Behavioral Pediatrics and Integrated Care Match Code - 141617 (10 positions)
Comprehensive School Mental Health Program
- School-Based Psychological Services - 141621 (4 positions)
- School Based ABA Services – 141618 (1 position)
Intensive Applied Behavior Analysis Assessment and Treatment Program Match Code - 141615 (5 positions)
Lifespan Developmental Disabilities Behavioral Health Program Match Code - 141628 (1 position)
Rural Integrated Care Program North/Central Match Code - 141614 (2 positions)
Rural Integrated Care Program West Match Code - 141620 (1 position)
Intertribal Behavioral Health Program - 141623 (Morningstar Counseling and Consultation, P.C.)
START DATE: 8/01/2024
The Munroe-Meyer Institute (MMI) is an academic unit located within the University of Nebraska Medical Center in Omaha, NE. The University of Nebraska Medical Center is a leader in academic health sciences and our enterprise is vital to Nebraska, the nation's heartland communities, and beyond. Professional staff members at MMI are organized within disciplines that include Psychology, Special Education, Clinical Genetics, Developmental Medicine, Occupational Therapy, Physical Therapy, Speech Pathology, Social Work, Recreation Therapy, Nutrition, Nursing, Genetics Laboratories, Severe Behavior, Pediatric Feeding Disorders, and the Integrated Center for Autism Spectrum Disorders.
MMI Psychology Interns function primarily in a clinical role that involves assessment, diagnosis, treatment and consultation services for individuals with a wide range of mental health needs and across abilities, cultural background, languages, and the lifespan. Interns participate in a variety of nonclinical activities to prepare them for independent practice, including professional development, didactics, peer and group supervision, applied research, and clinical supervision of graduate and/or undergraduate students.
This internship experience has an emphasis on preparing psychologists to work with pediatric and transition-age populations, through the following core activities:
- Hands-on, experiential, interdisciplinary, culturally-responsive clinical training
- Intentional didactic and professional development training
- Faculty, peer, and group supervision
- Applied research and program evaluation
Interns training with MMI provide clinical services on campus through MMI Clinics, health care facilities (including primary care clinics), schools, and community agencies throughout Nebraska. MMI also provides state-wide technical assistance, continuing education, and consultation to public schools, behavioral health agencies, and other programs providing services to children, youth, and adults. Referrals to MMI are made by pediatricians, schools, and parents seeking treatment, second opinions, or interdisciplinary assessments for children and adolescents.
MMI is committed to developing and promoting leaders in interdisciplinary, culturally-responsive care to transform the lives of all individuals with disabilities and special health care needs, their families and communities. Specifically, it is our priority to recruit and retain racially, ethnically, and linguistically diverse behavioral health professionals.
Diversity, Equity, and Inclusion (DEI)
MMI is sensitive to inequities in healthcare. Therefore, our trainees are educated in the National Standards for CLAS (Culturally and Linguistically Appropriate Services) in Health and Health Care. Interns receive formal training on these standards and other culturally relevant topics through orientation/onboarding, group supervision, and didactics throughout the year. Faculty trainers and interns use these standards to guide their work with children, adults, and families.
All individuals are responsible for ensuring that interactions (both professional and interpersonal) are sensitive to factors related to individual and cultural diversity, to ensure that the environment at MMI is inclusive and supportive for all. For more information on how the University of Nebraska Medical Center supports inclusivity in the workplace, please see the Office of Inclusion and Equity.
DEI Steering Committee:
MMI Interns within the Psychology Department have the opportunity to engage with the department’s DEI Steering Committee and the initiatives and projects that the committee undertakes. All students and faculty are encouraged to lead and work on projects they are passionate about with the support of the DEI Steering Committee.
MMI Programs and Rotations
Applicants interview with, rank, and are matched with these programs separately. Interns will complete all of their rotations within a single program:
Behavioral Pediatrics and Integrated Care
Comprehensive School Mental Health Program
- School-Based Psychological Services
- School-Based ABA Services
Intensive Applied Behavior Analysis Assessment and Treatment Program
Lifespan Developmental Disabilities Behavioral Health Program
Rural Integrated Care Program North/Central
Rural Integrated Care Program West
Behavioral Pediatrics and Integrated Care Program:
In this program, interns will gain experience in behavioral pediatrics at MMI and/or integrated care in a primary care clinic in the Omaha metro area. Trainees in this program will learn outpatient behavioral assessment and treatment techniques for common developmental and behavioral problems encountered by diverse children, adolescents, and their families. Typical presenting problems include noncompliance, tantrums, ADHD assessment and treatment, disruptive school behavior, adjustment disorders, anxiety, depression, habit disorders, and Autism assessment and intervention. In the primary care clinics, interns learn to work alongside physicians and staff in the community in both urban and suburban sites throughout Omaha. Through these experiences, interns can expect to learn how best to integrate into the culture of primary care while providing evidence-based treatment.
Trainees work closely with their faculty supervisor(s) and receive live observation and supervision weekly. Interns in these rotations also have monthly team meetings to discuss pragmatic issues related to practice in primary care. While presenting concerns may vary across clinical practice locations in terms of variety/breadth and severity/intensity, the types of issues and orientation of treatment interventions will be similar.
