Suzanne Bamonto Headshot

Suzanne Bamonto

Associate Professor

Department of Psychology
College of Liberal Arts

585-475-2765
Office Location

Suzanne Bamonto

Associate Professor

Department of Psychology
College of Liberal Arts

Education

AA, Finger Lakes Community College; BA, State University College at Geneseo; Ph.D., University of Oregon

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 investigation of the relationships between trait mindfulness and substance abuse in college students with trauma histories, in collaboration with Dr. Lindsay Schenkel. The goal of this project is to inform a larger study on the development and evaluation of school-based prevention of substance use problems. 

585-475-2765

Personal Links

Select Scholarship

Peer Reviewed/Juried Poster Presentation or Conference Paper
Nixon, Tamara Gray, Suzanne M. Bamonto, and Lindsay S. Schenkel. "Emotion Recognition and Psychosocial Functioning in Youth with Bipolar Disorder." Proceedings of the National Association of School Psychologists, Chicago, IL, February 14, 2018. Ed. National Association of School Psychologists. Chicago, IL: n.p..
Invited Keynote/Presentation
Schenkel, Lindsay S. and Suzanne M. Bamonto. "School-based preventative interventions for children at increased risk for substance abuse." Finger Lakes Collegiate Task Force. Center for Public Safety Initiatives. Rochester, NY. 12 Apr. 2018. Conference Presentation.
Bamonto, Suzanne M. "Response to Intervention and Working with Schools." Learning Day. Rochester General Hospital Developmental and Behavioral Pediatrics. Rochester, NY. 4 Jun. 2018. Lecture.
Bamonto, S. "Introduction to Curriculum-Based Measurement (IDC)." VI Coloquio di Psicologia Escolar. University of Brasilia. Brasilia, Brazil. 5 Jun. 2014. Conference Presentation.
Bamonto, S. "Effects of Frequent Progress Monitoring on Reading Achievement of Elementary Students at Risk for Reading Failure." National Association of School Psychologists. National Association of School Psychologists. San Francisco, CA. 24 Feb. 2011. Conference Presentation.

Currently Teaching

PSYC-226
3 Credits
This course explores the process of human development, from conception through adolescence and continuing through later adulthood. The developmental approach integrates across many areas of psychology, including perception, cognition, social and emotional development, personality, morality, human factors, and neuroscience. Topics will include such things as infant brain plasticity, the development of identity in adolescence, and memory changes in adulthood. In addition, experimental methods of developmental research will be introduced and practiced, including issues specific to studying children and adults.
PSYC-701
3 Credits
The purpose of the course is for students to continue to participate in supervised field experiences in school/clinical settings along with a didactic component emphasizing the development and application of a multicultural and contextual lens within their field experiences. Students will gain knowledge necessary to work effectively with students from a wide variety of contextual, cultural, and linguistic backgrounds. Topics include but not limited to: multicultural theory, culture, cultural identity, social class, race and ethnicity, gender issues, religion and spirituality, and sexual orientation.
PSYC-702
3 Credits
The purpose of the course is for students to continue to participate in supervised field experiences in school/clinical settings along with a didactic component emphasizing the development and application of a multicultural and contextual lens within their field experiences. Students will begin to apply their knowledge and available resources to further develop the skills necessary to work effectively with students from a wide variety of contextual, cultural, and linguistic backgrounds. Topics include but not limited to: ecological models, developmental contextualism, oppression, resilience, privilege and power, immigration and acculturation, and multicultural assessment.
PSYC-730
3 Credits
This is an applied course in linking the diagnostic assessment of exceptional children and adolescents to recommendations for appropriate interventions. Students learn to select and develop a plan of assessment for a variety of referral questions. Students continue to learn and expand their skills in administering tests. Students primarily learn to interpret, and integrate test data and report the results and recommendations for parents, teachers and multidisciplinary evaluation teams. This course is offered to second-year students matriculating in the school psychology program.