Lisa Sanetti

Professor

Expertise: implementation science, educator well-being

Educational Psychology

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Titles:

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

Educator Wellbeing

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, 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.

Selected Publications/Presentations:

2021

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

2020

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.

2019

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.

2018

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.

2017 

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

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