Ethics and Professional Practices Board Members
In This Section
Melissa Pearrow, Ph.D. is the Director of the School Psychology Program at the University of Massachusetts, Boston. She teaches courses in ethics, social, emotional and behavioral assessment, and social justice. She practiced as a school psychologist for ten years in the Quincy, MA Public Schools where she also chaired the program for students with emotional and behavioral disorders and supervised intern and practicum students. She is a Past-President of the Massachusetts School Psychologists Association and has served NASP on the Strategic Planning and Convention Committees. Dr. Pearrow's research interests are in the areas of school-based mental health services and empowerment programs with urban youth.
John Garruto (Co-Chair)
John Garruto, D.Ed., NCSP, is a school psychologist for the Oswego City School District, a role he has had since 1999. He is also an adjunct professor at SUNY Oswego. His primary interests are for the assessment of learning disabilities, neuropsychology, and professional school psychology. He has served the New York Association of School Psychologists (NYASP) for five years as Research Chair, two years as Speaker Chair for the 2011 and 2015 NYASP conferences, and is currently Immediate Past-President of NYASP. Dr. Garruto has also served as both an at-large and Northeast Regional Representative for the NASP Ethics and Professional Practices Board. He has also authored and co-authored book chapters on emotional neuropsychology, report writing, and is also co-author of the book "Essentials of Woodcock-Johnson IV Tests of Cognitive Abilities."
Susan Jacob, who earned her Ph.D. in Educational Psychology from Michigan State University in 1981, is Professor Emeritus of Psychology, Central Michigan University. Her primary area of scholarship is ethical and legal issues in school psychology. Dr. Jacob currently resides in Ann Arbor, Michigan.
Brian Bartels, M.A., CAS, NCSP currently works as a part-time school psychologist with Wicomico County Public Schools in Salisbury, Maryland. Prior to retiring in 2017, Mr. Bartels served as the director of psychological services for Montgomery County Public Schools in Maryland. Mr. Bartels worked for fifteen years as a school psychologist in Maryland and with the Department of Defense Dependents Schools in Greece and Turkey. During a lengthy career, Mr. Bartels has held a variety of positions, including director of special education, specialist for psychological services at the Maryland State Department of Education, and assistant to the associate superintendent for human resources.
Dana Boccio, Ph.D., is an Associate Professor in the Gordon F. Derner School of Psychology at Adelphi University, teaching in the school psychology master's program. Dr. Boccio has a B.A., an M.A. and a Ph.D. in Psychology from Hofstra University. She has worked as a school psychologist in West Babylon, New York, and her research interests lie in the areas of adolescent suicide risk assessment and ethical issues in the profession of school psychology.
Nate Jones, Ph.D. is a school psychology consultant working at SERESC in Bedford, NH, and is a NH and nationally certified school psychology, licensed psychologist, and board certified behavioral analyst (BCBA). Along with his consultation work for New Hampshire schools, Nate focuses his professional goals towards increasing coordination among educational, medical, and mental health agencies to improve outcomes for youth. Nate served as the NASP State Delegate for two terms and was named the NH and National School Psychologist of the Year in 2017.
Juliette Madigan, M.Ed., NCSP, is retired school psychologist in Cleveland, Ohio. For many years, she practiced in the Cleveland Municipal School District and served as half-time Crisis Coordinator for the district. She served as NASP Delegate from Ohio for two terms. In 1997, Ms. Madigan was honored as Ohio School Psychologist of the Year and in 1999 served as OSPA President. Ms. Madigan is a Certificated School Psychologist with the Ohio Department of Education and a Licensed School Psychologist with the Ohio Board of Psychology.
Mindi Jeter, M.S., LSSP, is assistant director of special education and 504 services for Taylor-Callahan Education Cooperative (TCEC) in Abilene, TX. She has provided school psychological support services for 20 years in the 6 rural school districts served by TCEC. She has held multiple appointed and elected leadership positions with Texas Association of School Psychologists and currently serves as the Region 14 Delegate for the Texas Council of Administrators of Special Education. (Appointed July, 2018)
Austin Johnson, Ph.D., is an Assistant Professor in the School Psychology program at the University of California, Riverside's Graduate School of Education. He received his Ph.D. in educational psychology from the University of Connecticut in 2014. Dr. Johnson's research interests focus on the identification of evidence-based behavior support practices and the evaluation of observationally-based behavior assessment methodologies. Prior to joining UCR, he was a Postdoctoral Research Fellow with a three-year grant project funded by the Institute for Education Sciences examining national practices in social, emotional, and behavioral screening. Dr. Johnson is a Licensed Psychologist with the California Board of Psychology (#29540) and a Board Certified Behavior Analyst (#1-15-18892). (Appointed July, 2018)
Dr. Desiree Vega is an Associate Professor in the School Psychology program at the University of Arizona. She previously worked as an Assistant Professor in the School Psychology program at Texas State University. She completed her doctoral studies at The Ohio State University and her pre-doctoral internship with the Omaha Public Schools. Her research, teaching, and service intersect to focus on advancing the academic outcomes of culturally and linguistically diverse students and preparing future school psychologists and researchers to engage in advocacy and implement culturally responsive practices. Dr. Vega's research focuses on three main areas: 1) fostering the academic success of African American and Latinx youth; 2) resilience in higher education among African American, Latinx, and first-generation college students; and 3) preparing culturally competent school psychologists.