Emily Iovino

Assistant Research Professor

Educational Psychology


Assistant Research Professor

Academic Degrees:

Ph.D., Educational Psychology (focus in School Psychology), University of Connecticut

6th Year Certification, Educational Psychology, University of Connecticut

MA, Educational Psychology, University of Connecticut

BA, Psychology, University of Connecticut


Dr. Emily Iovino is an Assistant Research Professor in the Department of Educational Psychology. She primarily works as the implementation coordinator for the Feel Your Best Self project. She is also a licensed psychologist in the state of Connecticut and a Nationally Certified School Psychologist. Dr. Iovino’s work is focused on school-based social-emotional and behavioral interventions, family caregiver health and well-being, and supporting district and school implementation of policies and practices related to the CDC’s Whole School, Whole Community, Whole Child model.

Select Publications:

  • Chafouleas, S. M., & Iovino, E. A. (2021). Engaging a whole child, school, and community lens in positive education to advance equity in schools. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2021.758788 
  • Iovino, E. A., Koslouski, J. B., & Chafouleas, S. M. (2021). Teaching simple strategies to foster emotional well-being. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2021.772260 
  • 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.
  • Iovino, E.A., Chafouleas, S.M., Sanetti, L.M.H., & Gelbar, N. (2021). Pilot evaluation of a Facebook group self-care intervention for primary caregivers of children with developmental disabilities. Journal of Child and Family Studies, https://doi.org/10.1007/s10826-021-02047-6
  • Iovino, E.A., Perry, H.Y., Chafouleas, S.M., & Bunyea, A. (2021). Caregiver voices: Initial impact of COVID-19 on family caregivers of children with and without developmental disabilities. Global Journal of Intellectual & Developmental Disabilities, 8(5), https://juniperpublishers.com/gjidd/pdf/GJIDD.MS.ID.555748.pdf
  • Iovino, E.A., Caemmerer, J.M., & Chafouleas, S.M. (2021). Psychological distress and burden among family caregivers of children with and without developmental disabilities six months into the COVID-19 pandemic. Research in Developmental Disabilities, 114,103983. https://doi.org/10.1016/j.ridd.2021.103983
  • Chafouleas, S.M., & Iovino, E.A. (2021). Comparing the initial impact of COVID-19 on burden and psychological distress among family caregivers of children with and without developmental disabilities. School Psychology. Advance online publication. https://doi.org/10.1037/spq0000426
  • 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. https://doi.org/10.1111/josh.12872
  • 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, 32, https://doi.org/10.1007/s10882-019-09724-x.
  • 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. https://doi.org/10.1007/s12310-018-9278-z
Emily Iovino.
Contact Information
Mailing AddressU-1248
Office LocationGentry 119A