Interns in the BPIC program complete two 6-month major rotations which allows them to choose whether they would like experience in behavioral pediatrics, integrated care, or both. Some rotations provide "specialized" behavioral health training opportunities (depending upon the faculty supervisor) in areas such as sleep disorders, pain and stress related disorders, autism and developmental assessment, and lifespan/adult intellectual and developmental disabilities. In addition to major rotations, interns also have the opportunity to complete two 6-month minor rotations. Minor rotations may include grant writing, teaching, NICU follow-up clinic, work on grant-funded technical assistance projects (such as the Mid-America Mental Health Technology Transfer Center) or additional clinical and academic experiences.
Comprehensive School Mental Health Program:
The Comprehensive School Mental Health (CSMH) faculty at MMI designed an innovative program to train future psychologists to improve access to high-quality, comprehensive, school-based mental and behavioral health services. The program creates an experience for trainees to develop culturally responsive skills to serve school systems from a variety of roles and to develop a professional work/life balance that will support longevity in the workforce.
The CSMH team provides services and consultation in rural, suburban, and urban communities, comprised of a diverse population of students. The program offers experiences across the full continuum of mental and behavioral health services including mental health promotion (e.g., universal mental health screening; school-wide positive behavior supports), prevention (e.g., mental health services in small groups; class-wide mental and behavioral health promotion), and intervention (e.g., intensive behavioral support; individual and family therapy) to youth and families through a year-long school experiences. Interns facilitate the development of comprehensive school-based psychological services, including direct service delivery of evidence-based prevention, intervention, consultation, and assessment for youth across the developmental span. Interns also receive opportunities to influence system change through delivering training and technical assistance in school mental health topics.
The CSMH program has two primary training opportunities: School-Based Psychological Services and School-Based ABA Services. The School-Based Psychological Services program offers trainees experience in Assessment and Behavioral Consultation and Comprehensive Clinical Services. Trainees will interact with each other throughout the year during school-based specific didactics, group supervision, and social events to support the development of a community, while also supporting learning about school services outside of the intern’s primary placement.
Applicants should apply to the area(s) they desire for their primary internship experience (2 days per week).
1. School-Based Psychological Services: Trainees can experience Assessment and Behavioral Consultation and/or Comprehensive Clinical Services. Trainees will rank their preference for activities and faculty will design an internship experience accordingly.
a. Assessment and Behavior Consultation: This training opportunity involves providing psychoeducational assessment of students to determine verification within special education (e.g., learning disabilities, other health impairments, intellectual disability, autism, developmental delays, and/or emotional disturbance), collaborating with students, parents, teachers, administrators, and other professionals, facilitating multidisciplinary team meetings, and providing behavioral consultation (client-centered or classroom-centered).
b. Comprehensive Clinical Services: This training opportunity consists of intensive training in mental health promotion and intervention to youth in general and special education settings. Trainees who participate in Comprehensive Clinical Services will provide direct clinical services consisting of individual, family, and group therapy to students and families in the school setting. Evidence-based practices such as Acceptance and Commitment Therapy and Cognitive Behavioral Therapy are commonly utilized. Emphasis is placed on providing consultation to educators on how to best support the students we serve. Additionally, we provide high quality and evidence-based practice, and ongoing training, coaching and support for partnering schools.
2. School-Based ABA Services: This training opportunity consists of Tier 3 behavior assessment and consultation services for students who engage in significant, externalizing behaviors (e.g., elopement, self-injury, destruction) and who have intellectual and developmental disabilities. Individual, class-wide, and systems consultation activities are available to help to influence change within contracted districts. Specific activities include (1) conducting functional behavior assessment; (2) working with the school team to develop and implement behavior intervention plans; (3) using behavioral skills training to teach educators intervention strategies; (4) developing and delivering training to improve educator knowledge; and (4) technical assistance with district leadership for improving programming and behavior support for students. Interns will work with a team from MMI that includes graduate students in special education, school psychology, and ABA allowing opportunities for interns to provide supervision (depending on the intern’s experience).
Interns in the CSMH program can choose secondary experiences (approximately 1 day per week) that can include additional experiences within the three service areas (Assessment & Behavior Consultation, Comprehensive Clinical Services, School-Based ABA Services) or systems-level consultation through the Mid-America Mental Health Technology Transfer Center. Systems-level consultation includes delivering universal, targeted and intensive training and technical assistance to educators and administrative leaders in school districts in a variety of areas (e.g., implementation, universal mental health promotion, educator well-being).
Intensive Applied Behavior Analysis Assessment and Treatment Program
Rotations are available in which intern trainees develop expertise in the assessment and treatment of individuals with autism spectrum disorder (ASD) and related disorders. Three unique experiences are offered through the Intensive ABA (IABA) Assessment and Treatment Track: Severe Behavior, Pediatric Feeding, and integrated Center for Autism Spectrum Disorders. Interns who match with the iABA track will select two, 6-month rotations or one, 12-month rotation from the options mentioned above. Across rotations interns will experience both depth and breadth of presenting behavioral concerns, skill levels, and diagnoses.
