Current Members

Dr. Ingrid Sladeczek

Associate Professor

Research Interests

I have several areas of inquiry that broadly fall underneath an umbrella of Intervening with Vulnerable Populations (more specifically, developing, conducting, and evaluating interventions) for families and infants, children, youth, and young adults that are vulnerable for a myriad number of reasons, including developmental disabilities/delays (DD), parental stressors, parental psychopathology, parental functioning,  processes of care, radicalization, learning disabilities, and behaviour disorders. The interventions and evaluations thereof are examined in light of Canadian policy and worldwide shifts in service delivery systems.  My research program on early intervention, in particular, focuses upon (a) longitudinal analyses of family and child functioning while participating in diverse forms of service delivery (e.g., school-based services, intensive and comprehensive services delivered via not-for-profit organizations, public rehabilitation centers); (b) understanding and investigating early intervention services across Canada; and (c) engaging policy makers in moving forward an agenda that promotes a consensus with respect to policies that affect families and children with DD.  Beyond my focus on families who have children with developmental disabilities/delays, and looking at families and children with an autism spectrum disorder, more specifically,  my research endeavours range from -- promoting literacy development in infants to radicalization of youth, to how we can support youth with learning disabilities in science, technology, engineering, and mathematics, to investigating affective computing. My program of research has been funded by several agencies including; the Social Sciences Humanities Research Council, the Max Bell Foundation , the Office of Disability Issues, the Canadian Institute of Health Research, Miriam Home Foundation , the Spencer Foundation, Brain Canada, Bell Canada, and rehabilitation centers in Quebec.

 

Scholarly/Supervision Interests

Early Intervention for Families and Children with Autism, Intellectual Disabilities, and Vulnerable Populations, Consultation, STEM and Learning Disabilities, Expressive Writing & Youth, the creation of Affective Computing Environments as Adjunct to Traditional Therapies for Children with Disabilities/Delays

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Doctoral Students

Greg Davies

Gregory is a PhD4 student in the School/Applied Child Psychology (SACP) program. He obtained his Bachelor’s degree in Psychology at Simon Fraser University and his Master’s degree within the SACP program. His research interests include interventions for children with autism spectrum disorders (ASD) and other developmental disabilities, particularly strengths-based/positive approaches to working with families. His doctoral research project examines protective and resilience factors for parental stress in families of children with ASD. His master’s project evaluated the relationship between adaptive functioning, family-centered care, and parenting stress within early intensive behavioural interventions programs for children with ASD. Findings from this project were shared at the 2018 CPA Annual Convention. Gregory was a recipient of a 2016-2017 Canada Graduate Scholarship - Master’s (CGS M) from the Canadian Institutes of Health Research (CIHR). Gregory’s research is currently supported by a Doctoral Award from the Le Fonds de recherche du Québec – Santé (FRQS).

Recent Peer Reviewed Publications                                   

  • Craig, S. G., Davies, G., Schibuk, L., Weiss, M. D., & Hechtman, L. (2015). Long-Term Effects of Stimulant Treatment for ADHD: What Can We Tell Our Patients?. Current Developmental Disorders Reports. 2(1): 1-9.                                          

  • Weiss, M. D., Craig, S. G., Davies, G., Schibuk, L., & Stein, M. (2015). New Research on the Complex Interaction of Sleep and ADHD. Current Sleep Medicine Reports. 1(2): 114–121.

                

Recent Peer Reviewed Conference Presentations 

  • Davies, G., Sladeczek, I., Moxness, K., Garcin, N., Lanovaz, M., Chebli, S. (2018, June). Early Intensive Behavioural Intervention Program Outcomes for Children with Autism: The Relationship Between Adaptive Behaviour, Family-Centered Care, and Parenting Stress. Oral presentation at the annual convention of the Canadian Psychological Association, Montreal, QC.

  • Davies, G., Sladeczek, I., Amos, J., Moxness, K., Garcin, N., Lanovaz, M., Chebli, S., & Maduro, A. (2017, June). Early intervention outcomes for parents and children with autism spectrum disorders: Adaptive behaviour, parent stress, and perceptions of care. Poster presented at the annual convention of the Canadian Psychological Association, Toronto, ON.

