Title

Associate Professor

Contact Information

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Office: 340P MCKB
Department:
CPSE
0

Brief Biography

After working as a school psychologist in Kansas and Missouri for about 9 years, I attended the University of South Florida to earn my PhD in School Psychology.

Upon completion of my doctoral training, I was appointed as an assistant professor at Brigham Young University and in 2007 moved to the associate professor rank.

Teaching Interests

School psychology, working with students with behavioral, social, and emotional concerns in secondary settings.

Research Interests

Gender issues in education; screening for social, emotional, behavioral issues in secondary settings.

Awards

Distinguished Service to the Utah Association of School Psychologists

Utah Association of School Psychologists

2014

School Psychology Professor of the Year

Graduating School Psychology Students

2009

Grant

U.S. Department of Education

2003 - 2008

Grant

McKay School of Education

2002

Editorial Appreciation Award

School Psychology Review

2014

Service to Utah Association of School Psychologists

UASP

2008

School Psychology Professor of the Year

Graduating School Psychology Students

2005

Grant

American Association of University Women Career Development Grand Educational Foundation

1999 - 2000

Selected Publications

Classroom-based social-emotional learning: Teaching social skills with children’s literature (2015)

Authors: Heath, Melissa Ann; Young, Ellie L; Smith, Kathryn; Miller, Karli; Philbrick, Afton; Stein, Camden ; Kama, Haliaka

Publication Type: Journal Article, Academic Journal

Publisher: Utah Association of School Psychologists

City: Salt Lake City, UT

Country: USA

Volume: 31

Issue: 1

Page Numbers: 6-13

Abstract: click to view

Solely focusing on test scores deters from providing a supportive learning environment that nurtures students’ social and emotional development (Elias & Arnold, 2006). Addressing this need, the purpose of this article is to offer resources to help schools with children’s social and emotional learning, preparing them for living with and working with others. We start by discussing three overlapping areas of concern: (a) students’ problematic behaviors that threaten individual and classroom learning; (b) students’ social skills and the need to teach behaviors that facilitate students’ interpersonal relationships and create a civil, respectful, and productive learning environment; and (c) students’ social emotional learning (SEL) to create a nurturing and supportive classroom. After providing this foundational information, we discuss a positive and proactive approach—teaching pre-identified social skills with children’s literature (bibliotherapy). We recommend a list of carefully selected picture books that tie in with a set of identified social skills (see Table 1). Using books as the centerpiece, we propose a lesson plan format for social skills instruction (see Appendix). We close the article with Internet links to our trove of prepared resources (lesson plans, posters, video clips, and activities; see Table 2).

Teacher perspectives on behaviors displayed by secondary students at risk for emotional and behavioral disorders. (2014)

Authors: Brittany, Hecker; Young, Ellie L; Caldarella, Paul

Publication Type: Journal Article, Academic Journal

Publisher: The Dwight Schar College of Education, Ashland University.

Country: USA

Volume: 42

Issue: 2

Page Numbers: 20-32

School experiences of early adolescent Latinos/as at risk for emotional and behavioral disorders (2013)

Authors: Balagna, Ryan; Young, Ellie L; Smith, Timothy B

Publication Type: Journal Article, Academic Journal

Publisher: APA

City: Washington DC

Country: US

Volume: 28

Page Numbers: 101-121

The effects of schoolwide positive behavior support on middle school climate and student outcomes (2011)

Authors: Caldarella, Paul; Shatzer, R.; Gray, K.; Young, K Richard; Young, Ellie L

Publication Type: Journal Article, Academic Journal

Publisher: Association for Middle Level Education

City: Westerville, OH

Country: USA

Volume: 35

Issue: 4

Page Numbers: 1-14

URL: www.amle.org/Publications/RMLEOnline/tabid/426/Default.aspx

Editors: Karen Weller Swanson, Ed. D., Editor; Mercer University - Atlanta

Abstract: click to view

This study investigated the effects of school-wide positive behavior support (SWPBS) on middle school climate and student outcomes. Data consisted of over 300 teacher responses and 10,000 student responses in two middle schools in the Western United States. This study used a quasi-experimental (non-equivalent two-group, pretest-posttest) design. One school implemented a SWPBS intervention over a period of four years, while the other served as a control. The SWPBS intervention included school-wide teaching of social skills, praise notes from teachers to students, posting of school rules, proactive screening for students at risk for emotional and behavioral disorders, and referrals of at-risk students for targeted interventions. The treatment school showed statistically significant improvements in teacher ratings of school climate, while the control school tended to stay the same or worsen. Statistically significant decreases were also evident in students’ tardiness, unexcused absences, and office discipline referrals when compared to the control school. Implications and limitations of this study are addressed.

Periodic Re-evaluations: What's the Purpose? (2011)

Authors: Susov, Sara; Young, Ellie L; Ashbaker, Betty DeVone

Publication Type: Journal Article, Professional or Trade Magazine Article

Publisher: Utah Personnel Development Center

City: Salt Lake City, UT

Country: USA

Volume: 34

Issue: 1

Page Numbers: 62-65

URL: www.updc.org

Editors: Michael Herbert & Ginny Eggen

Screening for emotional and behavioral disorders (2011)

Authors: Young, Ellie L

Publication Type: Journal Article, Professional or Trade Magazine Article

Publisher: NASSP

City: Reston, VA

Country: US

Volume: 11

Issue: 9

Page Numbers: 12-17

URL: http://www.nassp.org/tabid/3788/default.aspx?topic=Screening_for_Emotional_and_Behavioral_Disorders

Three-year Reevaluations: What’s the Purpose? (2011)

Authors: Susov, Susan; Young, Ellie L; Ashbaker, Betty DeVone

Publication Type: Newspaper article

Publisher: Utah Association of School Psychologists

City: Salt Lake City, UT

Country: USA

Volume: 26

Issue: (2)

Page Numbers: 5-7

Editors: R. Richardson

Relational aggression among students (2011)

Authors: Young, Ellie L

Publication Type: Journal Article, Professional or Trade Magazine Article

Publisher: EdDigest

City: Ann Arbor, MI

Country: US

Page Numbers: 24-28

Effects of Strong Kids curriculum on students at risk for internalizing disorders: A pilot study (2010)

Authors: Brown, M.; Caldarella, Paul; Young, Ellie L

Publication Type: Journal Article, Academic Journal

Volume: 11

Issue: 2

Page Numbers: 144-148

Effects of Strong Kids curriculum on students at risk for internalizing disorders: A pilot study (2010)

Authors: Marchant, Michelle; Brown, M.; Caldarella, Paul; Young, Ellie L

Publication Type: Journal Article, Academic Journal

Volume: 11

Issue: 2

Page Numbers: 144-148

Foundational issues in understanding special education in the United States (2006)

Authors: Young, Ellie L; Dyches, Tina T; Gibb, Gordon Stanley

Publication Type: Journal Article, Academic Journal

Volume: 6

Page Numbers: 10-17

Peaceable schools: Bringing positive behavior support into Utah public education (2006)

Authors: Young, Ellie L; Womack, Sue; Caldarella, Paul

Publication Type: Journal Article, Academic Journal

Volume: 22

Page Numbers: 5-9