Lisa Sanetti

Associate Professor

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Titles:

Associate Professor
Research Scientist

Academic Degrees:

Ph.D. Educational Psychology, University of Wisconsin-Madison, 2006
M.S. Educational Psychology, University of Wisconsin-Madison, 2004
B.A. Psychology, Boston College, 1999

Areas of Expertise:

Implementation Science

Prevention Science

School-Based Mental Health

Biography:

Dr. Sanetti received her Ph.D. in school psychology from the University of Wisconsin-Madison in 2006 and joined the faculty at UConn in 2007. She has been a licensed psychologist in Connecticut since 2009 and a Board Certified Behavior Analyst since 2012. Her primary areas of research interest involve implementation science, translation of evidence-based strategies in schools, and school-based mental health. She has authored over 50 articles, book chapters, and professional development resources. She was a Principal Investigator and Project Director on an IES-funded Goal 2 (Development) grant, Project PRIME (Planning Realistic Intervention Implementation and Maintenance of Educators). The purpose of Project PRIME was to develop and pilot a system of supports to facilitate teachers’ implementation of school-based interventions. In addition, she is an Associate Editor for the Journal of School Psychology, serves on the editorial boards of  School Psychology Review, School Psychology Forum, and Psychology in the Schools, and is an ad hoc reviewer for a number of other journals. Prior to joining the faculty at UConn, she was a behavioral consultant serving schools throughout Massachusetts and Connecticut. In this role, she provided assessment and intervention services to children with significant disabilities and/or mental health issues and their families and educators.

Selected Publications/Presentations:

Collier-Meek, M. A., & Sanetti, L. M. H. (in press). Treatment integrity of a homework intervention: Evaluating parent and student adherence, exposure, and program differentiation. International Journal of School and Educational Psychology.

 Sanetti, L. M. H., Williamson, K., Long, A. C. J., & Kratochwill, T. R. (in press). Increasing teacher implementation of classroom management practices through consultation, implementation planning, and participant modeling. Journal of Positive Behavior Interventions.  

Collier-Meek, M. A., Sanetti, L. M. H., & Fallon, L. M. (2017). Incorporating applied behavior analysis to assess and support educator’s treatment integrity. Psychology in the Schools 54, 446-460. DOI: 10.1002/pits.22001

Volk, D., T., Sanetti, L. M .H, & Chafouleas, S. M. (2016). The whole school, whole community, whole child model: An opportunity for school psychologists’ leadership. Communique, 44.

La Salle, T.P., & Sanetti, L., (2016). Implications of education-related health problems on student achievement and engagement. International Journal of School and Educational Psychology, 4, 10-15.

Sanetti, L. M. H, Chafouleas, S. M., Berggren, M. L., Faggella-Luby, M., & Byron, J. R. (2016). Implementing modeling and self-monitoring with DBRC in a tier 2 reading group: A pilot study of feasibility. Journal of Evidence-Based Practices for Schools, 15, 8-40.

Long, A. C. J., Sanetti, L. M. H., Collier-Meek, M. A., Gallucci, J., Altschaefl, M., & Kratochwill, T. R. (2016). An exploratory investigation of teachers’ intervention planning and perceived implementation barriers. Journal of School Psychology, 55, 1-26

Collier-Meek, M. A., Sanetti, L. M. H., & Wisniewski, A. M. (2016). Providing feasible implementation support: Direct training and implementation planning in consultation. School Psychology Forum, 10, 106-119.

Fallon, L. M., Collier-Meek, M. A., Sanetti, L. M. H., Feinberg, A., & Kratochwill, T. R. (2016). Implementation planning to promote parents’ treatment integrity of home-based behavioral interventions for children with autism. Journal of Educational and Psychological Consultation. doi: 10.1080/10474412.2015.1039124

Sanetti, L. M. H., & Collier-Meek, S. M. (2015). Data-driven delivery of implementation supports in a multi-tiered framework: A pilot study. Psychology in the Schools, 52, 815-828. doi: 10.1002/pits

Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Byron, J. R., & Kratochwill, T. R. (2015). Increasing teacher treatment integrity of behavior support plans through consultation and implementation planning. Journal of School Psychology, 53, 209-229.

