James E. Ysseldyke
56 East River Rd
Ph.D., University of Illinois
Jim Ysseldyke has been educating school psychologists and researchers for more than 35 years. He has advised and mentored more than 100 doctoral and Ed.S. students who have gone on to leadership positions in universities, school systems, government agencies and research organizations. He has served the University of Minnesota as director of the Minnesota Institute for Research on Learning Disabilities, director of the National School Psychology Network, director of the National Center on Educational Outcomes, and associate dean for research.
Professor Ysseldyke's research and writing have focused on enhancing the competence of individual students and enhancing the capacity of systems to meet student’s needs. He is an author of major textbooks and more than 300 journal articles. He is conducting a set of investigations on the use of technology-enhanced progress monitoring systems to track the performance and progress of students in urban environments. He is also conducting a study of the intended and unintended consequences of No Child Left Behind. Ysseldyke chaired the task forces that produced the three Blueprints on the Future of Training and Practice in School Psychology.
Ysseldyke has received awards for his research from the School Psychology Division of the American Psychological Association, the American Educational Research Association, and the Council for Exceptional Children. The University of Minnesota presented him a distinguished teaching award, and he received a distinguished alumni award from the University of Illinois.
In 1973 Ysseldyke was the first recipient of the Lightner Witmer Award from the School Psychology Division of the American Psychological Association. This is an early career research award. In 1995 he received the Council for Exceptional Children Research Award and in 2009 he was the recipient of the CEC Wallace Wallin Lifetime Achievement Award. In 2009 he received the NASP Legends in School Psychology award. The University of Minnesota presented him a distinguished teaching award, and he received a distinguished alumni award from the University of Illinois.
Selected Recent Publications
Books and Chapters
Taylor, B.M. & Ysseldyke, J.E. (2007). Educational interventions for struggling readers. New York, NY: Teachers College Press.
Salvia, J.S., Ysseldyke, J.E. & Bolt, S. (2010). Assessment in special and inclusive education (11th Edition). Boston, MA: Wadsworth/Cengage Publications
McLeod, S. & Ysseldyke, J.E. (2008). Digital technologies for data-driven school psychologists. In J. Grimes & A. Thomas (Eds). Best Practices in School Psychology V. Bethesda, MD: National Association of School Psychologists.
Algozzine, B. & Ysseldyke, J.E., & Elliott, J.E. (1997). Strategies and tactics for effective instruction. Longmont, CO: Sopris West.
Elliott, J.E., Algozzine, B., & Ysseldyke, J.E. (1997). Timesavers for educators. Longmont, CO:
Ysseldyke, J.E. & Burns, M. (2009). Functional assessment of instructional environments for the purpose of making data-driven instructional decisions. In C. Reynolds & T. Gutkin (Eds.), The handbook of school psychology (fourth edition), pp. 410-433. New York: John Wiley.
Ysseldyke, J.E. & Christenson, S.L. (2002). Functional Assessment of Academic Behavior: Creating successful learning environments. Longmont, CO: Sopris West.
Recent Journal Articles
Ysseldyke, J., Lekwa, A., Klingbeil, D. & Cormier, D. (in press). Assessment of ecological factors as an integral part of academic and mental health consultation. Journal of Educational and Psychological Consultation.
Ysseldyke, J.E. & Nelson, P.M. (in press). Assessment in special and inclusive education. In J.A. Banks (Ed.). Encyclopedia of diversity in education. New York: Sage Publications.
Ysseldyke, J., Burns, M. K.,Scholin, S. E., & Parker, D. C. (2010). Instructionally valid assessment within RtI. Teaching Exceptional Children, 42 (4), 54-61.
Burns, M.K. & Ysseldyke, J.E. (2009). Prevalence of Evidence-Based Practices in Special Education. Journal of Special Education, 43 (1), 3-11.
Lehr, C.A., Tan, C.S. & Ysseldyke, J.E. (2009). Alternative schools: A synthesis of state level policy and research. Remedial and Special Education, 30: 19-32.
Ysseldyke, J.E., Burns, M.K. & Rosenfield, S. (2009). Blueprints on the future of training and practice in school psychology: What do they say about educational and psychological consultation? Journal of Educational and Psychological Consultation, 19, 177-196.
Bolt, D.M., Ysseldyke, J.E., & Patterson, M.J. (2010). Students, teachers, and schools as sources of variability, integrity and sustainability in implementing progress monitoring. School Psychology Review. 39(4), 612-630.
Burns, M.K., Klingbeil, D. & Ysseldyke, J.E.(2010). The effects of technology enhanced formative evaluation on student performance on state accountability math tests. Psychology in the Schools. 47(6), 582-591.
Lekwa, A. & Ysseldyke, J. (2010). Dissertation research in school psychology: Changes in topics and methods over the past 25 years.. Journal of Applied School Psychology, 26(1), 17-37.
McBride, J., Ysseldyke, J.E., Milone, M. & Stickney, E. (2010). Technical adequacy and cost benefit of four measures of early literacy. Canadian Journal of School Psychology.25(2), 189-204.
Bolt, S. E., & Ysseldyke, J. E (2008). Accommodating students with disabilities in large-scale testing: A comparison of differential item functioning (DIF) identified across disability types. Journal of Psychoeducational Assessment, 26, 121-138.
Ysseldyke, J.E., Lehr, C.A. & Stodolka, A. (2008). Supplemental Educational Services: Implications for students with disabilities. Remedial and Special Education, 333-342.
Christenson, S.L., Decker, D., Triezenberg, H.L., Ysseldyke, J.E. & Reschly, A. (2007). Consequences of high-stakes assessment for students with and without disabilities. Educational Policy, 21 (4), 662-690.
Ysseldyke, J. & Bolt, D. (2007). Effect of technology-enhanced continuous progress monitoring on math achievement. School Psychology Review, 36 (3), 453-467.
Ysseldyke, J., & Tardrew, S. (2007). Use of a progress-monitoring system to enable teachers to differentiate math instruction. Journal of Applied School Psychology, 24(1), 1-28..
Bolt, S. & Ysseldyke, J.E. (2006). Comparing DIF across Math and Reading/Language Arts Tests for Students Receiving a Read-Aloud Accommodation. Applied Measurement in Education, 19(4), 329-355.
Burns, M.K. & Ysseldyke, J.E. (2005). Comparison of existing responsiveness-to-intervention models to identify and answer implementation questions. CaliforniaSchoolPsychologist, 10, 9-20.
Ysseldyke, J.E. (2005). Assessment and Decision Making in Learning Disabilities: What if this is as good as it gets? Learning disability Quarterly. 28 (2), 128-132.
Ysseldyke, J., Thill, T., Pohl, J., & Bolt, D. (2005). Using Math Facts in a Flash to enhance computational fluency. Journal of Evidence Based Practices for Schools, 6(1), 59-89.
Ysseldyke, J.E., Nelson, J.R., Johnson, D.R., Christenson, S., Dennison, A., Sharpe, M., & Hawes, M. (2004). What we know and need to know about the consequences of large-scale assessments for students with disabilities. Exceptional Children, 71 (1), 75-96.
Ysseldyke, J.E., Thill, T., Hannigan, E., & Betts, J. (2004). Use of an instructional management system to improve mathematics skills for students in Title 1 programs. Preventing School Failure, 48(4): 10-15.
Ysseldyke, J.E., Tardrew, S., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an instructional management system to enhance math instruction of gifted and talented students. Journal for Education of the Gifted, 27 (4), 293-310.