachers and schools wishing to implement a response to intervention support  model
• Provided direct support and oversaw the implementation of academic and behavioral intervention systems including Early Literacy, Positive Behavioral Intervention and Supports (PBIS), and Common Core State Standards instruction
• Provided training to staff and parents to increase knowledge of response to intervention (RTI) model
• Supervisor: Gary Duhon, Ph.D., BCBA-D

Graduate Research Assistant, Edmon Low Library, Oklahoma State University, August 2014 to August 2015

• Responsible for Legal and Patent Libraries up-keep: shelving, cataloging, labeling
• Worked on several projects
• Cataloging Oklahoma education materials, Research subject guides, monthly cataloging, mail, and reference statistics for documents and map room departments, as well as several web projects.
• Supervised and provided projects to the work study student workers
• Supervisor: Suzanne Rienmann, Ph.D.

Clinic Assistant, Schools Psychology Center, Oklahoma State University, August 2013-June 2014

• Responsible for both the business up keep of the center including: billing invoices, ordering materials, taking intakes for referrals, and answering general questions about our services.
• Responsible for program up-keep including: checking in and out resources to qualified persons, billing program members for materials, maintaining kits, and providing training on the necessary scoring  software.
• Supervisor: Terry Stinnett, Ph.D., HSP

Clinical Assessment Practicum, School Psychology Center, Oklahoma State University, June 2015 to July 2016

• Practicum student responsible for conducting clinical evaluations and wrap around services for students, ages 3-22, for contacted districts, families, and the university
• Total hours: 400
• Supervisor: Terry Stinnett, Ph.D., HSP; Sara Rich, Ph.D, HSP

School Psychology Practicum, Stillwater Public Schools, Stillwater, OK, 2014-2015

• Practicum student rotated through all school sites within the district and is responsible for working with on-site school psychologist in a variety of roles
• Supervised experiences include administering standardized and curriculum-based assessments, conducting functional behavior assessments (FBA), developing and implementing classroom-based
  interventions for academics and behavior, academic and behavioral consultation, and supervising a couple of shadow practicum students.
• Total hours: 600
• Supervisor: Gary Duhon, Ph.D., BCBA-D

School Psychology Shadow Practicum, Richmond Elementary, Stillwater, OK, 2013-2014

• Practicum student responsible for assisting senior practicum student in a variety of roles
• Supervised experiences include administering standardized and curriculum-based assessments as well as implementing classroom-based interventions for academics and behavior
• Total hours: 240
• Supervisor: Brian Poncy, Ph.D

Assistant Professor of School Psychology and Applied Behavior Analysis, Wichita State University, Wichita, KS August 2020 - present

• Teach courses to Ed.S. graduate students in the area of School Psychology and Applied Behavior Analysis. Some of which have included: Single Subject/ Small -N design, Independent Study (Intellectual Assessment), and Practicum starting the Spring 2021.

Nationally Certified School Psychologist , West Field Elementary School (Edmond Public Schools), Edmond, OK, August 2018 – June 2020

• Supervised a psychometrist & school psychologist practicum students providing the opportunity to improve her skills through an evaluation case study, an academic case study, and behavioral case study. The practicum students additionally shadow me through RtI, IEP, MEEGS, REDs, FBA, Behavior Plan, staffing, and Parental Consent meetings.

Private Tutor, Stillwater, OK, 2014 to 2017

• Instructed three junior and high school students in conversational and written Spanish weekly for up to two hours.
• Instruction went beyond that of the classroom with Spanish only conversation settings (length of time varied by skill), practice sentence structure, and paragraph assignments.
• Study skills were also addressed.

Graduate Teaching Associate, Oklahoma State University, Stillwater, OK, 2012 to 2013

• Taught classes averaging 20 students at various elementary schools within the district.
• Grades K – 3rd grade were the grade levels in which instruction was provided most often.
• Collaborated with classroom teachers to continue students learning in core subjects and mange the classroom for behavior distributions and off-task behaviors

Social Skills Parent Training – October 2016-December 2016

• Trained parents on 3 lessons required to improve conversation social skills: Body Basics, Responding to Questions and Conversation
• Modeled correct instruction and use of skills during lessons; each lesson was taught for two weeks.
• Data collected from parents sending in videos of children using conversation skills on three prompts for minimum of 5 days a week.
• Collaborated with Southern Mississippi State in Hattiesburg, MI as they conduct a skills group via telehealth technology.

