Ph.D. in Educational Psychology, University of Wisconsin-Madison, 2005
M.S. in Educational Psychology, University of Wisconsin-Madison, 2003
M.A. in Education, Claremont Graduate University, 1993
B.A. in Sociology, Whittier College, 1991
Mindfulness and contemplative practices
Andrew Roach is Associate Director of the Center for Leadership in Disability (CLD) — a University Center for Excellence in Disability (UCEDD) at Georgia State University.
He is an associate professor with joint appointments in the Department of Counseling and Psychological Services (College of Education & Human Development) and the School of Public Health.
Dr. Roach is a nationally certified school psychologist and former elementary and middle school teacher (nine years of classroom experience). He also coordinated family-centered positive behavior support services at Monroe Carell Jr. Children’s Hospital at Vanderbilt University prior to coming to GSU.
In 2010, he received the Lightner Witmer Early Career Research Award from the American Psychological Association – Division 16 (School Psychology).
Dr. Roach also received the Council for Exceptional Children’s Early Career Publication Award in 2007 for a study that examined the influence of access to the general curriculum on the assessment performance of students with disabilities (Roach & Elliott, 2006).
From 2010-2014, he served as an association representative on the Joint Committee on Standards for Educational Evaluation (JCSEE).
University courses that Dr. Roach has taught include Intervention Strategies for Students with Learning Problems, Psychological Consultation in the Schools, Mindfulness in Education & Mental Health, and Assessment Policies, Issues, & Practices.
Vinoski, E., Graybill, E., & Roach, A.T. (2016). Building self-determination through inclusive extracurricular programs. Teaching Exceptional Children, 48, 258-265.
Roach, A. T., Kurz, A., & Elliott, S. N. (2015). Facilitating opportunity to learn for students with disabilities with instructional feedback data. Preventing School Failure: Alternative Education for Children and Youth, 59, 168-178.
Carboni, J. A., Roach, A.T., & Fredrick, L.D. (2013). Impact of mindfulness training on the behavior of elementary students with attention-deficit/hyperactive disorder. Research in Human Development, 10(3), 234-251.
Meiklejohn, J., Phillips, C., Freedman, M.L., Griffin, M.L., Biegel, G., Roach, A.T., Frank, J.L., Burke, C., Pinger, L. Soloway, G. Isberg, R., Sibinga, E., Grossman, L., & Saltzman, A. (2012). Integrating mindfulness training in K-12 education: Fostering the resilience of teachers and students. Mindfulness, 3, 291-307.
Roach, A.T., Beddow, P.A., Kurz, A., Kettler, R.J., & Elliott, S.N., (2010). Incorporating student input in developing alternate assessments based on modified achievement standards. Exceptional Children, 77, 61-80.
Elliott, S.N., Huai, N., & Roach A.T. (2007). Universal and early screening for educational difficulties: Current and future applications. Journal of School Psychology, 45, 137-161.
Roach, A.T., & Elliott, S.N. (2006). The influence of access to the general education curriculum on the alternate assessment performance of students with significant cognitive disabilities. Educational Evaluation and Policy Analysis, 28, 181-194.