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.
Read our faculty blog.
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,
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