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
Inclusion in educational and community contexts
Mindfulness and contemplative practices
Program evaluation and appreciative inquiry
Andrew Roach is a school psychologist and former elementary and middle school teacher (nine years of classroom experience). Prior to coming to Georgia State, he coordinated family-centered positive behavior support services at Monroe Carell Jr. Children’s Hospital at Vanderbilt University prior to coming to GSU. In 2010, Andy received the Lightner Witmer Early Career Research Award from the American Psychological Association – Division 16 (School Psychology). He 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 performance of students with disabilities (Roach & Elliott, 2006). University courses that Dr. Roach has taught include Intervention Strategies for Students with Learning Problems, Psychological Consultation in the Schools, Mindfulness in Education & Mental Health, and Assessment Policies, Issues, & Practices.
His current research and scholarship focus on the following areas:
Inclusive post-secondary education for students with intellectual disabilities: Andy is co-director of Georgia State’s Inclusive Digital Expression & Literacy (IDEAL) program. See this link for more information: https://disability.publichealth.gsu.edu/what-is-ideal/
Developing and sustaining authentic and trustworthy leadership in schools, non-profit organizations, and communities. Andy serves as core faculty and co-investigator for two projects that provide year-long experiences to emerging leaders in disability-serving organizations: the Georgia Leadership Education in Neurodevelopmental Disabilities (GaLEND) Program (https://disability.publichealth.gsu.edu/programs/galend/) and the AUCD Leadership Academy (https://disability.publichealth.gsu.edu/academy/). Both these projects integrate concepts and strategies developed by the Center for Courage & Renewal (http://www.couragerenewal.org/), where Andy is currently a facilitator-in-preparation.
Mindfulness and contemplative practices. Andy is interested in the application of mindfulness-based interventions and other contemplative practices in educational and community contexts. He has conducted and evaluated mindfulness trainings with graduate students, educators, parents of young children, and disability-serving professionals. He is a certified mindfulness educator, associate and trainer for Mindfulness Without Borders (https://www.mindfulnesswithoutborders.org/).
Roach, A.T., Mhende, J., Barger, B. & Roberts, D.A. (in press). Implementing mindfulness with parents of young children in a low-SES neighborhood. Journal of the Georgia Public Health Association.
Roach, A.T. (in press). Agents of change: Consultation to support successful transitions. Journal of Educational and Psychological Consultation.
Talapatra, D., Roach, A.T., Varjas, K., Houchins, D.E. & Crimmins, D.B. (2019). Transition for students with intellectual disabilities: Increasing school psychologists’ Roles. Psychology in the Schools, 56, 56-78.
Roberts, D.A., Herring, M., Plotner, A., & Roach, A.T. (2018). Physical activity in inclusive postsecondary education for students with intellectual disabilities. Journal of Postsecondary Education & Disability, 31, 239-252.
Thomas, E.V., Wells, R., Baumann, S.D., Graybill, E., Roach, A.T., Truscott, S.D., Crenshaw, M., & Crimmins, D.B. (2018). Comparing traditional vs. retrospective pre-/post-assessment in an interdisciplinary leadership training program. Maternal and Child Health Journal, 1-10 (ahead of print). DOI: https://doi.org/10.1007/s10995-018-2615-x