  • Amos, J., Hassan, N F., Fernandez, M., Davies, G., Sladeczek, I.E., Moxness, K., Garcin, N. & Lanovaz, M. (2017, March). Early intervention for children with autism spectrum disorder: Social skills, behaviours, and parental stress. Symposium presented at the 16th Annual Education Graduate Student Society Conference, Montreal, QC.

  • Davies, G., Joseph, S., Sladeczek, I., Lach, L., Glidden, G., & Bogossian, A. (2016, March). Professional Supports for Children with Intellectual Disabilities and/or Autism Spectrum Disorders: Evaluation of a Clinical Consultation Model. Poster presented at the annual meeting of the McGill EGSS Conference, Montreal, QC.

gregory.davies@mail.mcgill.ca

Janet Amos

Janet Amos is a PhD4 student in the School/Applied Child Psychology program. Her research interests include expressive writing, mental health promotion, and school-based interventions. She recently completed her MA in SACP researching how early intensive behavioural intervention can impact social skills in young children with ASD. She has presented this work at the 2017 NASP convention. Previously, Janet completed a BA in psychology (honours) at the University of Guelph. Apart from her research, Janet works as a TA in the Department of Educational and Counselling Psychology. Janet is the recipient of a 2016-2017 Social Sciences and Humanities Research Council, Bombardier CGS Masters Research Fellowship (SSHRC, $17,500/year) and a 2018-2022 Fonds Québécois de la recherche sur la société et la culture, Bourse de doctorat en recherche (FQRSC, $21,000/year).

 

Recent Peer-Reviewed Publications

  • Amos, J., Sladeczek, I. E., Saade Chebli, S., Moxness, K., Lanovaz, M. (Advance stage of preparation). Family, Community, and Service Provider Opportunities for Social Interaction and Social Skills of Children.

  • Sladeczek, I. E., Fontil, L., Miodrag, N., Karagiannakis, A., Amar, A. & Amos, J. (2017). Comparing Service Delivery Models for Children with Developmental Delays in Canada: Adaptive and Maladaptive Behaviours, Parental Perceptions of Stress and Care. Exceptionality Education International, 27, 38-61.

 

Recent Conference Presentations

  • Amos, J., Sladeczek, I. E., Saade Chebli, S., Moxness, K., Lanovaz, M. (2018, June). Family, Community, and Service Provider Opportunities for Social Interaction and Social Skills of Children with Autism. Presented at the International Congress of Applied Psychology, Montreal, QC.

  • Amos, J., Sladeczek, I., Groleau, D., Farella Guzzo, M., Voisard, B. (2018, May). Self-Compassion Predicts Behavioural and Emotional Wellbeing in Adolescence. Presented at the MCGill Summer Institute for School Psychology, Montreal, QC.

  • Davies, G., Sladeczek, I. Amos, J., Moxness K., Garcin, N., Lanovaz, M., Chelbi, S., Maduro, A. (2017, June). Early Intervention Outcomes for Parents and Children with Autism Spectrum Disorders: Adaptive Behaviour, Parent Stress, and Perceptions of Care. Poster presented at the Canadian Psychological Association Convention, Toronto, ON.

  • Amos, J., Hassan, F., Fernandez, M., Davies, G. (2017, March). Early Intervention in the Quebec Context: Fine-tuning service provision for better child and family outcomes. Panel presented at the EGSS Annual Conference, Montreal, QC.

