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Orly Calderon

Associate Professor of Psychology

B.S., Long Island University, Southampton Campus, NYM.A., Teachers College, Columbia UniversityM.S., Psy.D., Hofstra University


Orly Calderon, PsyD., is an associate professor at Long Island University, where she has been teaching courses in the Social Work Program (research design and data analysis, program assessment and evaluation, psychopathology) and in the Clinical Psychology Program (psychological assessment). For more than 20 years, she has been combining her teaching and scholarly work with clinical work, focusing on psychological evaluations and advocacy for individuals with ADHD and learning disabilities in the educational and criminal justice systems, respectively.  In 2021, Dr. Calderon has been appointed Director of Assessment at the Psychological Services Center (PSC) at LIU-Post.

Dr. Calderon’s research reflects her clinical interest in at-risk populations. She has utilized her expertise in empirical approaches to study immigrant youths, youths with ADHD, individuals with disabilities, and people with chronic illness, focusing on evidence-based practice and advocacy.

 Concurrently, Dr. Calderon specializes in program evaluation strategies and has been involved in developing tools and approaches for pedagogical and clinical outcome assessment at LIU, as well as other organizations in the USA and abroad. For the last few years, her work has focused on researching students and faculty responses to blended and online learning, as well as on developing pedagogical approaches for integration of information technology tools in and out of the classroom.   Her research emphasizes the role of input from faculty and students in shaping the design, delivery, and assessment of online learning.  Dr. Calderon’s work in this area has been presented and published in various peer-reviewed forums and journals and has served as a model for evaluation in other programs and learning institutes.


Psychological Assessment; ADHD and LD; Program Evaluation


Peer-Reviewed Articles and Chapters

Calderon, O. (2023). Formulating good (diagnostic) impressions: An empirical-clinical

approach to formulating and communicating diagnostic impressions in psychological evaluations of children. American International Journal of Humanities and Social Science, 8(1).

Calderon, O., Penque, Susan, Luhr D., Nahum, C., & Scardigno, L. (2023). Pandemic-driven

mobility in higher education: The good, the bad and the useful. In Kommers, P., Sanches, I., & Isaias, P. (eds)  International Conference e-Society and Mobile Learning 2023, pp. 283-289.

Calderon, O., & Giffords, E., & Kane, K. (2023). What do we need? Accommodations in the

workplace: People with lupus share their work experiences. Disability Studies Quarterly

Calderon O. (2022). Everything but the Kitchen’s Sink: Making Sense out of Social Work

Education Outcome Assessment. In Opacic, A. (ed) Social Work in the Frame of a Professional Competencies Approach. Springer.

Calderon, O., Kupferberg, R. (2021). Stories children tell: Should the Thematic Apperception

Test be included in psychoeducational assessments? Contemporary School Psychology

 Calderon, O., & Sood, C. (2018). Evaluating learning outcomes of an asynchronous online

      discussion assignment: A post-priori content analysis. Interactive Learning Environment.

 Berger, R., & Calderon, O. (2015). Helping those who learn to help: Addressing

             stress during a community disaster. Reflections, 20(1), 17- 25.

 Calderon, O., & Ruben, L. (2015). Evidence-based interdisciplinary treatment for ADHD:

            Implementation is a private practice setting. International Journal of Education      and Social Science, 2(8), 78- 86.

 Giffords, E., & Calderon. O. (2015). Academic and community collaborations:

            Strategies for improving services and resources. Human Service Organizations: Management, Leadership, and Governance, 1-9. doi: 10.1080/23303131.2015.1034907

 Calderon, O., & Elkin, J. (2014) Youth Defendants with ADHD and the criminal

 justice system: A Qualitative analysis of court decisions. The Advanced Generalist: Social Work Research Journal, 1(2), p 15-36.

 Giffords, E., & Calderon, O. (2014). “We are sick and we are stressed”: Understanding

the correlates of reported emotional distress in individuals with lupus. Disability Studies Quarterly 34(3). Available,

 Isoldi, K.K., Calderon, O., & Dolar, V.  (2014). Cooking Up Energy®: Response to a youth-

            focused afterschool cooking and nutrition education program. Topics in Clinical

            Nutrition, 29 (2), 123-131. 

 Calderon, O. (2013). Direct and indirect assessment of learning outcomes:

            What do we actually measure? Journal of Social Work Education, 49(3), 408-419.

 Calderon, O., Giffords, E.G., & Malekoff, A. (2012). Understanding the concerns and needs of immigrant youth in Nassau County, NY.  Families in Society, 93 (3), 226-232. doi: 10.1606/1044-3894.4222

 Calderon, O., Ginsberg, P. A., & Ciabocchi, L. (2012). Multidimensional Assessment of Blended

            Learning: Maximizing Program Effectiveness Based on Student and Faculty Feedback.

