Samantha Haddad

Graduate student in School Psychology pursuing a Master of Science in School Psychology with a Pupil Personnel Services (PPS) credential, building upon a Bachelor’s degree in Biopsychology. I bring a strong foundation in psychological assessment, research methods, and evidence-based practices within educational settings, with over 1,200 hours of practicum and internship experience supporting students in both general and special education classrooms. Through this training, I have developed skills in psychoeducational assessment, data-driven intervention planning, and collaborative problem-solving while providing psychological services that support students’ academic, behavioral, and social development.

My experience includes assessing students’ functional capabilities through the review of standardized assessments, observational data, and anecdotal information; administering and interpreting a variety of psychological and educational tests; and preparing professional documentation, including comprehensive evaluations, observation reports, and progress summaries. I collaborate closely with teachers, families, and multidisciplinary teams to support student learning and behavior, contributing to program development and assisting with decisions related to student placement and individualized supports. In this role, I also serve as a learning and behavioral consultant to school personnel by helping develop and refine behavior plans and instructional strategies that address students’ diverse needs.

Additionally, I support the development, implementation, and evaluation of interventions for students with significant learning and behavioral challenges, including the application of applied behavior analysis (ABA) principles to guide evidence-based behavioral supports. I’ve participated in multidisciplinary team meetings, including Individualized Education Program (IEP) meetings, and provided consultation and instructional support to address academic and behavioral concerns in both regular and special education settings. I’ve also conducted research on evidence-based strategies, supported staff development, and monitored intervention data to evaluate the effectiveness of supports for students with more significant disabling conditions. I am committed to applying psychological knowledge, collaborative consultation, and data-driven practices to promote positive student outcomes across diverse school communities.