GINA KUNZ, PhD
Research Assistant Professor
Nebraska Center for Research on Children, Youth, Families and Schools
216 Mabel Lee Hall
University of Nebraska-Lincoln
Lincoln, Nebraska 68588-0235
(402) 472-4659
gkunz2@unl.edu
Biography
Gina Kunz is a licensed psychologist with a specialty in school psychology. Dr. Kunz received her Doctorate of Philosophy in Psychology with a minor in Educational Administration from Louisiana State University in Baton Rouge in 1999. Dr. Kunz held an assistant professor position in Pediatrics until June 2000 at the Munroe-Meyer Institute for Genetics and Rehabilitation at the University of Nebraska Medical Center where she provided outpatient behavioral services for children and youth and provided school-based consultation for children and youth with academic and behavioral challenges. She managed an attention deficit and related disorders diagnostic clinic. In addition, she served to write and secure grants for research and training projects. She held an assistant professor position at the Louisiana State University Health Sciences Center with the Early Intervention Institute from 2000 to 2003. In this position, she gained experience and refined skills working with families with young children birth to 5.
Currently, Dr. Kunz is a Research Assistant Professor at the University of Nebraska-Lincoln with the Nebraska Center for Research on Children, Youth, Families and Schools. Particular areas of expertise include assessment and treatment of academic and behavioral difficulties of children and youth with various challenges, particularly children and youth with attention deficits such as Attention Deficit Hyperactivity Disorder and students with learning disabilities.
Recent Publications
Journal Articles (maiden name Digiovanni)
Daly, E. J., III, Wells, J. N., Swanger-Gagne, M, Carr, J. E., Kunz, G. M., & Taylor, A. M. (in press). Evaluation of the multiple-stimulus without replacement stimulus preference assessment method using activities as stimulus events. Journal of Applied Behavior Analysis.
Nugent, G. C., Kunz, G., Rilett, L., & Jones, E. (in press). Extending engineering education to K-12. Technology Teacher.
Nugent, G., Kunz, G., Levy, R., Harwood, D., & Carlson (2008). The impact of a field-based inquiry-focused model of instruction on preservice teachers’ science learning and attitudes. Electronic Journal of Science Education.
Nugent, G., & Kunz, G. (2006, April). Inquiry-based learning and instruction in science for pre-service teachers. Proceedings of the National Association of Research in Science Teaching, New Orleans.
DiGiovanni, G. M. (1999, December). Increasing accuracy in children's verbal self-report of reinforcers. Louisiana State University Middleton Library: Baton Rouge, LA.
Northup, J., Jones, K., Broussard, C., DiGiovanni, G., Herring, M., Fusiler, I., & Hanchey, A. (1997). A preliminary analysis of interactive effects between common classroom contingencies and methylphenidate. Journal of Applied Behavior Analysis, 30, 121-125.
DiGiovanni, G. M., Moore, L. A, Northup, J. N., & Farrar-Schneider. (1995, March). The effects of a diagnosis of attention deficit hyperactivity disorder on teacher expectations [Abstract]. The National Association of School Psychologists 27th Annual Convention.
DiGiovanni, G. M . (1995, February). The effects of a diagnosis of attention deficit hyperactivity disorder on teacher expectations. Louisiana State University Middleton Library: Baton Rouge, LA.
George, T. L., Spera, S. L., Moore, L. A., DiGiovanni, G. M ., & Schilling, V. (1994, March). A comparison of social skills ratings in hyperactive and normal children across various raters [Abstract]. The National Association of School Psychologists 26 th Annual Convention, Seattle, WA.
Book Chapters
McCurdy, M., Kunz, G. M., & Sheridan, S. M. (2006). Temper tantrums. In G. G. Bear & K. M. Minke (Eds.), Children's needs - III: Development, prevention, and intervention (pp. 149-158). Bethesda, MD: National Association of School Psychologists.
Research Support
| Training School Psychologists in Response-to-Intervention Implementation and Systems Change | |
| U.S. Department of Education | |
| Role: Key Personnel | 2009-2013 |
Transportation Curriculum Development Using Technology Application and Student Experiences in STEM |
|
| U.S. Department of Transportation | |
| Role: Co-PI | 2008-2010 |
Continuation and Expansion of UNL's Comprehensive and High Quality Professional Development Science and Math Summer Technology Institute |
|
| Coordinating Commission for Postsecondary Education | |
| Role: Co-PI | 2008-2009 |
Distance Delivery of UNL's Comprehensive and High Quality Professional Development Math and Science Summer Technology Institute |
|
| Coordinating Commission for Postsecondary Education | |
| Role: Co-PI | 2008-2010 |
Professional Development Science and Math Summer Technology Institute |
|
| Nebraska Coordinating Commission for Postsecondary Education | |
| Role: Co-PI | 2007-2008 |
| Transportation Curriculum Development Using Technology Application in STEM | |
| U.S. Department of Transportation | |
| Role: Co-PI | 2007-2008 |
| Evaluation of the Efficacy of CBC for Addressing Disruptive Behaviors of Children At-Risk for Academic Failure | |
| U.S. DOE /IES | |
| Role: Researcher/Trainer | 2005-2009 |
| School Psychology Leadership Specialization in Response-to-Intervention Research and System Change | |
| Department of Education/IES | |
Role: Co-PI |
2004-2009 |
| Development and Implementation of a Field-Based Inquiry Focused Geoscience Course for Pre-Service Teachers | |
| National Science Foundation | |
| Role: Co-PI | 2005-2007 |
| Development and Evaluation of Innovative Teaching and Learning Models that Prepare, Support, and Sustain K-12 Science Educators | |
| University of Nebraska-Lincoln | |
| Role: Co-PI | 2004-2005 |
| Academic Evaluation and Intervention Outreach Grant | |
| Watt Foundation | |
| Role: Co-PI | 2004-2005 |
