Saahoon Hong, Ph.D.

Assistant Research Professor

Office:

The Indiana Division of Mental Health and Addiction
Indiana
Phone:
(317) 232-7800
Email:
Area of responsibility:
IUPUI & Child Welfare Education and Training Partnership
Social media:
https://socialwork.iupui.edu/

Curriculum Vitae

Bio/Education

Ph.D. Educational Psychology, University of Minnesota, 2005

Area of Interest

Dr. Hong’s current projects include the utilization of Indiana DMHA's integrative data system for the quality improvement initiatives that support the use of outcome management tools in practice. He earned his Ph.D. in Educational Psychology with a concentration in Learning/Cognition, M.Ed., and B.A. in special education. Dr. Hong's research interests have focused on Cognitive Psychology, Quantitative Research Methods, Cross-System Data Analysis, Positive Behavioral Interventions and Supports, Mental Health & Education Well-Being, Child Maltreatment, and Special Education.

Publications / Presentations

Cho, M., Wendy, W., Choi, W., Hong, S., & Piescher, K. (2019). A prospective, longitudinal study of maltreated youth's first involvement in delinquency: Offending trajectories and risk factors in early and mid-adolescence. Children and Youth Services Review, 102, 222-230.

Hong, S., Rhee, G. R., & Piescher, K. (2018). Longitudinal association of child maltreatment and cognitive reasoning: Implications for child development. Child Abuse & Neglect, 84, 64-73.

Hong, S., Kim, S., Park, S., & Rhee, G. (2018). Tracking students in poverty: Latent Profile Transition Analysis of students with learning difficulties in math. Journal of Learner-Centered Curriculum and Inclusion, 18(2), 155-177.

Hong, S., Ryoo, J. H., Lee, M., Noh, J., & Shin, J. (2018). The mediation effect of preservice teacher attitude toward inclusion for students with autism in South Korea: a structural equation modelling approach. International Journal of Inclusive Education, 1-18.

Ryoo, J. H., Hong, S., Bart, W. M., Shin, J., & Bradshaw, C. P. (2018). Investigating the effect of school‐wide positive behavioral interventions and supports on student learning and behavioral problems in elementary and middle schools. Psychology in the Schools, 55(6), 629-643.

Hong, S., Ryoo, J., Park, S., & Yoo, J. (2017). Attitudes of general education and special education teachers toward inclusive education: A causal Inference model. Journal of Learner-Centered Curriculum and Instruction, 17(24), 321-342.

Hong, S., Ryoo, J., Kwak, N., & Lee, D. (2017). Measuring school effectiveness via Value-Added Models and examining its psychometrics. Secondary Education Research, 65(3), 661-685.

Park, S., Hong, S., Yoo, J., & Ryoo, J. (2017). Investigation of factors affecting general education teacher satisfaction toward inclusion via a Structural Equation Model. Journal of Learner-Centered Curriculum and Instruction, 17(14), 337-356.

Horn, T. L., Piescher, K., Shannon, P. J., Hong, S., & Benton, A. (2017). Experiences of Somali and Oromo youth in the child protection system. Children and Youth Services Review, 79, 10-19.