Additional Biographical Information
Dr. Horner provides assessment services to answer a range of referral questions including, attention and executive functioning problems, learning difficulties (including Nonverbal Learning Disability and Dyslexia), developmental disabilities including autism spectrum disorders, social-emotional issues, personality functioning, and cognitive challenges. Dr. Horner spends time with each family, truly understanding their concerns and works to provide specific recommendations so that each child can thrive. Dr. Horner provided direct therapy services for several years, which allows her to incorporate more detailed and practical recommendations that really work.
Dr. Horner currently is working primarily in direct consultation with the special education department of several public-school districts. As a result, she is well-versed in the IEP / 504 process (including key deadlines, parents’ rights, eligibility determination, and appropriate services). Dr. Horner is also able to provide recommendations for high-stakes testing (SSAT/ISEE, ACT/SAT, GRE/MCAT/LSAT/MBA, etc.) and deliver professional development workshops.
Dr. Horner also works closely with graduate students from local colleges and universities as they complete their practicum, internship, or post-doctoral fellowship.
In addition to clinical practice and professional development, Dr. Horner has been an adjunct instructor at several colleges and universities in the Boston area, for courses on Counseling, Assessment, and Statistics. Dr. Horner is licensed to practice psychology in Massachusetts. In her spare time, Dr. Horner enjoys spending time with her husband, 2 young children, and 75-pound lapdog, as well as attending various concert and music events across the country.
Education & Training
Ph.D. in Clinical Psychology
APA-Accredited Pre-Doctoral Internship
The May Institute (May Behavioral Health), West Roxbury and Fall River, Massachusetts
South Shore Mental Health, Plymouth, MA
Selected Papers & Publications
Horner, S.B., Fireman, G., & Wang, E. (2010). The relation of student behavior, peer status, race, and gender to decisions about school discipline using CHAID decision trees and regression modeling. Predicting classroom discipline: Student behavior, status, race, and gender. Journal of School Psychology, 48(2), 135 161.
Horner, S., Asher, Y., & Fireman, G. (2015). The impact and response to electronic bullying and traditional bullying among adolescents. Computers in Human Behavior, 49, 288-295.