In the Severe Behavior rotation, interns will learn applied behavior analytic assessment and treatment techniques for a wide range of presenting problems related to skill acquisition and behavior reduction. In the Severe Behavior rotation, interns will participate in functional analyses, development of function-based treatment, generalization of treatment, and caregiver training for individuals with severe destructive behavior (e.g., aggression, self-injury, destruction, etc.). Interns play an integral role in conducting diagnostic intakes and learn to conceptualize cases and triage patients to appropriate service lines. Interns also will conduct comprehensive psychological assessments and skill-based assessments with relevant cases. Twelve-month rotations are preferred, but not required.
In Pediatric Feeding rotation, interns will participate in the development and implementation of assessment and treatment procedures, generalization of treatment and caregiver training for individuals with severe feeding difficulties (e.g., food selectivity, food refusal). Twelve-month rotations are preferred, but not required. This year, we anticipate accepting one intern into Pediatric Feeding.
The iCASD rotation offers opportunities within our Autism Diagnostic Clinic, Behavioral Parent Training, and Early Intervention programs. Primary placements across the iCASD programs are available through 6- and 12-month rotations, with opportunities for minor rotations based on interns' interests. The Autism Diagnostic Clinic providers interns with the opportunity to work as part of an interdisciplinary team to evaluate children suspected of an autism spectrum disorder diagnosis. Interns play an integral role in conducting diagnostic intakes and learn to conceptualize cases and triage patients to appropriate service lines. Interns also will conduct comprehensive psychological assessments (including training and experience administering the ADOS-2), generate diagnoses, and support families in accessing appropriate services and supports. Through our Behavioral Parent Training program, interns provide outpatient treatment services (in-person or via telehealth) to patients and families with autism or other neurodevelopmental disabilities. Interns become familiar with using manualized parent training curricula to support families in addressing a range of presenting concerns such as reducing mild-to-moderate challenging behavior, increasing communication skills, and teaching adaptive living skills, such as toilet training. Clinicians may also support families in coping with and understanding their child's diagnosis, coordinate care with other providers, or assist families in pursuing intensive treatment services as part of the parent training process. Interns who complete a rotation in the Early Intervention program gain experience providing intensive ABA services to young children diagnosed with autism, with an emphasis on developing skills in communication, imitation, social engagement, and play skills. In the Early Intervention program, interns will work alongside psychologists, as well as doctoral- and masters-level BCBAs, to conduct comprehensive language assessments to inform the development and implementation of comprehensive treatment programs. Interns will be trained in a variety of evidence-based treatments, including discrete trial training and natural environment teaching, aimed at promoting skill acquisition and generalization. Across all iCASD rotations, opportunities to participate in on-going departmental research may be available. This year, we anticipate accepting one to three interns in iCASD.
Lifespan Developmental Disabilities Behavioral Health Program:
Within this track, interns will have the opportunity to provide outpatient behavioral health services at the Munroe Meyer Institute, participate in interdisciplinary clinics with developmental medicine, and provide consultation and support for community agencies and/or schools providing services to diverse individuals with intellectual and developmental disabilities.
Interns will work with two licensed psychologists in the Lifespan I/DD Behavioral Health Clinic. While working with Dr. Lynda Hayes interns will primarily gain experience working with patients from early childhood through fourteen-years-old, and while with Dr. Lisa Neitzke patients will gain experience working with patients aged fourteen-years-old through late adulthood. This provides interns the unique experience working with underserved patients with I/DD across the lifespan. Responsibilities will include providing outpatient treatment and psychological evaluations for diverse patients with I/DD. Outpatient treatment includes developing function-derived intervention plans within individual and family therapy to address a variety of behavioral health concerns in children, adolescents, and adults. Additionally, opportunities for consultation with medical staff, schools, job sites, group homes and community agencies will be available.
Psychological evaluation techniques may include cognitive measures, structured interviews and observations, social/emotional evaluations, as well as opportunities to complete comprehensive evaluations for developmental concerns (e.g., ADHD, IDD, ASD). Minor rotations may include working with school-based transition programs and/or staff training contracts with community service providers. BCBA supervision is also provided if the intern is accruing hours towards their BCBA
Rural Integrated Care Program:
This program is not a rotation, but a rural living and learning experience. Applicants will interview for, rank, and be matched separately with tracks/placements located in the North, Central, and West areas of the state.
- Rural Integrated Care Program - North/Central Track: Rural Integrated Care Program - North/Central Track: Interns will have the opportunity to learn outpatient behavioral assessment and treatment techniques in primary care settings across rural Nebraska, working alongside physicians and other health professionals. Interns will work and live in one of the following towns in Nebraska for this track: Norfolk, NE or Kearney, NE. Interns will learn outpatient behavioral assessment and treatment techniques for common developmental and behavioral problems encountered by children, adolescents, and their families, including problems such as noncompliance, tantrums, ADHD, disruptive school behavior, adjustment disorders, anxiety, depression, habit disorders, etc. Outpatient services for children with developmental disabilities are also provided. Other opportunities may involve performing school consultation and/or interventions. Monthly didactics will be provided via telehealth connections and monthly team meetings with all interns working in integrated care are scheduled to discuss pragmatic issues endemic to integration of behavioral health services and research into primary care. These experiences allow the intern to learn how best to integrate into the culture of primary care while providing evidence-based behavioral health services. Funding will also be provided for interns to travel to Beatrice, Lincoln and Omaha throughout the year (and for housing when overnights are required) for large group seminars of all interns in the Nebraska Internship Consortium.
