Childhood ADHD Clinic
Sandra K. Morgan received her Ph.D. in School Psychology from Central Michigan University in 1999. She completed her predoctoral internship at Children's Seashore House, Children's Hospital of Philadelphia in 1995 focusing on assessment and treatment of behavior and learning problems presenting in children. Upon completion of internship, she worked within hospital-based clinic for pediatric behavior problems. Dr. Morgan also worked for three years as a school psychologist in a public school setting prior to joining the faculty at CMU in 2000.
My research interests include behavioral assessment of childhood academic and behavioral skills, interventions to promote academic, behavioral, and social growth, and low incidence disabilities (with an emphasis in vision impairments). Through a training clinic focusing on the assessment and interventions for children with ADHD, I remain interested in pediatric consultation for common childhood disorders.
Bradley-Johnson, S. & Morgan, S.K. (2008). Best practices for instructing students who are visually impaired or blind. In A. Thomas & J. Grimes (Eds). Best practices in school psychology IV. NASP: Washington, DC.
Bradley-Johnson, S., & Morgan, S.K. (2008). Psychoeducational assessment of students who are visually impaired or blind: Infancy through High School, 3rd Edition. Region 4 Education ServiceCenter: Houston, TX.
Rhymer, K., & Morgan, S.K. (2006). Direct comparison of explicit timing and interspersal techniques to increase math fluency. Journal of Behavioral Education.
Bradley-Johnson, S., Morgan, S.K. & Nutkins, C. (2004). A critical review of the Woodcock-Johnson III Test of Achievement: What you should know. Journal of Psychoeducational Assessment.
Morgan, S.K., & Klar, S. (2004). Vision Impairments: A handout for parents andteachers. In Cantor, A. (Ed). Helping Children at Home and School: Handouts From your School Psychologist. Washington DC: National Association of School Psychologists.
Bradley-Johnson, S., & Morgan, S. K. (2002). Best practices in planning effective instruction for students who are visually-impaired or blind. Chapter in Thomas, A. & Grimes, J. (Ed.) Best Practices in School Psychology IV. National Association of School Psychologists.
Morgan, S. K., & Johnson, C. M. (2001). Infant sleep: Resident recommendations and SES differences in patient practices . Family Medicine, 33, 614-620.