School Psychology Programs
Yi Ding, Ph.D.
Dr. Ding is an assistant professor in School Psychology Program. She went to University of Minnesota Medical School for her internship in Pediatric Psychology and Pediatric Neuropsychology rotations. She received her Ph.D. in School Psychology from The University of Iowa.
She is a Certified School Psychologist in the state of Iowa, Ohio, and New York and a Nationally Certified School Psychologist (NCSP). She has experiences practicing in different school settings, department clinics, and hospital settings.
B.Ed., M.Ed., Special Education, Beijing Normal University
Ed.S., Ph.D., School Psychology, The University of Iowa
APA Accredited Internship, University of Minnesota Medical School
Her research areas include:
- attention deficit hyperactivity disorders (ADHD)
- learning disabilities (LD)
- autism spectrum disorders (ASD)
- functional behavioral analysis (FBA)
- international school psychology and special education issues.
Liu, R.-D., Ding, Y., Gao, B.-C., & Zhang, D. (accepted). The relations between property strategies, working memory, and multiplication in Chinese elementary school students. Journal of Experimental Education.
Liu, R.-D., Ding, Y., Zong. M. & Zhang, D. (accepted). Concept development of decimals in elementary students: A conceptual change approach. School Science and Mathematics.
Ding, Y., Liu, R.-D., McBride, C., & Zhang, D. (in press). Pinyin invented spelling in Mandarin Chinese-speaking children with and without reading difficulties. Journal of Learning Disabilities.
Zhang, D., Wang, Q., Ding, Y., & Liu, J. (in press). Testing accommodation or modification? The effects of integratedobject representation on enhancing geometry performance in children with and without geometry difficulties. Journal of Learning Disabilities.
Zhang, D., Ding, Y., Barrett, D. E., Xin, Y.-P., & Liu, R.-D. (in press). A comparison of multiplication strategic development in low-achieving, average-achieving, and high-achieving students. European Journal of Psychology of Education.
Guo, J.-P., Yang, L.-Y., & Ding, Y. (2014). Effects of example variability and prior knowledge in how students learn to solve equations. European Journal of Psychology of Education, 29(1), 21-42.
Zhang, D., Xin, Y.-P., Harris, K., & Ding, Y. (2014). Improving multiplication strategic development in children with math difficulties. Leanring Disabilities Quarterly, 37, 15-30.
Ding, Y., Guo, J.-P., Yang, L.-Y., Zhang, D., Ning, H., & Richman, L. C. (2013). Rapid automatized naming skills and immediate memory functions in Chinese elementary readers who read English as a second language. Journal of Learning Disabilities, 46(4), 347-362.
Yang, L.-Y., Guo, J.-P., Richman, L., Schmidt, F., Gerken, K., & Ding, Y. (2013). Visual skills and Chinese reading acquisition: A meta-analysis of correlation evidence. Educational Psychology Review, 25(1), 115-143.
Zhang, D., Ding, Y., Stegall, J. & Mo, L. (2012). The effects of visual-chunking-representation accommodation on geometry testing for students with math disabilities. Learning Disabilities Research & Practice, 27(4), 167-177.
Guo, J.-P., Pang, M.-F., Yang, L.-Y., & Ding, Y. (2012). Learning from comparing multiple examples: On the dilemma of “similar” or “different”. Educational Psychology Review, 24(2), 251-269.
Taylor, R., Ding, Y., Felt, D., & Zhang, D. (2011). Effects of tier-I intervention on nonsense word fluency in first graders. School Psychology Forum: Research in Practice, 5(2), 54-73.
Ding, Y., Yang, L.-Y., Salyers, K., Harper, H., Guo, J.-P., Liu, H., & Feng, Y.-H. (2010). Assessing needs and challenges perceived by caregivers and teachers of children with autism spectrum disorder in China. Journal of International Association of Special Education, 11(1), 4-14.
Cochrane, W. C., Salyers, K., & Ding, Y. (2010). An examination of the preparation, supervisor’s theoretical model, and university support for supervisors of school psychology interns. Trainer’s Forum: Journal of Trainer’s of School Psychology, 29(1), 6-23.
Ding, Y., Richman, L. C., Yang, L.-Y., & Guo, J.-P. (2010). Rapid automatized naming skills and immediate memory functions in Chinese Mandarin speaking elementary readers. Journal of Learning Disabilities, 43(1), 48-61.
Ding, Y., Kuo, Y.-L., & Van Dyke, D. C. (2008). School psychology in Mainland China, Hong Kong, and Taiwan: A cross-regional perspective. School Psychology International, 29(5), 529-548.
Ding, Y., Yang, L.-Y., Xiao, F., & Van Dyke, D. C. (2008). Post-Mao China educational services for exceptional individuals. Journal of International Association of Special Education, 8(1), 45-57.
Kuo, Y.-L., Tsou, S.-L., Ding, Y. (2007). Implication of creativity in gifted program: Csikszentmihalyi’s Approach. Gifted Education Quarterly (Taiwan), 103, 19-28. (In Chinese)
Ding, Y., Yang, L.-Y., Kuo, Y.-L., & Xiao, F. (2006). Introduction and analysis of Wechsler Intelligence Scale for Children-Fourth Edition. Chinese Journal of Special Education, 9, 35-42. (In Chinese)
Ding, Y., Xiao, F., & Yang, L.-Y. (2005). Development of school psychology services in foreign countries and suggestions for Chinese special education. Chinese Journal of Special Education, 65(11), 59-63. (In Chinese)
Ding, Y. (2001). Implementation of IEP in China-A comparison of education systems of China and the U.S., Chinese Journal of Special Education, 32(4), 56-60. (In Chinese)