Angie Chai Sjoquist

Angie Chai Sjoquist is a clinical assistant professor of school psychology in the Graduate School of Education at Fordham University. She is a certified school psychologist and licensed psychologist in New York State. Sjoquist has worked in both clinical and administrative roles within school and community settings. She is currently the director of the Hagin School Consultation Center, a psychology training clinic associated with the Division of Psychological and Educational Services of the Graduate School of Education at Fordham University. In this role, Sjoquist coordinates the activities of the center and serves as a clinical supervisor for psychoeducational and neuropsychological assessments.

Education

• Ph.D., School Psychology, Fordham University
• M.S., Preschool Psychology, Fordham University
• B.S., Human Development, Cornell University
• Professional Diploma, School Psychology, Fordham University

Selected Publications & Research Interests

Angie Sjoquist’s clinical and research interests include clinical supervision, preschool psychology, autism spectrum disorder, social emotional curriculums, and Positive Behavioral Interventions and Supports (PBIS).

• Zhang, C., Chai, A., & Blair, K. C. (2014). Effective Positive Behavioral Interventions and Supports for Students in Early Years and Grades: Practices and Policies. In C. Zhang, C.R. McCray, & S. Cho (Eds.), Effective Education for All: Implementing Positive Behavior Support in Early Childhood Through High School (pp. 67-84). New York: Peter Lang Publishing Inc.

• Blair, K.C., Zhang, C., & Chai, A. (2014). Interventions and Supports for Promoting School Success of Young Children with Problem Behavior from Culturally and Linguistically Diverse Backgrounds. In C. Zhang, C.R. McCray, & S. Cho (Eds.), Effective Education for All: Implementing Positive Behavior Support in Early Childhood Through High School (pp. 85-114). New York: Peter Lang Publishing Inc.

• Chai, A. Y., Zhang, C., & Bisberg, M. (2006). Rethinking natural environment practice: Implications from examining various interpretations and approaches. Early Childhood Education Journal, 34 (3), 203-208.