Anna C.J. Long, Assistant Professor
Office: 206 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-7605
I completed my doctoral work in School Psychology at the University of North Carolina-Chapel Hill. Before coming to LSU in 2013, I worked as a Postdoctoral Fellow and Research Associate at the Center for Behavioral Education and Research in the Department of Educational Psychology at the University of Connecticut. As a scientist-practitioner who deeply cares about delivering results for students and families, I have a keen interest in bridging the research-practice gap.
2010-2013, Postdoctoral Fellow/Research Associate, Department of Educational Psychology, Center for Behavioral Education and Research, Neag School of Education, University of Connecticut, Storrs, CT
2003-2009, Ph.D., School Psychology, University of North Carolina, Chapel Hill, NC
1999-2002, B.A., Psychology, University of Maine, Orono, ME
2014-present, Louisiana Certified School Psychologist #AN539422
2014-present, Louisiana Licensed Psychologist #1291
2010-present, North Carolina Licensed Psychologist #4241
2010-present , North Carolina Certified Health Services Provider – Psychologist
Despite the proliferation of evidence-based interventions (EBIs), desired student and client outcomes often remain unattained. Many factors contribute to this gap between outcomes achieved in research versus practice. My broad research focus is implementation science, the study of factors and methods that influence the full and effective implementation of interventions in practice (including schools, early intervention settings, and community organizations). Through implementation research, I aim to help address the research-practice gap and promote access to high quality educational and behavioral health practices for all students. To this end, my research focuses on (a) supporting the integrity of implementation of EBIs at the universal, selected and indicated levels of prevention in schools; and (b) investigating the transportability of EBIs to diverse settings and student populations, with a particular focus on traditionally under- or poorly-served student populations (e.g., racial/ethnic minority and low-SES).
I am always collaborating with colleagues (at other universities and research institutes), LSU students (at both the graduate and undergraduate levels), and local school administration. Frequently, I am conducting applied research investigations that partner with school and community settings and provide an opportunity to be involved in research and clinical activities simultaneously. If you are interested in collaborating with or joining my research group, please contact me via email. Please also feel free to contact me if you are considering pursuing doctoral studies at LSU.
DR. LONG’s laboratory focuses on improving the implementation of evidence-based treatments in schools and culturally responsive practice. Despite the proliferation of evidence-based treatments for use in schools, desired student outcomes remain unattained. Thus, Dr. Long’s current research focuses on the identification of prominent implementation barriers and facilities that might lead to the development of effective implementation support methods. Currently, her school research largely focuses on improving the use of efficacious behavioral and social-emotional treatments. A second major aim of Dr. Long’s research is examining cultural variables that moderate treatment outcomes (i.e. retention, engagement, and improvements in functioning) and the impact of practitioner/educator cultural competency on client outcomes. Student responsibilities could include data collection in schools or community settings, data coding and entry, literature reviews and/or the development of study materials. Preferences will be given to Psychology majors, and students with serious interests in research and attending graduate school. Students interested in the science of implementation should contact Dr. Long via email (email@example.com) or telephone 578-7605.
Current research aims are outlined below:
- Identify, develop, and test strategies to support high levels of treatment integrity to EBIs. A major goal of this strand of research is the identification of prominent implementation barriers and facilitators that might inform the development of effective implementation supports. I am particularly interested in the development and testing of proactive, high efficiency implementation supports. Strategies that can be implemented on a wide-scale and will increase the likelihood of effective implementation prior to initiating intervention delivery. Research activities related to this strand include survey and applied research on barriers to teachers’ implementation of classroom-based interventions and universal (tier 1) practices, the application of adult behavior change theories to help identify variables that influence implementers’ levels of treatment integrity, and the development and testing of strategies to promote treatment integrity to EBIs.
(*denotes student author)
Long, A. C. J., Sanetti, L. M. H., Lark, C. R.*, & Connolly, J. G. (2017). Examining behavioral consultation plus computer-based implementation planning on teachers’ intervention implementation in an alternative school. Remedial and Special Education. Manuscript submitted for publication.
Long, A. C. J., Sanetti, L. M. H., Collier-Meek, M. A., Gallucci, J., Altschaefl, M., & Kratochwill, T. R. (2016). An exploratory investigation of teachers’ intervention planning and perceived implementation barriers. Journal of School Psychology, 55, 1-26. doi:10.1016/j.jsp.2015.12.002
Long, A. C. J., & Maynard, B. R. (2014). Treatment integrity as adult behavior change: A review of models. In Sanetti, L. M. H., & Kratochwill, T. R. (Eds.), Treatment integrity: A foundation for evidence-based practice in applied psychology (pp. 55-77). Washington, DC: American Psychological Association.
- Transportability of EBIs: Culturally responsive, evidence-based practice. Major goals of this strand of research include examining the external validity of EBIs and, in relation, extending the literature on culturally-responsive, evidence-based practice. To this end, I examine the transportability of EBIs from conditions closely matched to those in which they were designed to new conditions including diverse school intervention contexts and student populations. Research activities related to this strand include investigations of cultural variables that might moderate treatment outcomes and examinations of EBIs with diverse student populations (through applied research or meta-analytic approaches). In relation to this strand of research, I hope to inform practice guidelines that will provide clearer instruction about how to appropriately strike the balance between strict adherence to EBIs in the way they were designed and the necessity for being culturally responsive by making adaptations that enhance the match/fit of the EBI to the target intervention context and student population.
(*denotes student author)
Dean, K. E.*, Long, A. C. J., Matthews, R. A., Buckner, J. D. (2017). Willingness to seek treatment among black students with anxiety and depression: The synergistic effect of sociocultural factors with symptom severity and intolerance of uncertainty. Behavioral Therapy. Manuscript submitted for publication.
Long, A. C. J., Renshaw, T. R., & Camarota, D.* (in press). Classroom management in an urban, alternative school: A comparison of mindfulness and behavioral approaches. Contemporary School Psychology.
Long, A. C. J., McIver, E. C.*, Olinger, R. M.*, Bolognino, S. J.*, & Renshaw, T. L. (2015). Balancing treatment integrity and client responsiveness: Adapting a mindfulness curriculum. Communique, 43(8), 1, 15-17.
I am presently teaching:
- Psychology 2000 Introduction to Psychology (undergraduate-level)
- Psychology 7929 Cultural Diversity in Counseling and Therapy (graduate-level)
- Psychology 7660 School Psychological Consultation (graduate-level)
- Psychology 7668/7669 School Psychology Practicum (graduate-level)
American Psychological Association
Child and Family Evidence-Based Practice Consortium
National Association of School Psychologists