Susan Davies, Ed.D.

Contact Information

Susan Davies, Ed.D.

Associate Professor, School Psychology

  • Full-Time Faculty

Degrees

  • Ed.D., School Psychology, Indiana University of Pennsylvania
  • Ed.S., School Psychology, Miami University
  • M.S., School Psychology, Miami University
  • B.A., Psychology, University of North Carolina at Chapel Hill

Courses Taught

  • EDC 517 Shadowing Practicum
  • EDC 538 Child and Adolescent Psychopathology
  • EDC 542 Crisis Intervention and Prevention in Educational Settings
  • EDC 571 Biological Bases of Behavior
  • EDC 572 Role and Function of the School Psychologist
  • EDC 573 Orientation to Educational Processes
  • EDC 710, 711, 712 Internship

Professional Activities

  • National Association of School Psychologists (NASP)
  • Ohio School Psychologists Association
  • Trainers of School Psychologists
  • Inter-University Council
  • Southwestern School Psychologists Association

Service Activities

  • School psychology program director (January 2011-present)
  • School psychology internship coordinator (August 2010-present)
  • Developed ongoing cultural immersion program in South America
  • Faculty advisor for School Psychologists at University of Dayton (SPUD) graduate student organization (Fall 2006- present)
  • Founder and Coordinator, Traumatic Brain Injury Interest Group, NASP
  • Board Member, Brain Injury Association of Ohio
  • Member, Statewide Traumatic Brain Injury Education Network
  • Portfolio reviewer for Nationally Certified School Psychologist candidates

Research Interests

  • Increasing educator awareness of traumatic brain injury (TBI) incidence
  • Studying the efficacy of specific interventions for traumatic brain injuries
  • Developing model service plans for students with traumatic brain injuries
  • Developing and evaluating cultural immersion experiences

Selected Publications

Books and chapters

  • Davies, S. C. (2016). Managing concussions in schools: A guide to recognition, response, and leadership. New York, NY: Springer Publishing Company. 
  • Davies, S. C. (2014). Professional collaboration: The integration of schools, families, agencies, and religious institutions within communities. In R. Witte & S. Mosley-Howard (Eds.), Mental health practice in today’s schools: Current issues and interventions. New York, NY: Springer Publishing Company. View book >> 
  • Jantz, P., Davies, S. C., & Bigler, E. (2014). Working with TBI in Schools: Transition, Assessment, and Intervention. Routledge Publishing. View book >>
  • Davies, S. C. (2014). Best practices in working with children with traumatic brain injury. In Best Practices in School Psychology VI. Thomas, A. and Harrison, P (Eds.). National Association of School Psychologists. Bethesda, MD.

