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Salvatore Terrasi

Director of Lesley Institute for Trauma Sensitivity, Adjunct Professor

Sal Terrasi in office

Salvatore (Sal) Terrasi is project director for the Lesley Institute for Trauma Sensitivity and oversees all program activities. He is a member of the adjunct faculty and an authority on educational research, measurement, and evaluation. As a practitioner with more than 45 years of experience in public education, Sal has been a classroom teacher, school adjustment counselor, special education team chair, and director of research. He has presented at many professional conferences, published articles in a number of professional journals and conference proceedings, and is co-author of “Trauma and learning in America’s classrooms,” Kappan (March 2017)

Education

BA, Boston College, Classical Languages
MA, Framingham State College, Counseling Psychology
PhD, Boston College, Educational Research, Measurement, and Evaluation
LCSW

Selected Publications

  • Terrasi, S. & Crain de Galarce, P. (2017, March). Trauma and learning in America’s classrooms.  Kappan, 35-41.
  • Terrasi, S., Crain de Galarce, P., Ristuccia, J., & Powers, R. (2016) Trauma Sensitive Schools: Why are they important?  Symposium, New England Psychological Association, Worcester, MA.
  • Terrasi, S., Crain de Galarce, P., Ristuccia, J., & Powers, R. (2016). Trauma Sensitive Schools.  Symposium, New England Educational Research Association, Portsmouth, NH.
  • Terrasi, S., Curtis, M.E., Eisner, A., Camillo, J., & Proudler, C. (2015). Trauma Sensitive Schools: Helping Traumatized Children Learn. Presentation, Lesley University Community of Scholars Day.
  • Terrasi, S., Curtis, M.E., Groves, B.M., & Gadd, M.G. (2014). Helping Traumatized Children Learn. Panel Discussion, Harvard Law School, Lewis International Law Center.
  • Terrasi, S. (2002). The effects of gender, disability status, and race on passing MCAS: A logistic regression. Paper Presentation, New England Psychological Association, Nashua, NH.
  • Terrasi, S. (2000). Phonemic awareness skills in kindergarten students from English and non-English speaking homes. Paper Presentation, New England Educational Research Organization, Portsmouth, NH.
  • Terrasi, S., Sennett, K., & Macklin, T. (1999). Comparing learning styles for students with conduct and emotional problems.  Psychology in the Schools, 36, 159-166.
  • Terrasi, S. (1997). Issues in the placement of behavior of behavior disordered children.  Paper presentation, New England Psychological Association, Stonehill College.
  • Terrasi, S. (1990). Examining the reliability of a state-mandated basic skills test for a sample of special needs students.  Bridgewater, MA: Bridgewater State College. (ERIC Document Reproduction Service No. TM015926).
  • Terrasi, S., & Airasian, P.W. (1989). The relationship between adaptive behavior and intelligence for special needs students. Psychology in the Schools, 26, 202-208.
  • Terrasi, S. (1989). BSI testing: Guidelines for special needs students. Horace Mann Grant Report, Brockton Public Schools (June).
  • Terrasi, S. (1987). An examination of the relationship between measured intelligence and social system adaptive behavior for a sample of special needs students. Dissertation Abstracts International, 49 (2), 235A-236A.
  • Airasian, P.W., & Terrasi, S. (1985). Test Administration. International Encyclopedia of Education, Pergamon Press.
  • Terrasi, S. (1983). Issues in the assessment of adaptive behavior. Paper presentation, New England Educational Research Organization, Rockport, ME.

Professional Affiliations

  • American Educational Research Association
  • American Psychological Association
  • New England Psychological Association
  • National Council on Measurement in Education
  • New England Educational Research Organization