- Rural Integrated Care Program - West Track:
West Track: In this unique track, interns will have the opportunity to learn outpatient behavioral assessment and treatment techniques in primary care settings across rural Nebraska, working alongside physicians and other health professionals. An intern in this track will work and live in the Rushville/Chadron area in the western part of the state and serve clinics across sites in the area. Interns will learn outpatient behavioral assessment and treatment techniques for common developmental and behavioral problems encountered by children, adolescents, and their families, including problems such as noncompliance, tantrums, ADHD, disruptive school behavior, adjustment disorders, anxiety, depression, habit disorders, etc. Outpatient services for children with developmental disabilities and interdisciplinary clinics (e.g., Genetics clinic) are also provided. Other opportunities may involve performing school consultation and/or interventions. Monthly didactics will be provided via telehealth connections
and monthly team, peer, and group supervision meetings with all interns working in integrated care are scheduled to discuss pragmatic issues endemic to integration of behavioral health services and research into primary care. These experiences allow the intern to learn how best to integrate into the culture of primary care while providing evidence-based behavioral health services. Funding for travel (and for housing when overnights are required) is provided for the intern in this track to travel to four monthly seminars in person in Kearney, Lincoln, Beatrice, or Omaha, NE, with the larger NICPP intern cohort.
Additional Clinical Training Opportunities
Interested applicants can complete a mini-rotation in the LEND (Leadership Education in Neurodevelopmental and related Disorders) program. This provides a year-long intensive training experience aiming to “develop a qualified, family-centered and culturally competent workforce for individuals with neurodevelopmental and related disabilities by providing a comprehensive training program, including leadership training, clinical services, technical assistance, continuing education and resource development.” For more information on LEND, please click here.
Professional Development Training
All interns (regardless of program) attend monthly didactics and professional development activities. Previous Didactic topics have included:
- Academic concerns
- Anxiety, Tics, and OCD
- Autism assessment and diagnosis
- Behavior case conceptualization
- Behavioral Parent Training
- Parent training
- Sleep disorders
- Working with schools
Other professional development activities include:
- Monthly interdisciplinary leadership seminars
- Case conferences and rounds
- Research presentations and meetings
A predoctoral internship experience with MMI will include research participation. Multiple opportunities will be available to you through ongoing departmental research related to improving service provision in integrated primary care and schools; concerns in pediatric and lifespan psychology; and behavioral pediatrics. Relevant independent research and studies using MMI psychology existing datasets are encouraged. Presentation and publication opportunities are available throughout the year. See below for publications within the last 5 years. Faculty members are in bolded.
Barboza, A.A., Lill, J.D., Bassingthwaite, B.J., Aberle, L. B., Wielgos, Z.R., & Keith, A.C. (2023). Using Video Modeling to Increase Face-Covering Behavior for Individuals with Down Syndrome in the School Setting. Trends in Psychology. DOI: 10.1007/s43076-023-00265-z.
Foje, N., Raposo-Hadley, A., Farrens, A., Burt, J. S., Evans, C., Bauman, Z. M., … & Garman, J. D. (2022). Baseline Needs Assessment For a Hospital-based Violence Intervention Program 1-year Pilot. Trauma Care, 2(2), 373-380. https://doi.org/10.3390/traumacare2020030
Adams, E., Watanabe-Galloway, S., Baerentzen, M., Grennan, A., Schneider, E., & Doyle, M. (2022). The Behavioral Health Education Center of Nebraska: A creative solution to a persistent behavioral health workforce shortage. Psychiatric Clinics of North America, 45, 259-270.
Clarke, M.A; Neitzke, L., & Cooper, K.M. (2022). Shared Living Providers (SLP) Experience Documentation Burden While Caring for Individuals with Intellectual and Developmental Disabilities (I/DD). Healthcare and Medical Devices, 51 (31-36).