Peer-reviewed publication

  • Kramer, M. & Davies, S. C. (2016). Challenges and supports during the transition from high school to college for students with traumatic brain injuries. Contemporary School Psychology. Doi 10.1007/s40688-016-0095-9
  • Davies, S. C. (2016). School-Based Traumatic Brain Injury Program and Concussion Management Team. Psychology in the Schools, 53(6), 567-582.
  • Ettel, D., Glang, A., Todis, B., & Davies, S. C. (2016). TBI: Persistent misconceptions and knowledge gaps among educators. Exceptionality Education International, 26(1), 1-18.
  • Davies, S. C., & Bird, B. (2015). Motivations for Under-Reporting Suspected Concussion in College Athletics.  Journal of Clinical Sport Psychology. , 9, 101-115. View article >>
  • Davies, S. C., Lewis, A. A., Anderson, A. E., & Bernstein, E. R. (2015). The development of intercultural competency in school psychology graduate students. School Psychology International, 36(4) 375-392.Aldridge, M. J., Bernstein, E. R., & Davies, S. C. (2015).  Graduate preparation of school psychologists in serving English language learners.  Trainers’ Forum.View book >>
  • Davies, S. C., Sandlund, J., & Lopez, L. (2015). School-based consultation to improve concussion recognition and response. Journal of Educational and Psychological Consultation.View article >>
  • Davies, S. C., Trunk, D., & Kramer, M. (2014). Traumatic brain injury and the transition to postsecondary education: Recommendations for student success.  School Psychology Forum, 8(3), 168-181. View article >>
  • Davies, S. C., & Ray, A. (2014). Traumatic brain injury: The efficacy of a half-day training for school psychologists. Contemporary School Psychology, 18(1)81-89. View book >>
  • Davies, S. C., Fox, E. E., Glang, A., Ettel, D., & Thomas, C. (2013). Traumatic brain injury and teacher training: A gap in educator preparation. Physical Disabilities and Related Services, 32(1), 55-65.
  • Davies, S. C. (2013). School psychology programs: Graduate preparation in traumatic brain injury. Trainers’ Forum: Journal of the Trainers of School Psychologists, 31(2), 5-16.
  • Hunley, S. A., Davies, S. C., & Miller, C. R. (2013). The relationship between curriculum-based measures in oral reading fluency and high-stakes tests for seventh grade students. Research in Middle Level Education Online, 36(5), 1-8.
  • Davies, S. C., Russo, C. & Osborne, A. G. (2012).  Concussions and student sports: A “silent epidemic.” Education Law into Practice, special section of the Education Law Reporter. 
  • Miller, C., S.C. Davies, & S. Hunley. (In press). Predicting high stakes test performance. Research in Middle Level Education Online.
  • Kraemer, L., S.C. Davies, K.J. Arndt, & S.A. Hunley. (2012). A comparison of the mystery motivator and the Get 'Em on Task interventions for off-task behaviors. Psychology in the Schools, 49:163-175.
  • Ayers, J., & S.C. Davies. (2011). Adolescent dating and intimate relationship violence: Issues and implications for school psychologists. School Psychology Forum, 5(1):1-12.
  • Davies, S.C., K. Jones, & M.A. Rafoth. (2010). Effects of a self-monitoring intervention on children with traumatic brain injury. Journal of Applied School Psychology, 26:308-326.
  • Gfroerer, S. D., J.Q. Morrison, & S.A. Hunley. (2008). Training school psychology graduate students to address regional shortages: A distance learning model. Trainers’ Forum, 28:5-18.
  • Gfroerer, S. D., S. Wade, & M. Wu. (2008). Parent perceptions of school-based services for children with traumatic brain injuries. Brain Injury, 22:649-656.
  • Davies, S., & R. Witte. (2000). Self-management and peer-monitoring within a group contingency to decrease uncontrolled verbalizations. Psychology in the Schools, 37:135-147.

Invited book and media reviews

  • Davies, S. C. (2016). Book review of Living with Brain Injury: Narrative, Community, & Women’s Renegotiation of Identity by J. Eric Steward (New York UP, 2014).  Review appeared in Women’s Studies: An Interdisciplinary Journal, 45, 309-311. 
  • Davies, S. C., Sullivan, T. S., & Timms, S. (2011). Review of the PAR concussion app for smartphones. NASP Communique, 40(4), 15.
  • Gfroerer, S.D. (2009). Book review of Evidence-Based Interventions for Students with Learning and Behavioral Challenges. NASP Communique, 37(8).
  • Gfroerer, S. D. (2009). Book review of Handbook of Multicultural Assessment (3rd ed.). Education and Urban Society, 41(3):410-413.

