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Emily Graybill, Ph.D., NCSP

Assistant Professor    Clinical Assistant Professor    
Education

Doctorate of Philosophy, 2011
Georgia State University
School Psychology

Educational Specialist, 2006
Georgia State University
School Psychology

Master’s of Education, 2005
Georgia State University
School Psychology

Bachelor of Arts, 2002
Agnes Scott College
Psychology

Biography

Emily Graybill, Ph.D., NCSP, is a Clinical Assistant Professor in the Center for Leadership in Disability at the School of Public Health at Georgia State University.  Her specific interests include the delivery of training and technical assistance to schools and community agencies related to individualized positive behavior support, evaluating the implementation and sustainability of educational initiatives for underserved populations, including youth with disabilities.

Dr. Graybill serves as an internal program evaluator and course director for the MCH-funded Georgia Leadership Education in Neurodevelopmental Disabilities Program (GaLEND) at Georgia State. Dr. Graybill leads the GaLEND activities related to universal design for learning.

Dr. Graybill provides training and technical assistance to school districts in Georgia through the Georgia Department of Education’s SAMHSA-funded Project AWARE grant. Through Project AWARE, Dr. Graybill supports school districts through the implementation of universal screening for mental health and integrating cultural competence into school-based programs. She also helps coordinate statewide training on the Youth Mental Health First Aid curriculum.

University courses taught include Public Health Qualitative Research and Public Health Evaluation Research.

Publications

Recent publications include:

Meyers, B., Graybill, E., & Grogg, K. (accept) Preparing teachers for data-based decision making and RtI team collaboration. Teacher Education & Practice.

Vinoski, E., Graybill, E., & Roach, A. (2016). Building leadership skills through inclusive extracurricular programs. Teaching Exceptional Children, 48, 258-265.

Graybill, E., & Proctor, S. (2016). Lesbian, gay, bisexual, and transgender youth: Limited representation in school support personnel journals. Journal of School Psychology, 54, 9-16.

Graybill, E., Vinoski, E., Strong, M., Varjas, K., & Meyers, J. (2016). Examining the outcomes of students with disabilities in a bullying/victimization intervention. School Psychology Forum, 10, 4-15.

Graybill, E., Esch, R., Vinoski, E., Truscott, S., Torres, A., Daniel, K., Crenshaw, M., & Crimmins, D. (2015). Including the family in interdisciplinary team meetings: Communication trend analysis. Small Group Research, 47, 3-27. doi: 10.1177/1046496415604028

Graybill, E., Varjas, K., Meyers, J., Dever, B., Greenberg, D., Roach, A., & Doddridge, C. (2015) Demographic trends and social justice advocacy experiences of gay-straight alliance advisors. Journal of LGBT Youth, 12, 436-461. doi: 10.1080/19361653.2015.1077770

Graybill, E., Self-Brown, S., Lai, B., Vinoski, E., McGill, T., & Crimmins, D. (2014). Addressing disparities in parent education: Examining the effects of the Learn the Signs/Act Early parent education materials on parent outcomes. Early Childhood Education Journal, 44, 31-38. doi: 10.1007/s10643-014-0680-3

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