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 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 60 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 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.
Collier-Meek, M. A., Sanetti, L. M. H., Levin, J., Kratochwill, T. R., & *Boyle, A. M. (in press). Evaluating implementation supports delivered within problem-solving consultation. Manuscript submitted for publication. Journal of School Psychology
Cochrane, W., Sanetti, L. M. H., & *Minster, M. (2018). School psychologists’ beliefs and practices about treatment integrity in 2008 and 2017. Psychology in the Schools. Doi: 10.1002/pits.22177
*D’Orio, R., Bray, M.A., Kehle, T.J., & Sanetti, L.M. H. (2018). Using video self-modeling to increase compliance to classroom request in students with autism spectrum disorders. International Journal of School and Educational Psychology. doi.org/10.1080/21683603.2018.1443857
*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
*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., & *Boyle, 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
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