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 technical properties and instructional utility of CBM Vocabulary Matching in a local high school. 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:

  • SPSY 630 Academic Assessment
  • SPSY 721 Academic Intervention
585-475-2765

Currently Teaching

PSYC-750
3 Credits
The 1200-hour internship is the culminating experience in the school psychology program. It provides an intensive, supervised training experience in which interns put the knowledge, skills, and attitudes learned during their training program into practice while continuing to develop and expand upon those abilities. The internship year is a broad-based, individualized experience that provides an opportunity to work with a variety of children, parents, teachers, support staff, and administrators. Interns are exposed to a variety of educational meetings, programs, workshops, resources, and conferences through their internship sites. Monthly class seminars supplement the supervised training experience. (All course work completed and faculty approval)
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-721
3 Credits
Most referrals to school psychologists involve some sort of learning problem. What variables affect school learning? Are some influences more important than others? Which of these influences are alterable and therefore available as interventions to improve learning? What classroom strategies work best? We will examine theories of school learning and the basic psychological principles that apply to teaching and learning. This will be accomplished through the examination of the role of teachers, which includes their responsibility for teaching curriculum, classroom management, and the social and emotional growth of students. Students will learn to critically evaluate the instruction provided to a particular student in a given content area. In addition, students will learn to assess academic functioning within the learning environment, identify specific target areas for intervention, set appropriate goals and objectives, monitor student progress toward those goals and objectives, and evaluate the effectiveness of the intervention(s) in place as a result of the assessment. Students are expected to leave this course with a cursory understanding of the problem-solving process and the development and monitoring of effective interventions, and basic competence in applying this process.
PSYC-752
3 Credits
The Thesis courses will vary widely but will fulfill the work plan agreed by the student and the adviser. The guiding principles of the Thesis Proposal course are to initiate thesis research including selecting a thesis advisor, choosing and defining a topic, surveying relevant research literature, and planning the research. To complete the course, the student will successfully submit and defend a thesis proposal, which is a detailed and complete plan of the thesis research. The thesis proposal should include exhaustive review of relevant literature, statement of the student's thesis, formulation of hypotheses, operational definitions of independent and dependent variables, and a detailed procedure for carrying out the research. The proposal may also include a section on anticipated results with a detailed plan for analysis of data.

Select Scholarship

Peer Reviewed/Juried Poster Presentation
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.