Emily Iovino, PhD
Postdoctoral Research Associate (Affiliate)
Collaboratory on School and Child Health/Neag School of Education
Broadly, my research interests involve social–emotional and behavioral assessment and intervention that supports positive outcomes for children and their caregivers. A primary area of interest includes family caregiver health and well-being. In particular, my dissertation was focused on development of a Facebook-delivered self-care intervention for family caregivers of children with developmental disabilities. I am also interested in and have experience conducting research surrounding school-based behavior screening and supporting district and school implementation of policies and practices related to the Centers for Disease Control and Prevention’s Whole School, Whole Community, Whole Child model.
M.A., Educational Psychology, University of Connecticut, 2016; Sixth-Year Diploma in Professional Education, University of Connecticut, 2020; PhD, Educational Psychology, University of Connecticut, 2020
Chafouleas, S.M., & Iovino, E.A. (in press). Comparing the initial impact of COVID-19 on burden and psychological distress among family caregivers of children with and without developmental disabilities. School Psychology Quarterly.
Chafouleas, S.M., Johnson, A.H., Riley-Tillman, T.C., Iovino, E. A. (2021). School-based Behavioral Assessment: Informing Prevention and Intervention (2nd Edition). New York: Guilford.
Auerbach, E.R., Chafouleas, S.M., Briesch, A.M., & Long, S.J. (2020). Exploring the alignment of behavior screening policies and practices in U.S. public school districts. Journal of School Health, 90, 264-270.
Chafouleas, S.M., Iovino, E.A., & Koriakin, T.A. (2020). Caregivers of children with developmental disabilities: Exploring perceptions of health-promoting self-care. Journal of Developmental and Physical Disabilities, https://doi.org/10.1007/s10882-019-09724-x.
Briesch, A. M., Cintron, D. W., Dineen, J. N., Chafouleas, S. M., McCoach, D. B., & Auerbach, E. (2019). Comparing stakeholders’ knowledge and beliefs about identifying and supporting students’ social, emotional, and behavioral health in schools. School Mental Health, https://doi.org/10.1007/s12310-019-09355-9.
Koriakin, T., Connolly, K., Auerbach, E., & Chafouleas, S.M. (2019). Summary of state policies related to school readiness assessment practices. Perspectives on Early Childhood Psychology and Education, 4, 39-66.
Auerbach, E.R., Chafouleas, S.M., & Briesch, A.M. (2018). State-level guidance on school-based screening for social, emotional, and behavioral risk: A follow-up study. School Mental Health, 11, 141-147.
|Mailing Address||Ed. Psych/Neag School of Education249 Glenbrook Rd. Unit 3064 Storrs, CT 06269|