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)
BA, Boston College, Classical Languages
MA, Framingham State College, Counseling Psychology
PhD, Boston College, Educational Research, Measurement, and Evaluation
- 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.
- American Educational Research Association
- American Psychological Association
- New England Psychological Association
- National Council on Measurement in Education
- New England Educational Research Organization