at UTSA
Meet some of our Students
Andrea Nikkole Campos
Class of 2027
Andrea, a bilingual school psychologist, brings five years of experience as a Licensed Specialist in School Psychology (LSSP) and holds a Master's degree in School Psychology from the University of Texas at San Antonio. Currently enrolled in School Psychology PhD program with a specialization in bilingual school psychology, Andrea is deeply committed to cultivating culturally responsive environments in education to create learning spaces and practices that recognize, respect, and integrate the diverse cultural backgrounds, experiences, and perspectives of students and their communities. As a graduate research assistant under the supervision of Dr. John Davis, she actively contributes to his research on effective intervention practices for children in schools.
Katie Holloway
Class of 2028
Katie is a doctoral student in the Department of Educational Psychology at the University of Texas at San Antonio. She earned a Bachelor of Science degree from Texas A&M University in Interdisciplinary Education with a focus in Special Education, and a Master of Education from the University of Texas at San Antonio in Educational Psychology with a focus in behavior assessment and intervention. Her research focuses on the use of applied behavior analysis (ABA) as treatment for young children at-risk for autism.
Cha Yong Patterson
Class of 2028
Cha Yong is a doctoral student in the School Psychology PhD program at the University of Texas at San Antonio (UTSA). She earned her Master of Arts in Educational Psychology from UTSA, with a concentration in behavior assessment and intervention. Cha Yong is a licensed Board-Certified Behavior Analyst (BCBA) with experience delivering evidence-based clinical services to autistic children and adolescents. Her research focuses on applying ABA-based interventions to support young children and school-age individuals with intellectual and developmental disabilities. She is especially interested in the intersection of mental health and identity, with a particular focus on autistic masking and its impact on self-perception and well-being. Through her doctoral training, she aims to bridge her experiences in applied behavior analysis with comprehensive school-based practices to strengthen supports for students and foster practices that are responsive to their unique needs.
Laura Peña
Class of 2028
Laura is a School Psychology doctoral student and a board-certified behavior analyst (BCBA). She is a proud two-time Roadrunner, as she received both her bachelor's and master’s degrees from UTSA. Laura previously worked as a clinical director in a local ABA clinic where she was able to support families of autistic children and supervise behavioral staff. Her experience within the field of behavior analysis encompasses a variety of settings (e.g., clinic, school, in-home, etc.), as well as experience working with children, adolescents, and adults. As a first-generation immigrant and English Learner (EL), Laura understands the importance of incorporating client’s culture and language into life changing services to best provide for them and their families. Laura’s research interests are related to bilingual language acquisition for neurotypical and neurodivergent children and culturally responsive and comprehensive behavior analytic services.
Kelly Simmons
Class of 2029
Kelly Simmons is a doctoral student in the School Psychology program, bringing a strong foundation in psychological science with her Bachelor of Arts in Psychology from the University of Texas at San Antonio. Her research focuses on advancing adolescent mental health support within educational settings, with particular emphasis on understanding adolescent help-seeking behaviors for mental health services. She explores the barriers and facilitators that influence when and how adolescents seek mental health support, working to develop more effective approaches to meet the complex psychological needs of secondary school students. Beyond her academic work, Kelly is actively engaged in community-based adolescent mental health initiatives and provides training to adults who work with adolescents, helping them develop a deeper understanding of adolescent mental health and effective support strategies. Kelly also maintains an interest in how emerging technologies, including generative artificial intelligence, might be thoughtfully integrated into school psychology practice. She is currently actively engaged in research examining how AI can be ethically implemented into school psychology training programs to better prepare students for the evolving landscape of professional practice.
Danette Martinez
Class of 2028
Danette Y. Martinez is a doctoral student in School Psychology at UTSA. Her research focuses on best practices in school psychology training, with particular interests in the use of artificial intelligence in graduate education, psychoeducational evaluations for d/Deaf and hard-of-hearing students, and supporting STEM access for first-generation students. She is also broadly interested in AI in higher education and its implications for equity and student success. As a former teacher, Danette is passionate about supporting diverse and historically underserved student populations. She has completed internships with the American Institutes for Research, the National Center for Education Statistics, and the Association for Institutional Research, and her research has been presented at conferences across the U.S. and internationally. Upon graduation, Danette aspires to pursue an academic and research career while continuing to engage in practice as a school psychologist.
Representative Student Publications
& Presentations
Villarreal, V., Peterson, L. S., Peña, L. M., Martinez, D. Y., Patterson, C. Y. (2025) Discussions of race/ethnicity related differences in school psychology journals: A descriptive review. Journal of School Psychology, 112.
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Castro-Villarreal, F., Rodriguez, B. J., Patterson, C. Y. (2025, February). Culturally Responsive Consultation: Case Studies from the Field. Presented at National Association of School Psychologists (NASP), Seattle, WA.
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Patterson, C. Y. (2025, April). A Behavior Analytic Approach to Memory. Invited Chair at the Symposium conducted at the Texas Association for Applied Behavior Analysis 40th Annual Conference, Dallas, Texas. April 2025.
Patterson, C. Y., (Commentary authors), & Neely, L. (2025). Use of generic picture cues may promote prompted and novel vocalizations during play for autistic children. Evidence-Based Communication Assessment and Intervention, 1–5.
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Cantrell, K., Castro-Villarreal, F., Patton, S., Cormier, M., (2024, May 23-27) Measuring the feeling of inclusion with adults with disabilities; a mixed-methods approach. 50th Annual Applied Behavior Analysis International Conference, Philadelphia, PA.
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Cantrell, K., Sullivan, J., Neely, L., Kirkpatrick, M., (2023, February 14-17) Psychometric Properties of the Autism Parenting Stress Index (APSI). [poster presentation] National Association of School Psychologist Annual Convention, New Orleans, LA.
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Neely, L., Carnett, A., Cantrell, K., Stegemann, S., & Svoboda, M. (2022). Functional communication training for toddlers at-risk for autism with early problem behavior. Advances in Neurodevelopmental Disorders, 6(4), 537-548. https://doi.org/10.1007/s41252-022-00306-1
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Peña, L.M., Patterson, C.Y., Neely, L., Carnett, A., Cantrell, K. (2020, April). Results from infant/toddler pre-emptive intervention on reduction of interfering behavior and increased communication. Presented at Texas Association of Behavior Analysis (TxABA), San Antonio, TX.
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