Dr. Dutt is a registered educational/school psychologist in Singapore and a licensed psychologist in the United States. She received her doctoral and post-doctoral training in the field of educational/school psychology from the University of Iowa and Johns Hopkins School of Medicine - Kennedy Krieger Institute, United States. Prior to her stint in the United States, she worked as a psychologist at the National Resource Centre for Inclusion and as a research assistant in a UNICEF funded project on providing pre-school inclusive education to marginalized children in the urban slums of India. She employs technical knowledge and research-based practice skills garnered over the past two decades across various countries to extensively work for schools, families, and children with neurodiversity, who require general to intensive behavior supports. As an instructor at NTU-NIE, her responsibilities entail teaching students/trainee teachers at the undergraduate, pre-service and in-service levels as well as coaching trainee educational psychologists at the master's and doctoral levels on aspects pertaining to educational/school psychology and behavioral supports.

Her research interests specifically lie in providing evidence-based behavioral intervention supports to schools and children. Given this interest, she has had the privilege to work with schools at the grass root level to provide their personnel with accessible, innovative, effective, and evidence-based alternatives for capacity building in behavior management for students with neurodiversity. Her research projects could be summarized in the following areas– a) conducting needs analyses in functional behavioral assessments and interventions across special educators in Singapore, b) evaluating the effectiveness of a web-based training program in functional behavioral assessment and interventions with special educators in Singapore, c) using mobile technology for interventions to improve communication and daily living skills across children with neurodiversity, d) developing and validating scales to assess daily living skills for children with neurodiversity and teacher competencies in behavioral supports and e) piloting a universal school-based multi-modal behavioral prevention program on test-anxiety and test-taking coping skills across students in mainstream schools.