Andrew Roach
Professor - School Psychology Ph.D. Program Coordinator Counseling and Psychological Services- Education
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
- Specializations
Inclusion in educational and community contexts
Mindfulness and contemplative practices
- Biography
Andy Roach is a professor in the Department of Counseling and Psychological Services and coordinator of the college’s School Psychology Ph.D. program. He is co-principal investigator for the Cultivating Awareness and Resilience in Education (CARE) for Special Educators Project, a multi-year research grant from the U.S. Department of Education, Institute for Education Sciences. He also is co-founder and senior faculty liaison for the Inclusive Digital Education & Literacy (IDEAL) Program, Georgia State’s inclusive postsecondary education program for students with intellectual disabilities. Roach is part of the faculty team for two year-long leadership development programs: the Georgia Leadership Education in Neurodevelopment and Related Disabilities program and the AUCD Leadership Academy.
His current research/scholarship focuses on (a) establishing inclusive educational programs and practices, and (b) the implementation of mindfulness and contemplative practices in educational and community contexts. 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 was awarded the Georgia State College of Education & Human Development’s Outstanding Faculty Research Mentoring Award in 2021. He is a certified mindfulness teacher and a facilitator with the Center for Courage & Renewal.
- Publications
McLendon, K., Roach, A.T., & Crimmins, D. (2023). Academic enabling behaviors of students with an intellectual disability in inclusive postsecondary education programs: An exploratory literature review. Journal of Inclusive Postsecondary Education, 5(1), 1-18.
Wellons, Q.D., Roach, A. T., & Sanchez-Alvarez, S. (2023). Is social validity an afterthought in single-case design studies in school psychology research? Contemporary School Psychology, 1-15.
Baumann, S.D., Ronkin, E., Roach, A.T., Crenshaw, M., Graybill, E.C., & Crimmins, D.B. (2022). To connect and educate: Why families engage in family-professional partnership training experiences. Intellectual & Developmental Disabilities, 60 (4), 316-333. https://doi.org/10.135/1934-9556-60.4.316
Ducharme, D., Roach, A.T., & Wellons, Q.D. (2020). The role of school psychologists in employment-focused transition services. Journal of Applied School Psychology, 36(5), 376-400. https://doi.org/10.1080/15377903.2020.1749205
Roach, A.T., Dispenza, F., Zeligman, M., Stair, A., & Kelley, B. (2019). Evaluating the availability and quality of HIV/AIDS services and supports for individuals with intellectual and developmental disabilities. Ethnicity and Disability, 29(Supp2), 35-40.
Roach, A.T., Mhende, J., Barger, B.A. & Roberts, D.A. (2019). Implementing mindfulness with parents of young children in a low-SES neighborhood. Journal of the Georgia Public Health Association, 7(2), 49-58. https://doi.org/10.20429/jgpha.2019.070206
Roach, A.T. (2019). Agents of hope: College and career consultation to support successful transitions. Journal of Educational and Psychological Consultation, 29, 368-376. https://doi.org/10.1080/10474412.2018.1550415
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. https://doi.org/10.1002/pits.22189
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.
Wood, L., Roach, A.T., Zabek, F, & Kearney, M.A. (2018). Enhancing executive function skills in preschoolers through a mindfulness-based intervention: A randomized, controlled pilot study. Psychology in the Schools, 55, 633-660. https://doi.org/10.1002/pits.22136