Erika Schmitt

Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, Nebraska

Supervisors: Brenda Bassingthwaite, PhD, LP, BCBA, Mark Shriver, PhD, LP, BCBA-D, & Abigail Kennedy, PhD, LIMHP, BCBA-D

Department of Educational Psychology, Texas A&M University, College Station, Texas

Committee: Daniel Hajovsky, PhD, LP, NCSP (Chair), Idean Ettekal, PhD, Wen Luo, PhD, & Holly Foster, PhD

Dissertation: Risk and Protective Factors of Bias-Based Bullying and Hate Speech Victimization of Adolescent Black Females

Department of Psychology, Grand Valley State University, Allendale, Michigan

Advisor: Amy Matthews, PhD, LP, BCBA

Thesis: Class Dojo Program Evaluation

Department of Psychology, Grand Valley State University, Allendale, Michigan

Study Abroad: Spanish Language and Culture Gilman Scholar at the University of Deusto, Bilbao, Spain

Collaborators: Alison DeLizza, PhD, LP, Hanna Grandgenett, PhD, LP, & Megan Leamon, PhD, LP

• Conducting scoping review in Rayyan on the intersection of neuro- and gender-diverse identities to address gaps in the literature (see Publications & Manuscripts and Conference Presentations & Submissions).

Supervisor: Rajeeb Das, PhD

• Wrote SAS code, literature reviews, abstracts, and analysis summaries.
• Prepared research on high-impact practices using quasi-experimental design for publication and presentation to internal and external audiences (see Publications & Manuscripts and Conference Presentations & Submissions).
• Conceptualized and led study on gender- and sexually-diverse college students' sense of belonging and educational outcomes (see Conference Presentations & Submissions).

Supervisor: Melanie Medeiros, PhD

• Conducted research in Curitiba, Brazil, coauthoring book chapter (see Publications & Manuscripts).
• Developed and refined open-ended questionnaire for ethnographic study.
• Recruited and interviewed 13 participants in Portuguese, focusing on themes such as culture, class, current events, gender, politics, and social media following the 2018 Brazilian presidential election.

Supervisor: Amy Matthews, PhD, LP, BCBA

• Conducted comprehensive research on student-teacher interactions in Pre-Kindergarten special education classrooms, aiming to enhance learning outcomes for students with and without autism.
• Gathered informed consent in Spanish, collected, analyzed, and interpreted observational data on opportunities to respond.
• Provided structured support to autistic undergraduate students and peer mentors through the Campus Links program, reinforcing social and study skills.

Supervisor: Robert Deaner, PhD

• Analyzed the relationship between country Gender Inequality Index and Olympic athletic performance, examining correlational data on policies such as Title IX.
• Discovered a positive correlation between gender equality-focused policies and higher Olympic medal counts.
• Strengthened research design by collecting archival public data and sourcing private datasets for cross-referencing, including contacting and collaborating with private data owners to secure access.
• Coauthored journal article and presented poster (see Publications & Manuscripts and Conference Presentations & Submissions).

Supervisor: Sherri DeBoef Chandler, PhD

• Carried out research on community college student motivation and academic performance.
• Applied mixed methods at the classroom level.
• Coded and cleaned data. Co-presented findings in seminar delivered at a state conference (see Conference Presentations & Submissions).

• Facilitated monthly peer group supervision for four professional psychology pre-doctoral interns.
• Performed formal site supervision twice per week in English and Spanish to one Master's of Social Work advanced practicum student in the pediatric outpatient behavioral therapy clinic.
• All students completed training and entered gainful employment in the field.

• Mentored two first- and second-year students in the School Psychology Doctoral program.
• Conducted monthly virtual meetings and answered emails to address mentees' academic and professional questions.
• Tailored mentorship approach to meet the needs and goals of each student, providing personalized guidance and resources.
• Both students advanced to the next year in the program.

• Provided virtual, face-to-face supervision to two professional teachers enrolled in the Master's in Educational Psychology with an emphasis in School Counseling online program.
• Gave individualized feedback on counseling micro-skills using a solution-focused, behavioral approach.
• Both students completed the course.