Fleming, T., Morton, A. R., Gette, J., & Van Allen, J. (2022). Are pre-parent aggressive discipline acceptability and intentions unique constructs? Latent modeling with the theory of planned behavior. Journal of Family Trauma, Child Custody & Child Development, DOI:10.1080/26904586.2022.2078453
Garbacz, S. A., Im, S., Young, K., Godfrey, E., Stelter, C., Twombly, T., Deng, X., & Albers, C.,(2022). Promoting youth mental health in rural communities. School Mental Health. https://doi.org/10.1007/s12310-022-09526-1https://doi.org/10.1007/s12310-022-09526-1
Guerrero, L. A., Engler, C. W., Hansen, B. H., & Piazza, C. C. (2022).On the Validity of Interpreting Functional Analyses of Inappropriate Mealtime Behavior Using Structured Criteria. Journal of Applied Behavior Analysis. 10.1002/jaba.945
LaBrot, Z. C., Kupzyk, S., Strong-Bak, W., Bates-Brantley, B. K., & Caserta, A. (2022). Generalization and maintenance of caregivers’ effective instruction delivery following group behavioral skills training. Behavioral Interventions. DOI: https://doi.org/10.1002/bin.1866
Mathews, T.L., Klepper, C.N., Roberts, H.J., Paff, M.L., Mullarkey, J.P., & Jordan, P. (2022, June 2). Screening for pediatric behavioral health in primary care in rural and urban clinics. Families, Systems, & Health. Advance online publication. http://dx.doi.org/10.1037/fsh0000707
Miller, K., Berentson, G., Roberts, H., McMorris, C., & Needelman, H. (2022). Examining early intervention referral patterns in neonatal intensive care unit follow up clinics using telemedicine during COVID-19. Early human development, 172, 105631. https://doi.org/10.1016/j.earlhumdev.2022.105631
Simmons, C. A., Salvatore, G. L., & Zangrillo, A. N. (2022). Efficiency and preference for alternative activities during schedule thinning with functional communication training. Journal of Applied Behavior Analysis, 55(1), 101-120. https://doi.org/10.1002/jaba.886
Wiley, L., Garman, J. Armstrong, G., Farrens, A., Burt, J. Foxall, M., Visenio, M., Cox, M, Hernandez, C., Evans, C., & Raposo-Hadley, A., (2022). Epidemiological criminology and COVID: A transdisciplinary analysis of violent crime and emergency department admissions during COVID. Trauma Care, 2(4), 569-578; https://doi.org/10.3390/traumacare2040047
Witte, A. L., Schumacher, R. E., & Sheridan, S. M. (2022). The efficacy of technology-delivered mental health services: Addressing rural Appalachia child and family needs. Journal of Educational & Psychological Consultation. Advance online publication. https://doi.org/10.1080/10474412.2022.2083624
Andersen, A. S., Hansen, B. A., Hathaway, K. L., & Elson, L. A. (2021). Correction to: A Demonstration of Caregiver-Implemented Functional Analysis of Inappropriate Mealtime Behavior Via Telehealth. Behavior analysis in practice, 14(4), 1073. https://doi.org/10.1007/s40617-021-00635-y
Lill, J. D., Shriver, M. D., & Allen, K. D. (2021). Stimulus Preference Assessment Decision-Making System (SPADS): A decision-making model for practitioners. Behavior Analysis in Practice. https://doi.org/10.1007/s40617-020-00539-3
Schroeder, S., Roberts, H., Heitkamp, T., Clarke, B., Gotham, H., & Franta, E. (2021). Rural Mental Health During a Global Pandemic: Addressing and Supporting the Rapid Transition to Tele-Mental Health. Journal of Rural Mental Health, 45 (1), 1-13. https://doi/org/10.1037/rmh0000169
Simmons, C. A., Zangrillo, A. N., Fisher, W. W., & Zemantic, P. K. (2021). An evaluation of a caregiver-implemented stimulus avoidance assessment and corresponding treatment package. Behavioral Development. Advance online publication. https://doi.org/10.1037/bdb0000107
Valleley, R.J., Clarke, B., Roberts, H., Burt, J., Grennan, A., & Evans, J.H. (2020). Nebraska Pediatric Integrated Care Training (NE-PICT) model. Clinical Practice in Pediatric Psychology, 8(3), 304-315. https://doi.org/10.1037/cpp0000362
Chadwell, M.R., Sikorski, J., Roberts, H., & Allen, K.D. (2019). Process versus content in delivering ABA services: Does process matter when you have content that works? Behavior Analysis: Research & Practice, Vol. 19, No. 1, 14–22 http://dx.doi.org/10.1037/bar0000143
Kupzyk, S. & Allen, K.D. (2019). A review of strategies to increase comfort and compliance with medical/dental routines in persons with intellectual and developmental disabilities. Journal of Developmental and Physical Disabilities. https://rdcu.be/bf1P6
Valleley, Leja, Clarke, Grennan, Burt, Menousek, Chadwell, Sjuts, Gathje, Kupzyk, & Hembree. (2019). Promoting Earlier Access to Pediatric Behavioral Health Services with Co-Located Care. Journal of Developmental & Behavioral Pediatrics, 40, 240-248. http://journals.lww.com/jrnldbp/Pages/videogallery.aspx
Banks, B., Shriver, M., Chadwell, M., Allen, K.D. (2018). An Examination of Behavioral Treatment Wording on Acceptability and Understanding. Behavioral Interventions, 1-11.
Cohenour, J., Volkert, V., Allen, K.D. (2018). An experimental demonstration of AAB renewal in children with autism spectrum disorder. Journal of the Experimental Analysis of Behavior. Article DOI: 10.1002/jeab.443
Riley, A., Grennan, A., Menousek, K., & Hoffses, K. (2018). Pediatric primary care psychologists’ reported level of integration, billing practices, and reimbursement frequency. Families, Systems, & Health, 36, 108-112.
Kuhn, B. R., LaBrot, Z. C., Ford, R. T., & Roane, B. (2019). Promoting Independent Sleep Onset in Young Children: Examination of the excuse me drill. Behavioral Sleep Medicine. DOI: 10.1080/15402002.2019.1674852
Other Position Information
For all MMI predoctoral psychology internship programs, interns do not receive traditional benefits (retirement contribution, vacation accrual, etc.). Nonetheless, in keeping with their emerging professional role, NICPP and MMI have established some expectations and benefits that apply to both the intern and the program, including 15 days leave, health insurance, access to a computer, library privileges, and a shared office. The annual stipend is $31,000.
Because the training experience will include interaction with high-risk populations, UNMC policy requires documentation of immunizations for Hepatitis B, MMR, PPD, DPT, varicella, and requires a TB test. An internship position at University of Nebraska Medical Center and Munroe-Meyer Institute is also contingent upon the successful completion of a background check. Background checks may include but are not limited to criminal history reviews and child abuse registry checks.
