Bamonto

Thu, 06/27/2013 - 10:27am -- jxgwcs
Suzanne
Associate Professor/ Graduate Program Director

Ph.D., School Psychology, University of Oregon
B.A., Psychology, SUNY Geneseo
A.A., Humanities, Finger Lakes Community College

Office: 
01-3380
Phone: 
(585) 475-2765
Bio: 

Dr. Bamonto has been teaching in the RIT School Psychology Program since the fall of 2003. Her primary research interests are related to the use of Curriculum-Based Measurement to improve academic outcomes for students at risk for learning disabilities and academic failure, especially in the area of basic reading. Related interests include implementation of systems-level reforms such as Response to Intervention, Multi-Tier System of Supports, and family-school partnerships.

Dr. Bamonto’s current projects include an article for a special issue on school psychologists as systems-level consultants for the Journal of Psychological and Educational Consultation. The manuscript is entitled Beyond the rhetoric: School psychologists as systems-level consultants in promoting effective family-school partnerships. She also is collaborating with Professor Maria Cristina Joly, an educational psychologist in Brazil, on developing a larger set of studies entitled, CBM to IDC: A cross cultural investigation of basic skills’ assessment in schools.

Classes Taught:

Bibliography: 

Bamonto, S., Mercer, S., & Missall, K. (2011, February). Effects of Frequent Progress Monitoring on Reading Achievement of Elementary Students at Risk for Reading Failure. National Association of School Psychologists. San Francisco, CA, February 24, 2011.

Graney, S. B., Martinez, R. A., Missall, K. N., Aricak, T. (2010). Universal screening of reading in late elementary school: R-CBM versus CBM Maze. Remedial and Special Education, 31, 368-377.

McDougal, J., Graney, S., Wright, J., & Ardoin, S. (2010). RTI in practice: A practical guide to implementing effective evidence-based interventions in your school. Hoboken, NJ: John Wiley & Sons.

Martinez., R. A., Missall, K. N., Graney, S. B., Aricak, T., & Clarke, B. (2009). Technical adequacy of Early Numeracy Curriculum-Based Measurement in kindergarten. Assessment for Effective Intervention, 34, 116-125.

Graney, S.B., Missall, K., Martinez, M., & Bergstrom, M. (2009). A preliminary investigation of within-year growth patterns in reading and mathematics curriculum-based measures. Journal of School Psychology, 47, 121-142.