Lana Le
Assistant Clinical Professor | Loyola Marymount University
Los Angeles, CA, UNITED STATES
Department of Specialized Programs in Professional Psychology
Biography
Professor Le earned her doctorate from Chapman University and presently holds the position of Clinical Assistant Professor at Loyola Marymount University. Her academic pursuits revolve around diverse areas of interest, encompassing scale development of strength-based assessments, resilience research, meta-analysis, and best practices for adapting assessments into other languages. She is committed to building a culturally responsive multi-tiered support system to ensure a more equitable and inclusive environment for all students.
Education (3)
Chapman University: PhD, Education, Emphasis in School Psychology 2020
University of California, Riverside: MA, Education - Emphasis School Psychology 2011
University of California, Irvine: Bachelor of Arts, Cognitive Sciences 2008
Areas of Expertise (2)
Social Emotional Learning
Assessment
Industry Expertise (3)
Education/Learning
Research
Mental Health Care
Affiliations (2)
- National Association of School Psychologists
- California Association of School Psychologists
Languages (1)
- Vietnamese
Articles (1)
The effects of culturally adapted version of First Steps to Success for Latino English language learners: Preliminary pilot study
Psychology in the Schools, 55(1), 36–49Castro‐Olivo, S., Preciado, J., Le, L., Marciante, M., & Garcia, M.
2017-12-14
For decades, Latino English language learners (ELLs) have been identified as a high-risk population for both reading and behavioral problems. A comprehensive approach that provides academic and behavioral support in both home and school settings has been suggested by researchers as a viable option for improving outcomes of students who exhibit problems in both areas. Research has also suggested that cultural adaptations need to be implemented when working with culturally and linguistically diverse (CLD) populations to ensure cultural fit between the target population and the implemented interventions. This paper presents the results of a pilot study that examined the effects of a comprehensive, culturally adapted intervention on Latino ELLs behavior and reading skills. A multiple-baseline, single-subject research design was employed in this study. The results suggest that implementing a comprehensive and culturally adapted intervention has promising effects among Latino students and families. Participating students demonstrated decreases in problem behaviors and low–moderate increases in reading skills. Implications for research and practice are discussed.
