Damien Cormier, PhD, RPsych

Associate Professor & Director of Training, Faculty of Education - Educational Psychology Dept

Contact

Associate Professor & Director of Training, Faculty of Education - Educational Psychology Dept
Email
dcormier@ualberta.ca
Address
6-133 Education Centre - North
8730 - 112 St NW
Edmonton AB
T6G 2G5

Availability
By appointment

Overview

Area of Study / Keywords

School Psychology Learning Development Psychological Assessment Educational Assessment Financial Literacy Giftedness


About

PhD, University of Minnesota, School Psychology (APA & NASP Accredited) 

MA, University of Minnesota, School Psychology 

BA (Hons), University of Manitoba, Psychology 


Research

Psychological and Educational Assessment

What are the key variables that lead to meaningful educational decisions for students? How can we increase the efficiency and the effectiveness of our psychological and educational assessments? Some of my work to date has focused on improving the ways we collect educational data; whereas others have focused on the practices of psychologists when they use standardized measures (e.g., IQ tests). 


Financial Literacy

How can we improve the financial outcomes of current and future generations? What is the best way to reach young people to increase their financial literacy? Working from a foundation in behavioural economics and finance, I believe that research grounded in educational psychology can make a significant contribution to this area of research. Currently, I have two branches of research related to financial literacy—one focuses on understanding the needs of young people; the other is to improve the financial literacy of all Canadians. 


Learning and Development 

What processes can be explained by developmental models? How can we optimize learning? I have attempted to answer these questions by investigating the influence of specific cognitive abilities on learning in key curricular areas (reading, math, writing). In addition, I have examined the influence of language development and acculturation on learning and development. Future projects in this area will likely include a focus on gifted students. 


Announcements

I am currently accepting M.Ed. students who are applying to the School and Clinical Child Psychology program. 

I am not accepting students applying to other programs.


Examples of recent graduate student theses or dissertations that I have supervised:

  • Teachers' Knowledge, Recognition, and Referral of Common Mental Disorders in Schools
  • Applying Cost-Benefit Analysis to Inform the Selection of Academic Interventions
  • Teachers’ Expectations Vary: Implications for Canadian Students of Different Ethnic Groups
  • Predicting academic achievement and cognitive ability from child and parent perceptions of ability
  • Is Teacher Stigma Associated with the Delivery of Instructional Supports to Students with Disabilities?

Courses

EDPY 303 - Educational Assessment

This course will introduce students to the complexity of classroom assessment as a means of supporting and measuring student learning. The intent of this course is to develop an understanding of important concepts and issues in the evaluation of a learner's knowledge and skills, and to develop competence in constructing instruments and processes to evaluate learner performance. Prerequisite or corequisite: EDFX 325 or 350. May contain alternative delivery sections; refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

Winter Term 2021
EDPY 520 - Assessment for Effective Intervention Practicum

This practicum provides supervised applied experience in both assessment and intervention with a focus on working with children and adolescents. Restricted to students enrolled in the School and Clinical Child Psychology or Counselling Psychology programs. Prerequisites: EDPY 507, EDPY 518 and EDPY 536 or equivalents. Co-requisite: EDPY 519 or equivalent.

Winter Term 2021
EDPY 645A - SCCP School Practicum Placement

School setting practicum in School and Clinical Child Psychology. This doctoral level practicum is designed to provide students with practical, supervised experiences in both assessment and intervention in school settings. Pre/corequisite: EDPY 641. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

Fall Term 2020
EDPY 645B - SCCP School Practicum Placement

School setting practicum in School and Clinical Child Psychology. This doctoral level practicum is designed to provide students with practical, supervised experiences in both assessment and intervention in school settings. Pre/corequisite: EDPY 641. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

Winter Term 2021
EDPY 647A - SCCP Clinical Practicum Placement

Clinical setting practicum in School and Clinical Child Psychology. This supervised doctoral level practicum is designed to provide students with advanced assessment and intervention experience with children and adolescents in hospital clinics, children's mental health centres or clinical child and adolescent community settings. Pre/corequisite: EDPY 643. Prerequisites: EDPY 641 and EDPY 645. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

Fall Term 2020
EDPY 647B - SCCP Clinical Practicum Placement

Clinical setting practicum in School and Clinical Child Psychology. This supervised doctoral level practicum is designed to provide students with advanced assessment and intervention experience with children and adolescents in hospital clinics, children's mental health centres or clinical child and adolescent community settings. Pre/corequisite: EDPY 643. Prerequisites: EDPY 641 and EDPY 645. Restricted to PhD students enrolled in the School and Clinical Child Psychology program.

