The Effects of Bullying and Peer Victimization on Sexual-Minority and Heterosexual Youths: A Quantitative Meta-Analysis of the Literature

Abstract

This study is a comprehensive, quantitative synthesis of the literature examining the effects of homophobic bullying on both sexual-minority and heterosexual youths’ psychological outcomes. The final analysis included 16 published and 2 unpublished studies from around the world, totaling 81 effect sizes. Various study characteristics were coded to assess moderator effects, but only age of youth was found to play a significant role between bullying and detrimental outcomes for youths. Results demonstrated that sexual-minority youths experience significantly more bullying and victimization than do heterosexual peers and that these hostile experiences contribute to a number of negative outcomes for sexual-minority youths.

Full text

Alicia L. Fedewa 1
AliciA l. FEDEWA
alicia.fedewa@uky.edu
236 Dickey Hall
Department of Educational, School, and Counseling Psychology
Lexington, KY 40506
Phone: (859) 257-9338
Employment:
University of Kentucky, Lexington, KY 08/09-Present
Assistant Professor, Tenure-Track
Courses Taught: Introduction to Psychological Services in the Schools
Psychoeducational Consultation in the Schools
Social Psychological Issues in Education
Seminar: Social Justice for School Psychologists
Seminar: Supervision in School Psychology
Education:
Michigan State University, East Lansing, MI 08/04–08/09
Ph.D. in School Psychology
Dissertation: “Parent Practices and Home-School Partnerships:
A Differential Effect for Children with Same-Sex Parents?”
Internship: Cypress-Fairbanks Intermediate School District (APA-Accredited)
University of Chicago, Chicago, IL 09/03–06/04
M.A. in Social Sciences (Developmental Psychology)
Thesis: “Predicting the Influences of Mother–Child Interaction on the Language
Skills of High-Risk African American Children: A Longitudinal Study”
Coe College, Cedar Rapids, IA 08/99–05/03
B.A. in Psychology, Spanish, & Religion (Magna Cum Laude)
Thesis: “A Cross–Cultural Analysis on Women’s Perceptions of Morality”
Peer-Reviewed Journal Publications:
Erwin, H. A., Fedewa, A. L., & Ahn, S. (in press). A quantitative review of physical
activity, health, and learning outcomes associated with classroom-based physical activity
interventions. Journal of Applied School Psychology.
Fedewa, A. L., & Ahn, S. (in press). The effects of physical activity and physical fitness on
children’s cognitive outcomes: A meta-analysis. Research Quarterly for Exercise and
Sport.
Shimpi, P., Fedewa, A. L., & Hans. S. (in press). Social and linguistic input in low-income
African American mother-infant dyads from 1 month through 2 years: Relations to
vocabulary development. Applied Psycholiguistics.