  • Amos, J., Sladeczek, I., Moxness, K., Lanovaz, M., Garcin, N., & Chebli, S. (2017, February). Family and Intervention Characteristics Impacting Social Skills in Children with Autism. Poster will be presented at the National Association of School Psychologists 2017 Annual Convention, San Antonio, TX.

janet.amos@mail.mcgill.ca

Melissa Fernandez

Melissa Fernandez is a PhD3 student in the School/Applied Child Psychology program at McGill University. Her research interests include conjoint behavioral consultation, program evaluation, and parent therapeutic self-efficacy. She obtained a Bachelor of Arts (honors) in Psychology and Women’s Studies, from the University of Prince Edward Island and a Master of Arts in Educational Psychology from McGill. Her master’s thesis examined changes in stereotypic engagement, in children with ASD, after the onset of two early intervention services; EIBI and a combination of the Carolina Curriculum and TEACCH. Apart from academia, Melissa stays actively involved in applied work with special populations through employment, volunteer, and research positions in PEI and Quebec. She works as a an ABA therapist and serves as the President of the School Psychology Student Association. Melissa has received Graduate Excellence Fellowships at the Master’s and Doctoral level, as well as an Autism Graduate Award and a Ministere de l’education Award for her work with students who identify as Neurodiverse. 

 

Recent Peer-Reviewed Publications

  • Sladeczek, I. E., Fontil, L., Gittens, J., & Fernandez M. (Submitted). Making for smoother early school transitions for families and children with ASD. DEC Recommended Practices Monograph Series No. 8.  

  • Fernandez, M., Sladeczek, I. E., Lanovaz, M., Moxness, K., Garcin, N., & Slade, S. (advance state of preparation). Brief report: Changes in motor and vocal stereotypy in young children with autism.

  • Fontil, L., Fernandez, M., & Sladeczek, I. E. (advance state of preparation). Service providers’ perceptions of the efficacy of a transdisciplinary model for early intervention. 

 

Recent Conference Presentations 

  • Fernandez, M., Sladeczek, I. E., Fontil, L., & Gittens, J. (2019, November). Facilitating successful school transitions for children with ASD: Principles and recommended practices. Poster submitted for presentation to the Summit Centre for Education, Research, and Training Conference. 

  • Amos, J., Sladeczek., I. E., & Fernandez, M. (2019, May). Implications for research and practice when assessing fidelity of implementation: A case study of school-based expressive writing interventions. Poster presented at the McGill Summer Institute for School Psychology, Montreal, QC.

  • Fernandez, M., Brown, M., Sladeczek, I. E., Joseph, J., Lach, L., ...Kotsornithis, M. (2019, April). Helping partners and families of children with autism and/or intellectual disabilities become effective change agents through clinical consultation. Poster presented at the 5th Annual Autism Leadership Summit, Ottawa, Ontario. 

  • Fernandez, M., Sladeczek, I. E., Lanovaz, M., Moxness, K., Garcin, N., & Chebli, S. (2018, June). Stereotypy in children with autism spectrum disorder receiving early intervention. Poster presented at the International Congress of Applied Psychology Symposium, Montreal, Quebec.

  • Fernandez, M., Sladeczek, I. E., Amar, D., Han, H., Mortin, H., Hassan, N. F., Amos, J. (2016, March). The relationship between sensory processing and adaptive behaviors in children with developmental disabilities. Poster presented at the Jean-Paul Dionne Symposium, Ottawa, Ontario.

melissa.fernandez2@mail.mcgill.ca

Jalisa Gittens

Jalisa Gittens is a PhD3 student in School/Applied School Psychology. Her research interests include early intervention, consultation, developmental disabilities, chronic disease, bullying, the transition to school and mental health in schools. Jalisa's proposed dissertation aims to investigate the available literature addressing school supports which are currently being implemented to support the learning of individuals living with chronic pain, to understand the experiences and needs of adolescents living with endometriosis within educational settings to create a guide for teachers and health professionals on how best to support these students, and to implement the school supports within an education setting for students with endometriosis.

 

Recent Peer Reviewed Publications

  • Fontil, L., Sladeczek, I. E., Gittens, J., Kubishyn, N., & Habib, K. (2019). From early intervention to elementary school: A survey of transition support practices for children with autism spectrum disorders. Research in developmental disabilities, 88, 30-41. 

  • Fontil, L., Gittens, J., Beaudoin, E., & Sladeczek, I. E. (2019). Barriers to and Facilitators of Successful Early School Transitions for Children with Autism Spectrum Disorders and Other Developmental Disabilities: A Systematic Review. Journal of autism and developmental disorders, 1-16. 