Winter Term 2021
EDPY 650A - School and Clinical Child Psychology Internship

A supervised training program designed to provide students in the doctoral program in School and Clinical Child Psychology with a planned, programmed sequence of training experience. Students must successfully complete an approved 1,600 hour internship. Restricted to students enrolled in the School and Clinical Child Psychology doctoral program. Prerequisites: Consent of Department, successful completion of coursework and candidacy exam.

Fall Term 2020
EDPY 650B - School and Clinical Child Psychology Internship

A supervised training program designed to provide students in the doctoral program in School and Clinical Child Psychology with a planned, programmed sequence of training experience. Students must successfully complete an approved 1,600 hour internship. Restricted to students enrolled in the School and Clinical Child Psychology doctoral program. Prerequisites: Consent of Department, successful completion of coursework and candidacy exam.

Winter Term 2021

Browse more courses taught by Damien Cormier

Publications

An Examination of Interventionist Implementation Fidelity and Content Knowledge as Predictors of Math Intervention Effectiveness
Author(s): Nelson, P. M., Van Norman, E. R., Parker, D. C., & Cormier, D. C.
Publication Date: 2019
Publication: Journal of Applied School Psychology
Page Numbers: 1-23

Gated screening frameworks for academic concerns: the influence of redundant information on diagnostic accuracy outcomes
Author(s): Van Norman, E. R., Nelson, P. M., Klingbeil, D. A., Cormier, D. C., & Lekwa, A. J.
Publication Date: 2019
Publication: Contemporary School Psychology
Volume: 23
Issue: 2
Page Numbers: 152-162

The Impact of Item Stem Format on the Dimensional Structure of Mathematics Assessments
Author(s): Kan, A., Bulut, O., & Cormier, D. C.
Publication Date: 2019
Publication: Educational Assessment
Volume: 24
Issue: 1
Page Numbers: 13-32

Validity evidence for progress monitoring with Star Reading: Slope estimates, administration frequency, and number of data points
Author(s): Bulut, O., & Cormier, D. C.
Publication Date: 2019
Publication: Frontiers in Education
Volume: 68
Issue: 3

A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations
Author(s): Cormier, D. C., Bulut, O., Singh, D., Kennedy, K. E., Wang, K., Heudes, A., & Lekwa, A. J.
Publication Date: 2018
Publication: Journal of Psychoeducational Assessment

Developing Proficiency in Standardized Cognitive Assessment Scoring: How Much is Enough?
Author(s): Cormier, D. C., Van Norman, E. R., Cheong, C., Kennedy, K., Bulut, O., & Mrazik, M.
Publication Date: 2018
Publication: Canadian Journal of School Psychology

Revisiting the Relationships Between Broad Cattell-Horn-Carroll (CHC) Cognitive Abilities and Reading Achievement During the School-Age Years
Author(s): Cormier, D. C., McGrew, K. S., Bulut, O., & Funamoto, A.
Publication Date: 2016
Publication: Journal of Psychoeducational Assessment

Screening for Mathematics Deficits: An Examination of the Relationship between Computation, Problem Solving and Reading
Author(s): Cormier, D. C., Yeo, S., Christ, T. J., Offrey, L., & Pratt, K.
Publication Date: 2016
Publication: Exceptionality

The Influences of Cultural Loading and Linguistic Demand on Cognitive Test Scores
Author(s): Cormier, D. C., McGrew, K. S., Ysseldyke, J. E.
Publication Date: 2014
Publication: Journal of Psychoeducational Assessment

A systematic review and summarization of the recommendations and research surrounding curriculum-based measurement of oral reading fluency (CBM-R) decision rules
Author(s): Ardoin, S. P., Christ, T. J., Morena, L. S., Cormier, D. C., & Klingbeil, D. A.
Publication Date: 2013
Publication: Journal of School Psychology
Volume: 51
Issue: 1
Page Numbers: 1-18

Assessment of ecological factors as an integral part of academic and mental health consultation
Author(s): Ysseldyke, J., Lekwa, A. J., Klingbeil, D. A., & Cormier, D. C.
Publication Date: 2012
Publication: Journal of Educational and Psychological Consultation
Volume: 21
Issue: 1
Page Numbers: 21-43

Curriculum Based Measurement of Oral Reading (CBM-R): An Evaluation of Linear Expectations for Growth
Author(s): Christ, T. J., Silberglitt, B., Yeo, S., & Cormier, D. C.
Publication Date: 2010
Publication: School Psychology Review