Alicia L. Fedewa 2
Fedewa, A. L., & Erwin, H. A. (2011). Stability balls and students with attention and
hyperactivity concerns: Implications for on-task and in-seat behavior. American Journal
of Occupational Therapy, 65(4), 393-399.doi: 10.5014/ajot.2011.000554
Ahn, S., & Fedewa, A. L. (2011). A meta-analysis of the relationship between children’s
physical activity and mental health. Journal of Pediatric Psychology, 36(4), 385-397. doi:
10.1093/jpepsy/jsq107
Fedewa, A. L. & Ahn, S. (2011). The effects of bullying and peer victimization
on sexual minority and heterosexual youth: A quantitative meta-analysis of the literature.
Journal of GLBT Family Studies, 7(4), 398-418.doi: 10.1080/1550428X.2011.592968
Hirsch, A. M., Carlson, J. & Crowl, A. L. (2010). Best practices in clinic-school consultation
for sexual minority youth. Journal of Child and Adolescent Psychiatric Nursing, 23, 17-
22.
Fedewa, A. L., Clark, T.P. (2009). Parent practices and home-school partnerships: A
differential effect for children with same-sex parents? Journal of GLBT Family Studies,
5(4), 1-28.
Baker, J., Clark, T., Crowl, A. L, & Carlson, J. (2009). The influence of
authoritative teaching on children’s school adjustment: Are children with behavioral
problems differentially affected? School Psychology International, 30, 374-382.
Crowl, A. L., Ahn, S., & Baker, J. A. (2008). A meta-analysis of developmental
outcomes for children of same-sex and heterosexual parents. Journal of GLBT Family
Studies, 4, 385-406.
Other Scholarly Writing (Newsletters, Book Chapters, Encyclopedia Entries):
Baker, J. A., Fedewa, A. L., & Grant, S. (2011). Psychology of European-American Children. In
E. C. Chang & C. A. Downey (Eds.), Mental Health Across Racial Groups: Lifespan
Perspectives. New York, NY: Springer Publishing Co.
Fedewa, A. L. & Clark, T. P. (2010). Let’s move! School psychologists as change
agents in the domain of school-based physical activity. School Psychology
Communiqué: Pediatric Edition, April/May.
Crowl, A. L., & Carlson, J. S. (2010). Time management. In C. S. Clauss-Ehlers (Ed.),
Encyclopedia of Cross-Cultural School Psychology (pp. 984-985). New York, NY;
Springer Publishing Co.
Crowl, A. L. (2009). A Cross Cultural Analysis of Women’s Perceptions of Morality. E. Arnold
(Ed.). Koln, Germany: VDM Verlag Lambert Academic Publishing Co.
Crowl, A. L., & Kosciulek, J. (2007). School belonging, social support, and
self-esteem in children with gay and lesbian parents. Michigan Association of School
Psychologists, Psych Review, Summer Edition.

Alicia L. Fedewa 3
Crowl, A. L. (2007). Home-School Collaboration as a Requisite for Same-Sex and
Heterosexual Parents. Michigan Association of School Psychologists, PsychReview,
Winter Edition.
Manuscripts & Book Chapters Under Review and In Preparation:
Fedewa, A. L., Candelaria, A. & Clark, T.P. (under revision for resubmission). Incorporating
Physical Activity into the Schools using a Three-Tiered Approach. Journal of School
Health.
Banks, J., & Fedewa, A. L. (under revision for resubmission). Counselors’ attitudes toward
domestic violence in same-sex vs. opposite-sex relationships. Journal of Multicultural
Counseling & Development.
Fedewa, A. L., Erwin, H.A., & Ahn, S. (under revision for resubmission). Using curriculum-
based measurement as an academic progress tool in assessing the effects of curricular physical
activity. Journal of School Health.
Candelaria, A., Fedewa. A. L., & Ruble, L. (under review). School-based anger management
interventions for children and adolescents: A meta-analysis. Journal of School
Psychology.
Clark, T. P. & Fedewa, A. L. (under review). Measuring SES in school: Is free and reduced
lunch a sufficient measure? Journal of School Psychology.
Fedewa, A. L., Ahn, S., & Ruble, L. (in preparation). Evaluating the effectiveness of social skills
group therapies for children with Autism Spectrum Disorder.
Fedewa, A. L. (in preparation). Creating inclusive school environments for LGBT families and
their children. In E. Fisher (Ed.), Creating School Environments to Support Lesbian, Gay,
Bisexual, Transgender, and Questioning Students and Families: A Handbook for School
Professionals. New York, NY: Springer Publishing Co.
Usher, E. L., Fedewa, A. L., & Dreyer, E. (in preparation). Elementary school students’ health-
related self-beliefs. Journal of School Health.
National Presentations:
Koufoudakis, R., Erwin, H., Beighle, A. & Fedewa, A. L. (submitted). Effects of goal setting on
children’s recess physical activity levels. Paper submitted to the annual conference of
the American Alliance of Health and Physical Education, Recreation, and Dance.
Boston, MA.
Usher, E. L., Fedewa, A. L., & Dreyer, E. (2011, August). Elementary school students’ health-
related self-beliefs. Paper accepted for the annual conference of the American
Psychological Association. Washington, DC.
Fedewa, A. L., & Ahn, S. (2011, August). The effects of bullying and peer victimization
on sexual minority and heterosexual youth: A quantitative meta-analysis of the literature.

