Dr. Jessica Kendorski is the Director of the Master's program in School Psychology with a specialization in Applied Behvaior Analysis. She is also the faculty advisor for Psi Chi and the Psychology Society. She obtained her PhD in school psychology from Temple University where she also served as an adjunct faculty member. She is a licensed psychologist in Pennsylvania, and maintains certifications as Board Certified Behavior Analyst (BCBA) and School Psychologist nationally (NCSP) and in New Jersey.
Dr. Kendorski's clinical experiences and research interests include supporting students recovery in the classroom following a concussion or traumatic brain injury (TBI). She also has extensive experience in supporting the emotional, social and behavioral needs of children diagnosed with developmental disabilities. Other professional and research interests include the use of data based assessment and interventions in the residential and school settings, specifically, response to intervention, curriculum based measurement, positive behavior support and applied behavior analysis. Additionally, Dr. Kendorski is passionate about improving school systems to support the achievement and success of all students through the identification of necessary components to support school system change, the use of data-based decision making to drive interventions as well as school consultation practice and outcomes.
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Allen, S.L., Kendorski, J.G. (May, 2013). Classroom Strategies for Students with Brain
Injury. Annual Conference for the Brain Injury Alliance, New Jersey, Eatontown, NJ.
Kendorski J.G. (March 2013) Designing Systems to Promote Treatment Integrity. Invited Training, Melmark Expert Speaker Series, Berwyn, PA.
Landgraf, J.A., Kendorski, J. (March, 2009). Praise Patrol: Using An Individual Student’s
Needs To Drive A Class-Wide Intervention. Annual Convention of the Association for Positive Behavior Support, Jacksonville, FL.
Feinberg, A., Kendorski, J. (February, 2009). Assessing Fidelity of Implementation When Developing a Response to Intervention Model. Annual Convention of the National Association of School Psychologists, Boston, MA.
Glass, J.A. (2004, March) Bullying Preventions and Interventions: What Works. In I.
Hyman (Chair), School Bullying: Theory, Research, Assessment and Interventions. Symposium conducted at the Temple School Psychology Annual Conference, Philadelphia, PA.
Glass, J.A. (2003, June). Theoretical Perspectives of School Bullying: A Review of Empirical
and Clinical Support. In I. Hyman (Chair), School Bullying: Theory, Research, Assessment, and Intervention. Annual Meeting of the Pennsylvania Psychological Association, Harrisburg, Pennsylvania.
Glass, J.A.; Perrin, F.A., Haas, D., Progar, P. R., Spiga, R., Page, T.J., Worsdell, A. S. (2004,
June). Demand Effects on Preference in Human Free Operant Responding. Annual
Convention of the Association for Behavior Analysis, Boston, Massachusetts.
Hale, J.B., Metro, N., Kendorski, J.G., Hain, L.A., Whitaker, J., & Moldovan, J. (2009). Facilitating school reintegration for children with Traumatic Brain Injury. In A. Dvis (ed.), Handbook for Pediatric neuropsychology. Hoboken, NJ: John Wiley & Sons.
Hain, L.A., Hale, J.B., Kendorski, J.G. (2008). The enigmatic population of specific learning disabilities: Comorbidty of psychopathology in cognitive and academic subtypes. In S.G. Feifer & G. Rattan (Eds.) Emotional Disorders: A Neuropsychological, Psychopharmacological, and Educational Perspective. Middleton, MD: School Neuropsych Press.
Reviewer, Journal of the Trainers of School Psychologists
Reviewer, Routledge: Taylor & Francis
Reviewer, Psychology In Schools