 

Guest speaker presentations

  • Gittens, J. (2018, April). Studying in School/Applied Child Psychology. Presented at African Canadian Development and Prevention Network 2nd annual Career Fair, Montreal, QC.

 

Recent Peer Reviewed Poster Presentations

  • Gittens, J., Sladeczek, I.E. (2019, May). Supporting Adolescents with Endometriosis within the School Setting: A Canadian Perspective. Poster presented at the 5th Congress of The Society of Endometriosis and Uterine Disorder, Uterine Bleeding and Fibroids: From Bench to Bedside, Montreal, QC.

  • Gittens,J., Laura,F., Sladeczek,I.E. (2018, April). Parent Involvement and the Transition to Kindergarten Services for Children with Autism Spectrum Disorders in Canada. Poster presented at the Canadian Autism Leadership Summit, Ottawa, ON.

  • Gittens,J., Laura,F., Sladeczek,I.E., Keenan,M.,Kubishyn,N. (2017, August). Effects of Parental Involvement in Transition to Kindergarten Services for Children with Autism Spectrum Disorders in Canada. Poster presented at the McGill Summer Institute for School Psychology, Montreal, QC.

  • Fontil, L., Sladeczek, I.E., Gittens, J., Habib, K. (2017, June). Transition to school for children with autism spectrum disorders: A comparison of Canadian and American service delivery models. Poster presented at the Canadian Psychological Association Annual National Convention, Toronto, ON.

jalisa.gittens@mail.mcgill.ca

Emily Beaudoin

Emily Beaudoin is a PhD3 student in the School/Applied Child Psychology program at McGill University. Her research interests investigate the cognitive deficits of children with learning disabilities and how this plays a role in science education and early intervention outcomes for children with Autism Spectrum Disorder. Recently, she completed her MA in School/Applied Child Psychology researching parental outcomes after an early intervention for children with Autism and the impacts of stereotypic behaviours. Before McGill, Emily completed her BA in psychology (honours) at Carleton University. While at Carleton, Emily worked as a research assistant in the Pickering Centre for Human Development for Dr. Robert Coplan. In addition, Emily completed her undergraduate honours thesis under the supervision of Dr. Andrea Howard and presented her research at the Psychology Undergraduate Research Event (PURE) at Carleton University. While at McGill, Emily has been involved with the McGill Summer Institute for School Psychology conference as a Sponsorship Committee member (2017) and Internal Representative (2018) in addition to Education Graduate Students’ Society (EGSS) conference as a Peer-Review Committee member (2017) and the Communications Coordinator (2018). Emily is the recipient of the 2017-2018 Joseph Armand Bombardier Canada Graduate Scholarship-Master’s (CGS M) from Social Sciences and Humanities Research Council (SSHRC; $17, 500) and Ann Gross Fellowship.

Recent Peer Reviewed Publications

  • Fontil, L., Gittens, J., Beaudoin, E., & Sladeczek, I. E. (2019). Barriers to and Facilitators of Successful School Transitions for Children with Autism Spectrum Disorders and other Developmental Disabilities: A Systematic Review. Journal of Autism and Developmental Disorder, 1-16.

  • Asghar, A., Sladeczek, I. E., Beaudoin, E., & Mercier, J. (2017). Learning in Science, Technology, Engineering, and Mathematics: Supporting Students with Learning Disabilities. Canadian Psychology, 58(3), 238.

 

Recent Peer Reviewed Poster Presentations

  • Beaudoin E., Sladeczek, I., Lanovaz, M., Moxness, K., & Garcin, N. (2019, March). Parental stress and Autism Spectrum Disorder. Poster presentation at the 18th Annual Education Graduate Students’ Society conference, Montreal, QC.  

  • Asghar, A., Sladeczek, I., Mercier, J., & Beaudoin, E.  (2018, May).  Supporting students with Learning Disabilities in Science, Technology, Engineering, and Mathematics (STEM) Education.  Paper presentation at the Supporting Active Leaning & Technological Innovation (SALTISE) Conference, McGill University, QC.