Alicia L. Fedewa 4
Poster accepted for the annual conference of the American Psychological Association.
Washington, DC.
Banks, J., & Fedewa, A. L. (2011, August). Counselors’ attitudes toward domestic violence in
same-sex vs. opposite sex relationships. Paper accepted for the annual conference of
the American Psychological Association. Washington, DC.
Fedewa, A. L. & Hirsch, A.M. (2011, February). A spectrum of identity: Gender variant children
and schools. Paper presented at the annual conference of the National Association for
School Psychologists, San Francisco, CA.
Fedewa, A. L. (2010, August). Risk and protective factors of children raised by same-sex
parents. Paper presented at the annual conference of the American Psychological
Association, San Diego, CA.
Fedewa, A. L. (2010, March). Parent practices and home-school partnerships: A differential
effect for children with same-sex parents? Poster presented at the annual conference of
the National Association of School Psychologists, Chicago, IL.
Baker, J. A., Eiland, D. A., Makepeace, N. N., Grant, S. D., Crowl, A. L., Clark, T. P., Gauld, P.
J., & Maupin, A. N. (2007, August). Early teacher-student relationships and future
developmental trajectories: Implications for students with externalizing behaviors. Poster
presented at the annual conference of the American Psychological Association, San
Francisco, CA.
Crowl, A. (2007, March). School Belonging in Children of Lesbigay Parents. Poster presented
at the annual conference of the National Association for School Psychologists, New
York, NY.
Lewandowski, S. C., Crowl, A., Sportsman, E. (2007, March). Pre-service teachers’ perceptions
of expert vs. choice consultation. Poster presented at the annual conference of the
National Association for School Psychologists, New York, NY.
Carlson, J. S., Brinkman, T., Pham, A. Tomac, R., Wigent, C., Wilkinson, A., Segool, N., Grant,
S., Crowl, A., & Clark, T. (2006, August). Exploring behavioral risk and protective factors
in at-risk preschoolers. Poster presented at the annual conference of the American
Psychological Association. New Orleans, LA.
Crowl, A., & Ahn, S. (2006, May). Understanding Developmental Differences Among Children
Raised by Homosexual vs. Heterosexual Parents. Poster solicited for presentation at the
annual conference at the Real Families, Real Facts: Research Symposium on LGBT-
headed Families. Philadelphia, PA.
Crowl, A. (2006, March). Understanding Developmental Differences Among Children Raised by
Homosexual vs. Heterosexual Parents. Poster presented at the annual conference of the
National Association for School Psychologists, Anaheim, CA.
Crowl, A., & Grant, S. (2006, March). They Just Don’t Get it: Cultural Discontinuity in Today’s