At MMI, the year of clinical internship is expected to be in-person for clinical services, didactics, professional development, supervision and other meetings. Supervisors are permitted to allow interns to participate virtually in clinic, meetings, supervision, didactics and other meetings and events with permission and when circumstances warrant this accommodation, but generally in-person participation is expected.
MMI does not require drug testing but some of our clinical rotation sites do require drug testing. Reported positive drug tests, and/or offenses/convictions will be addressed on a case-by-case basis by a subcommittee of the MMI Education Committee, to include the Director of Academic Affairs, the Administrator for Office of Student Affairs and a representative from the Department in which the student is receiving clinical training
Past Interns' Current Enrollment Settings
The Munroe-Meyer Institute has trained interns with widely varying backgrounds, experiences, and professional aspirations. All have a common goal of pursing clinical, research, and/or teaching positions in the service of children, youth, and families of children and youth with common adjustment/behavior problems as well as those with more severe handicapping conditions and developmental disabilities. Interns have gone on to meet these goals in a wide variety of clinical, school, academic, medical, and private practice settings, including:
- Boys Town (Omaha, NE)
- Cincinatti Children's Hospital (Cincinnati, OH)
- Eastern State Hospital (Virginia), VA
- Geisinger Health System (Pennsylvania)
- Louisiana State University Medical Center
- Munroe-Meyer Institute/UNMC
- Nationwide Children's Hospital (Columbus, OH)
- Nemours A.I. duPont Hospital for Children (Delaware)
- Oregon Health & Science University (Portland, OR)
- Southeast Hospital (Mandeville, LA)
- University of Oklahoma Health Sciences Center
- University of South Dakota School of Medicine
- Vanderbilt University School of Medicine (Nashville, TN)
· Capstone Behavioral Health, NE
· Columbus Pediatrics, NE
· Encompass Care Lincoln, NE
· Great Plains Clinic, ND
· Heartspring Program, KS
· Kearney Clinic, NE
· Language Development Program, NY
· Lincoln Pediatric Group, NE
· Mankato Clinic, MN
· Partners in Behavioral Milestones, KS
· Pediatric Associates, Iowa City, IA
· Biloxi Schools, MS
· Gig Harbor Schools, WA
· LaGrange Schools, IL
· Phoenix Public Schools, AZ
· Sarasota Schools, FL
· Wamego Public Schools, KS
· Brock University, Canada
· East Tennessee State University
· Florida State University
· Kent State University
· Louisiana State University
· Mississippi State University
· North Carolina State University
· Texas A&M University
· University of Cincinnati
· University of Kentucky
· University of Nebraska-Lincoln
· University of Nebraska-Omaha
· University of Oklahoma Health Sciences Center
· University of Oregon
· University of Southern Mississippi
· Utah State University
· West Virginia University
Keith D. Allen, Ph.D., BCBA-D
West Virginia University, 1987 | Behavioral Pediatrics and Integrated Care Program Faculty
Pediatric pain management, health-related behavior in children, parent training, stress-related disorders, autism, child management during invasive medical and dental procedures. Publications include articles in Journal of Applied Behavior Analysis, Behavior Therapy, Headache, Pediatric Dentistry, Child and Family Behavior Therapy.
Effects of technology (e.g., Video Modeling, Virtual Reality, and Interactive Computer Training) on efficiency and dissemination of training in Applied Behavior Analysis. Assessment, prevention, and treatment of challenging behaviors in school and clinical settings. Skill acquisition for transition age youth and adults with developmental disabilities. Development and evaluation of consultation models and decision-making protocols for professionals working in school and clinical settings
University of Iowa, 2007 | Comprehensive School Mental Health Program Faculty
Delivery of applied behavior analysis services and consultation in the school setting, educator training and consultation in Functional Behavior Assessment and Intervention, evaluating an apprenticeship model in training advanced skills in FBA for lasting change (e.g., influential factors in the development of educator’s skills, impact on student performance). Publications include articles in Rethinking Behavior, Psychology in the Schools, and Journal of Educational and Psychological Consultation.
Jennifer Burt, Ph.D.
University of Nebraska–Lincoln, 2008 | Behavioral Pediatrics and Integrated Care Program Faculty
Integrated primary care, early childhood development and mental health, internalizing disorders, externalizing disorders, studying the impact of integrating behavioral health into primary care settings, trauma, acceptance and commitment therapy. Publications include articles in Journal of Developmental & Behavioral Pediatrics, Families, Systems, & Health, Clinical Practice in Pediatric Psychology, and Journal of Trauma and Acute Care Surgery.
Mindy Chadwell, Ph.D., BCBA
University of Nebraska–Lincoln, 2015 | Comprehensive School Mental Health Program Faculty
School mental health, early childhood behavioral intervention, the impact of trauma on behavioral health, academic and school related problems, therapeutic relationship, internalizing disorders, externalizing disorders. Publications include articles in Contemporary School Psychology, Early Education and Development, Journal of Developmental & Behavioral Pediatrics, Behavior Analysis: Research and Practice.
Brandy L. Clarke, Ph.D.
