Ph.D., University of Arizona
Tuesday & Wednesday, 2:00 - 3:30 p.m.
Jennifer Lukomski has been with the Department of Psychology/School Psychology program since 1997. She is a Licensed Psychologist, a National Certified School Psychologist, and is an expert consultant for the National Association of School Psychologist regarding best practices in planning effective instruction for children who are deaf and hard of hearing. Her research interest’s focus on deaf and hard of hearing individual’s executive functioning, social emotional functioning and resiliency. Her teaching focuses on assessment, counseling and internship supervision.
PEER REVIEWED RESEARCH PUBLICATIONS:
Marschark, M., Morrison, C. Lukomski, J., Borgna, G. & Convertino, C. (2013). Are deaf students visual learners. Learning and Individual Differences.
Hauser, P., Lukomski, J., & Samar, V. (2012). Reliability and validity of the BRIEF-A for assessing deaf college students’ executive function. Journal of Psychoeducational Assessment, XX(X), 1-12.
Oberg, E., & Lukomski, J. (2011). Executive Functioning and the impact of a hearing loss: Performance-based measures and the Behavior Rating Inventory of Executive Function (BRIEF) Child Neuropsychology, iFirst, pp. 1-25.
Hintermair, M. & Lukomski, J. (2010). Wie viel Inklusion verträgt der (gehörlose/schwerhörige) Mensch? Eine entwicklungs- und sozialisationspsychologische Skizze. (pp.88 -98)[ How much inclusion can a (deaf or hard of hearing) person tolerate? A developmental and social psychological framework.] Das Zeichen.
Lukomski, J. (in press). Best Practices in Planning Effective Instruction for Children Who Are Deaf/Hard of
Hearing. In A. Thomas & P. Harrison (Eds). Best Practices in School Psychology.
Lukomski, J. (2011 ). Resiliency and the emerging adult. In D. H. Zand & K. J. Pierce (Eds). Risk and resilience: Adaptation within the context of being deaf (pp. 375-390 ). New York: Springer