Department of Psychology
Director of Clinical Training, School Psychology
Assistant Professor


Office: 215-871-6457

Dr. Amanda Lannie received her PhD in School Psychology from Syracuse University. She has professional experience as a consultant, trainer, applied researcher, and building-level psychologist. She has worked extensively in public schools and alternative education settings to improve the academic and behavioral outcomes of all students through the adoption and implementation of effective and efficient academic and behavioral interventions.

Dr. Lannie is a licensed Psychologist in Pennsylvania and Maryland, certified school psychologist in Pennsylvania, and Board Certified Behavior Analyst (BCBA-D).

  • Education

    Dr. Lannie received her PhD in School Psychology from Syracuse University.

  • Research

    Dr. Lannie’s research interests include school-based consultation, system-wide interventions as a mechanism for delivering supports to all students, and designing effective and efficient interventions for students with emotional/behavioral disorders.

  • Publications


    Garbacz, S. A., Lannie, A. L., Jeffrey-Pearsall, J. L., & Truckenmiller, A. J. (2015). Strategies for effective coaching. Preventing School Failure, 59, 263-273.

    Lannie, A. L. & McCurdy, B. L. (2010). Conduct disorder: Information for parents. In A. S. Canter, L. Z. Paige, & S. Shaw (Eds.), Helping children at home and school III (3rd ed.; pp. S-4H14 1-4). Bethesda, MD: National Association of School Psychologists.

    Lannie, A. L., Codding, R. S., McDougal, J. L., & Meier, S. (2010). The use of change-sensitive measures to assess school-based therapeutic interventions: Linking theory to practice at the tertiary level. School Psychology Forum, 4(2), 1-14.

    McCurdy, B. L., Lannie, A. L., & Barnabas, E. R. (2009). Reducing disruptive behavior in an urban school cafeteria: An extension of the Good Behavior Game. Journal of School Psychology, 47, 39-54.

    Lannie, A. L. & Martens, B. K. (2008). Targeting performance dimensions in sequence according to the Instructional Hierarchy: Effects on children’s math work within a self-monitoring program. Journal of Behavioral Education, 17, 356-375.

    Lannie, A. L. & McCurdy, B. L. (2007). Preventing disruptive behavior in the urban classroom: Effects of the Good Behavior Game on student and teacher behavior. Education and Treatment of Children, 30, 85-98.

    Lannie, A. L. & Martens, B. K. (2004). Effects of task difficulty and type of contingency on students’ allocation of responding to math worksheets. Journal of Applied Behavior Analysis, 37, 53-65.

    Martens, B. K., Hilt, A., Needham, L. R., Sutterer, J. R., Panahon, C. J., & Lannie, A. L. (2003). Carryover effects of free reinforcement on children’s work completion. Behavior Modification, 27, 560-577.

    Martens, B. K., Ardoin, S. P., Hilt, A., Lannie, A. L., Panahon, C. J., & Wolfe, L. (2002). Sensitivity of children’s behavior to probabilistic reward: Effects of a decreasing-ratio lottery system on math performance. Journal of Applied Behavior Analysis, 35, 403-406.

    Book Chapters and Non-Refereed Publications

    McCurdy, B. L., Lannie, A. L., & Jeffrey-Pearsall, J. L. (2011). Evaluating students with emotional and behavioral concerns. In T.M. Lionetti, E.P. Snyder, and R.W. Christner (Eds.), A practical guide to building professional competencies in school psychology (pp. 121-140). New York: Springer.

    Lannie, A. L. & McCurdy, B. L. (2007, March). The challenge of conduct disorder. Principal Leadership, 7, 11-15.

  • Memberships

    • Association for Behavior Analysis International
    • Association for Positive Behavior Support
    • National Association of School Psychologists