Alicia L. Fedewa 5
Schools. Paper presented at the annual conference of the National Association for
School Psychologists, Anaheim, CA.
Lien, M., Carlson, J., Clark, T., Crowl, A., Grant, S., Segool, N., & Wilkinson, A. (2006, March).
The Validity of the DECA for Early Mental Health Screening in Head Start. Poster
presented at the annual conference of the National Association for School
Psychologists, Anaheim, CA.
Baker, J., Carlson, J., Crowl, A., Clark, T., & Hughey, C. (2005, August). Developmentally
Appropriate Classroom Contexts for Children with Externalizing Behavior Problems.
Poster presented at the annual conference of the American Psychological Association,
Washington, D.C.
Carlson, J., Clark, T., Crowl, A., Grant, S., Segool, N., Wilkinson, A., Baker, J., Oka, E.,
Mariage, T., & Mayer, M. (2005, August). Exploring Behavioral Risk and Protective
Factors in at-risk Preschoolers. Poster presented at the annual conference of the
American Psychological Association, Washington, D.C.
Crowl, A., & Shimpi, P. (2005, April). Social and Linguistic Influences on Language
Development in a High-Risk African American Sample From 1 Month to 10 Years.
Poster presented at the annual meeting of the Society for Research in Child
Development, Atlanta, Georgia.
Research Grants/Training Fellowships:
Funded:
Fedewa, A. L. (2010). Risk and protective factors of children with same-sex parents ($7,000).
University of Kentucky Summer Research Fellowship.
Crowl, A. L. (2007/2008). Evidence-based Interventions for Students Exhibiting Externalizing
Behaviors Leadership Training Fellowship ($12,500). Office of Special Education and
Rehabilitation Services, United States Department of Education.
Crowl, A. L. (2007). School Belonging in Children with Lesbigay Parents ($1,200). National
PsychCorp Annual Trainers of School Psychology Professional Development Award.
Crowl, A. L. (2007). Home-School Collaboration as a Requisite for Success in Children with
Same-Sex and Heterosexual Parents ($500). Michigan Association of School Psychologists
Graduate Student Research Award.
Crowl, A. L. (2006). Spencer Research Training Grant Fellowship ($12,000). Spencer Research
Foundation.
Crowl, A. L. (2006). Summer Research Fellowship ($6,000). Michigan State University Graduate
Summer Research Fellowship Program.
Crowl, A. L. (2006). School Belonging, Self-Esteem, and Social Support in Children with Same-Sex
Parents ($837). Spencer Small Grant Research Program.

Alicia L. Fedewa 6
Crowl, A. L. (2005). A Meta-Analysis of Developmental Outcomes for Children with Same-Sex and
Heterosexual Parents ($1,000). Graduate Student Research Enhancement Award.
Grants Applied For But Not Received:
Not Funded:
Fedewa, A. L. (2010; 2009). Exploring teachers’ attitudes, perceptions, and behaviors of sexual
minority youth and families: Effects of teacher diversity training on school climate
($10,000). Robert Powe Research Fellowship.
Erwin, H. A. & Fedewa, A. L. (2010). Assessing the impact of after-school activity in rural areas
($150,000). AETNA Foundation.
Fedewa, A. L. (2010; 2009). Physical activity implementation using the CATCH curriculum in after-
school programs ($10,000). General Mills Nutrition Grant.
Fedewa, A. L. (2009). LGBT diversity training among rural high-school teachers: climate outcomes
for teachers and students ($55,000). Spencer Post-doctoral Research Fellowship.
Fedewa, A. L. (2009). Risk and protective factors among children with LGBT parents ($6,000).
American Association of University Women Summer Grant.
Grants in Preparation or Under Review:
Mazur, J., Fedewa, A. L., Erwin, H. A., Ickes, M. & Collins, B. (2009). Health Promotion for Children
with Physical Disabilities through Physical Activity and Diet: Developing and Evidence
Base ($275,000). National Institute of Health.
Service:
• Full Licensure as a Psychologist in Kentucky (#200944)
• Nationally Certified School Psychologist (#38848)
•
National Association of School Psychologists Approved Provider Reviewer
•
Editorial Board, Journal of GLBT Family Studies
• Editorial Board, Journal of School Psychology
• University of Kentucky Undergraduate Admissions Committee
• University of Kentucky Strategic Planning Committee
• University of Kentucky Ecuador Shoulder to Shoulder Project
• Reviewer, Journal of Child & Psychiatric Nursing
• Reviewer, School Psychology Review
• Ad-Hoc Reviewer, Journal of School Psychology
• TWEENS Nutrition & Fitness Coalition Member, Fayette County
• Schoolhouse Yoga Instructor, Fayette County Public Schools
Supervisory Experience:
Teach Seminar in Theories of Supervision 08/10-Present
Assistant Professor; University of Kentucky
• Teach skills related to supervising clients and peers for school psychology doctoral students

