Heather Alvarez, Ph.D. is the Clinical Director of the Sebago Education Alliance in southern Maine. Dr. Alvarez earned her doctorate in clinical psychology from Virginia Tech University with a specialization in children and adolescents. Her clinical work and research focuses on effective interventions for children with behavioral and emotional disorders.
James Babcock, M.A., NCSP is a doctoral candidate at the University of Southern Maine and School Psychologist-Specialist at Windham High School. His research focuses on the use of video modeling to improve student engagement.
Rebekah Bickford, Psy.D., NCSP is Assistant Clinical Research Professor at the University of Southern Maine. She earned her Psy.D. in School Psychology from USM and specializes in Positive Behavioral Interventions and Supports (PBIS) as well as consultation to teachers and school teams seeking to improve student learning outcomes.
Theodore Christ, Ph.D. is Associate Professor of School Psychology at the University of Minnesota. He earned his doctorate at the University of Massachusetts, Amherst. His research focuses on curriculum-based measurement and instructional decision making.
Alexis Kiburis, Psy.D., NCSP is Director of the SMART for Schools Learning Lab at the University of Southern Maine. She earned her doctorate at USM and specializes in interventions for students with academic difficulties. She completed additional training at the Portland Children’s Dyslexia Center is an Orton-Gillingham reading tutor.
Michael Scheib, M.S.W. is a doctoral student at the University of Southern Maine. He earned his master’s degree in social work at the University of Iowa where he also worked as a graduate student in behavioral psychology. His research interests include focused interventions for individuals with moderate to severe disabilities.
Meaghan Swan, M.S. is a doctoral candidate at the University of Southern Maine and school psychology intern at the Sebago Education Alliance. She taught special education for many years in Maine schools and her research focuses on the use if multi-tiered systems of support for secondary students.