Dr. Nicole Wiggs is an Assistant Professor of Education at Eastern University, teaching at the graduate level. Dr. Wiggs earned a PhD in School Psychology from the Pennsylvania State University in 2017. She is a Nationally Certified School Psychologist and a PA Certified School Psychologist. Dr. Wiggs previously worked as a school psychologist practitioner and in higher education. Dr. Wiggs is an implementation scientist. She has an innovative line of research focusing on the use of social media and technology in education, with a specific focus on evidence-based interventions and practices that can be found online.
Ph.D., School Psychology, The Pennsylvania State University
- SCSP 511
- SCSP 601
- SPSY 616
- SPSY 632
- Implementation of evidence-based practices and interventions in schools
- Internalizing disorders
- Externalizing disorders
- Social media and technology use in education
- National Association of School Psychologists (NASP)
- American Psychological Association (APA) Division 16
- Association of School Psychologists of Pennsylvania (ASPP)
Reddy, L.A., Glover, T., Alperin, A., Dudek, C., & Wiggs, N.B. (in press). A randomized controlled trial of paraprofessionals behavior support coaching on intervention implementation and student outcomes in high-poverty schools. Journal of School Psychology.
Wiggs, N.B., Reddy, L.A., Glover, T.A., Dudek, C.M., Bronstein, B., & Alperin, A. (2021). A mixed-method study of paraprofessional classroom roles, professional development, and needs for training in elementary schools. Psychology in the Schools.
Alperin, A., Reddy, L.A., Glover, T.A., Bronstein, B., Wiggs, N.B., & Dudek, C.M. (in press). School-based interventions for middle school students with disruptive behaviors: A review of components and methodology. School Psychology Review.
Kettler, R.J., Hua, A., Reddy, L.A., Dudek, C.M., Arnold-Berkovits, I., Kurz, A., Breeden, N., & Lekwa, A. (in press). Improving measurement of teacher performance: Alternative scoring for the framework for teaching. Educational Assessment.
Bronstein, B., Wiggs, N.B., Reddy, L.A., & Glover, T.A. (2020). Paraprofessional use of evidence-based strategies for students with disruptive behavior in elementary schools. Journal of Special Education.
Alperin, A., Reddy, L.A., Glover, T.A., Breeden, N., Dudek, C., & Regan, P. (2020). Teacher and paraprofessional behavior coaching: A case study for first grade students exhibiting externalizing behavior problems in an urban high-poverty elementary school. Clinical Case Studies. Advance online publication. https://doi.org/10.1177/1534650120935197
Wiggs, N.B., Reddy, L.A., Glover, T.A., Dudek, C., Alperin, A., & Regan, P. (2020). Behavior coaching support for paraprofessionals and students with externalizing behavior disorders: A Case Study in a High Poverty Elementary School. Journal of Applied School Psychology. Advance online publication. https://doi.org/10.1080/15377903.2020.1821272
Hall, C. M., Breeden, N.C., & Giacobe, N. (2019). Gone viral: Content characteristics, evidentiary basis and relative impact of highly shared school psychology content on Pinterest. Psychology in the Schools, 56, 959-976. https://doi.org/10.1002/pits.222.44
San Jose, A.L., Hall, C.M., Schaefer, B.S., & Breeden, N.C. (2019). How Pinteresting: An analysis of social media resources for internalizing disorders. Journal of Educational Technology Systems. Advance online publication. https://doi.org/10.1177/0047239519828079
Breeden, N., Welsh, J.A., Olsen, J., & Perkins, D.F. (2018). The woman’s experience: A look at the risk and protective factors of deployed Air Force female service members. Journal of Women’s Health, 27, 1449-1455. https://doi.org/10.1089/jwh.2017.6835
Breeden, N.C, Hall, C.M., & Giacobe, N. (2018). Component analysis and evidentiary basis of coping-skills content on Pinterest. Psychology in the Schools, 75, 783-800. https://doi.org/10.1002/pits.22141
Hall, C.M., Breeden, N.C., Giacobe, N. (2018). I found it on Pinterest: An examination of Pinterest use for evidence-based practice by school psychologists. Contemporary School Psychology, 22, 413-423. https://doi.org/10.1007/s40688-018-0174-1