Catherine Archambault

Contact Information

PhD candidate

School/Applied Child Psychology

McGill University

e-mail : catherine.archambault@mail.mcgill.ca

Research Interests

Keywords: Bilingual learners, cognitive and academic functioning, neurodevelopmental disorders

Publications

Journal Articles/Chapters

  • Archambault, C., Tullo, D., Clark, E., Faubert, J. & Bertone, A. (under review).  Assessing the feasibility of a classroom-based attention training program targeting academics for students with extremely low IQ.
  • Archambault, C., Cheng, M., Lee, A., & Starosta, L. (December 2014). Chapter spotlight: University of British Columbia. From Science to Practice, APA Division 16 Newsletter. Retrieved from http://www.apadivisions.org/division-16/publications/newsletters/science/ 2014/12/chapter-spotlight.aspx (authors in alphabetical order)
  • Archambault, C., Mercer, S. H., Lacroix, S. (under review). Critical Issues for the Practice of School Psychology in French Immersion Programs. Canadian Journal of School Psychology.

Conference Poster Presentations

  • Archambault, C., Tullo, D., Bertone, A. (May 2019). The Impact of Attention on Reading in Adolescents with Autism Spectrum Disorder. Poster presented at the 2019 INSAR Annual Meeting, Montreal, Canada.
  • Archambault, C., Tullo, D., Faubert, J., Bertone, A. (February 2019). Effects of Attention Training on Reading Skills: A Pilot Study. Poster presented at the 2019 Annual Convention of the National Association of School Psychologists, Atlanta, USA.
  • Archambault, C., Tullo, D., Bertone, A. (February 2018). Predictors of Reading Performance in Students with Neurodevelopmental Conditions. Poster presented at the 2018 Annual Convention of the National Association of School Psychologists, Chicago, USA.
  • Archambault C, Mercer SH, Cheng MP, Saqui S (June 2016). Improving the Reading Fluency of French Immersion Students. Canadian Psychological Association (CPA), Victoria, Canada.
  • Archambault C, Mercer SH, Saqui S, Cheng MP (February 2016). Lire en Français: Cross-Linguistic Effects of Reading Interventions. National Association of School Psychologists (NASP), New Orleans, United States.
  • Cheng MP, Saqui S, Archambault C, Turri MG, Mercer SH (February 2016). Effectiveness of Teacher- versus Researcher-Delivered Individual Reading Interventions. National Association of School Psychologists (NASP), New Orleans, United States.
  • Geres-Smith R, Mercer SH, Archambault C, & Bartfai J (February 2015). Self-Statements and Student Writing: Component Analysis of the SRSD Model. National Association of School Psychologists (NASP), Orlando, United States.
  • Bartfai J, Mercer SH, Semchuk J, & Archambault C (February 2015). Embodied Education: Multisensory   Component Analysis in a Phonological Awareness Intervention. National Association of School Psychologists (NASP), Orlando, United States.
  • Guy J, Archambault C, Habak C, Wilson HR, Mottron L, Bertone A (June 2013). Social and nonsocial visual information processing in autism: an examination of local and global processing strategies.  Canadian Psychological Association (CPA) annual convention, Quebec City, Canada.
  • Guy J, Archambault C, Habak C, Wilson HR, Mottron L, Bertone A (May 2013). Strategies for Social and Nonsocial Visual Information Processing in Autistic Children and Adolescents. Poster presented at the International Meeting for Autism Research (IMFAR), San Sebastian, Spain.
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