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Andrew Roach

Associate Professor    
Ph.D in Educational Psychology,University of Wisconsin—Madison, 2005 Educational Psychology,University of Wisconsin - Madison,2003
M.A. in Education,Claremont Graduate University,1993
B.A. in Sociology,Whittier College,1991
Educational and community practices that contribute to independent, self-determined, and productive lives for children, adolescents and young adults with disabilities

Program Evaluation


Andrew Roach, Ph.D., is an associate professor with joint appointments in the Department of Counseling and Psychological Services (College of Education) and the School of Public Health.

He also serves asssociate director of the Center for Leadership in Disability (CLD)—a University Center for Excellence in Disability (UCEDD). Prior to returning to GSU in 2013, he was an associate professor and executive director of the Collaborative Research and Evaluation Office (CREO) in Mary Lou Fulton Teachers College at Arizona State University.

Roach’s research and scholarly writing focus on the design and implementation of inclusive educational programs and assessments for students with disabilities. In 2010, he received the Lightner Witmer Early Career Research Award from the American Psychological Association – Division 16 (School Psychology). 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 results of students with disabilities (Roach & Elliott, 2006).

He has been an investigator and consultant on multiple USDE grants and subcontracts for inclusive assessment validation research. Since 2010, he has been a member of the Joint Committee on Standards for Educational Evaluation (JCSEE).

Roach is a former elementary and middle school teacher (nine years of classroom experience) and also coordinated family-centered positive behavior support services at Monroe Carell Jr. Children’s Hospital at Vanderbilt University for two years.

  • Carboni, J.,A , Roach, A.T., & Fredrick, L. (2013). Impact of mindfulness training on hyperactive behaviors in elementary students with attention deficit hyperactivity disorder. Research in Human Development, 10, 234-251..
  • Tillery, A.D., Varjas, K., Roach, A.T., Kuperminc, G.P., & Meyers, J. (2013). The importance of adult connections in adolescents’ sense of school belonging: Implications for schools and practitioners. Journal of School Violence, 12, 134-155.
  • Kurz, A., Talapatra, D., & Roach, A.T. (2012). Meeting the curricular challenges of inclusive assessment: The role of alignment, opportunity-to-learn, and student engagement. International Journal of Disability, Development, and Education, 59, 37-52.
  • 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.
  • Roach, A.T., McGrath, D. C., Wixson, C. S., & Talapatra, D. (2010). Aligning an early childhood assessment to state kindergarten standards: Application of a nationally recognized alignment framework. Educational Measurement: Issues and Practice, 29, 25-37.
  • Roach, A.T., & Elliott, S.N. (2009). Consultation to support inclusive accountability and standards-based reform: Facilitating access, equity, and empowerment. Journal of Educational and Psychological Consultation, 19, 61-81.
  • Snyder, P.A., Wixson, C., Talapatra, D., & Roach, A.T. (2008). Assessment in early intervention and early childhood special education: Developing and validating intervention- and instruction-focused strategies. Assessment for Effective Intervention, 34, 25-34.
  • Roach, A.T., Meyers, B., Wixson, C. S., Kavanagh, K., Czaplicki, K., & Kramb, D. (2008). Including students with disabilities in multiage classrooms: Perceptions of special educators. Journal of Multiage Education, 3(2), 22-26.
  • Elliott, S.N., Compton, E., & Roach, A.T. (2007). Concurrent and predictive validity evidence for Idaho Alternate Assessment scores of students with and without significant disabilities. Educational Measurement: Issues and Practice, 26(2), 30-42.
  • 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.