Jacqueline Caemmerer

Assistant Professor, School Psychology

Educational Psychology (EPSY)

---

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
BA, Psychology, Binghamton University, 2007

Research Interests:

Psychological Assessment Validity Issues

Relations between Social Variables and 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. 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 parent involvement and social skills on children’s academic achievement. She often uses latent variable and longitudinal modeling to study large-scale datasets. Dr. Caemmerer teaches courses in educational tests & measures, cognitive assessment, and academic assessment. Her clinical experiences have spanned public and charter schools, juvenile detention centers, and private practice.

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

Dale, B.A., Caemmerer, J.M, *Winter, E.L., & Kaufman, A.S. (in press). Bayley-4 performance of very young children with autism, developmental delay, and language impairment. Psychology in the Schools.

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. 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

Caemmerer, J.M., Maddocks, D.L.S., Keith, T.Z., & Reynolds, M.R. (2018). Effects of cognitive abilities on child and youth academic achievement: Evidence from the WISC-V and WIAT-III. Intelligence, 68, 6-20. https://doi.org/10.1016/j.intell.2018.02.005

Trundt, K.M., Keith, T.Z., Caemmerer, J.M., & Smith, L.V. (2018). Testing for construct bias in the Differential Ability Scales, Second Edition (DAS-II): A comparison among African American, Asian, Hispanic, and White children. Journal of Psychoeducational Assessment, 36, 670-683. https://doi.org/10.1177/0734282917698303

Caemmerer, J.M., Cawthon, S.W., & Bond M. (2016). Comparison of students’ achievement: Deaf, learning disabled, and deaf with a learning disability. School Psychology Review, 45, 362-371. https://doi.org/10.17105/SPR45-3.362-371

Caemmerer, J.M. & Keith, T.Z. (2015). Longitudinal reciprocal effects of social skills and achievement from kindergarten through eighth grade. Journal of School Psychology, 53, 265-281. https://doi.org/10.1016/j.jsp.2015.05.001

Cawthon, S., Garberoglio, C. L., Caemmerer, J.M., Bond, M., & Wendel, E. (2015). Effect of parent expectations and parent involvement on postschool outcomes for individuals who are deaf or hard of hearing. Exceptionality, 23, 73-99. https://doi.org/10.1080/09362835.2013.865537

Awards & Honors:

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

Hyman-Lambert Memorial Scholarship, American Academy of School Psychology, 2015