University at Buffalo

Kamontá Heidelburg, PhD, NCSP

Kamontá Heidelburg, PhD, NCSP

Assistant Professor

COUNSELING, SCHOOL AND EDUCATIONAL PSYCHOLOGY


Specialty/Research Focus

Access and Equity; Child and Adolescent Development; Diversity; Equity and Poverty; Gender, Culture, and Equity; Race, Inequality, and Education; Urban Education; School and District Reform

Contact Information
409 Baldy Hall
North Campus
Phone: (716) 645-2484
kamontah@buffalo.edu

View CV



Education and Training:
  • PhD, University of Cincinnati, School Psychology (2020)
  • MEd, University of Cincinnati, Applied Behavior Analysis (2016)
  • BA, University of Cincinnati, Psychology (2014)
Awards and Honors:
  • 2022-05-28;
Recent Publications:
Journal Special Issue:
  • Heidelburg, K., & Collins, T. (2022). Development of Black to success: A culturally enriched social skills program for Black adolescent males. School Psychology Review. https://doi.org/10.1080/2372966X.2021.2001691
  • Heidelburg, K., Phelps, C., & Collins, T. A. (2022). Reconceptualizing school safety for Black students. School Psychology International. https://doi.org/10.1177/01430343221074708
Journal Article:
  • Heidelburg, K., Rutherford, L., & Parks, T. W. (2021). A Preliminary Analysis Assessing SWPBIS Implementation Fidelity in Relation to Disciplinary Outcomes of Black Students in Urban Schools. Urban Review. https://doi.org/10.1007/s11256-021-00609-y
  • Zakszeski, B., Rutherford, L., Heidelburg, K., & Thomas, L. (2021). In pursuit of equity: Discipline disproportionality and SWPBIS implementation in urban schools. School Psychology, 36(2), 122–130. https://doi.org/10.1037/spq0000428
Book Chapter:
  • Hawkins, R. O., Collins, T. A., Heidelburg, K., & Hawkins, J. A. (2021). Ethical issues in functional assessment. In J. Maston (Ed.) Functional Assessment for Challenging Behaviors and Mental Health Disorders (2nd ed., pp.407-416). Springer International Publishing. 10.1007/978-3-030-66270-7
Recent Presentations:
Invited Lectures:
  • Heidelburg, K., & McDowell, E (2022, February). Trauma-informed approaches within a multi-tiered framework. PBIS Maryland, Buffalo, NY.;
  • Heidelburg, K (2021, February). Culturally Responsiveness at the Core of School-wide Positive Behavioral Interventions and Supports Implementation. PaTTAN Equity & PBIS Deep Dive Session, Harrisburg, PA;
  • Woods, I., Heidelburg, K., Collins, T. A., Graves, S. L. & Jimerson, S. R. (2021, February). An Introduction and Call for Proposals for Promoting the Development of Black Males: Supporting Social, Behavioral, Emotional, and Academic Success. School Psychology Review Webinar, live and also available on the SPR YouTube channel https://www.youtube.com/c/SchoolPsychologyReview/videos;
Conferences:
  • Phelps, C., Heidelburg, K., & Collins, T. (2022). Reconceptualizing school safety for Black students. School Psychology International. [Paper presentation]. National Association of School Psychologists Annual Convention.;
  • Zakszeski, B, Heidelburg, K Rutherford, L., (2021, February). In Pursuit of Equity: Discipline Disproportionality and SWPBIS Implementation in Urban Schools. Paper presented at the annual meeting of the National Association of School Psychologists Virtual Convention;
Recent Editorships:
Editorship:
  • Editoral Fellow; School Psychology
    03/11/2022-03/11/2023
  • Associate Guest Editor; School Psychology Review
    01/01/2021-08/01/2021

Contact Information

409 Baldy Hall
North Campus
Phone: (716) 645-2484
kamontah@buffalo.edu

View CV