Our researchers develop and evaluate assessments, data systems and interventions in order to provide services to at-risk learners to prevent negative academic, behavioral, and social outcomes.
Dr. Christ (school psychology) develops assessment and evaluation tools that inform service delivery of education, especially as it relates to problem solving and multi-tiered systems of support. He leads the Formative Assessment System for Teachers Lab (FAST Lab), which is dedicated to research, innovation and translation.
Dr. Codding's (school psychology) research focuses on the intersection of intervention and implementation by developing and exploring the effectiveness of school-based interventions, the factors that contribute to student responsiveness of those interventions, and strategies to support intervention implementation. Dr. Codding’s work has emphasized academic interventions and associated assessment for data-based decision making, particularly in the area of mathematics.
Dr. Cook (school psychology) specializes in school-based mental health, investigating practices that facilitate the implementation of a multi-tiered system of support (MTSS). His research focuses on helping practitioners (teachers, administrators, mental health providers) improve the delivery of school-based services to youth in schools, as demonstrated by a range of improved outcomes, including gains in academic achievement, improvements in social-emotional functioning, reductions in punitive disciplinary practices, and remediation of disparities for minority youth.
Dr. Johnson (special education) researches interventions to improve outcomes for a range of preschool and elementary school-aged children who are at high risk given social, emotional, behavioral, and communication needs. Dr. Johnson is focused on creating the next generation of intervention studies that support high fidelity implementation of evidence-based interventions within tiered intervention and prevention models. This includes research projects that are designed to test the efficacy of social-communication interventions for children with autism.
Dr. McComas (special education) applies functional analysis for problem behavior in educational and residential settings. She focuses on basic behavioral processes maintaining desirable and undesirable behavior, such as schedules of reinforcement, stimulus control, and establishing operations. She also studies behavioral treatment of problem behavior based on concurrent schedules of reinforcement as we as antecedent stimuli. Finally, she analyzes the academic behavior performance of students with behavior problems.
Dr. McConnell (special education) focuses his research primarily on preschool-aged children, and the skills and competencies that will enable them to learn and participate in school and other settings. Dr. McConnell has worked with colleagues to develop Individual Growth and Development Indicators (IGDIs), tools that allow teachers to efficiently monitor young children’s language and early literacy development. They continue to improve and expand these tools, working with a private company to disseminate products based on this work.
Kristen McMaster (special education) collaborates with colleagues in cognitive psychology and school psychology to develop theory-based assessments and interventions to improve the reading comprehension and early writing skills of children identified as at risk or with disabilities. She also develops systems and supports to promote teachers’ use of data-based decisionmaking and evidence-based instruction.
Dr. Miller (school psychology) focuses her research on the implementation and sustainability of evidence-based practices in schools, particularly as it relates to improving outcomes for children who experience social, emotional, and behavioral difficulties (SEBD). Through her research, Dr. Miller examines critical factors that lead to the implementation of evidence-based practices for students with SEBD within multi-tiered systems of support. This includes the use of defensible assessments to inform data-based decision-making and problem-solving, as well as the development and delivery of a continuum of high-quality interventions to improve student outcomes. As an applied researcher, she works to bridge the research-to-practice gap in order to improve outcomes for students with SEBD.
Dr. Turner (counseling and student personnel psychology) has developed the Perceptions of Parent Support Scale that is used in countries around the world as both a measurement/research instrument and as a counseling intervention tool. Her research also includes the role of parents and school counselors in students’ college readiness and academic success.
Assumptions, principles, procedures of problem solving approach to analyzing behavior/programs for classroom management. Conducting observations, intervening, evaluating behavioral change.
Theories, research, and practice underlying instructional/academic interventions for students. Systems consultation, organizational change.
Theories, research, and practice underlying socio-emotional interventions for students. Systems consultation/organizational change.
Practical application of applied behavioral theory guided by system ecological perspectives in problem-solving with school staff, parents, and students. Theories, stages, and issues of providing indirect services through consultation. Critical analysis of theory and research. Applied project in 8813 practicum placements.
School psychology as professional field of specialization in psychology/education. Historical, theoretical, and research basis of school psychology. How school systems operate. Common roles/functions of school psychologists. In-class discussion, didactic/field-based assignments.