Fallon, L. M., Collier-Meek, M. A., Maggin, D. M., Sanetti, L. M. H., & Johnson, A. H. (2015). Is performance feedback an evidence-based intervention? A systematic review and evaluation of single-case research. Exceptional Children, 8, 227-246. doi: 10.1177/0014402914551738

Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Kim, J., & Kratochwill, T. R. (2014) Using implementation planning to increase teachers’ adherence and quality to behavior support plans. Psychology in the Schools, 51, 879-895.

Collier-Meek, M. A., & Sanetti, L. M. H. (2014). Assessment of consultation and intervention implementation: A review of conjoint behavioral consultation studies. Journal of Educational and Psychological Consultation, 24, 55-73.

Sanetti, L. M. H., Chafouleas, S. M., Fallon, L. M., & Jaffrey, R. (2014). Increasing teachers’ adherence to a class-wide intervention through performance feedback provided by a school-based consultant: A case study. Journal of Educational and Psychological Consultation, 24, 239-260. doi:10.1080/10474412.2014.923734

Fallon, L. M., McCarthy, S. R., & Sanetti, L. M. H. (2014). School-wide positive behavioral interventions and support (SWPBIS) in the classroom: Assessing perceived challenges in consistent implementation in Connecticut schools. Education and Treatment of Children, 37, 1-24.

Sanetti, L. M. H., & Collier-Meek, M. A. (2014). Increasing the rigor of treatment integrity assessment: An empirical comparison of direct observation and permanent product review methods. Journal of Behavioral Education, 23, 60-88.  doi: 10.1007/s10864-013-9179-z

Maggin, D. M., Fallon, L. M., Sanetti, L. M. H., & Ruberto, L. M. (2013). Training paraeducators to implement a group contingency protocol: Direct and collateral effects. Behavioral Disorders, 38, 18-37.

Forman, S. G., Shapiro, E. S., Codding, R. S., Gonzales, J. E., Reddy, L. A., Rosenfield, S. A., Sanetti, L. M. H., & Stoiber, K. C. (2013). Implementation science and school psychology. School Psychology Quarterly. 28, 77-100.  doi: 10.1037/spq0000019.

Collier-Meek, M. A., Fallon, L. M., Sanetti, L. M. H., & Maggin, D. M. (2013). Focus on implementation: Assessing and promoting treatment fidelity. TEACHING Exceptional Children, 45(5), 52-59.

Sanetti, L. M. H., Kratochwill, T. R., & Long, A. C. J. (2013). Applying adult behavior change theory to support mediator-based intervention implementation. School Psychology Quarterly, 28, 47-62. 

Sanetti, L. M. H., Dobey, L. M., & Gallucci, J. J. (2013). Treatment integrity of interventions with children in School Psychology International from 1995-2010. School Psychology International. doi:10.1177/0143034313476399

Sanetti, L. M. H., Fallon, L. M., & Collier-Meek, M. A. (2013). Increasing teacher treatment integrity through performance feedback provided by school personnel. Psychology in the Schools, 50, 134-150.

Sanetti, L. M. H. (2013). Borrowing from related fields to advance intervention implementation in education. The School Psychologist, 67, 22-26.

Honors / Awards:

Article of the Year, finalist  2015 – Journal of School Psychology

University of Connecticut Teaching Fellow 2015-2016

Lightner Witmer Award 2012 – American Psychological Association

Outstanding Early Career Scholar Award 2012 – Neag School of Education

Early Career Scholar 2009 – Society for the Study of School Psychology

Outstanding Dissertation of the Year 2007 – Wisconsin School Psychology Association

Associations/Committees/Outreach:

American Psychological Association, Divisions 16

National Association of School Psychologists

Association of Psychological Science

Berkshire Association for Behavior Analysis and Therapy

Connecticut Association of School Psychologists