University of Nebraska-Lincoln, 2007 I Behavioral Pediatrics and Integrated Care Program Faculty
Integrated Primary Care, School Mental Health, Early Childhood Development and Intervention, Training and Technical Assistance, Grant writing. Publications include articles in Psychology in the Schools, Early Education and Development, Journal of Rural Mental Health, Infant Mental Health Journal, Journal of Prevention and Intervention in the Community.
Sarah Connolly, Ph.D., BCBA-D, ABPPBall State University – Muncie, IN 2015
Intensive Applied Behavior Analysis Program Faculty, Integrated Center for Autism Spectrum Disorders, Autism Diagnostic Clinic Faculty
Early intensive behavioral intervention, applied verbal behavior, training and supervision, early identification of ASD, behavioral parent training, and family informed care. Publications include articles in Clinical Case Studies, Psychology in the Schools, and Journal of Contemporary Psychotherapy.
Christian Courson, Ph.D.University of Mississippi, 2022 | Intensive Applied Behavior Analysis Assessment and Treatment Program Faculty Integrated Center for Autism Spectrum Disorders, Autism Diagnostic Clinic Faculty
Assessment and treatment of neurodevelopmental, behavioral, and psychiatric disorders of childhood. Research interests and clinical aims include improving feedback delivery to increase parental help-seeking and programmatic sexual education for teenagers and young adults with autism spectrum disorders.
Amy Drayton, Ph.D.
Eastern Michigan University, 2010 | Intensive Applied Behavior Analysis Program Faculty, Pediatric Feeding Disorders Faculty
The impact of medical issues and oral-motor skill deficits on the development and maintenance of Pediatric Feeding Disorder, comparative effectiveness of interventions for Pediatric Feeding Disorder, potential positive and negative side effects on the child and family of treatments for Pediatric Feeding Disorder, and the parent discipline strategy of time out. Publications include articles in Journal of Pediatric Gastroenterology and Nutrition, Pediatric Critical Care Medicine, Journal of Developmental & Behavioral Pediatrics, Critical Care Nursing, Child & Family Behavior Therapy, Clinical Child Psychology and Psychiatry, and Child and Adolescent Psychiatric Clinics.
Nancy Foster, Ph.D.
Mississippi State University, 2005 | Rural Integrated Care Program Faculty
Integrated Primary Care, Rural / Underserved Communities, Obesity, Genetic disorders, Publications include articles in Journal of Rural Mental Health; Families, Systems & Health.
Erika Franta, Ph.D.
University of Nebraska-Lincoln, 2018 | Comprehensive School Mental Health Program Faculty
School-based mental health and consultation, Psychoeducational assessment, data-based problem solving and decision making, violence risk assessment, and prevention, evaluation, and treatment of youth involved in the juvenile justice system.
University of Nebraska, Lincoln, 2022 | Behavioral Pediatrics and Integrated Care Program Faculty
Trained in evidence-based practice, drawing from both behavioral and cognitive-behavioral approaches to partner with children, adolescents, and families to obtain their treatment goals. specialized training in the assessment and treatment of childhood trauma.
Allison Grennan, Ph.D.
University of Nebraska–Lincoln, 2012 I Behavioral Pediatrics and Integrated Care Program Faculty
Integrating behavioral health into primary care, parent training, internalizing disorders, externalizing disorders, studying the impact of behavioral health clinics in primary care settings, integrating psychology into well child visits, depression screening in primary care. Publications include articles in Journal of Developmental & Behavioral Pediatrics, Families, Systems, & Health, Clinical Practice in Pediatric Psychology, and Early Childhood Research Quarterly.
Bethany Hansen, Ph.D, BCBA-D.
Oklahoma State University, Stillwater, Oklahoma 2014 I Intensive Applied Behavior Analysis Program Faculty I Pediatric Feeding Disorders Faculty
Pediatric feeding, early intervention, caregiver training, autism spectrum disorder. Publications include articles in Journal of Applied Behavior Analysis, Behavior Analysis in Practice, Behavior Modification, and Child and Family Behavior Therapy.
Lynda B. Hayes, Ph.D.
University of Southern Mississippi, 2021
Behavioral Pediatrics and Integrated Care Program Faculty
Community support for individuals with developmental disabilities across the lifespan, adult DD assessment, outpatient treatment for youth and adults with developmental disabilities, caregiver training, externalizing and internalizing disorders in pediatrics. Publications include articles published in Perspectives on Early Childhood Psychology and Education, Psychology in the Schools, Journal of Applied Behavior Analysis, Journal of Behavioral Education
University of Nebraska, Lincoln, 2019 | Behavioral Pediatrics and Integrated Care Program Faculty
University of Southern Mississippi, 2005
School-based consultation and teacher training, autism and developmental disability assessment and intervention, intervention strategies for adults with autism and related diagnoses, group therapy for child and adolescent anxiety disorders, general outpatient therapy for children and adolescents.
Christian N. Klepper, Psy.D.
Mercer University, 2018 | Behavioral Pediatrics and Integrated Care Program Faculty
Integrated primary care, early childhood development and mental health, internalizing disorders, externalizing disorders, studying the impact of integrating behavioral health into primary care settings, trauma, acceptance and commitment therapy
Rachel Knight, Ph.D.
