Jessica Emick is a member of the doctoral faculty in the School of Psychology and Associate Director of Clinical Training.
Industry Expertise (3)
Training and Development
Areas of Expertise (9)
School Based Consultation
Therapy With Children and Families
Development of Executive Functioning
Assessment Issues Related to Infants and Young Children
Cognitive and Behavioral Therapies
CAPS Dissertation Award (professional)
(2006) Awarded by University of Maryland Department of Counseling and Personnel Services
Excellence in Psychology Award, (professional)
(2001) Awarded by University of Toledo (Cash Award)
University of Maryland: PhD, Psychology 2007
University of Northern Colorado: MA, Psychology 2003
- Ohio Psychological Association : Member
- American Psychological Association : Member
- American Educational Research Association : Member
- Society for Developmental Pediatrics : Member
Event Appearances (5)
ASD Assessment and Treatment: DSM-V Changes and the National Standards Project
(2012) Texas Speech and Hearing Language Association Event San Antonio, TX
Topics related to assessment of autism
(2008) Pediatric Grand Rounds Topics Cleveland Clinic Hospital, Cleveland, OH
Ways to develop a child’s self-esteem
(2008) Westlake Early Childhood PTA Westlake, CA
Campus Impact - School Bullying Prevention
(2008) Bullying and School Violence Prevention Conference Westlake, CA
Practical ways to improve a child's educational success
(2005-2006) Enhancing School Success University of Maryland
Non-edited review by request
Kopriva, R., Wiley, D.E., Emick, J.E.
Paper commissioned for the Assessment and Accountability Comprehensive Center, WESTED, San Francisco, CA.
Doctoral Dissertation, University of Maryland, College Park, DRUM, 1903/6771.
(2007) Does it matter if students are appropriately assigned to test accommodations? Using a randomized method, this study found that individual students assigned accommodations keyed to their particular needs were significantly more efficacious for English language ...
(2006) A cognitive lab technique (n= 156) was used to investigate interactions between individual factors and item factors presumed to affect assessment validity for diverse students, including English language learners. Findings support the concept of access—an ...
(2006) This study considered two types of age discrimination (youth and elder) and related scale scores for 108 psychology students and 81 nursing students. The current study found that although the nursing students had a significantly larger number of courses related to ...