  • Beaudoin E., Sladeczek, I., Lanovaz, M., Moxness, K., & Garcin, N. (2018, April). stereotypic behaviors in children with autism spectrum disorder: Early intensive behavioural intervention program outcomes for children with autism and parental stress. Poster presentation at the 2018 Canadian Autism Leadership Summit, Ottawa, ON.

  • Beaudoin, E., Ashgar, A., & Sladeczek, I. (2017, March). Exploring the challenges in science education for children with learning disabilities. Poster presentation at the 16th Annual Education Graduate Students’ Society conference, Montreal, QC.

Emma Tedone

Emmanuela (Emma) Tedone is a PhD2 student in School/Applied Child Psychology. She completed a B.A. in Psychology (under the supervision of Dr. Robert Cassidy) and Journalism (Print) at Concordia University and a M.Ed in Educational Psychology at McGill University.  As part of her M.Ed research project, she implemented a social-emotional program for children with speech and language difficulties at a specialized school.  Quite broadly, Emma’s research interests include language acquisition and bilingualism, social-emotional regulation, childhood trauma, autism and visual challenges, and deafness.  For her PhD dissertation, Emma will focus on the misguided social and cultural factors affecting language deprivation syndrome in D/deaf children.  Emma works at two specialized schools (physical disabilities, speech and language challenges, visual challenges, D/deaf) in Montreal and as a psychological assistant.  She was also a writer for the McGill Journal of Education and has been an autism therapist for 8 years.  Emma is the recipient of a Graduate Excellence Fellowship for 2018-2020.  On her spare time, she loves reading, writing, and telling punny jokes!

Recent Conference Presentations

  • Tedone, E. (2019, April). Advancing teaching and clinical practices for children with visual challenges and autism spectrum disorder. Poster presented at the 5th Annual Autism Leadership Summit, Ottawa, ON.

  • Tedone, E., Muis, K., & Sladeczek, I. (2016, August). A social and emotional program for students with speech and language exceptionalities: A psychoeducational approach. Paper presented at the World Congress on Special Needs Education, Philadelphia, PA.​

  • Tedone, E., Muis, K., & Sladeczek, I. (2016, March). A social and emotional program for students with speech and language exceptionalities: A psychoeducational approach. Paper presented at the McGill Education Graduate Students’ Society Conference, Montreal, QC.​

  • Spinu, L., Cardona, J., Tedone, E., & Holkestad, D. (2012, April). Examining accent imitation capacities across monolingual and bilingual speakers. Paper presented at the Cornell Undergraduate Linguistics Colloquium, Ithaca, NY.

  • ·Spinu, L., Cardona, J., Tedone, E., & Holkestad, D. (2012, April). Examining accent imitation capacities across monolingual and bilingual speakers. Paper presented at the Western Interdisciplinary Student Symposium on Language, London, ON.​

Recent Publications

  • Tedone, E., Muis, K., & Sladeczek, I. (2016). A social and emotional program for students with speech and language exceptionalities: A psychoeducational approach. Literacy Information and Computer Education Journal, 8(1), 2428-2435. doi: 10.20533/licej.2040.2589.2016.032

  • Tedone, E., Muis, K., & Sladeczek, I. (2016). Proceedings from the World Congress on Special Needs Education. Philadelphia, PA.​

  • Stevenson, M., & Tedone, E. (2015). Tip sheet for teachers on attention deficit hyperactivity disorder. MAB-Mackay Rehabilitation Centre. ​

