Faculty

Curriculum Vitae (PDF)

Photo of Sandra Evarrs

Evarrs, Sandra

Clinical Associate Professor of School Psychology

T: 919.720.1744
F: 919.843.2614
evarrs@email.unc.edu
105I Peabody Hall
CB 3500

“Every child with an exceptionality deserves the right to an appropriate, fair, and supportive education through the use of evidence-based assessment and interventions.  As psychologists and educators we are mandated to serve as a strong advocate for every student - even if we are the lone voice demanding such treatment.”

Overview

Sandra Evarrs began her career in education as an elementary education teacher in Chicago’s inner city. After completing her Masters and Doctoral degrees in School Psychology she served as a school psychologist concentrating in the areas of low incidence disabilities, developmental disabilities, and pre-school evaluation. She has also utilized crisis intervention, counseling, and consultation skills in her role as a school psychologist. In addition to her work as a teacher and psychologist, she also served as a Special Education Administrator. She explores effective ways of learning through general and special education strategies and supervises school psychology graduate students in the field. She teaches psychoeducational assessment, behavioral intervention in counseling, and supervises school psychology externship experiences. Currently, Dr. Evarrs also serves on the faculty of the Human Development & Family Studies Program in which she teaches Child Development. Throughout her career at UNC Dr. Evarrs has trained school psychologist in the National Association of School Psychologists PREPaRE Crisis Intervention Model. Prevention, preparedness, intervention, and postvention are the guiding constructs of these trainings and workshops conducted each academic year.

Evarrs is the author, with Steve Knotek, of the study "2005-2015: Realizing Our Vision of Languages for All" in Foreign Language and Special Education, edited by colleague Audrey Heining-Boynton. Another chapter in which Dr. Evarrs contributed is a review of visual perception programs published in the International Handbook of Student Achievement. Her doctoral dissertation advanced her scholarly interests in developmental disabilities, psychoeducational assessments and special education.

Educational Background

  • Ph.D. 2003 - Loyola University Chicago, School Psychology
  • M.Ed. 1999 - Loyola University Chicago, School Psychology
  • B.S. 1996 - DePaul University Chicago, Elementary Education

Doctoral Program Affiliation(s)

Ph.D. in School Psychology

Research Interests

  • Autism and Related Disabilities
  • Developmental Disabilities
  • Psychoeducational Assessments
  • Special Education
  • School Crisis Preparedness, Intervention and Postvention

Teaching Areas

  • Psychoeducational Assessment
  • Behavioral Intervention in Counseling and School Psychology
  • School Psychology Externship
  • School Psychology Internship
  • Ethics in Education and Psychology
  • Crisis Intervention & Preparedness
  • Special Education Law

Courses

  • EDUC 532: Child Development: Prenatal to Middle Childhood

Selected Professional Affiliations

  • Autism Society of America
  • National Association of School Psychologists
  • American Psychological Association
  • North Carolina School Psychology Association

Selected Publications

Wasik, B. H., Villagomez, A., Berry, S., & Evarrs, S. (2012). Visual perception programs. In International Handbook on Student Achievement

Evarrs, S. & Knotek, S.E. (2006). Foreign Language and Special Education. In Hening-Boyton (Ed.), 2005-2015: Realizing Our Vision of Languages for All, pp. 117-133, Upper Saddle River, NJ: Pearson Hall.

Doctoral Dissertation: A Systematic Expansion of a Meta-analysis on the Differences in Intelligence and Adaptive Behavior of Children Diagnosed with Autism and Asperger’s Syndrome

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