Katina M. Lambros, Ph.D., BCBA-D

Katina M. Lambros, Ph.D., BCBA-D

Assistant Professor, San Diego State University
Research Scientist, Child and Adolescent Services Research Center (CASRC)

Contact Information

San Diego State University 
Department of Counseling & School Psychology (CSP) 
5500 Campanile Drive 
San Diego, CA 92182-1179
klambros@mail.sdsu.edu


Biography

Katina M. Lambros, PhD, BCBA-D is an Assistant Professor in the Counseling and School (CSP) program at San Diego State University, as well as an Assistant Research Scientist at the Child and Adolescent Services Research Center at Rady Children’s Hospital, San Diego. She is a school psychologist specializing in ecobehavioral assessment and intervention addressing academic and socio-emotional problems in school-aged populations. Additionally, as a certified BCBA-D (Doctoral Level), Dr. Lambros prepares school psychology trainees to conduct comprehensive behavioral assessments, including functional analyses, in order to provide positive behavioral supports for school-aged children and youth.

Research Interests

Dr. Lambros' research at SDSU and in the community is focused on three broad areas:
1. Mental health prevention and intervention services for young, at-risk children with emotional and behavioral difficulties (EBD)
2. Promoting the use of evidence-based practices and data-based decision making in schools
3. Increasing access to culturally responsive school-based services for diverse learners and their families.

Publications

  • Lambros, K.M., Kraemer, B., Wager, D., & Culver, S, Angulo, A & Saragosa, M. (under review). Students with dual diagnosis: Can school-based mental health services play a role? Journal of Mental Health Research in Intellectual Disabilities. 
  • Gamble, B. E., & Lambros, K.M. (2014). Provider perspectives on school-based mental health for urban minority youth: Access and services. Journal of Urban Learning, Teaching, and Research, 10, 57-71. 
  • Valenzuela, V. Gutierrez, G., & Lambros, K.M. (2014). Response to intervention: Using single case design to examine the impact of tier 2 mathematics interventions. School Psychology Forum: Research in Practice, 8(3), 144-155. 
  • Lambros, K.M., & Barrio, C. (2013). Mental health interventions with Latino students in multi-cultural school environments: A framework for assessing biases and developing cultural competence. In C. Franklin, M. Harris & P. Allen-Meares (Eds.), The School Services Sourcebook: A Guide for School-Based Professionals (2nd Edition). (pp.747-764) New York: Oxford University Press. 
  • Lambros, K.M., Hurley, M., Hurlburt, M., Zhang, J., & Leslie, L.K. (2010). Special education services for children involved with child welfare/child protective services. School Mental Health, 2(4), 177-191.

Current Projects

U.S. Department of Education, Office of Special Education Programs.
Collaborative Interventions to Improve English Learners’ Outcomes CI2ELO” (Project Director: K. Lambros, Project Co-Director: V. Gutierrez-Clellen)
Preparation of school psychologists and speech-language pathologists to collaborate with each other and classroom teachers to provide classroom-based literacy interventions for young English-learners at risk or identified with disabilities. Partnership with a multilingual elementary school in San Diego City Schools.

U.S. Department of Education, Office of Special Education Programs.
“Transdisciplinary Approaches to Autism Spectrum Disorders (TAASD)” (Project Director: V. Gutierrez-Clellen; Project Associate: K. Lambros)
Preparation of speech-language pathologists and school psychologists in transdisciplinary approaches for services to children and youth with ASD, their families, and their teachers. Field experiences in partnership with San Diego City Schools.

SDSU University Grants Program (UGP) “Parental Perspectives of an Integrated Educational and Mental Health Treatment Model in San Diego Unified Schools." (PI: K. Lambros)
The parental perspectives of an integrated educational and mental health treatment program in San Diego Unified Schools will be explored. A random sample of 75 parents will be asked about (a) their level of satisfaction with MHIT program services, (b) specific mental health symptoms in their child as a function of intervention services, and (c) family demographics. This evaluation includes important stakeholder input (i.e., parents) in the examination of school-based mental health services for students receiving special education for emotional and behavioral disorders (EBD).