DR Ben Deery

DR Ben Deery

Positions

  • developmental learning disorders and interventions
  • early childhood learning interventions
  • early childhood neuropsychology
  • mindfulness in young children

Overview

OverviewText1

  • Dr Ben Deery is an early career researcher, supervisor, and lecturer in Early Childhood Education and Care at the Melbourne Graduate School of Education, University of Melbourne. He is a registered Clinical Neuropsychologist, with many years of experience both clinically and research-based in various paediatric and childhood neurodevelopmental disorders, including working at the Royal Children’s Hospital and Murdoch Children’s Research Institute. He has worked as a Consultant Neuropsychological for Pearson Assessment Australia and was involved in the Australian adaption and standardisation of the WPSSI-IV, WISC-V and WAIS-IV, including to iPad. He is a qualified Early Childhood Educator who has taught at the internationally regarded University of Melbourne - Early Learning Centre (ELC), Abbotsford. His primary area of research interest and expertise is in evidence-based learning interventions for children, childhood learning disorders, and the application of mindfulness and social-emotional learning in the early years. He has developed a Mindfulness for Young Children program, called Mindful M.A.T. Time (Mindful Movement, Attention/Awareness and Thinking Time), which is being piloted in several research populations and adapted for online/tablet use.

    He has supervised a number of Masters of Educational Psychology students, primarily in the area of learning interventions and learning disability/disorders, and has also lectured previously in the Masters of Educational Psychology course at the MGSE. During his early childhood studies he was awarded the RMIT Vice-Chancellor’s List for Academic Excellence. His appointments at the Melbourne Graduate School of Education and the Murdoch Childrens Research Institute reflect his strong interests in collaboration between the health and education fields to better support children during the early years.   

Publications

Awards

Education and training

  • DPsych, University of Melbourne 2007
  • BSc(Psych)(Hons), University of Melbourne 2004

Supervision

Available for supervision

  • Y

Supervision Statement

  • Dr Ben Deery is an early career researcher, supervisor, and lecturer in Early Childhood Education and Care at the Melbourne Graduate School of Education, University of Melbourne. He is a registered Clinical Neuropsychologist, with many years of experience both clinically and research-based in various paediatric and childhood neurodevelopmental disorders, including working at the Royal Children’s Hospital and Murdoch Children’s Research Institute. He has worked as a Consultant Neuropsychological for Pearson Assessment Australia and was involved in the Australian adaption and standardisation of the WPSSI-IV, WISC-V and WAIS-IV, including to iPad. He is a qualified Early Childhood Educator who has taught at the internationally regarded University of Melbourne - Early Learning Centre (ELC), Abbotsford. His primary area of research interest and expertise is in evidence-based learning interventions for children, childhood learning disorders, and the application of mindfulness and social-emotional learning in the early years. He has developed a Mindfulness for Young Children program, called Mindful M.A.T. Time ( Mindful Movement, Attention/Awareness and Thinking Time) , which is being piloted in several research populations and adapted for online/tablet use.

    He has supervised a number of Masters of Educational Psychology students, primarily in the area of learning interventions and learning disability/disorders, and has also lectured previously in the Masters of Educational Psychology course at the MGSE. During his early childhood studies he was awarded the RMIT Vice-Chancellor’s List for Academic Excellence. His appointments at the Melbourne Graduate School of Education and the Murdoch Childrens Research Institute reflect his strong interests in collaboration between the health and education fields to better support children during the early years.