Jacqueline Caemmerer

Assistant Professor, School Psychology

Educational Psychology (EPSY)

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Title:

Assistant Professor, School Psychology 

Academic Degrees:

Ph.D. School Psychology, University of Texas at Austin, 2017
M.Ed., Quantitative Methods, University of Texas at Austin, 2015
M.Ed., School Psychology, Teachers College, Columbia University, 2010
B.A., Psychology, Binghamton University, 2007

Research Interests:

Psychological Assessment Validity Issues

Social Influences on Youth’s Academic Achievement

Application of Structural Equation Modeling & Longitudinal Analysis

Biography:

Dr. Caemmerer joined the University of Connecticut’s School Psychology program in fall 2020 as an Assistant Professor. Prior to UConn, she taught in Howard University’s school psychology program for 3 years. Her research interests are in psychological assessment and validity issues. She is interested in better understanding what frequently used tests measure, the predictive validity of cognitive abilities on children’s math, reading, and writing skills, and developmental and cultural considerations of tests. Dr. Caemmerer is also interested in the influence of social variables, such as social skills and families, on children’s academic achievement. She often uses latent variable and longitudinal modeling to study large-scale datasets. Dr. Caemmerer teaches courses in cognitive assessment, academic assessment, and social emotional behavioral assessment. She is a licensed psychologist and nationally certified school psychologist. Her clinical experiences have spanned public and charter schools, juvenile detention centers, and private practice.

Curriculum Vitae:

Caemmerer CV 2025.docx

Funded Project:

Project ESSY: Equitable Screening to Support Youth

Select Publications (see more at her Google Scholar Profile):

Caemmerer, J. M., deLeyer-Tiarks, J.M., Dale, B.A., Winter, E.L., Charamut, N.R.*, Scudder, A.M.*, Peters, E.C.*, Bray, M. A., & Kaufman, A. S. (2024). Does the Bayley-4 measure the same constructs across girls and boys and infants, toddlers, and preschoolers? Psychological Assessment, 36(11), 643-653.

Caemmerer, J. M., Hennessy, B., & Niileksela, C.R. (2024). Third variables in longitudinal research: Application of longitudinal mediation and moderation in school psychology. Journal of School Psychology, 103, 101283. https://doi.org/10.1016/j.jsp.2024.101283

Foster, M.E., Caemmerer, J.M., Hennessy, B., Smith, S.A., Lopez, L.M., & Spencer, T.D. (2024). Predictors of kindergarten science achievement and its growth across elementary school for multilingual and English monolingual learners. The Elementary School Journal, 125(2), 233-260. https://doi.org/10.1086/732691

Caemmerer, J. M., Reynolds, M.R., & Keith, T.Z. (2023). Beyond individual tests: Youth’s cognitive abilities on their math and writing skills. Learning and Individual Differences, 102, 102271. https://doi.org/10.1016/j.lindif.2023.102271 

Dale, B.A., Caemmerer, J.M., *Winter, E.L., & Kaufman, A.S. (2022). Bayley-4 performance of very young children with autism, developmental delay, and language impairment. Psychology in the Schools, 59(7), 1267-1281. https://doi.org/10.1002/pits.22682 

Caemmerer, J.M. & Hajovsky, D.B. (2022). Reciprocal relations between children’s social and academic skills throughout elementary school. Journal of Psychoeducational Assessment, 40(6), 761-776. https://doi.org/10.1177/07342829221097186 

Hajovsky, D.B., Caemmerer, J.M., Mason, B.A. (2022). Gender differences in social skills growth trajectories. Applied Developmental Science, 26(3), 488-503.  https://doi.org/10.1080/10888691.2021.1890592 

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: 10.1016/j.ridd.2021.103983

Caemmerer, J.M., Keith, T.Z., & Reynolds, M.R. (2020). Beyond individual intelligence tests: Application of Cattell-Horn-Carroll theory. Intelligence, 79, 101433. https://doi.org/10.1016/j.intell.2020.101433

Awards & Honors:

Young Investigator Award, Journal of Intelligence, 2022 

Invited Early Career Scholar, American Educational Research Association-National Science Foundation Institute on Statistical Analysis: Development of Mathematical Competencies in Early Childhood, 2020

Invited Early Career Scholar, School Psychology Research Collaboration Conference, 2019

John B. Carroll Award for Research Methodology, International Society for Intelligence Research, 2017