The Effects of Paired Bilingual and English-only Intervention with Struggling Spanish-Speaking English Language Learners on Generalized Reading  Performance –February 2016 – June 2016

• As the primary investigator, the consideration of all major stakeholders from the participating school district, schools, and university were accounted for in conducting this research study.
• A 2x2 mixed factorial design was used.
  • 80 English Language Learner first graders were used in two urban elementary schools.
  • A paired bilingual flashcard intervention was compared to and English only flashcard intervention in improving reading skills.
  • Maintenance was conducted with all 100 sight words and Generalization was conducted with 100 phrases based on instructional language one a week.
  • The results found that the intervention was effective but no significant change occurred between conditions across the 4 weeks.

Can 4-Minutes A Day Improve a School’s State Mathematics Scores? – A Program Evaluation – August 2014 – December 2015

• As the primary investigator, the consideration of all major stakeholders from the participating school district, schools, and university was taken into account to establish the questions to be answered by the evaluation.
• Archival data was used, along with consultation skills and ethical practices the evaluation of the school wide mathematics fluency intervention was conducted.
  • The intervention (Math-Two-A-Days) was a result of a community partnership between Oklahoma State University and the local public elementary schools five years ago.
• Thus one goal of the evaluation was to determine the effectiveness of the intervention after five years of implementation.
  • The results found that the intervention was effective by demonstrating a significant change not only within the participating school, but also when compared to two control schools.
• This evaluation was also accepted to a national conference (American Evaluation Association) in November 2015.

More upon request

Bonitto, M., Beeler, A., & Celoni, J. (2020, October). Practitioner Conversation: Recruiting, Retaining, Teaching, and Supervising Culturally and Linguistically Diverse School Psychologists. Breakout presentation at the annual fall conference for Kansas Association of School Psychologists: Virtual

Celoni, J., Smith, C., & Duhon, G. (2017, February). Using Explicit Timing to Increase State Test Scores in Mathematics. Paper presentation at the annual conference for National Association of School Psychologists: San Antonio, TX

Celoni, J., & Smith, C. (2015). Can you improve your state math scores in 4 minutes a day?. Poster presented at the annual American Evaluation Association Convention, Chicago, IL.

Celoni, J. (2011). The effects of music on reading comprehension and arithmetic problem solving in extraverts and introverts. Paper presentation at the annual Psychology Symposium, Pella, IA.

Celoni, J., Westenberg, K., Houser, J., & McElhinney, M. (2010). Religiosity as a Predictor of Sexual Behavior and Sexual Attitudes in College Students. Poster presented at the annual Midwest Psychological Association Convention, Chicago, IL.

• National Association of School Psychologists (NASP)
• American Psychological Association (APA)
• American Evaluation Association (AEA)
• Oklahoma State Psychological Association (OSPA)

Certifications

• Nationally Certified School Psychologist (NSCP) certification
• Pursuing Health Service Psychologist Licensure
• Pursuing Board Certified Behavior Analyst (BCBA) certification

Conferences

• National Association of School Psychologists, Seattle, WA; February 2013
• National Association of School Psychologists, New Orleans, LA; February 2016
• National Association of School Psychologists, San Antonio, TX; February 2017
• Oklahoma State Psychological Association, Tulsa, OK; April 2014, April 2015; March 2019, March 2020
• Oklahoma State Psychological Association, Oklahoma City, OK; November 2018, November 2019
• American Evaluation Association, Chicago, IL; November 2015
• Kansas Association of School Psychologist; Virtual, October 2020

Workshops

• PREPARE Training, Tulsa, OK; April 2015
• Clinical ADOS-2 Training, Omaha, NE, December 2016

• Annual Undergraduate Research Judge Volunteer (OSU Research Symposium)
• Graduate and Professional Student Government Association (Member for SPGO; Phoenix and Outstanding Graduate Student and Faculty Award Committee)
• • Habitat for Humanity Volunteer (Office/Financial Assistant;  Coordinator/Committee Member for Annual Fundraiser)
• Teaching English Classes to Spanish-speaking Natives at a Local Church (Kearney, NE)
• Participate in classes and Volunteer at the Northwest 122nd St Library (Oklahoma City, OK)