Supervisors: Brenda Bassingthwaite, PhD, LP, BCBA, Mark Shriver, PhD, LP, BCBA-D, & Abigail Kennedy, PhD, LIMHP, BCBA-D

• Total Hours: 2,209
• Provided behavioral services in Omaha Public Schools (≈53,000 students; 36% Hispanic, 27% Caucasian, 25% African American) for students with severe behaviors such as self-injury, physical aggression, and property damage.
• Collaborated on multidisciplinary teams including teachers, therapists, administrators, paraprofessionals, and families. Consulted in Spanish and Portuguese.
• Supported systems change initiatives aimed at increasing educators’ knowledge of behavioral principles. Led efforts in professional development and implementing strategies like functional communication training (see Invited Presentations).
• Delivered outpatient pediatric behavioral therapy for up to 40 families at a time (16 clients per week), 10% Spanish-speaking.

Supervisors: Nicole Bricko, PhD, LP, Janet Schwartz-Micheaux, PhD, LP, Connie Schnoes, PhD, LP, Christa Newman, PhD, PLP, LMHP, BCBA, & Karalynn Brown, PhD, PLP, LMHP

• Total Hours: 2,316
• Diagnosed and treated a broad spectrum of clinical concerns including adjustment and mood disorders for youth across the Omaha metropolitan area, including the Boys Town residential program.
• Consulted with caregivers, educators, and staff across various settings, offering actionable recommendations to improve client adjustment and health and educational outcomes.
• Led group therapy sessions for teenagers using Dialectical Behavior Therapy.
• Conducted individual and family therapy for a caseload of up to 45 clients at a time (20 clients per week), 3% Spanish-speaking.

Supervisors: Kelly Sopchak, PhD, LP, LSSP & Evelyn Perez, PhD, LP, LSSP, NCSP

• Total Hours: 800
• Took warm hand-offs and collaborated with pediatricians, obstetrician-gynecologists, and nurses.
• Diagnosed and treated diverse presentations such as Post-Traumatic Stress Disorder, eating disorders, and mood disorders for patients aged two to 80 years across various demographic groups.
• Provided brief individual and familty Cognitive Behavioral Therapy. Intervened in crises. Conducted suicide and homicide risk assessments. Developed safety plans to protect the well-being of patients and others.
• Managed a caseload of up to 30 clients at a time, serving a total of 187 patients, 38% Spanish-speaking.

Supervisors: Leann Smith, PhD, LP & Anita Sohn McCormick, PhD, LP, LSSP, NCSP

• Total Hours: 387
• Conducted therapy for youth and young adult students at the university Counseling and Assessment Clinic.
• Provided parent training including Parent-Child Interaction Therapy sessions.
• Completed two suicide risk assessments and safety plans.
• Managed caseload of up to seven clients at a time. Reached a total of 10 clients, 10% Spanish-speaking.

Supervisors: Kirsten Newell, PhD, NCSP & Cynthia Riccio, PhD, ABPP

• Total Hours: 369
• Conducted psychoeducational assessments for four primary, secondary, and college students at the university Counseling and Assessment Clinic.
• Communicated assessment findings and recommendations to relevant stakeholders in a clear and concise manner, facilitating understanding and informed decision-making.

Supervisors: Jennifer James, PhD, NCSP & Christina Limbird, PhD, Dipl-Psych

• Total Hours: 1,095
• Supported multilingual and multinational students in bilingual and international school settings across Europe, addressing diverse academic and behavioral needs. Provided services in Portuguese to three students/caregivers.
• Completed 10 evaluations, one Functional Behavior Assessment, and one consultation case.
• Provided one-on-one, weekly academic interventions and progress monitoring for seven students.
• Collaborated with parents and teachers on student support plans and provided professional development for educators (see Invited Presentations).

Supervisors: Jennifer James, PhD, NCSP & Christine Robertson, EdD, NCSP

• Total Hours: 648
• Implemented Multi-Tiered Systems of Support and Positive Behavioral Interventions and Supports in a district where 52% of families fall below the Federal Poverty Level and 31% of residents have had four or more Adverse Childhood Experiences.
• Chaired multidisciplinary teams and formed relationships with staff and families in order to complete evaluations, conduct Functional Behavior Assessments, design Behavioral Intervention Plans, and make data-based decisions.
• Oversaw caseloads across two elementary schools and one dual immersion English/Spanish program.
• Served youth with special education eligibilities including Autism Spectrum Disorder, Specific Learning Disability, Cognitive Impairment, Severe Multiple Impairments, and Other Health Impairment due to Attention-Deficit/Hyperactivity Disorder.

