Leihua completed her bachelor’s in psychology, and master and doctoral degrees in educational psychology at the University of Washington. She received her school and clinical internship training at the following sites: Experimental Education Unit, University of Washington; Shoreline School District (Shoreline, WA); Morrison Child and Family Services (Portland, OR); and, Sound Mental Health (Seattle, WA). Most recently, she trained as a school neuropsychologist through KIDS Inc.’s School Neuropsychology Training program. She subsequently earned a Diplomate in School Neuropsychology in 2012 through the American Board of School Neuropsychology.
Prior to opening NW School Neuropsychology Associates, she has practiced school psychology in Washington State for ten years, conducting psychoeducational evaluations, participating in intervention and IEP planning for students, and providing consultation, counseling, and crisis services. She also participated many years in school-based research and consultation on the prevention of bullying and promotion of social and emotional learning.
- Lecturer for and supervisor of school psychology trainees in the Educational Psychology program at the University of Washington
- Guest speaker for district and PTA workshops in Bellevue School District (Bellevue, WA)
- Clinical tutor for reading- and writing-disabled children at the College of Education, University of Washington
Berninger, V. W., Abbott, S. P., Reed, E., Greep, K., Sylvester (Edstrom), L., Clinton, A., Taylor, J., & Abbott, R.D. (1997). Directed reading and writing activities: Aiming instruction to working brain systems. In S. Dollinger & L. DiLalla (Eds.), Prevention and intervention issues across the life span (pp. 128-158). Hillsdale, NJ: Erlbaum.
Fitzgerald, P.D., & Edstrom, L.V. (2012). Social and emotional skills training with Second Step: A violence prevention curriculum. In S.R. Jimerson, A. B. Nickerson, M.J. Mayer, & M. J. Furlong (Eds.), Handbook of school violence and school safety: International research and practice, second edition (pp. 423-433). New York: Routledge.
Hirschstein, M. K., Edstrom, L. V., Frey, K. S., Snell, J. L., & MacKenzie, E. P. (2007). Walking the talk in bullying prevention: Teacher implementation variables related to initial impact of the Steps to Respect program. School Psychology Review, 36, 3-21. (Article of the Year Award)
Semrud-Clikeman, M., Nielsen, K. H., Clinton, A., Sylvester (Edstrom), L., Parle, N., & Connor, R. T. (1999). An intervention approach for children with teacher- and parent-identified attentional difficulties. Journal of Learning Disabilities, 32, 581-590.
Van Schoiack-Edstrom, L., Frey, K. S., & Beland, K. (2002). Changing adolescents’ attitudes about relational and physical aggression: An early evaluation of a school-based intervention. School Psychology Review, 31, 201-216.