Dahlia González

Bilingual School Psychologist motivated to support student educational, behavioral and emotional needs through evidence-based assessment and intervention and collaboration with staff and families.

• A comparison of narrative skill in Spanish-English bilinguals and their functionally monolingual Spanish-speaking and English-only peers, Gámez, P. B., González, D., International Journal of Bilingualism, 23, 1, 329-348, 2019
• Shared Book Reading and English Learners' Narrative Production and Comprehension, Gámez, P. B., González, D., Urbin, L. M., Reading Research Quarterly, 52, 3, 275-290, 2017
• Dual language development and dual language exposure, González, D., Gámez, P.B., McNair Scholars Journal, 2016

• Social emotional learning interventions for Latinx ELLs, Campbell, S. M., González, D., National Association of School Psychologists (NASP) 2018 annual convention, Chicago, IL, March 2018
• A comparison of narrative skill in Spanish-English bilinguals and their functionally-monolingual Spanish and English-only peers, Gámez, P. B., González, D., American Educational Research Association (AERA) conference, San Antonio, Texas, April 2017
• The language and literacy skills of LM learners and Caucasian children, González, D., Gámez, P. B., Loyola University Research Program (LUROP) conference, Chicago, IL, April 2016
• Bilingual home-language development and Latino children's bilingual development, González, D., Gámez, P. B., Mid-American Association of Educational Opportunity Program Personnel National McNair Conference, Delavan, WI, October 2015
• Bilingual home-language development and Latino children's Bilingual development, González, D., Gámez, P. B., University of California Berkley McNair Scholars Research Symposium, Berkley, CA, August 2015
• The relation of teacher vocabulary to the language and literacy development of LM learners, González, D., Gámez, P. B., Loyola University Research Program (LUROP) conference, Chicago, IL, April 2015
• Oral narratives of bilinguals and English-only children, González, D., Gámez, P. B., Levine, S. C., Society for Research in Child Development conference, Philadelphia, PA, March 2015

• English Language Learner Reading Tutor, TAREA program, 11/2016, 05/2017, Working to advance the English reading abilities of present Spanish speaking ELLs (ages 7-9)
• Juvenile Detention Center Psychoeducational sessions assistant, 10/2016, 05/2017, Helping to facilitate and co-lead psychoeducational present sessions in the Madison JDC. Topics include depression, diversity, options after high school, problem solving, and peer pressure.
• Juvenile Detention Center Psychoeducational sessions leader and supervisor, 10/2017, 05/2018, Co-leading and supervising Social Emotional learning lessons following Strong Teens protocol. Topics include dealing with anger, understanding emotions, and problem solving.
• Clinical Practicum Experiences, 09/2017, 08/2018, Implementing in-school speaking intervention with child diagnosed with Selective Mutism, Forming assessment plans and implementing assessments with a diverse group of clients with various concerns including the following: reading and writing difficulties, mathematical difficulties, and attentional concerns
• BASES (Building Academic, Social, & Emotional Supports) Mentor, 09/2017, 05/2018, Weekly mentorship of kindergarten child experiencing homelessness and struggling with behavioral and social emotional difficulties in school.
• Field Practicum Student at Madison High School, 09/2018, 12/2018, Individual Counseling with Student experiencing peer and family conflicts., Social-Emotional sessions (Strong Teens) with student diagnosed with Autism and experiencing difficulties with regulating emotions, Co-facilitator of DBT-STEPs-A with a group of teens identified by the school as qualifying for the emotional-behavioral disorder label, Assessment of students with attention/concentration, anxiety, and learning disability concerns., Writing and sharing results for IEP and 504 plan meetings, Teacher consultation
• Field Practicum Student at Dual Language Immersion Elementary School, 01/2019, Present, Academic and Cognitive Assessment Administration with Spanish-English Bilingual Students., Assisting in implementation of Fortalezas Familiares Child group, Teacher consultation

• ED-Grs Summer Fellowship Award, University of Wisconsin Madison, Summer 2018
• Mary Ann Halvorson Award, University of Wisconsin Madison, 2017-2018
• ED-Grs Scholarship, University of Wisconsin Madison, 2016-2017
• McNair Scholar Award, Summer 2015

Loyola University Chicago, Chicago, IL, Volunteer Research Assistant, 8-10, 2013, 2016, Transcribe teacher-child and parent-child interactions and child narratives, Code teacher-child and parent-child and child narratives, Score parent report measures, Collect language data in schools, Train lab members to code oral narratives, Present findings at major conferences, Co-author manuscripts

• Nonviolent Crisis Intervention Instructor Certification – Crisis Prevention Institute.
• Bilingual School Psychologist Endorsement – [State] Department of Education or equivalent authority.