  • Tedone, E., & Cassidy, R. (2011). Understanding psychosis: An examination of language comprehension impairments in schizophrenia and the cognitive neuroscience model of memory. Mind Pad Canadian Psychological Association, 21-24. Retrieved from http://www.cpa.ca/docs/File//Students/MindPad/articles/v1.2-21_Tedone.pdf

emmanuela.tedone@mail.mcgill.ca

Ingrid Hove

Ingrid Hove is a PhD1 student in the School/Applied Child Psychology program. She completed a BA (Honours) in Psychology at the University of Regina and an MA in Educational Psychology and Counselling at McGill University. Ingrid has worked as a guidance counsellor and an educational consultant with the Sir Wilfrid Laurier School Board, and as a project development officer within the anglophone sector of the Ministère de l’Éducation et de l’Enseignement supérieur. Her work experience and research interests include dropout prevention, diversified learning opportunities at the high school level for students with intellectual disabilities, and the impact of school transitions due to geographic mobility for students with disabilities in military families. Ingrid is a member of the Ordre des conseillers et conseillères du Québec. She is the recipient of a Graduate Excellence Fellowship for 2019-2020 and very pleased to be a new member of the S.T.A.R. lab.

ingrid.hove@mail.mcgill.ca

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Masters Students

Maria Brown

Maria Brown is an MA2 student in the School/Applied Child Psychology program. She completed her BA in psychology at Concordia University. Her research interests include children with developmental disabilities, intervention evaluation, disruptive behavior disorders, and the effects of family functioning on children’s mental health. Maria also works privately as a behavioral therapist for children with ASD and is part of the 2020 Summer Institute for School Psychology (SISP) executive committee. 

maria.brown@mail.mcgill.ca

Jenny Wang

Jenny is a first-year Master of Education (M.Ed), General Educational Psychology (Project) student at McGill University and is the recipient of the Graduate Excellence Fellowship. She also completed her Bachelor of Science (Nursing) degree at McGill University. Her clinical experiences include working as a nursing student in healthcare settings while conducting research on the lived experiences of children with chronic illnesses. Her research interests include understanding children’s learning, participation, and motivation in clinical contexts and hopes to fill in gaps related to nursing practice and client education. She is looking forward to continuing her education and research within Dr. Ingrid Sladeczek’s team.

yi.wen.wang@mail.mcgill.ca

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Volunteers

Mary Brooks

Mary is currently completing a BA in psychology at McGill University. She has an interest in cognitive development as well as mental health. She hopes to pursue a career working with children and adolescences in a clinical setting.

mary.brooks2@mail.mcgill.ca

Gabrielle Dickner

Gabrielle is currently completing a BA in psychology and anthropology. She has experience working with children in many different settings (e.g., daycare center, specialized school, in-home routine) and hopes this experience will further her knowledge in child psychology. With a special interest in anxiety and how it affects people of all ages, she hopes to one day help those in need therapeutically.

dickner.g@hotmail.fr

Samantha Gibson

Samantha Gibson is currently in her fourth year at McGill University, undertaking a B.A. in psychology with a double minor in behavioural science and music. Samantha is a strong believer that any artistic medium is an important resource for the improvement of mental health in youth, and hopes to have a future working with adolescents therapeutically. Samantha is grateful to have been a part of this team for the past year, and is excited to continue assisting with the research being accomplished in Dr. Sladeczek's lab!

samantha.gibson@mail.mcgill.ca

Karine Talbot

Karine is currently in her second year at McGill completing a BA in Psychology with a double minor in Political Science and Behavioural Science. She is interested in promoting mental health awareness and intervention among the youth population, such as involvement in social activities that can act as a therapeutic means. She hopes to someday work with children and adolescents in an educational or a clinical setting. 

karine.talbot@mail.mcgill.ca

Stephanie Tardif-Bennett

Stephanie is currently in the process of completing a BA in Psychology at Concordia University. Stephanie has experience as a personal development coach, neurofeedback coach, research assistant and educator working with a variety of individuals with cognitive, behavioural and social disabilities. With a particular interest in motivation, habits and intervention she hopes to later pursue a Master's Degree in educational psychology and counselling at McGill University.

stephanietardifb@gmail.com

Vincent Weng-Jy Cheung

Vincent is currently completing a MSc in biomedical science at UdeM and working at CHU Sainte-Justine. As an aspiring researcher and teacher, he hopes to learn more about child development and mental health so that it could help him apply his expertise in the clinical setting.

vincent.w.cheung@mail.mcgill.ca

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