- Ph.D. in Educational Psychology,University of Wisconsin-Madison, 2005
M.S. in Educational Psychology,University of Wisconsin-Madison, 2003
M.A. in Education, Claremont Graduate University, 1993
B.A. in Sociology, Whittier College, 1991
- Inclusive educational policies and practices
Prevention of and interventions for academic and social-emotional difficulties
Andrew Roach, Ph.D. is an associate professor in the Department of Counseling and Psychological Services and associate director of the Center for Leadership in Disability (CLD), a University Center for Excellence in Disability (UCEDD) at Georgia State University.
Roach is a former elementary and middle school teacher (9 years of classroom experience) and also coordinated family-centered positive behavior support services at Monroe Carell Jr. Children’s Hospital at Vanderbilt University for two years. His research and scholarly writing focus on the design and implementation of inclusive educational programs and assessments for students with disabilities. In 2010, he received the Lightner Witmer Early Career Research Award from the American Psychological Association – Division 16 (School Psychology). Roach also received the Council for Exceptional Children’s Early Career Publication Award in 2007 for a study that examined the influence of access to the general curriculum on the assessment results of students with disabilities (Roach & Elliott, 2006). He has been an investigator and consultant on multiple U.S. Department of Education grants and subcontracts for inclusive assessment validation research and served as the association representative on the Joint Committee on Standards for Educational Evaluation (JCSEE) from 2010-2014.
Roach has taught several university courses, including Intervention Strategies for Students with Learning Problems, Psychological Consultation in the Schools, and Mindfulness in Education and Mental Health.
Roach, A.T., Kurz, A., and Elliott, S.N. (in press). “Using personalized instructional feedback to facilitate opportunity to learn for students with disabilities.” Preventing School Failure.
Roach, A.T., Lawton, K., and Elliott, S.N. (2014). “Best practices in facilitating and evaluating the integrity of school-based interventions.” In A. Thomas and P. Harrison (Eds.) Best Practices in School Psychology: Data-Based and Collaborative Decision-Making. (pp. 133-146). Bethesda, MD: National Association of School Psychologists.
Carboni, J. A., Roach, A. T., and Fredrick, L. D. (2013). “Impact of Mindfulness Training on the Behavior of Elementary Students with Attention-Deficit/Hyperactive Disorder.” Research in Human Development, 10(3), 234-251.
Meiklejohn, J., Phillips, C., Freedman, M.L., Griffin, M.L., Biegel, G., Roach, A.T., Frank, J.L., Burke, C., Pinger, L. Soloway, G. Isberg, R., Sibinga, E., Grossman, L., and Saltzman, A. (2012). “Integrating mindfulness training in K-12 education: Fostering the resilience of teachers and students.” Mindfulness, 3, 291-307.
Roach, A.T. and Beddow, P.A. (2011). “Including student voice in the design of more inclusive assessments.” In Elliott, S.N., Kettler, R.J., Beddow, P.A., and Kurz, A. (Eds.), Handbook of Accessible Achievement Tests for All Students: Bridging the Gaps between Research, Practice, and Policy. (pp. 243-254). New York: Springer.