Dr. Jared Izumi (he/him/his)
- Education:
- University of California, Berkeley, Bachelor of Arts
Chapman University, Master of Arts
Chapman University, Educational Specialist
University of Missouri, Ph.D.
Biography
Jared Izumi, Ph.D. is an Assistant Professor of School Psychology at Chapman. He received his doctorate in School Psychology from the University of Missouri, Columbia and Education Specialist in School Psychology from Chapman University. Dr. Izumi has practiced as a school psychologist in Missouri and California. He is currently a Nationally Certified School Psychologist and licensed psychologist. In addition to his role in the School Psychology program, he is an associate researcher with FastBridge Learning. His research focuses on school mental health, screening for social-emotional and behavioral health risk, and social-emotional learning. His current projects include implementing universal screening, examining the effectiveness of a dialectical behavioral therapy-based social-emotional learning curriculum for high school students, and using virtual reality to assess social-emotional learning skills in children and adolescents.
Recent Creative, Scholarly Work and Publications
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Izumi, J. T., & Eklund, K. (2023). Universal screening for social-emotional and behavioral risk: Differential item functioning on the SAEBRS. School Psychology, 38(4), 238-246. https://doi.org/10.1037/spq0000542
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Burns, M. K., Young, H., McCollom, E. M., Stevens, M. A., & Izumi, J. T. (2022). Predicting intervention effects with preintervention measures of decoding: Evidence for a skill-by-treatment interaction with kindergarten and first-grade students. Learning Disability Quarterly, 45(4), 320-330. https://doi.org/10.1177/07319487221113026
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Burns, M. K., VanDerHeyden, A. M., Dusenberg-Marshall, M. D., Romero, M. E., Stevens, M. A., Izumi, J. T., & McCollom, E. M. (2022). Diagnostic accuracy of commonly used Dyslexia screeners among students who are potentially at-risk for reading difficulties. Learning Disability Quarterly, 46(4), 306-316. https://doi.org/10.1177/07319487221096684