Alicia L. Fedewa 7
• Meet throughout the semester to review case studies related to supervision and lecture on
content related to theories and practice of school psychology supervision.
Supervisor for School Psychology Training Grant 01/08-05/08
Project S.P.A.R.K.L.E., Office of Special Education US Dept. of Ed; Michigan State University
• Provide recommendations for curriculum-based assessment and accommodations
to secondary-level students with disabilities in reading and writing skills
• Meet monthly with research assistants to evaluate their implementation of alternative
literacy assessments and interventions
Supervisor of Teaching Assistants 08/07-05/08
Dynamics of Personal Adjustment, Michigan State University
• Evaluate teachers’ lectures through observations for six TA’s
• Lead bi-weekly meetings to provide instructional activities and ideas for lectures
Assessment Coordinator 08/07-05/08
Project Great Start & Pathways to Early Literacy, University of Michigan
• Train two research teams, each comprised of 30 researchers, on a number of
standardized assessments: WJ-III, PPVT, PALS, WOW, & Rhyme Awareness
• Monitor implementation fidelity of assessments through observations and feedback
• Serve as field supervisor for research assistants’ assessments of child care
providers
Teaching Experience:
Assistant Professor 8/09-Present
Introduction to School Psychology, Consultation, Social Psychology, Ethics
Seminars: Supervision & Social Justice
University of Kentucky
Graduate Instructor 6/08-5/09
Psychology of Classroom Discipline
Educating Students with Challenging Behavior, Michigan State University
Supervisor: Dr. Evelyn Oka
Undergraduate Instructor 8/06-12/07
Dynamics of Personal Adjustment, Michigan State University
Supervisor: Dr. Evelyn Oka
Research & Related Work Experience:
Research Assistant, University of Michigan 05/08-07/08
Reliability of Teacher and Observer Records of Enacted Curriculum
Project Director: Dr. Susan Neuman
• Dictated teacher language and literacy activities in their implementation
of preschool curriculum
• Determined accuracy of teacher and observer accounts through
reliability analyses of transcribed records
Research Assistant, University of Michigan 12/06–05/08

Alicia L. Fedewa 8
Ready to Learn: Pathways to Literacy Achievement for High Poverty Children
Project Director: Dr. Susan Neuman
• Collect observational and child data to assess the effectiveness of the
“World of Words” vocabulary curriculum for high poverty children
• Assess children using University-designed literacy measures of
alliteration, rhyming, blending, segmenting, categorization and similarities
Research Assistant, University of Michigan 09/05–05/08
Project Great Start
Project Director: Dr. Susan Neuman
• Collect data for Project Great Start, a study designed to assess early
environmental experiences in home- and center-based preschool care
• Conduct observations with the Early Language & Literacy Classroom
Observation (ELLCO) and Center/Home Early Language & Literacy Observation
(CHELLO) coding frameworks
• Assess preschool-aged children’s literacy and cognitive development with the
Peabody Picture Vocabulary Test (PPVT-III) and Woodcock-Johnson Achievement
Test (WJ-III)
Research Assistant, Michigan State University 08/04–05/08
Evidence-Based Interventions for Children Exhibiting Disruptive Behaviors
Project Director: Dr. John Carlson
• Attend weekly seminars in training for evidence-based practices in prevention
and intervention, gather and analyze data from local Headstart preschool
agencies, and present findings at National conferences
• Participated in peer-reviewed training for an evidence-based teacher-training
program, The Incredible Years
• Entered and analyzed data from the Devereaux Early Childhood Assessment
screener (DECA), collected from Lansing area Headstart preschools
Research Assistant, Michigan State University 01/06–05/06
Implementing RTI and CBM with Pre-Service Teachers
Project Director: Dr. Sara Bolt
• Created targeted interventions for children based on error analysis of three
primary reading measures: Test of Word Reading Efficiency (TOWRE),
Expressive One-Word Vocabulary Test (EOWPVT), and Woodcock-Johnson
Achievement Test (WJ-III)
• Provided assessment and intervention support for tutors to develop effective
strategies in working with 80 elementary-aged children with reading disabilities
• Monitored tutors’ intervention fidelity and growth of children’s reading development
through a Response to Intervention (RTI) framework: using Curriculum-based
measurements and DIBELS progress monitoring probes
• Evaluated whether application of the CBE framework, involving systematic analysis of
student reading problems, lead to the selection of interventions that accelerated student
learning
Research Assistant, University of Chicago Psychology Department 10/03–06/04
Spatial Representation and Permanence in 6-24 Month-Old Infants
Project Director: Dr. Amanda Woodward
• Researched early word learning, cognitive, and social development in

