Tamique Ridgard Peters
School Psychology Program
Division of Psychological and Educational Services
Ridgard's clinical and research interests focus on evidence-based, culturally responsive service delivery for children and families from low socioeconomic backgrounds and racial/ethnic minority backgrounds. She is particularly interested in increased access to quality mental health services for families through integrated systems of care and two-generational parenting programs.
Ridgard completed her formal graduate training as a pre-doctoral intern at the Devereux Center for Effective Schools and went on to complete a post-doctoral fellowship in the Child Welfare Program at Westchester Institute for Human Development. She then served as a mental health provider in the Montefiore School Health Program. Throughout her career, Ridgard has provided assessment and intervention services for children from birth through adolescence in a variety of settings, including schools, school-based health clinics, outpatient mental health clinics, pediatric primary care centers, home visiting programs, and child welfare services.
Doctor of Philosophy, School Psychology - Lehigh University College of Education
Master of Education, Human Development - Lehigh University College of Education
Bachelor of Science, Psychology - Yale University
Mautone, J.A., Booster, G.D., & Ridgard, T.J. (2019). Current practice: Schools vs. alternative settings. In M. Burns (Ed.), Introduction to school psychology: Controversies and current practice. New York, NY: Oxford University Press.
Manz, P.H., Power, T.J., Roggman, L.A., Eisenberg, R.A., Gernhart, A. Faison, J., Ridgard, T.J. (2017). Integrating the little talks intervention into Early Head Start: An experimental examination of implementation supports involving fidelity monitoring and performance feedback. Children and Youth Services Review, 79, 87 – 96.
Manz, P.H., Eisenberg, R.A., Gernhart, A.L., Faison, J., Laracy, S., Ridgard, T. J., & Pinho, T. (2016). Engaging Early Head Start parents in a collaborative inquiry: The co-construction of Little Talks. Early Child Development & Care.
Ridgard, T.J., Laracy, S.D., DuPaul, G.J., Shapiro, E.S., & Power, T.J. (2015). Trauma-informed care in schools: A social justice imperative. NASP Communique.
Laracy, S.D., Ridgard, T.J., & DuPaul, G.J. (2015). The importance of sleep for school functioning: Guidelines for assessment and intervention. NASP Communique.
Schwartz, B.S., Elmore, C.A., Backe, S.B., Fiorelli, J.A., Ridgard, T., Robins, P.M., & Power, T.J. (2014). Integrated behavioral health in urban pediatric primary care: A step forward in preventative care. Progress Notes, 38(3), 14.
Faison, J., & Ridgard, T. (2014). Institutional Barriers to Successful Graduate Education. NASP Communique.
Clinical Supervision of School Psychologists
Emotional Disorders of Childhood and Adolescence
Therapeutic Interventions in the Schools
Role and Function of the School Psychologist
Licensed Psychologist in New York State
Nationally Certified School Psychologist