Central Michigan University–Mount Pleasant, Michigan, 2012 | Intensive Applied Behavior Analysis Program Faculty I Department of Pediatric Feeding Disorders
Assessment and treatment of pediatric feeding disorders; prevention of more severe feeding disorders in infants; behavior management and parent training; pediatric sleep disorders. Publications include articles in the Journal of Pediatric Gastroenterology and Nutrition, Journal of Developmental and Behavioral Pediatrics, Child and Family Behavior Therapy, Clinical Practice in Pediatric Psychology, Child and Adolescent Psychiatric Clinics of North America.
Brett R. Kuhn, Ph.D.
Oklahoma State University, 1992 | Behavioral Pediatrics and Integrated Care Program Faculty
Sleep disorders, Parent-Child Interaction Therapy (PCIT), elimination disorders, Fetal Alcohol Syndrome. Publications include articles in the Journal of Pediatric Psychology, Clinical Child and Family Psychology Review, Psychological Bulletin, Child & Family Behavior Therapy, Sleep, Clinical Pediatrics.
Megan Morse, Ph.D.
Ball State University, 2013 | Behavioral Pediatrics and Integrated Care and Comprehensive School Mental Health Program Faculty
Neuropsychological assessment, psychoeducational assessment, and pediatric internalizing disorders, lead clinician at several schools within Omaha Public Schools. Participation in research includes neuropsychological assessment for studies that measure the impact of medical conditions on pediatric development.
Texas Tech University—Lubbock, TX, 2021
Behavioral Pediatrics and Integrated Care Program Faculty
Integrating behavioral health into primary care, implementation and dissemination of evidence-based practices with children and adolescents particularly in relation to trauma, parent training, and use of culturally humble and culturally responsive practices.
Oklahoma State University–Stillwater, 2018 | Behavioral Pediatrics and Integrated Care Program Faculty
Community support for adults with developmental disabilities, adult DD assessment, outpatient treatment for adults and young adults with developmental disabilities, functional behavior assessment, DD aging population.
Holly Roberts, Ph.D.
Illinois State University, 2006 | Behavioral Pediatrics and Integrated Care Program Faculty
Rural behavioral health, assessment and treatment of ADHD, treatment outcomes, satisfaction and effectiveness at follow-up. Publications include articles in Behavioral Pediatrics, Behavior Modification, Journal of Applied Behavior Analysis, Parenting: Science and Practice, Proven Practice.
University of Nebraska-Lincoln, 2022 |Behavioral Pediatrics and Integrated Care Program Faculty
Early childhood development and assessment, behavioral parent training, internalizing disorders, externalizing disorders, autism screening and evaluation, developmental screening in primary care
Auburn University, Alabama, 2006 | Intensive Applied Behavior Analysis Program Faculty; Director, Integrated Center for Autism Spectrum Disorders
Applied Behavior Analysis, skill acquisition, social communication, early intensive behavioral intervention, behavioral parent training. Publications include articles in Journal of Applied Behavior Analysis, Behavioral Interventions, Behavior Analysis in Practice, The Analysis of Verbal Behavior, Perspectives on Behavior Science, Journal of the American Academy of Child and Adolescent Psychiatry.
Mark D. Shriver, Ph.D., BCBA-D
University of Nebraska, 1994 | Behavioral Pediatrics and Integrated Care Program Faculty
Academic and behavioral assessment for children with disabilities and school-related problems, parent training, child noncompliance. Publications include articles in School Psych Review, Journal of Evidence Based Practices for Schools, Journal of Applied Behavior Analysis, Behavior Therapy.
Whitney Strong-Bak, Ph.D.
University of Nebraska–Lincoln, 2018 | Behavioral Pediatrics and Integrated Care Program Faculty
Interdisciplinary behavioral health care, early childhood development and assessment, parent training, internalizing disorders, externalizing disorders, developmental disabilities, autism screening and evaluation. Publications include articles in Journal of Behavioral Education, Russell Sage Foundation Journal of the Social Sciences, and Psychology in the Schools.
University of Wisconsin-Madison, 2021 | Comprehensive School Mental Health Program Faculty
School mental health, accessible and equitable systems and services, mental and behavioral health consultation, acceptance and commitment therapy, system implementation and sustainability, culturally responsive practices, rural and urban schools and communities, home-school partnerships. Publications include articles in School Mental Health, Journal of Educational and Psychological Consultation, Adolescent Psychiatry, and Assessment for Effective Intervention.
Amanda Zangrillo, Psy.D., BCBA-D
University of Southern Maine, 2012 | Intensive Applied Behavior Analysis Program Faculty, Severe Behavior Department Faculty
Assessment and treatment of severe behavior disorders, diagnostic evaluation for Autism Spectrum Disorders and related disorders. Publications include articles in the Journal of Applied Behavior Analysis, Journal of the Experimental Analysis of Behavior, Behavioral Interventions, and Psychology in the Schools.
Patricia K. Zemantic, Ph.D., BCBA-D
University of Oregon–Eugene, Oregon, 2019 | Intensive Applied Behavior Analysis Program Faculty, Integrated Center for Autism Spectrum Disorders, Autism Diagnostic Clinic Faculty
Autism screening and assessment, early intervention, behavioral parent training, interventions to promote caregiver well-being. Publications include articles in Journal of Applied Behavior Analysis, Behavioral Interventions, Journal of Autism and Development Disabilities, Behavioral Development, Journal of Contextual Behavioral Science.