Allison Lombardi

About

Allison Lombardi is a professor in the Department of Rehabilitation Psychology and Special Education at the University of Wisconsin–Madison. Her research focuses on the transition from adolescence to adulthood, with particular emphasis on college and career readiness and the higher education experiences of disabled students. She has developed and tested effective curricula and assessments aimed at improving special education transition services for disabled youth and young adults. Dr. Lombardi has secured over $14 million in external funding from federal and state agencies, including the Institute of Education Sciences, the Office of Special Education and Rehabilitative Services, and the National Science Foundation. She has published over 75 articles in peer-reviewed journals and authored 10 book chapters. Currently, she serves as the co-editor of the journal 'Career Development and Transition for Exceptional Individuals,' the official publication of the Council for Exceptional Children's Division on Career Development and Transition. Prior to her current position, she was an associate professor at the University of Connecticut from 2012 to 2024, where she taught courses in the Special Education Program and directed two online graduate certificate programs.

Research topics

• Psychology
• Medical education
• Political Science
• Pedagogy
• Medicine
• Applied psychology
• Computer Science
• Developmental psychology
• Mathematics education
• Psychiatry

Selected publications

• Aided by Extant Data: The Effect of Peer Mentoring on Achievement for College Students with Disabilities.

  The Journal of Postsecondary Education and Disability · 2020 · 16 citations

  1st authorCorresponding
  Publisher

• Integrating College and Career Readiness into Transition Education

  Routledge eBooks · 2020 · 11 citations

  1st authorCorresponding

  This chapter discusses the importance of understanding and embedding college and career readiness (CCR) into existing transition services and transition education. Postschool outcomes for students with disabilities continue to fall below those of their peers without disabilities in terms of employment, postsecondary education, and independent living, despite an increase in the number of students with disabilities(SWD) attending college and the enactment of federal legislation and policy aimed at…

  DOI

• Implementing Pivotal Response Treatment to Teach Question Asking to High School Students with Autism Spectrum Disorder

  Journal of Autism and Developmental Disorders · 2024-06-07 · 5 citations

  article
  PublisherDOI

• Strategies to Increase Collaboration Between School Counselors and Transition Specialists: A Multi-Tiered Approach to College and Career Readiness

  Journal of Education · 2024-12-23 · 4 citations

  article

  School counselors are trained to holistically serve all students’ personal and academic development while also fostering college and career readiness (CCR). However, many school counselors inadequately serve students with disabilities due to a lack of training and/or time. Transition specialists are professionals staffed in the special education department whose primary role is to provide postsecondary transition support to students with disabilities. Though a collaborative approach would benefi…

  PublisherDOI

• An Intersectional Examination of College and Career Readiness for Youth With and Without Disabilities

  Journal of Education · 2024-12-19 · 3 citations

  article1st authorCorresponding

  Youth with disabilities continue to experience poor post-school outcomes as compared to their peers without disabilities. In this multilevel study, we used an intersectional lens to examine college and career readiness (CCR) among youth with and without disabilities ( N = 3523). A CCR assessment yielded four domain scores: Academic Engagement and Processes, Ownership of Learning, Interpersonal Engagement, and Career Development; which were modeled as outcomes of the student- and school-level pre…

  PublisherDOI

Frequent coauthors

• Graham G. Rifenbark

  University of Connecticut

  23 shared

• Christopher Murray

  17 shared

• Bonnie Doren

  University of Wisconsin–Madison

  16 shared

• Mary E. Morningstar

  Portland State University

  16 shared

• Ashley Taconet

  Association of University Centers on Disabilities

  14 shared

• Jennifer Freeman

  Providence College

  13 shared

• Joseph W. Madaus

  University of Connecticut

  13 shared

• Jessica Monahan

  University of Delaware

  12 shared

Education

• Ph.D., Rehabilitation Psychology and Special Education

  University of Wisconsin–Madison

  2008

• M.S., Rehabilitation Psychology and Special Education

  University of Wisconsin–Madison

  2003

• B.A., Psychology

  University of Wisconsin–Madison

  2001

Similar researchers at University of Wisconsin-Madison

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• Andrea Rupparh-22
• Aydin Balh-21