Pedro Olvera PSY.D.
Pedro Olvera, PSY.D.
Dr. Olvera is an Associate Faculty and Program Chair of the School Psychology Program. He is an associate editor for the Contemporary School Psychology (CSP) academic journal and a reviewer for of School Psychologists (TSP). He is also the current President of the California Association of School Psychologists (CASP). He has experience presenting at state and national conferences and is frequently called upon to present and consult with school districts and parent groups. His presentations include book chapters and peer-reviewed journals in the areas of bilingual psychoeducational assessment, home-school collaboration, and specific learning disability assessment methods.
Dr. Olvera’s research interests include bilingual school psychological service delivery, home-school collaboration with Latino/Spanish speaking families, best practice bilingual psychoeducational reports, achievement gap study, and specific learning disability identification (SLD) methods (Cattell-Horn-Carroll theory).
As a bilingual school psychologist and clinical practitioner in a large urban school district, Dr. Olvera developed a specialty in differentiating academic difficulties due to language acquisition versus learning disabilities. He has experience in the assessment of the following disorders: autism, emotional disturbance, ADHD, developmental disabilities, and other health factors which may contribute to a child’s learning problems. As a private practitioner, Dr. Olvera conducts Independent Educational Evaluations (IEE) and has served as an expert witness in due process administrative hearing cases.
Alliant International University
Dissertation: “Assessment of Antisocial Behavior in Elementary School Children: Manifestations, Risk Factors, Models of Development, and Assessment of Comorbid Learning Disabilities”
Azusa Pacific University
Thesis: “The Assessment of Bilingual Children”
San Diego Christian College
Trends analysis of NAEP & CST scores of African American students: The effects of NCLB.
Examining the impact of No Child Left Behind on Latino children: An examination of NAEP & CST reading score trends during the 2003-2014 years.
Contemporary School Psychology (CSP) is committed to improving the practice of school psychologists working with bilingual and bicultural youth. Contemporary School Psychology, 18, 157-158.