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 an associate professor in the Department of Counseling and Psychological Services and coordinator of the college’s school psychology Ph.D. program. He is a core faculty member and evaluation team leader for the Georgia Leadership Education in Neurodevelopmental and Related Disabilities (GaLEND) program, which is part of a nationwide network of LEND programs that provide interdisciplinary training program for future professionals, disability advocates and family members. From 2013-2018, he served as associate director for the Center for Leadership in Disability, a federally-funded University Center for Excellence in Development Disabilities Education, Research and Service. He also is co-founder and senior faculty liaison for the Inclusive Digital Expression and Literacy Program, Georgia State’s inclusive postsecondary education program for students with intellectual disabilities. His current research and scholarship focuses on establishing inclusive educational programs and practices; developing and sustaining authentic and trustworthy leadership in schools, nonprofit organizations and communities; and the implementation of mindfulness and contemplative practices. He received the Lightner Witmer Early Career Research Award from the American Psychological Association – Division 16 in 2010 and the Council for Exceptional Children’s Early Career Publication Award in 2007.
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