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

Currently Teaching

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-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-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-632
3 Credits
This course uses interviews, behavioral observations, rating scales, and projective measures for the assessment of child and adolescent personality and adaptive behavior. Students gain experience in administering, interpreting, and reporting results of measures currently used in the practice of psychology in the schools.
PSYC-753
3 Credits
The Thesis courses will vary widely but will fulfill the work plan agreed by the student and the thesis adviser. The guiding principle of the Thesis course is to complete the thesis research proposed in Thesis Proposal. The Thesis course consists of carrying out the thesis research, including collection and analysis of data, and completion and public defense of the thesis document for partial fulfillment of the requirements of the degree.
PSYC-630
3 Credits
Students of this course will study assessment generally, types of tests and their uses, strengths and weaknesses of specific instruments, principles of reliability and validity, scales, and norms. Students will acquire an understanding of the quantitative and qualitative aspects of measurement. Extensive practice will be given in the administration and scoring of standardized assessment procedures. Emphasis will be placed on the use of various academic assessment procedures in schools and other settings.
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.

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.