Misha Graves, PhD, NCSP

Dr. Graves received her master’s degree in educational psychology and doctorate in school psychology from Indiana University. She is a Nationally Certified School Psychologist and has 15 years of experience working directly with children and adolescents and adults in various capacities.

Dr. Graves has worked in residential treatment centers, community mental health centers, and has most recently served the special needs population as a school-based practitioner. Dr. Graves additionally operated an educational consulting practice in Canada, where she supported the training needs of local schools and agencies. She has served as an instructor in the school psychology program at Indiana State University, where she taught courses and supervised graduate students in the areas of cognitive, academic, personality, and behavioral assessment. Dr. Graves has specific expertise in the areas of psychoeducational assessment, autism assessment, and identification and remediation of reading disabilities.

In her clinical practice, Dr. Graves delivers Cognitive Behavioral Therapy and other evidence-based treatment to clients with a wide range of emotional, behavioral, and adjustment problems, such as anxiety, depression, stress, and relationship problems. Dr. Graves is eager to apply her experience and compassion with clients as they begin to address issues that will help them to improve their quality of life.

When she’s not working, Dr. Graves enjoys being a wife and a mother to her two children and pets.

Publications:

Martinez, R. S., Aricak, O. T., Graves, M. N., Peters, J., & Nellis, L. (2010). Changes in perceived social support and socioemotional adjustment across the elementary to middle school transition. Journal of Youth and Adolescence. doi: 10.1007/s 10964-010-9572-z

Martinez, R. S., Graves, M. N., & Heckman, D. (2008). School-university partnerships: Marshalling local resources for RTI implementation. Communiqué, 36 (6).

Graves, M. N., & Martínez, R. S. (2009). A comprehensive look at learning disabilities. In Clauss-Ehlers, Caroline S. (Ed.). The Encyclopedia of Cross Cultural School Psychology. New York, NY: Springer Publishing.

Graves, M. N., & Martínez, R. S. (2006). IDEIA 2004: Update and implications for school psychologists in Indiana. Indiana Association of School Psychologists Newsletter. Graves, M.N.

Graves, M. N. (2006). Response to intervention: Overview and Background. Report on the Indiana Association of School Psychologists Web site: http://www.iasponline.org/taskforce.html

Professional Presentations:
Graves, M. N. (2011, February). Curriculum Based Measurement: Attitudes and training practices in teacher education programs. National Association of School Psychologists 2011 Annual Conference, San Francisco, CA.

Graves, M. N., Peters, J. K., & Ranney, K. (2008, March). Reading fluency: A cross-grade peer tutoring intervention. Paper presented at the National Association of School Psychologists 2008 Annual Conference, New Orleans, LA.

Martinez, R. S., Graves, M. N., & Heckman, A. R. (2007, October). School-university partnerships: Marshalling local resources for RTI implementation. Paper Presented at the Indiana Association of School Psychologists 2007 Fall Conference, Indianapolis, IN.

Graves, M.,N. & Ranney, K. (2007, June). Reading Fluency: A cross-age peer tutoring reading intervention. Paul Munger Conference, Bloomington, Indiana.

Graves, M. N., & Benner, L. (2007, March). A third-tier early reading intervention: Design, implementation, and administration. Paper presented at the National Association for School Psychologists 2007 Annual Conference, New York, New York.

Martinez, R. S., & Graves, M. N. (2006, June). The individuals with disabilities education improvement act (IDEIA) 2004: Know the latest. Paul Munger Conference, Bloomington, Indiana.

Spencer Psychology