Although my training and education is in School Psychology, I have taken a cross-disciplinary approach to my research, as my work has been published in related fields including cross-cultural psychology and child neuropsychology.  My research also explores the intersection of cultural and cognitive factors in children’s learning and mental health outcomes.  My research also can be separated in the following strands:

1. Examining how neurocognitive factors and executive functioning influence academic outcomes in children

The role of attention and cognitive processing are often underestimated when assessing and monitoring academic progress of children suspected of Specific Learning Disabilities (SLD). Our research is exploring how specific executive processes (e.g., attention, working memory, cognitive flexibility, response inhibition) contribute to particular academic skills (e.g., reading fluency, comprehension) in both typically developing children, and those with SLD and/or ADHD. Ongoing projects include examining the role of executive functioning in other academic domains, such as reading and math among bilingual learners.

2. Reducing ethnic disparities in mental health and education by determining risk and protective factors in minority youth and families

Given the rapid growth of immigrant populations in the US, the mental health and academic success of immigrants are of significant importance to researchers, practitioners and policy makers. This has implications in understanding ethnic identity development, culturally responsive practices in assessment and intervention, and retention and graduation of ethnic minority students. We have conducted studies investigating risk and protective factors in explaining mental health (e.g., internalizing and externalizing problems) and educational disparities (e.g., giftedness and graduation rates) among Latino and Arab populations, and between first and second generation of immigrants.

3. Exploring ethical/legal issues in using social media technologies in the profession of school psychology

Social networking and social media have undoubtedly proliferated since Facebook, allowing widespread communication and dissemination of user-generated content and information. Some psychology graduate programs, including school psychology, have started to embrace social networking and media for instructional and training purposes; however, there have not been any formal guidelines or standards among training programs relating to how school psychologists should use social networking and social media professionally. Our research is exploring social media use among trainers, graduate students, and practitioners and the ethical and/or legal implications of using personal technologies that can potentially interfere with professionalism.

Conference in Ho Chi Minh City 2012

 

APA talk 2013

SELECTED PUBLICATIONS

Goforth, A. N., Pham, A. V., Chun, H., Castro-Olivo, S., & Yosai, E. (in press, expected June 2016). Association of acculturative stress, Islamic practices and internalizing symptoms among Arab American adolescents. School Psychology Quarterly. [pdf]

Segool, N. K., Goforth, A. N., Bowman, N., & Pham, A. V. (2016). Social networking practices in school psychology: Have moral panic concerns been overstated?  Journal of Applied School Psychology, 32, 66-81. [pdf]

Chun, H., Marin, M., Schwartz, J. P., Pham, A., & Castro-Olivo, S. (2016). Psychosociocultural structural models of college success among Latina/o students in Hispanic-serving institutions. Journal of Diversity in Higher Education.  Advance online publication. http://dx.doi.org/10.1037/a0039881 [pdf]

Pham, A. V., Goforth, A., Oganes, M., Medina-Pekofsky, E., & Fine. J. G. (2015). Nondiscriminatory neuropsychological assessment of children with learning disabilities.  In F. R. Ferraro (Ed.), Minority and cross-cultural aspects of neuropsychological assessment (pp. 359-378). New York, NY: Taylor & Francis.

Ossa, N., Pham, A. V., Pelaez, M., & Lazarus, P. (2015). Improving math computation via self-monitoring and performance feedback for second grade students. Conductual: The International Journal of Interbehaviorism and Behavior Analysis, 3, 197-210. [pdf]

Goforth, A. N., Pham, A. V., & Oka, E. R. (2015). Parent-child conflict, acculturation gap, acculturative stress, and behavior problems in Arab American adolescents. Journal of Cross-Cultural Psychology, 46, 821-836. [pdf]

Pham, A. V., & Riviere, A. (2015). Specific learning disorders and ADHD: Current issues in diagnosis across clinical and educational settings. Current Psychiatry Reports, 17, 1-6. [pdf]

Pham, A. V. (2015). Understanding ADHD from a biopsychosocial-cultural framework: A case study. Contemporary School Psychology, 19, 54-62. [pdf]

Pham, A. V., Goforth, A., Segool, N. & Burt, I. (2014). Social networking in school psychology training programs: A survey of faculty and graduate students. School Psychology Forum, 8, 130-143. [pdf]

Pham, A. V. (2014). Navigating social networking and social media in school psychology: Ethical and professional considerations in training programs. Psychology in the Schools, 51, 767-778. [pdf]

Pham, A. V., & Hasson, R. M. (2014). Verbal and visuospatial working memory as predictors of children’s reading ability. Archives of Clinical Neuropsychology, 29, 467-477. [pdf]

Burt, I., & Pham, A. V. (2013). Critically analyzing and improving graduate student learning in a counseling theories course. Retrieved from: http://www.counseling.org/knowledge-center/vistas [pdf]

Pham, A. V. (2013). Differentiating behavioral ratings of inattention, impulsivity, and hyperactivity in young children: Effects on reading achievement. Journal of Attention Disorders. Advance online publication. http://doi:10.1177/1087054712473833 [pdf]

Pham, A. V. (2013). Attention-Deficit Hyperactivity Disorder among Asian American families: Challenges in assessment and treatment. NASP Communique, 41, 9-11. [pdf]

Ellingsen, K., Burch, A., & Pham, A. (2012). Learning and applying knowledge.  In A. Majnemer (Ed.), Measures for children with developmental disability framed by the ICF-CY (pp. 281-302). London: MacKeith Press. [pdf]

Pham, A. V., Fine. J. G., & Semrud-Clikeman, M. (2011). The influence of inattention and rapid automatized naming on reading performance. Archives of Clinical Neuropsychology, 26, 214-224. [pdf]

Pham, A. V., Carlson, J. S., & Kosciulek, J. F. (2010). Ethnic differences in parental beliefs of Attention-Deficit Hyperactivity Disorder and treatment.  Journal of Attention Disorders, 13, 584-591. [pdf]

Brinkman, T. M., Wigent, C. A., Tomac, R. A., Pham, A. V., & Carlson, J. S. (2007). Using the Devereux Early Childhood Assessment to identify behavioral risk and protective factors within a Head Start population. Canadian Journal of School Psychology, 22, 136-151. [pdf]

Brinkman, T. M., Segool, N. K., Pham, A. V., & Carlson, J. S. (2007). Writing comprehensive behavioral consultation reports: Critical elements. International Journal of Behavioral and Consultation Therapy, 3, 372-383. [pdf]

NASP 2014