Dr. Sarah Conoyer
Associate Professor
(e-mail)
Education: Ph.D., 2013
University of Missouri-Columbia
Specialization:
School Psychology
Phone:
(618) 650-3659
Office:
AH-0121
About Dr. Conoyer
Sarah J. Conoyer received her Ph.D. in School Psychology from the University of Missouri in 2013. She completed her pre-doctoral internship through the Illinois School Psychology Internship Consortium and was placed at Township High School District 211 in Palatine, IL. During internship as well as her postdoctoral fellowship, Dr. Conoyer provided school psychological services to students and families in traditional high school settings as well as therapeutic day and residential programs. Before coming to SIUE in 2017, she was an assistant professor of psychology at the Texas A&M University – Commerce.
Dr. Conoyer's research interests are in developing formative assessments to assist elementary, middle and high schools in identifying and evaluating methods to monitor students with academic difficulties in content areas such as social studies and science, as well as examining how school psychologists and teachers use data to make instructional decisions. Her research has been presented at the annual meeting of the National Association of School Psychologists (NASP), the Pacific Coast Research Conference (PCRC), and the Council for Exceptional Children (CEC).
Dr. Conoyer teaches graduate courses in clinical child and school psychology including cognitive assessment of children and adolescents, psychopathology of children and families, behavioral assessment. She also teaches undergraduate courses including psychopathology and psychological tests and measures.
To hear more about Dr. Conoyer’s educational journey and interests you can listen here: https://thinkaloudwithdrg.buzzsprout.com/1783421/10369366-e17-sarah-conoyer
Mentoring Expertise
Dr. Conoyer is available to mentor students interested in academic assessment and intervention, multi-tiered systems of support, and students interested in school or clinical child psychology.
Representative Publications
- Conoyer, S. J., Therrien, W. J., & White, K. K. (2022). Meta-Analysis of validity and review of alternate form reliability and slope for curriculum-based measurement in science and social studies. Assessment for Effective Intervention, 47(2), 101–111. https://doi.org/10.1177/1534508420978457
- Maki, K.E., McGill, R.J., Conoyer, S.J., Fefer, S., & Ward, T. (2021) Assessing the impact of sequential data presentation on specific learning disabilities identification decisions using PSW methods. Journal of Psychoeducational Assessment 39(3), 372-380. https://doi.org/10.1177/0734282920983951
- Watt, S., Conoyer, S., Ford, J. W., Foegen, A., & Luckey, G. (2021). Raising the Power of Curriculum-Based Measurement Tools in Preservice Training. Teacher Education and Special Education, 44(1), 78–92. https://doi.org/10.1177/0888406420916829
- Thomas, E.R., Conoyer, S.J., & Lembke, E.S. (2020). District-wide evaluation of RTI implementation: Personnel’s perceptions of success, challenges, and self-efficacy. Learning Disabilities Research & Practice. 35(3), 118 -125. https://doi.org/10.1111/ldrp.12226
- Conoyer, S. J., Goran, L., Allen, A. A., & Hoffman, K. E. (2020). Exploring the reliability of curriculum-based measurement as a formative assessment in a college classroom. Assessment for Effective Intervention. 45(4), 311–320. https://doi.org/10.1177/1534508418818883
- Conoyer, S.J., Ford, J.W., Smith, R.A., Mason, E.N., Lembke, E.S, & Hosp, J.L. (2019). Examining curriculum-based measurement screening tools in middle school science: A scaled replication study. Journal of Psychoeducational Assessment, 37(7), 887-898. doi: https://doi.org/10.1177/0734282918803493
- Conoyer, S. J., & Carrero, K.M. (2019) A process framework to assist system level consultants with program evaluation in schools. Research and Practice in the Schools. 6(1), 55 – 66. https://bit.ly/2MlzQGb
- McGill, R.J., Conoyer, S.J., & Fefer, S. (2018) Elaborating on the linkage between cognitive and academic weaknesses: Using diagnostic efficiency statistics to inform PSW assessment. School Psychology Forum. 12(4), 118 – 132. https://bit.ly/30WxxPc
- Ford, J., Conoyer, S.J., Lembke, E., Smith, R.A., & Hosp, J.L. (2018). A comparison of two content area curriculum-based measurement tools. Assessment for Effective Intervention, 43(2), 121-127. https://doi.org/10.1177/153450841773675
