Lovett, Benjamin (bl2799)Skip to content Skip to main navigation
Ph.D., School Psychology, Syracuse University
M.S., Psychology, Syracuse University
B.A., Psychology, The Pennsylvania State University
Predoctoral Internship: Jamesville-Dewitt School District and Elmcrest Children’s Center
Licensure: Psychologist (NY)
Benjamin J. Lovett, Ph.D., is an Associate Professor of Psychology and Education in the School Psychology Program at Teachers College, Columbia University. He teaches courses on psychological testing and on the legal and ethical framework for school psychology practice. He is a licensed psychologist in New York State and serves as a consultant to schools and testing agencies. He has over 80 publications including his 2015 book, Testing Accommodations for Students with Disabilities: Research-Based Practice, published by the American Psychological Association press. He earned his doctorate in school psychology at Syracuse University.
Dr. Lovett’s current research interests fall into 3 categories:
- Diagnosis of disabilities. Dr. Lovett studies how various high-incidence learning problems (e.g., dyslexia, auditory processing disorder) and attention problems (e.g., ADHD) are diagnosed in children, adolescents, and young adults. Various studies involve administering tests of cognitive abilities, academic skills, and behavioral functioning to clinical and nonclinical groups; using clinical and educational datasets to determine if diagnoses are being made accurately; and systematically reviewing literature to suggest improved ways of assessing these disorders.
- Testing accommodations. Students who are diagnosed with disabilities are often given accommodations when taking tests in school and on admissions (e.g., SAT, GRE) or certification tests. Dr. Lovett studies the effects of these accommodations (adjustments to how tests are administered) on the performance and testing experience of students with and without disabilities. Various studies involve administering tests under different time allocations, administering tests in individual vs. group settings, and determining which diagnostic testing data are useful in making decisions about which testing accommodations students with disabilities will need.
- Test anxiety. Anxiety is a common reaction to educational testing, and can sometimes be quite severe. Dr. Lovett studies how children, adolescents, and young adults experience tests, when and how their anxiety affects their actual performance on tests, and how to properly assess and manage test anxiety. Studies starting soon at TC will use psychoeducation, study skills interventions, and modern psychotherapy techniques to try to reduce anxiety, whereas other studies will examine the causal relationships between anxiety and performance on realistic tests. Dr. Lovett has also studied whether test anxiety could count as a clinical diagnosis and as a legal disability.
Dr. Lovett plans to accept at least 1 Ph.D. student in Fall 2021.
Lovett, B. J., & Lewandowski, L. J. (2015). Testing accommodations for students with disabilities: Research-based practice. Washington, DC: American Psychological Association Press.
Lovett, B. J. (in press). Disability identification and educational accommodations: Lessons from the 2019 admissions scandal. Educational Researcher.
Harrison, A. G., Lovett, B. J., Keiser, S., & Armstrong, I. (in press). Learning disability documentation submitted by osteopathic medical students. Applied Neuropsychology: Adult.
Lovett, B. J., & Bizub, A. L. (2019). Pinpointing disability accommodation needs: Which evidence is most relevant? Psychological Injury and Law, 12, 42-51.
Lovett, B. J., & Jordan, A. H. (2019). Are ADHD screeners safe to use? Journal of Attention Disorders, 23, 1210-1216.
Lovett, B. J., Lewandowski, L. J., & Carter, L. (2019). Separate room testing accommodations for students with and without ADHD. Journal of Psychoeducational Assessment, 37(7), 852-862.
Nelson, J. M., & Lovett, B. J. (2019). Assessing ADHD in college students: Integrating multiple evidence sources with symptom and performance validity data. Psychological Assessment, 31, 793-804.
Wood, W. L. M., Lewandowski, L. J., & Lovett, B. J. (in press). Profiles of diagnosed and undiagnosed college students meeting ADHD symptom criteria. Journal of Attention Disorders.
Lovett, B. J., & Nelson, J. M. (2018). Assessing adults for ADHD: A systematic, evidence-based protocol. Journal of Health Service Psychology, 44, 48-52.
Lovett, B. J. (2017). For balance in the historiography of psychology. History of Psychology, 20, 218-224.
Lovett, B. J., & Davis, K. M. (2017). Adult ADHD assessment: An integrated clinical-forensic perspective. Professional Psychology: Research & Practice, 48, 438-444.
Lovett, B. J., & Nelson, J. M. (2017). Test anxiety and the Americans with Disabilities Act. Journal of Disability Policy Studies, 28, 99-108.
Lovett, B. J., Lewandowski, L. J., & Potts, H. E. (2017). Test-taking speed: Predictors and implications. Journal of Psychoeducational Assessment, 35, 351-360.
Wood, W. L. M., Lewandowski, L. J., Lovett, B. J., & Antshel, K. M. (2017). Executive dysfunction and functional impairment associated with sluggish cognitive tempo in college students. Journal of Attention Disorders, 21, 691-700.
Wood, W. L. M., Potts, H. E., Lewandowski, L., & Lovett, B. J. (2017). Sluggish cognitive tempo and speed of performance. Journal of Attention Disorders, 21, 684-690.
Lewandowski, L. J., Berger, C., Lovett, B. J., & Gordon, M. (2016). Test-taking skills of high school students with and without learning disabilities. Journal of Psychoeducational Assessment, 34, 566-576.