Craig A. Albers, PhD, is Associate Professor of Educational Psychology in the School Psychology Program at the University of Wisconsin-Madison (UW). He is also Chair of the interdisciplinary Prevention and Intervention Sciences program at UW and an Associate Editor of the Journal of School Psychology. His research focuses on universal screening, prevention, and early intervention services; the provision of school psychological services to English language learners (ELLs); and the measurement and resulting intervention implications of English language proficiency assessment. He is the author of Alternate ACCESS for ELLs, an English language proficiency measure designed for use with ELLs with significant disabilities; it is currently administered in 34 states.
Rebecca S. Martinez, PhD, is Associate Professor in the School Psychology Program at Indiana University. A native Spanish speaker, she was a bilingual education teacher on the Texas-Mexico border prior to obtaining her doctorate in school psychology. Her research and practice focus on the prevention of and intervention for children’s academic failure, particularly for ELLs, and how to improve educational practices for students failing or at-risk for academic failure. She has published a number of book chapters and peer-reviewed empirical articles.