Alicia L. Fedewa 9
young infants
• Coded and analyzed data
Project Operations Manager, Ariel Community Academy 09/03–06/04
University of Chicago Project ODYSSEY
Project Director: Dr. Danielle Allen
• Oversaw tutors and babysitting personnel for children and adults
enrolled in a University of Chicago Project for economically and
educationally disadvantaged adults
• Created individualized problem sets and educational games for children
•
Monitored tutor/child relationship and serve as liaison between tutors and
University of Chicago faculty
Research Assistant, Coe College Psychology Department 01/01–02/01
Young Fowl’s Habituation to Amphetamine
Project Director: Dr. Michael Baker
• Conducted conditioned placed preference with domestic fowl, including
habituating fowl to the apparatus and using conditioning trials with
amphetamine or placebo injection paired with visual stimulus
• Collected data and analyzed using SPSS
Professional Experience:
Sparrow Hospital, Department of Pediatrics 8/07-05/08
Supervisor: Judy Brady, Ph.D
• Under supervision 16 hours/week
• Worked collaboratively with physicians, nurses, and medical residents in oncology,
developmental assessment, cystic fibrosis, hematology, and cleft palate clinics
• Provided consultation to parents, medical personnel, as well as school staff to meet
children’s medical needs
•
Assessed children in an inpatient setting through the use of various psychological batteries
Behavioral Resources & Institute for Neuropsychological Services (BRAINS) 6/07-05/08
Supervisors: Rochelle Manor, Ph.D.; Michael Wolff, Psy.D.
• Under supervision 8 hours/week
• Assessed children in an outpatient setting through the use of neuropsychological,
cognitive, achievement, personality, and adaptive batteries
• Worked collaboratively with speech, occupational, and physical therapists to provide
comprehensive treatment plans for children
• Provided consultation to parents and teachers to ensure appropriate accommodations in
meeting child’s needs
• Wrote neuropsychological assessment and treatment reports for diagnostic and treatment
purposes
Michigan State University, Elliott Elementary School 8/06-5/07
Supervisor: Kelly Guthrie, Ed.S., LPC
• Under supervision of school psychologist 16 hours/week
• Assessed children referred for special education services, using both formal and informal
measures in gathering data

Alicia L. Fedewa 10
• Used evidence-based interventions to remediate basic skill difficulties in children
• Conducted universal literacy screenings using DIBELS three times a year
• Lead evidence-based universal prevention program, Second Step, for building social skills
• Reviewed case files, administered standardized achievement and ability tests, and wrote
psychological reports for special education re-evaluation cases
Michigan State University, Pattengill Middle School 8/05-6/06
Supervisor: Steve Lukins, M.A.
• Worked collaboratively with school psychologist 8-10 hours/week
• Assessed children referred for special education services, using both formal and informal
measures in gathering data
• Reviewed case files, administer standardized achievement and ability tests, and wrote
psychological reports for special education re-evaluation cases
Michigan State University, Pattengill Middle School 01/06
• Presented parent and teacher training workshop, Promoting Home-School Collaboration
• Provided strategies to teachers and parents in working together to communicate more
effectively with one another as well as develop partnerships that served to benefit the
child’s academic achievement in school
Michigan State University, Cornell Elementary School 02/05
• Presented parent training workshop, Cyber Safety for Parents
• Educated parents on the dangers of the internet, providing information about
popular websites for children, risks as well as benefits of being online, and tips on
purchasing and installing software for preventing online predators
Michigan State University, Ionia County ISD 10/04, 01/05, 05/05
• Administered DIBELS oral reading fluency and nonsense word probes
to elementary school students
Michigan State University, Cornell Elementary School 08/04–05/05
• Assisted second grade students with individual and group work in reading,
math, and science
• Developed and carried out a reading intervention based on curriculum-based
assessment of an ESL student
Intervention Experience:
• Assisted Self-Monitoring • Pep-Talk & Word Drill
• Stretch & Shrink • Puzzle Names
•
Comprehension Practice • Sight Word Practice
• Repeated Readings • Word Supply
•
Making Words • Basic Vocabulary Practice
• Vocabulary in Context • Phonics Instruction
• Storybook Conventions • Rhyme Time
• SRA Decoding • Language! Direct Phonics
• Cover, Copy, & Compare • Stop and Think!

