Emily Iovino

Assistant Research Professor

Educational Psychology


Title:

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

Biography:

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
Emailemily.iovino@uconn.edu
Mailing AddressU-1248
Office LocationGentry 119A