Principal Scientific Programmer/ Analyst, SRI Education
Patrick Thornton, Ph.D., is a lead programmer, he provides consultation, development, and implementation of data-related strategies across a project life cycle. Thornton often works with project teams on data specifications, data collection or acquisition, study management and analysis databases, data ETL (Extract, Transform, Load), data validation, descriptive and inferential analysis, and applications development.
Thornton is certified in SAS Base 9.2 and has made more than 30 presentations to the SAS User Group community, including local and regional SAS user groups and the SAS Global Forum. He has received three best contributed paper awards, including one for the Reporting and Information Visualization Section at the 2013 SAS Global Forum. Thornton is also a long-time user of Visual Basic for Applications with the Microsoft Office Suite, including MS Access.
Thornton has a comprehensive background in child services research, successfully completing the two-year Post-Doctoral Clinical Services Research Evaluation Training Program at the University of California San Francisco. He served as a research associate for five years at UCSF’s Child Service Research Group before joining SRI in 2005.
Thornton earned a minor in computer science from the University of Alaska Fairbanks, an MA in criminal justice from University of Louisiana, and a Ph.D. in experimental psychology from Texas Tech University.
Recent publications
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Measuring the Impact of Trauma-Focused, Cognitive Behavioral Group Therapy with Middle School Students
This study examines differential effects of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program on behavioral and academic outcomes of middle school students.
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Screening for Trauma in Early Adolescence: Findings from a Diverse School District
The current study examines the prevalence of trauma experiences and traumatic stress in middle school students from a large urban school district serving a high proportion of diverse immigrant and low-income families.
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Accessing Services for Youth with Emotional Disturbances (ED) in and After High School
This study uses data from the National Longitudinal Transition Study–2 to examine the rates at which youth with emotional disturbances received services during and up to 8 years after high school.