Edyburn, Kelly L.

Title/s:  Assistant Professor

Specialty Area: School Psychology, Child Clinical Psychology, Bilingual Education

Office #:  Lewis Towers 1154, WTC



Dr. Kelly L. Edyburn is an Assistant Professor in the School Psychology program at Loyola University Chicago. Dr. Edyburn earned her PhD in Counseling, Clinical, and School Psychology from the University of California, Santa Barbara, completing an APA-accredited doctoral internship at Travis County Juvenile Probation Department in Austin, Texas and then postdoctoral work on the Children’s Equity Project, a national research and policy initiative aimed at promoting equity in early childhood, based at Arizona State University in Tempe, Arizona.

Dr. Edyburn’s work involves striving for intersectional justice by centering and supporting the developmental, mental health, and academic needs of marginalized children and families through strengths-based and culturally and linguistically responsive practice, research, collaboration, and policy and systems change. Her research interests lie in the interconnected areas of bilingual language development, mental health, (dis)ability, immigration, and academic achievement. She is currently engaged in scholarly work in four primary strands: (1) assessment and promotion of bilingual language development among Latinx dual language learners, (2) culturally responsive prevention and intervention to promote resilience and wellbeing among immigrant children and youth, (3) family–school–community partnerships, and (4) multicultural measurement and validity issues in education and psychology. Methodologically, she is interested in mixed methods and latent variable modeling. Dr. Edyburn has worked clinically in various roles in early childhood, K-12, community mental health, and juvenile justice settings and has interests in serving children and youth from Latinx, multiracial, and immigrant backgrounds and those with emotional/behavioral difficulties or disorders. In her clinical work, she is especially passionate about mental health and psychoeducational assessment, early childhood and school-based consultation, and intervention with families. Dr. Edyburn welcomes opportunities for partnership and collaboration with students, other faculty, and community members who are likewise committed to the shared project of intersectional justice.


  • PhD, Counseling, Clinical, and School Psychology, University of California, Santa Barbara CA
  • MEd, Counseling, Clinical, and School Psychology, University of California, Santa Barbara CA
  • BA, English and Spanish, University of Oregon, Eugene, OR

Program Areas

  • School Psychology

Research Interests

  • Assessment and promotion of bilingual language development among Latinx dual language learners
  • Culturally responsive prevention and intervention to promote wellbeing and resilience among immigrant children and youth
  • Family–school–community partnerships
  • Multicultural measurement and validity issues in education and psychology

Professional & Community Affiliations

  • National Association of School Psychologists
  • International School Psychology Association
  • American Psychological Association
  • National Latinx Psychological Association
  • National Association for Bilingual Education

Courses Taught

  • CIEP 479: School-Based Consultation
  • CIEP 474: Assessment of Bilingual Students
  • CIEP 526: Assessment of Culturally and Linguistically Diverse Students


  • 2016, Gale Morrison Award for Research in the Schools, Gevirtz Graduate School of Education, University of California, Santa Barbara

Selected Publications

  • Edyburn, K. L., Dowdy, E., DiStefano, C., Bertone, A., & Greer, F. (2020). Measurement invariance of the English and Spanish BASC-3 Behavioral and Emotional Screening System parent preschool forms. Early Childhood Research Quarterly, 51(2), 307–316. https://doi.org/10.1016/j.ecresq.2019.12.002
  • Edyburn, K. L., Quirk, M, & Oliva-Olson, C. (2018). Supporting Spanish–English bilingual language development among Latinx dual language learners in early learning settings. Contemporary School Psychology, 23(1), 87–100. https://doi.org/10.1007/s40688-018-0209-7
  • Edyburn, K. L., Quirk, M., Felix, E., Swami, S., Goldstein, A., Terzieva, A., & Scheller, J. (2017). Literacy screening among Latino/a dual language learner kindergarteners: Predicting first grade reading achievement. Literacy Research and Instruction, 56(3), 250–267. https://doi.org/10.1080/19388071.2017.1305470
  • Edyburn, K. L., Quirk, M., & Furlong, M. (2017). Measurement invariance of a school readiness screener for use in preschool and kindergarten. Early Education and Development, 28(7), 810–821. https://doi.org/10.1080/10409289.2017.1282802