Lisa Kelly-Vance

Teaching

Dr. Kelly-Vance’s primary teaching activities are with the school psychology graduate program. She regularly teaches courses in early childhood assessment and exceptional children. She also supervises practicum students and interns. Dr. Kelly-Vance teaches Psychology of Exceptional Children at the undergraduate level. Service learning is an integral component of her courses.

Courses Taught

Graduate:

Family Analysis and Treatment (PSYC 8250)
Assessment I: Foundations (PSYC 8520)
Early Childhood Assessment (PSYC 8530)
Psychology of Exceptional Children (PSYC 8590)
Applied Research Project in School Psychology (PSYC 9940)
School-Based Practicum in School Psychology (PSYC 9970)
Internship in School Psychology (PSYC 9980)
Advanced Educational and Psychological Consultation (PSYC 9910)

Undergraduate:

Abnormal Psychology (PSYC 4440/8446)
Education Psychology (PSYC 3510)
Psychology of Exceptional Children (PSYC 4590)
Statistics for the Behavioral Sciences (PSYC 2130)

Research

Research interests: Play assessment and intervention in early childhood; summer reading programs; animal assisted reading interventions; and English Language Learners.

Past Work Experience

Education and Certification

Publications

Clyne, A., Kelly-Vance, L., Hobbs, T., Mann, A., Malone, C., Chapman, K., & Baunach, L. (2020). Climate justice: School psychologists as advocates. Communique.

Mann, A., Affrunti, N., Kelly-Vance, L., Clyne, A., Malone, C., & Hobbs, T. (2020) Climate justice: The impact of climate change on youth. Communique.

Kelly-Vance, L., & Ryalls, B. O. (2020). Play-based approaches to preschool assessment. In V. Alfonso, B. Bracken., & R.J. Nagel. (Eds.), Psychoeducational assessment of preschool children, 5th ed. New York: Routledge

Mann, A., Zaheer, I., & Kelly-Vance, L. (November, 2019). Self-care and advancing social justice for youth. Communique, vol. 48, no. 4.

Hendrickson, B., DeVeney, S. L., & Kelly-Vance, L. (2019). Play behaviors of young children W0ith and without expressive language delay: An exploratory study. Journal of Curriculum, Teaching, Learning and Leadership in Education, 4(1).

Ramsey, E., Kelly-Vance, L., Allen, J., Rosol, O., & Yoerger, M. (2016) Autism Spectrum Disorder prevalence rates in the United States: Methodologies, challenges, and implications for individual states. Journal of Development and Physical Disabilities.

Ryalls, B., Harbourne, R., Kelly-Vance, L., Wickstrom, J., Stergiou, N., & Kyvelidou, A. (2016). A perceptual motor intervention improves play behavior in children with moderate to severe cerebral palsy. Frontiers in Psychology,

Dempsey, J., Riley, J., Ryan, C., & Kelly-Vance, L. (2015). Evaluation of a summer reading program to reduce summer setback. Reading and Writing Quarterly, 31(4).

Kelly-Vance, L., & Ryalls, B. O. (2014). Best practices in play assessment and intervention. In P. Harrison & A. Thomas, (Eds.), Best practices in school psychology VI.

Conner, J., Kelly-Vance, L., Ryalls, B. O., & Friehe, M. (2014). A play and language intervention for two-year-old children: Implications for improving play skills and language. Journal of Research in Childhood Education, 28, 221-237.

Dempsey, J., Kelly-Vance, L., & Ryalls, B. (2013). The effect of a parent training program on children's play. International Journal of Psychology: A Biopsychosocial Approach 13, 117-138.

Sempek, A. N., Kelly-Vance, L., & Ryalls, B. O. (2012). Cross-cultural relationship: Maternal acculturation, knowledge/beliefs on play and children’s play level. School Psychology: From Science to Practice, 5, 12-22.

Sualy, A., Yount, S., Kelly-Vance, L., & Ryalls, B. O. (2011). Using a play intervention to improve the play skills of children with a language delay. International Journal of Psychology: A Biopsychosocial Approach, 9, 105-122.

Mallory, J. M., Kelly-Vance, L., & Ryalls, B. O. (2010). Incorporating divergent thinking into play interventions for preschool children with developmental risk factors. International Journal of Creativity and Problem Solving, 20, 57-71.

Ryan, C. S., Casas, J. F., Kelly-Vance, L., Ryalls, B. O. & Nero, C. (2010). Parent involvement and views of school success: The roles of parents' Latino and White American cultural orientations. Psychology in the Schools, 4, 391-405.

Kelly-Vance, L., & Ryalls, B. O. (2008). Best practices in play assessment and intervention. In J. Grimes & A. Thomas, (Eds.), Best practices in school psychology V, vol. 2, 549-559.

Kelly-Vance, L., Nero, C., Casas, J. F., Ryan, C. S., Ryalls, B. O., Kurien, S. A., & Ferguson, A. (2006). Parental involvement in education: A comparison of English and Spanish speaking parents. The New Mexico Review, 14, 15-25.

Kelly-Vance, L., & Ryalls, B. O. (2005). A systematic, reliable approach to play assessment in preschoolers. School Psychology International, 26, 398-412.

Riley-Heller, N., Kelly-Vance, L., & Shriver, M. (2005). Curriculum based measurement: Generic vs. curriculum dependent probes, Journal of Applied School Psychology, 21, 141-162.

Kelly-Vance, L., Needelman, H., & Anthis, K. A. (2004) Assisted reproduction versus spontaneous conception: A comparison of the developmental outcomes in twins. The Journal of Genetic Psychology, 165, 157-167.

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.

