Alex Newson, M.S. (She/her/hers)
Doctoral Student / Research Assistant
Alex is a doctoral student in Special Education at the University of Oregon. She is a recipient of Project COLEAD – an OSEP funded leadership grant focusing on autism, evidence-based practices, diversity, and collaboration across universities. Her current research interests include equitable neuroinclusive research methodologies (PAR, CBPR, DBIR), collaborative trauma-informed teacher education programs for neurodivergent educators and service providers, and the promotion of autistic mental health in schools for students and staff. Before beginning her doctoral studies, Alex received a Master of Science at the University of Oregon in Special Education with K-12 licensure under Project STEP – an OSEP funded personnel preparation grant focusing on low-incidence disabilities. Alex taught in private and public-school settings in the Pacific Northwest as a certified Special Educator and educational assistant. Outside of academia, Alex loves to spend time with husband, dog and family, read, hike, and watch Antiques Roadshow while drinking tea.
John Gallo (He/him/his)
Research Assistant
John Gallo joined the University of Oregon School Psychology Ph.D. program in 2019, receiving a Promising Scholar Award. John is a 4th year Ph.D. candidate in School Psychology and will soon receive a M.S. in Special Education.
John’s early contributions to education include his undergraduate involvement at the University of Arizona where he worked on a team collaborating with local tribal agencies to discover what school supports (school gardens, community workshops, summer engagement projects, etc.) work best for Native American youth. When moving to Oregon, John discovered the importance of structuring school systems through a tiered model, where he aligns his research by investigating both academic and behavioral/mental health supports. John received a student grant award from APBS, where he led a team to research positive support practices to create a better school climate for LGBTQIA+ identifying students. He also was a lead developer on a new DIBELS academic screener. Additionally, John works as a research assistant on project ReACT, an equity based positive behavioral interventions and supports framework used to reduce disproportionate office discipline referrals and increase positive teacher behaviors.
Stephanie St. Joseph, Ph.D. (She/her/hers)
Research Assistant
CV
Stephanie has 14 years of experience as a nationally certified school psychologist. She is currently completing her dissertation for the Special Education doctoral program, which is a single-case design study that adapts cognitive-behavioral therapy to address anxiety in children with autism spectrum disorders. Stephanie is interested in mental health for students, autism spectrum disorders, special education law, and positive behavior interventions and supports. Stephanie is originally from the east coast but loves taking in all the mountain views and visiting the Pacific Coast. Stephanie loves to read, sing, baking (and eating the finished results) but most of all loves her rescue dog.
Mavis Gallo, Ph.D. (They/them/theirs; She/her/hers)
Research Assistant
Mavis is a doctoral candidate in the Prevention Science program, where their primary research examines the impact of institutions on the mental health of LGBTQ folks across the lifespan. Mavis has a particular interest in school-based institutional betrayal and suicidality among LGBTQ youth. Mavis has a background in clinical mental health delivery and crisis work, specifically in adolescent residential treatment and inpatient substance use treatment. Outside of academia, Mavis enjoys loud music, coffee, art, soccer, cooking for others, and parenting three spicy cats.