Publications in professional organization newspapers and magazines

  • Davies, S. C., Tedesco, M. F., Garofano, J. S., & Jantz, P. B. (2016). The school psychologist as concussion team leader. NASP Communique.
  • Davies, S. C., Russo, C. & Demmitt, A. (2016). Staff training, education heighten concussion awareness. Maintaining Safe Schools, 22(5), 6.
  • Davies, S. C. (2015). Ohio School Psychologists’ Involvement with Concussion Cases. The Ohio School Psychologist, 59(3), 1, 5-8. 
  • Davies, S. C. & Gosser, B. (2013).  Conference on the future of school psychology.  The Ohio School Psychologist, 59(1), 8-10.
  • Davies, S. C., & Jantz, P. (2013).  Traumatic brain injury interest group. NASP Communique, 41(7), 31.
  • Aldridge, M., Davies, S. C., & Arndt, K. J. (2013).  Is your school prepared for a sexting crisis? Principal Leadership, 13(9), 12-16.
  • Aldridge, M., Arndt, K. J., & Davies, S. C. (2013). Sexting: You found the sext, what to do next? How school psychologists can assist with policy, prevention, and intervention. The Ohio School Psychologist, 58(2), 1, 6-10. Reprinted (2013) with persmission is MASP Matters: Maine Association of School Psychologists, 24(3), 13-17
  • Davies, S. C., & Peltz, L. (2012). At-risk students in after school programs: Outcomes and recommendations. Principal Leadership, 13(2), 12-16.
  • Davies, S. C. & Peltz, L. (in press, Fall 2012). At-Risk Students in After School Programs: Outcomes and Recommendations. Principal Leadership. View journal >>
  • Davies, S. C. & La Riche, Autumn (Winter 2012). Cultural immersion experience in Buenos Aires, Argentina. The Ohio School Psychologist, 57, 14-17. View journal >>
  • Davies, S. C. & Jensen, M. (2011).  Cultural immersion experience in Buenos Aires, Argentina.  The Scoop Newsletter, (published by Southwestern Ohio School Psychologists Association), 2-5.
  • Davies, S.C. (March 2011). Concussions: Mild traumatic brain injuries that can occur on and off the field. Principal Leadership, 12-16.
  • Davies, S.C. (2011). Concussion awareness: Getting school psychologists into the game. NASP Communique, 39(7).
  • Davies, S.C. (2011). Concussions: Mild traumatic brain injuries that can occur on and off the field. Principal Leadership, 12-16.
  • Doran-Myers, D., & S.D. Gfroerer. (2010). School-based services for traumatized refugee children. NASP Communique Online Exclusive, 39(5).
  • Gfroerer, S.D. (2010). Traumatic brain injury: Transition and intervention. Southwestern Ohio School Psychologists Association Newsletter, 2-4.
  • Walk, A., & S.C. Davies. (2010). Munchausen syndrome by proxy: Identification and intervention. NASP Communique, 39(4).
  • Doran-Myers, D., & S.D. Gfroerer. (2009). School-based services for traumatized refugee children. The Ohio School Psychologist, 55(2).
  • Parkins, J., & S.D. Gfroerer. (2009). Chronic pain: The impact on academic, social, and emotional functioning. NASP Communique, 37(9).
  • Gfroerer, S. D. (2007). Part-time work as a school psychologist. The Ohio School Psychologist, 53(1):10-11.
  • Davies, S. (2000). New school assignment? Tips for a positive start. NASP Communique.

Grants and sponsored research

  • Hundley, A. & Davies, S. C. (2016). Preschool parent training for TBI prevention and response. Grant from Child Injury Action Group. Funding: $1500.
  • Davies, S. C. (2015-16). Return-to-Learn/Concussion Team Model Development and Implementation. Contract sponsored by Ohio Department of Health. Funding: $56,000.
  • Davies, S. C. (2014).  School-based training and consultation to improve concussion recognition and response. Child Injury Action Group. Funding: $1,500.
  • Davies, S. C. (2012).  School-Based Consultation to Improve Outcomes for Students with Concussions. University of Dayton Research Council Seed Grant. Funding: Summer Fellowship, $5,000. Grant-in-Aid, $1,500.
  • Davies, S. C. (2012).  Traumatic brain injury training in school psychology graduate programs. University of Dayton Research Fellows Grant-in-Aid. Ryan C. Harris Learning Teaching Center. Funding: $1,500.
  • Davies, S. C. (2009). Cultural Immersion Programs for SOEAP Graduate Students. Ryan C. Harris Learning Teaching Center Innovations Grant. Funding: $5,000.
  • Gfroerer, S. D. (2005). Self-monitoring of target behaviors for students with traumatic brain injury. Small research grant awarded by Miami University, School of Education and Allied Professions. Funding: $2,500.
  • Gfroerer, S. D. (2005). Self-management of behavior: An intervention for students with traumatic brain injuries. Graduate student research grant recipient. Indiana University of Pennsylvania, School of Graduate Studies and Research. Funding: $500.