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About
Marist College to Become Marist University
University designation reflects breadth of global opportunities and bold vision for Marist's next century.
About
-
Academics
Marist College to Become Marist University
University designation reflects breadth of global opportunities and bold vision for Marist's next century.
Academics
-
Admission & Financial Aid
Marist College to Become Marist University
University designation reflects breadth of global opportunities and bold vision for Marist's next century.
Admission & Financial Aid
-
Student Life
Marist College to Become Marist University
University designation reflects breadth of global opportunities and bold vision for Marist's next century.
Student Life
- Athletics
Dr. Mary Stone
Associate Professor of Psychology & Chair
Bio
Mary Stone, PhD became a full-time faculty member in the Marist College Psychology Department in 2014. Previously a Visiting Professor in the School Psychology Program and Director of the Preschool Masters Specialization at Fordham University’s Graduate School of Education, Dr. Stone teaches courses in both the undergraduate psychology program and Masters in School Psychology Program at Marist. Prior to working in academia, Dr. Stone worked as a school psychologist in both school-based and clinical settings in Connecticut. She is a Nationally Certified School Psychologist (NCSP) and has worked with children and adolescents with diverse learning, behavioral, emotional, and developmental needs. In addition, she has extensive experience consulting with parents, therapists, and educational staff to enhance the learning and social-emotional outcomes of students from preschool through high school. Dr. Stone uses her decade of experience as a practicing school psychologist to help prepare undergraduates and graduate-level students interested in working with children and adolescents in educational settings.She teaches undergraduate courses in child development, educational psychology, and childhood exceptionalities and graduate courses in personality, social-emotional-behavioral assessment, and psychopathology. Dr. Stone is also the faculty advisor to the Marist Chapter of Psi Chi, the International Honors Society in Psychology.
Education
PhD, School Psychology, Fordham University
EdM, School Psychology, Teacher’s College, Columbia University
BA, Psychology, New York University
Research Interests/ Areas of Focus
Dr. Stone’s primary research interests relate to the assessment of adaptive skills and quality of life in individuals with autism spectrum disorders, the development of learning strategies in early childhood, and the use of mindfulness-based interventions in educational settings.
Selected Publications
Floyd, R. G., Shands, E. I., Phillips, J. F., Autry, B. K., Mosteller, J. A., Alfonso, V. C., Skinner-Stone, M., & Irby, S. (2015). A systematic review and psychometric evaluation of adaptive behavior scales and recommendations for practice. Journal of Applied School Psychology, 31, 83-113. doi:10.1080/15377903.2014.979384
Marcano, J., Stone, M. (2018). Associations between New York school psychologists’ levels of mindful awareness, perceived stress, life satisfaction, and self-compassion. New York School Psychologist, 36, 4
Stone, M., Blumberg, F. C., Blair, C., & Cancelli, A. A. (2016). An executive function account for a utilization deficiency observed in preschoolers: Developmental trends and individual differences. Journal of Experimental Child Psychology, 152, 367-375. doi:10.1016/j.jecp.2016.07.003
Vespo, P., Stone, M. (2018). The impact of professional development in structured peer group supervision: A pilot study with New York school psychologists. New York School Psychologist, 36, 2
Selected Presentations
Farrell, E.*, Callahan, K.*, & Stone, M. (2018, October). The relationship between adaptive functioning and quality of life in individuals on the autism spectrum receiving residential care. Poster presentation at the North Eastern Psychological Association Conference, Wooster, MA
Stone, M., & Vespo, P.** (2018, February). Fostering interest, engagement, and competency in the community: A pilot investigation of the impact of providing school psychologists professional development in peer supervision. Oral presentation at the National Association of School Psychologists Conference, Chicago, IL
Marcano, J.**, & Stone, M. (2017, October). Interactions between levels of mindful awareness, stress, and life satisfaction: Understanding New York State school psychologists’ thoughts and feelings in their daily lives. Poster presentation at the New York Association of School Psychologists Conference, White Plains, NY
Stone, M., Blass, J.*, & Blumberg, F. C. (2017, March). The effectiveness of categorical clustering as an encoding and retrieval strategy in preschoolers. Oral paper presented at the 2017 Meeting of the Eastern Psychological Association in Boston, MA
Blass, J.*, Stone, M., & Blumberg, F. (2017, March). The effect of training on spatial memory recall in preschoolers. Poster presented at the Eastern Psychological Association in Boston, MA
Stone, M. & Harsch, D.** (2016, February). From preservice to in-service: A one-year follow-up on the impact of traditional group supervision verses structured peer group supervision in the training of preservice school psychologists. Poster presented at the annual Trainers of School Psychology conference in New Orleans, Louisiana
Harsch, D.** & Stone, M. (2016, February). Current supervision practices in the training of preservice school psychologists. Poster presented at the annual Trainers of School Psychology conference in New Orleans, Louisiana
Stone, M., O’Donnell, P., & Williams, S. (2015, Februrary). Pilot study of traditional group supervision vs structured peer group supervision with school psychology interns. Poster presented at the annual Trainers of School Psychology conference in Orlando, Florida
* Marist undergraduate student
** Marist graduate student
