LISA KELLY-VANCE, PhD
Director and Professor
School Psychology Program
347 AS
University of Nebraska at Omaha
Omaha, Nebraska 68182-0274
(402) 554-2581

Biography

Dr. Kelly-Vance received her BA from Purdue University and her MS in Educational Psychology and PhD in School Psychology from Indiana University. Upon completing her degree, Dr. Kelly-Vance worked for Area Education Agency 13 in Council Bluffs, Iowa for 5 years where she had an assignment encompassing the birth-21 age range. She was the Lead Psychologist for the agency for 3 years. Dr. Kelly-Vance also served as the Conference Chair and President of the Iowa School Psychological Association. She has been part of the UNO School Psychology faculty since 1995 and is currently the director of the program. She teaches courses in assessment, exceptional children, family, and also supervises practicum and internship experiences. Dr. Kelly-Vance has supervised numerous EDS applied research projects.

Dr. Kelly-Vance has two current research interests. First, she is working with several colleagues in her department and from the Omaha Public Schools on a project investigating Dual Language Programming. The project seeks to look at acculturation, definitions of school success, family involvement in school/education, and student academic outcomes. Secondly, Dr. Kelly-Vance continues to investigate the approach to play assessment for young children. They have developed a methodology and coding scheme for analyzing play and are using it with typically developing and exceptional children. She is also involved in research using Curriculum Based Measurement and Phonological Awareness measures. Much of this work has been conducted by her students under her supervision.

Recent Publications

Journal articles

Kelly-Vance, L., Needelman, H., & Anthis, K. A. (in press). A comparison of the outcomes of low birth-weight twins: Natural versus induced conception. The Journal of Genetic Psychology.

Cherney, I. C., Kelly-Vance, L., Gill, K., Ruane, A., & Ryalls, B. O. (2003). The effects of stereotyped toys and gender on play assessment in 18-47 month old children. Educational Psychology, 22, 95-106.

Kelly-Vance, L., Ryalls, B. O., & Glover, K. G. (2002). The use of play assessment to evaluate the cognitive skills of two- and three-year-old children. School Psychology International, 23, 169-185.

Kelly-Vance, L., & Schreck, D. (2002). The impact of a collaborative family/school reading program on student reading rate. Journal of Research in Reading, 25, 43-53.

Kelly-Vance, L., Caster, A., & Ruane, A. (2000). A comparison of the effects of nongraded grouping in elementary schools. The Alberta Journal of Educational Research, 46, 372-390.

Thompson, L., & Kelly-Vance, L. (2000). The impact of mentoring on the academic achievement of at-risk youth. Children and Youth Services Review, 22, 31-55.

Kelly-Vance, L., Needelman, H., Troia, K., & Ryalls, B. O. (1999). Early childhood assessment: A comparison of the Bayley Scales of Infant Development and play-based assessment in two-year-old at-risk children. Developmental Disabilities Bulletin, 27, 1-15.

Rabak-Wagener, J., Eickhoff-Shemek, J., & Kelly-Vance, L. (1998). The effect of media analysis on attitudes and behaviors regarding body image. Journal of American College Health, 47, 29-36.

Research Projects