Kelly-Vance, L. & Ulman, J. (1993). The changing role of school psychologists in Iowa. Communique, 22(2).

Scott, M. M., Wilson, G. H., & Kelly-Vance, L. (1989). A naturalistic study of teaching: Final report. Bloomington, IN: Indiana University.

Kelly-Vance, L. K., Bahr, C. M., Huberty, T. J., & Ewer-Jones, B. (1988). An analysis of variables that affect special education placement decisions. Journal of Learning Disabilities, 21, 444-447.

Professional Affiliations and Activities

National Association of School Psychologists (1985-present):

• Virtual Learning Coordinator (2021-present)
• Summer Conference Co-Chair (2020-2021)
• President (2018-2019)
• Committee Member (2019- present). Nominations and Elections
• Task Force Chair (2019-2021). Early Childhood Task Force
• Task Force Member (2019-2020). Virtual Meetings Task Force
• Committee Member (2019-2020). Assistance to States Committee
• Finance Advisory Committee (2017-2019)
• President-Elect (2017-2018)
• Executive Director Search Committee (2017-2018)
• Strategic Liaison – Information Services/Board of Directors (2014-2017)
• Education and Research Trust Board (2014-2018)
  • President (2015-2017)
  • Vice President (2014-2015)
• Distance Education Task Force (2016-2018)
• Professional Development Strategic Planning Co-facilitator (2015)
• Standards Revisions (20216-present)
• Personnel Workgroup (2015-2020); Chair (2018-2019)
• Professional Growth Workgroup Chair (2010-2014)
• Convention Co-Chair (2011-2014)
• Convention Program Co-Chair (2005-2008)
• Communications Workgroup (2008-2010)
  • Co-Chair (2009-2010)

 Trainer, NASP PREPaRE School Crisis Prevention and Intervention curriculum

Nebraska School Psychologists Association (1995-present):

• Professional Development Committee Chair (2020-present)
• Webpage Editor (2010-2014)
• AdHoc Restructuring Committee Chair (2007-2008)
• Past President (2006-2007)
• President (2005-2006)
• Convention Planner (2004-2008)
• President-Elect (2004-2005)
• University Relations Committee Chair (1996-1999; 2002-2004; 2008-2010; 2013-2014)

Metro Area School Psychology group (2002-2008):

• Founder
• Faculty Facilitator (2002-2004)

Professional, University, and Community Service

Within the psychology department, Dr. Kelly-Vance has served as the director of the UNO School Psychology program since 2002, has been on several committees, and is an advisor for both graduate and undergraduate students.

She is involved in state and national level professional organizations. She is a past President of the Nebraska and Iowa School Psychology Association, and has held Co-Chair positions in NASP (Program, Communications, Professional Growth). Dr. Kelly-Vance is currently on the NASP board of directors serving as a strategic liaison for information services.

Department:

School Psychology Program Committee (1995-2018) (Director, 2002-2018; 2019-present)
Applied Behavior Analysis Program Director (2006-2015)
Search Committee, Chair, School Psychology (2005-2006)
Graduate Program Committee (1996-1997; 2002-present)
Search Committee, School Psychology (2012-2013)
Undergraduate Program Committee (1995-1996; 2001-2002)
Reappointment, Promotion and Tenure Committee (1997-2001)
Search Committee: Developmental Psychology Faculty member (1998-2001)
Merit Committee (1998, 2007)
Ad Hoc Merit Discussion committee (1998)
Psychology Department Advisory committee (1999-2001)
Interim program chair: School Psychology (1996-1997)
School Psychology Curriculum Committee (1998- 2003)
Psi Chi Faculty sponsor (1999-2000)

University:

• Arts and Sciences Educational Program Committee (2008-2011)
• Graduate Mentor Award Selection Committee (2008-2010); Chair (2010)
• Presenter for Center for Faculty Development:
  • Great Teaching Tips (2008)
  • Getting Involved (2007)
• Community Engagement Committee (2007)
• UNO Leadership Training Forum (2006-2007)
• System-wide Gender Equity Committee (2006-2008)
• Dual Enrollment Project (2003-present)
• University Committee for the Advancement of Teaching (1999-2002); Chair: 2001-2002
• ECO4 Stakeholder Advisory Board: Effective Collaboration in Omaha for Early Childhood:
  • Opportunities from an Ecological, Culturally-sensitive Orientation, Empowered by Community- based Organization. (grant by the College of Education) (1999-2001)</li
• Search Committee: Center for Faculty Development Staff Assistant (2001)
• Featured Speaker: New Faculty Workshop (Fall, 2001)
• Team Member: The National Center on Postsecondary Teaching, Learning and Assessment
  • Attending Institute workshop: November 2001 (Annapolis, MD)
• Search Committees: Speech Language Pathology (2015), Spanish (2012-2013)
• TABS Consultant (2012-2017)

Profession/Community:

• Monroe-Meyer Institute Operating Board (2000-present)
  • President (2011-2013)
  • President Elect (2009-2011)
  • Corresponding Secretary (2006-2009)
• Transitions Advisory Board
• Nebraska Department of Education Response to Intervention Committee (revising Rule 51)
• Nebraska Department of Education EC-Kindergarten Leadership Team
• Nebraska University Trainers’ Group
• Editorial Board member: Journal of Evidence Based Practices for Schools
• Guest reviewer:
  • Behavior Disorders
  • Journal of Child and Family Studies
  • Journal of Research in Childhood Education
  • Journal of Research in Reading
  • Psychology in the Schools
  • School Psychology Review
• Autism Workshops and Consulting
• Annual speaker in Creighton University Introduction to School Psychology course
• Consultant to schools, early childhood centers, legal teams, families