Alicia L. Fedewa 11
Professional Development:
Incredible Years Teacher Training Program; Seattle, Washington 09/05
• Received certified instruction to provide teacher training workshops for the
evidence-based prevention program, The Incredible Years
• Program designed to help teachers create effective classroom management
strategies for students exhibiting conduct problems
The Fourth Biennial Niagara Conference on Evidence-Based Treatments for
Childhood and Adolescent Mental Health Problems 07/05
• Social Skills Training for children with ADHD
• Triple P: An Evidence-Based Parent Training Program for Disruptive Behavior Disorders
• Implementing Evidence-Based Practices in Schools
Meeting at the Heartland Area Education Agency 05/05
• Discussed Response to Intervention model in a Problem-Solving paradigm as
developed and implemented in Heartland (Des Moines, IA)
Leadership Training Grant Lectures 08/04–05/05
• Dr John Carlson: Preparing National Presentations & the Peer-Reviewed Journal Process
• Dr Jean Baker: Externalizing Problems and Child Psychopathology
• Dr. Matthew Mayer: Response to Intervention
• Dr. Evelyn Oka: Cultural Considerations in Defining Evidence-Based Interventions
• Dr. Jed Magen: Evidence-Based Pharmacological Approaches for Treating Disruptive
Behavior Disorders
• Dr. Mitch Yell: Reauthorization of IDEA and Implications for Children
Receiving Special Education Services
• Dr. Laura McClure: Evidence-Based Support for Positive Behavior Support
• CAUSE: Special Education Policy and Advocacy
Responsible Conduct of Research Training 08/04–02/05
• Trained according to Michigan State University’s standards for conducting
ethical research (6 training sessions)
Honors & Awards:
• Phi Beta Kappa (2003 to Present) • Phi Kappa Phi (2003 to Present)
• Clifford E. Erickson Memorial Fund Award (2007) • Spencer Research Fellow (2006)
•
Office of Special Ed. Leadership Grant Fellow (2007) • Psi Chi Psychology Honor Society (2003)
•
Richard H. Bahwell Prize in Psychology (2003) • Coe College Fahrney Merit Scholarship (2002)
•
Regional Council Leader Scholarship (2002) • Coe College Presidential Scholarship (2001)
• Jack Kent Cooke National Merit Scholarship (2001) • Golder Study Abroad Scholarship (2001)
• Coe College Clarke Merit Scholarship (2000)
References:
John Carlson, PhD.; Michigan State University Evelyn Oka, PhD.; Michigan State University
Clinical Director & Fellowship Advisor Graduate Research & Teaching Advisor

Alicia L. Fedewa 12
carlsoj@msu.edu evoka@msu.edu
(517) 432-4856 (517) 432-9615
Sara Bolt, PhD.; Michigan State University Steven Lukins, M.A.; Pattengill Middle School
Research Project Director Previous Supervisor, School Psychologist
sbolt@msu.edu stephen.lukins@lansingschools.net
(517) 432-9621 (517) 755-1130