            JALN- Journal of Asynchronous Learning Networks, 16 (4), 23-37.

            doi: 10.1080/10437797.2013.796767

 Nathanson, I.,  Giffords, E. D. & Calderon, O. (2011) Expanding Awareness: Issues in

            the Development of an Ethics Scale for the Social Work Profession. Journal of Social Work Education 47(1), 133-149.

 Calderon, O. & Ruben, L. (2008). A contextual, multidimensional, interdisciplinary approach to

            assessment of ADHD: A clinical model. Best Practices in Mental Health An

            International Journal, 4, 59-79.

 Book Chapters

Calderon O. (2022). Everything but the Kitchen’s Sink: Making Sense out of Social Work Education Outcome Assessment. In Opacic, A. (ed) Social Work in the Frame of a Professional Competencies Approach. Springer.

Calderon O. (2013) Post-Secondary and Corporate On-Line Learning:  Preferred Features of CMSs.  In M. Bocarnea, R.A. Reynolds, & J. Baker (eds.) Handbook of Research on Online Instruments, Data Collection and Electronic Measurements. USA; IGA Global.

Lectures and Presentations

Selected Peer-Reviewed Workshops and Presentations

 Calderon, O., Penque, S., Luhr, D., Nahum, C., & Scardigno, L (2023). Pandemic-driven

mobility in higher education: the good, the bad and the useful. 19th International Conference on Mobile Learning, Lisbon Portugal. Calderon, O., & Kupferberg, R. (2019). The Role of Projective Tests in Psychological

            Assessment: Using the TAT in evaluation of Cognitive and Emotional Indicators in Children. APA Annual Convention, Chicago, Illinois.

 Calderon, O., & Kupferberg, R. (2019). Preliminary Data on the Role of Projective Tests in Psychological Assessment: Using the TAT in evaluation of Cognitive and Emotional Indicators in Children. ICPS, Association for Psychological Science, Paris, France.

 Calderon, O. (2018). Working with forensic clients to promote recovery: Best practices. A

            Public Service Workshops Program - Professional Development Program

            Rockefeller College, University at Albany

 Calderon, O. (2017). Writing an effective forensic mental health report: An interdisciplinary

            approach. NYSDOE, LIU Post.

 Calderon, O. (2016). Assessment of academic achievement: A functional analysis and

            interpretation of WIAT-III scores. Baldwin, UFSD, NY.

 Calderon, O. (2016). Outcome assessment of learning: Content analysis of asynchronous online discussion. OLC Accelerate, Orlando, Florida, USA

 Calderon, O. (2016) Mental health professionals as expert witnesses: Strategies for effective

            testimony about young defendants’ ADHD. NOFSW Annual Conference, New Orleans, USA.


Calderon. O. (2015). The Relationship among Sluggish Cognitive Tempo, ADHD, and Information Processing  Indicators. Center for Scholastic Inquiry; Charleston, South Carolina


Calderon. O. (2015). The Relationship among Indicators of : Sluggish Cognitive Tempo, Information Processing and  ADHD.  Poster presentation, ICPS, Association for Psychological Science, Amsterdam


Calderon, O. (2015).  Evaluating learning outcomes of an asynchronous online discussion assignment: a qualitative analysis. Social Work Distance Education; CSWE; Indiana University School of Social Work, Indianapolis, Indiana


Calderon, O. (2014). Mental Health Professionals as Expert Witnesses: Strategies for Effective Testimony about Young Defendants’ ADHD. Global Youth: Understanding challenges, identifying solutions, offering hope, Millersville Learning Institute Conference, Lancaster, PA.


Ciabocchi, E., Calderon, O., & Ginsberg, A. (2013). Bigger bang for the buck: Connecting blended learning outcomes to institutional effectiveness. Sloan Consortium conference on Blended Learning. Milwaukee, Wisconsin.


Calderon, O. (2013). Pedagogical use of a discussion board: Mastering the technology and beyond.  LIU, TTI.


Giffords, E.D., & Calderon, O. (February 2012). Academic and Community Partnerships: A Mechanism to Improve Services and Resources. Child Welfare League of America, Washington, DC. 


Calderon, O., Ginsburg, A., & Ciabocchi, L. (November 2011). Maximizing program effectiveness through faculty and student feedback. Sloan Consortium International Conference on Online Learning. Buena Vista, FA.


Nathanson, I., Calderon, O., & Giffords, E.D. (October 2011). Portrait of an advocate: Characteristics associated with social concern. Council of Social Work Education, APM, Atlanta, GA.


Giffords, E. D., & Calderon, O. (October 2011). Developing curricula addressing chronic illness   and disability: A study on lupus.  Council of Social Work Education, APM, Atlanta, GA.


Calderon, O., & Giffords, D. E. (March 2010). Understanding the concerns and needs of immigrant Youth in Nassau County, New York. National Association of Social Workers- NYS Chapter, Albany, NY.


May 2015 Woman of the Year, The Town of North Hempstead
May 2014 Lupus Alliance of America, Social Research Award for the LAA Survey Long Island/Queens

Professional Affiliations

American Psychological Association (APA)

Association for Psychological Science (APS)