Expertise: implementation science, educator well-being
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:
School-Based Mental Health
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, a Board Certified Behavior Analyst since 2012, and a Licensed Behavior Analyst in Connecticut since 2018. 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 70 articles, book chapters, and professional development resources. She received the Lightner Witmer Award from the American Psychological Association for her early career scholarship related to implementation, is a Fellow of the American Psychological Association, and is a member of the Society for the Study of School Psychology. Dr. Sanetti was named the 2015-2016 University of Connecticut Teaching Fellow for her high-quality graduate instruction. In a 2017 study on faculty productivity it was determined that Dr. Sanetti is in the top 20 most prolific contributors to the 5 primary journals in school psychology. In addition, she has served as an Associate Editor for the Journal of School Psychology, and serves on the editorial boards of Implementation Science and Practice, School Psychology Review, and Assessment for Effective Intervention as well as being 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.
Iovino, E., 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
Collier-Meek, M. A., Sanetti, L. M. H., Gould, K., & Pereira, B. (2021). An exploratory comparison of three treatment fidelity assessment methods: Time sampling, event recording, and post-observation rating scale. Journal of Educational and Psychological Consultation, 31, 334-359. doi: 10.1080/10474412.2020.1777874
Collier-Meek, M. A., Sanetti, L. M. H., Gould, K., & Periera, B. (2021). Using the performance diagnostic checklist to evaluate and promote paraeducators’ treatment fidelity. Journal of School Psychology, 86, 1-14. doi: 10.1016/j.jsp.2021.02.005
Sanetti, L. M. H., Cook, B., & Cook, L. (2021). Treatment fidelity: What it is and why it matters. Learning Disability Research and Practice, 36, 5-11. https://doi.org/10.1111/ldrp.12238
Byron, J., Sanetti, L. M. H., Charbonneau, S. (2020). Increasing teacher treatment fidelity to cover, copy, compare through consultation and computer-guided implementation planning. International Journal of School and Educational Psychology, 1-15.
Sanetti, L. M. H., Boyle, A., Magrath, E., Cascio, A., & Moore, E. (2020). Intervening to decrease teacher stress: A review of current research and new directions. Contemporary School Psychology, 57, 1-10. doi: 10.1007/s40688-020-00285-x
Sanetti, L. M. H., *Charbonneau, S., Knight, A., Cochrane, W., *Kulcyk, M., & *Kraus, K. (2020). Treatment fidelity reporting in intervention outcome studies in the school psychology literature from 2009 to 2016. Psychology in the Schools, 57, 901-922. https://doi.org/10.1002/pits.22364
Liu, Y., Cochrane, W. S., Fox, D., & Sanetti, L. M. H. (2020). Treatment integrity of intervention studies in the Professional School Counseling from 1997 to 2018: A systematic review. Professional School Counseling, 23 (1). https://doi.org/10.1177/2156759X20907068
Collier-Meek, M. A., Sanetti, L. M. H., Fallon, L. M., & Chafouleas, S. M. (2020). Exploring the influences of assessment method, intervention steps, intervention sessions, and observation timing on treatment fidelity estimates. Assessment for Effective Intervention, 45 (1), 14-26. doi: 10.1177/1534508419857228
Fallon, L. M., Cathcart, S. C., & Sanetti, L. M. H. (2020). Assessing parents’ treatment fidelity: A survey of practitioners in home settings. Focus on Autism and Other Developmental Disabilities, 35, 15-25.
Collier-Meek, M. A., Johnson, A., Sanetti, L. M. H., Minami, T. (2019). Identifying critical components of classroom management implementation. School Psychology Review, 48, 384-361.
Sanetti, L. M. H., & Collier-Meek, M. A. (2019). Increasing implementation science literacy to address the research-to-practice gap in school psychology. Journal of School Psychology, 76, 33-47.
Sanetti, L. M. H. & Luh, H. (2019). Fidelity of implementation in the field of learning disabilities. Learning Disability Quarterly, 42, 204-216.
Cochrane, W. S., Sanetti, L. M. H., & Minster, M. C. (2019). School psychologists’ beliefs and practices about treatment integrity in 2008 and 2017. Psychology in the Schools, 56, 295-306.
Collier-Meek, M. A., & Sanetti, L. M. H. (2019). Treatment integrity of a homework intervention: Evaluating parent and student adherence, exposure, and program differentiation. International Journal of School and Educational Psychology, 7, 56-68.
Collier-Meek, M. A., Sanetti, L. M. H., Levin, J. R., Kratochwill, T. R., & Boyle, A. M. (2019). Evaluating implementation supports delivered within problem-solving consultation. Journal of School Psychology, 72, 91-111.
Collier-Meek, M. A., Sanetti, L. M. H., & Boyle, A. M. (2019). Barriers to implementing classroom management and behavior support plans: An exploratory investigation.Psychology in the Schools, 56, 5-17.
Fallon, L. M., Sanetti, L. M. H., Chafouleas, S. M., Faggella-Luby, M. N., & Briesch, A. M. (2018). Direct training to increase inter-rater agreement between observer’s and teachers’ self-report ratings of treatment integrity. Assessment for Effective Intervention, 43, 196-211.
Collier-Meek, M. A., Johnson, A. H., & Sanetti, L. M. H. (2018). Evaluating the fit of the ecological framework for implementation influences. Assessment for Effective Intervention. https://doi.org/10.1177/1534508418777848
Collier-Meek, M. A., Sanetti, L. M. H., & Boyle, A. M. (2018). Barriers to implementation of classroom management and behavior support plans: An exploratory investigation. Psychology in the Schools. DOI: 10.1002/pits.22127
Morales, L., & Sanetti, L. M. H. (2018). Students with disabilities and postsecondary education: Service brief for school psychologists. The School Psychologist, 72 (2), 19-31.
Long, A. C. J., Sanetti, L. M. H., & Connolly, J. (2018). Examining behavioral consultation plus computer-based implementation planning on teachers’ intervention implementation in an alternative school. Remedial and Special Education, 39, 106-117.
Collier-Meek, M. A., & Sanetti, L. M. H. (2018). Treatment integrity of a homework intervention: Evaluating parent and student adherence, exposure, and program differentiation. International Journal of School and Educational Psychology, 1-13.
Sanetti, L. M. H., Williamson, K., Long, A. C. J., & Kratochwill, T. R. (2018). Increasing teacher implementation of classroom management practices through consultation, implementation planning, and participant modeling. Journal of Positive Behavior Interventions, 20, 1-17.
Sanetti, L. M. H. (2017). Increasing equitable care for youth through coordinated school health. Psychology in the Schools. 54, 1312-1318.
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
Honors / Awards:
Member, Society for the Study of School Psychology, 2018
Fellow, American Psychological Association, Division 16, 2018
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
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