Supervisor: Joseph Fisher, PhD

• Total Hours: 45
• Conducted comprehensive screenings to identify areas of need and set student-centered goals.
• Implemented evidence-based instructional strategies to address specific learning challenges in two elementary students.

Supervisor: Jamie Owen-DeSchryver, PhD

• Total Hours: 45
• Partnered with the middle school after-school program and non-profit organization, TEAM 21.
  
• Built relationships and interacted with adolescent students using active listening.
• Facilitated conversations around peer issues such as cyberbullying to promote safe and supportive environments.

Supervisors: Jennifer James, PhD, NCSP & Melissa Haigh, BA

• Total Hours: 96
• Assisted in general and special education Pre-Kindergarten classrooms, helping in every activity from circle time to lunch time.
• Joined with speech language pathologist, inclusion coach, and teachers to help students achieve Individualized Education Program goals.
• Participated in grade-level, initial evaluation, and 3-year-evaluation meetings.

Supervisor: Richard Alexander, MA

• Total Hours: 45
• Consulted registered nurse and staff on current cases and therapy techniques, including mindfulness and music therapy.
• Recorded daily patient observations and reviewed records.
• Wrote research paper on the presenting concerns in the adult male patient population, including severe mental illnesses, co-occurring diagnoses, harmful sexual behaviors, and adjudication statuses such as Not Guilty by Reason of Insanity.

• Donate time remotely, furthering the Peace Corps mission to promote world peace, friendship, and mutual understanding.
• Design four 2-hour teacher training live sessions focused on inclusive education strategies, including differentiated instruction, and assessment tools (see Invited Presentations).
• Conduct two 1.5-hour professional development workshops per month to train teachers and administrators on applying inclusive education practices in the classroom (see Invited Presentations).
• Offer weekly 1-hour virtual mentorship and coaching to support teachers implementing inclusive strategies.
• Review progress with Special Education Unit, gather feedback and make necessary adjustments to trainings.

• Volunteered to plan and team-teach lessons in Spanish with lead teacher. Instructed lessons alone in lead teacher's absence.
• Assisted local adult students during weekly two hour preparatory spring semester courses for United States citizenship. Taught online during the pandemic and in-person beginning in 2023.

• Completed volunteer orientation to gain cultural awareness and learn population needs.
• Provided psychological support to a team of volunteers assisting Ukrainian refugees at the main train station in Berlin during a single shift.
• Actively listened to volunteers, highlighting their personal strengths and providing empathetic guidance.
• Delivered psychoeducation and information on evidence-based practices and accessing resources.

• Returned to former employer for one month to do pro bono evaluations in order to support the psychology team during a staff shortage in a high-needs district.

• Appointed to board member position of Secretary. Kept meeting minutes and organizational records.
  
• Promoted cultural celebrations, healthy living, and educational opportunities in the local Latino community.
  
• Fundraised and volunteered at events including the Day of the Dead 5K, Fourth of July Parade, and Latino Veterans Appreciation Day.
• Chaperoned Latina high school students during Michigan State University campus visit in order to explore academic and career pathways and attend the Annual Día de la Mujer [Day of the Woman] Conference.

• Volunteered and founded the only Tandem Program conversational language exchange in a 40 mile radius.
• Paired English learners with English speakers to form mutual partnerships of language learning and cultural exchange.
• Expanded the non-profit organization's reach and established partnership with Muskegon Community College.

• Volunteered remotely, full-time, assisting board of directors with all administrative tasks for members across the United States.
• Devoted efforts and initiatives to eliminating health disparities and addressing health-related issues.
• Coordinated meetings, managed databases, edited documents, and maintained social media platforms.
• Completed 3-credit VISTA Blend Courses: Fundraising & Grant Writing (RESDEV306) and Volunteer Mobilization (VOLMOB201).
• Co-coordinated the annual national conference in Charlotte, North Carolina.

• Volunteered weekly for local non-profit organization tutoring adult English learners one-on-one.
• Employed the Laubach Way to Reading and Oxford Picture Dictionary methods to effectively teach English language skills and improve literacy levels.
• Provided information in English and Spanish to help tutees navigate United States culture, workplaces, and school systems.

• Volunteered weekly in two first grade classrooms.
• Executed one-on-one guided reading intervention to increase students' Fountas & Pinnell reading levels.