
Lisa N. AguilarUniversity of Minnesota | UMN · Department of Educational Psychology
Lisa N. Aguilar
Doctor of Philosophy
About
17
Publications
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Introduction
I am an Indigenous (Citizen of MHA Nation, Lakota, Dakota, Chicanx) woman, researcher, and relative. I currently hold a faculty position as an Assistant Professor at University of Minnesota. My work aims to Indigenize and decolonize educational spaces and school psychology. I am also interested in the construct of Indigeneity, and how Indigenous students come to understand and define it. I am a Nationally Certified School Psychologist and NASP Indigenous American co-chair.
Skills and Expertise
Additional affiliations
August 2019 - May 2020
August 2020 - July 2022
August 2018 - May 2020
Matanuska-Susitna Borough School District
Position
- Medical Professional
Education
August 2013 - May 2019
Publications
Publications (17)
The current study examined the effect of academic interventions and modifications on behavioral outcomes in a meta-analysis of 32 single-case design studies. Academic interventions included modifying task difficulty, providing instruction in reading, mathematics, or writing, and contingent reinforcement for academic performance. There was an overal...
As marginalized graduate students and faculty, we have stories to tell about our experiences within school psychology. Many of these stories center our oppression, trauma, and exclusion but some of them also center our joy and resistance. The purpose of this collaborative autoethnographic project was to create a counterspace in which we, BIWOC facu...
Indigenous youth comprise a significant and diverse collection of populations. School psychologists are uniquely placed to serve Indigenous students and improve their long-term outcomes. However, in the face of longstanding colonial practices and systemic oppression, which have resulted in poor educational outcomes for Indigenous students, school p...
The purpose of this study was to examine (a) the effect of a reading intervention based on reading need compared to a mismatched behavior intervention and (b) the effect of an academic behavior intervention based on behavior need in comparison to a mismatched reading intervention. Six students took part in the multiple baseline study. Half of the s...
Previous research on the risk factors for the development of mental health disorders among Indigenous Peoples in the United States suggest that experiencing prejudice is correlated with the development of psychopathology. However, the relation between school‐based prejudice, including microaggressions, and the development of depression remains unex...
School psychologists possess the skills to advocate for Indigenous youth and help improve their educational outcomes in schools. To do this work, it becomes necessary to confront the history of colonization, understand its effect on students and families, and identify strategies to reduce the risks posed. We identify five general consequences of co...
School psychology has faced longstanding challenges in advancing equity and parity due to persistent oppression, racism, and colonialism in the field. These challenges have contributed to critical shortages of faculty and practitioners who are Black, Indigenous, and People of Color (BIPOC), racial disparities in educational and mental health servic...
This chapter addresses how to develop an effective relationship with graduate students in order to mentor them in research and other scholarship. It will focus on mentoring models, optimal mentoring strategies, mentee challenges (e.g., lack of motivation and poor writing skills), and mentee independence.
Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off-task behavior of kindergarten students while partici...
The purpose of this study was to examine the effects of Incremental Rehearsal (IR) and traditional drill (TD) on retention of multiplication facts with 29 students in third and fourth grades with low mathematical skills. Results indicated that IR led to significantly more facts being retained, and was essentially equal to TD for efficiency as measu...
Teachers can potentially address reading comprehension deficits in a content area, such as science, by using the students in their classrooms as resources. We examined the effects of a class-wide partner reading intervention with science reading materials on a measure of content comprehension skills. A total of 65 fourth-grade students and 61 fifth...
Teaching children too many words during a lesson reduces retention. The amount of new information a student can successfully rehearse and recall later is called acquisition rate (AR), which has been reliably measured with students in first, third, and fifth grades. The purpose of this study was to examine the reliability of assessing AR for sight w...
Many English language learners (ELLs) experience difficulties with basic English reading due in part to low language proficiency. The authors examined the relationship between English language proficiency and growth during reading interventions for ELLs. A total of 201 second- and third-grade students with a variety of home languages participated....