The primary goal of this training program was to prepared researchers to conduct investigations that evaluate approaches designed to support student learning and achievement via the reduction of social and behavioral problems. The fellows in this program participated as students in advanced seminars on methodological techniques, as researchers in large-scale evaluation projects, and as collaborators in the development of grant proposals. The program invited fellows to participate in grants focused on evaluating consultation-based interventions for students with social and behavioral concerns that interfere with learning and development. Consultation-based interventions capitalize on the expertise of behavioral consultants who help school staff specify students' social and behavioral difficulties, select and implement behavioral strategies, and evaluate student outcomes.

Postdoctoral Fellows

Hawley, Leslie (also Shaw)
Kim, Elizabeth (also Moorman)
Rispoli, Kristin (also Rezzetano) (ORCID)
Wheeler, Courtney

As of 2020, Dr. Hawley was a research assistant professor at the University of Nebraska-Lincoln, Dr. Kim was a lecturer at Emory University, Dr. Rispoli was an assistant professor at Michigan State University, and Dr. Wheeler was a research scientist at Dynamic Measurement Group.

Products and Publications

ERIC Citations: Find available citations in ERIC for this award here.

Selected Publications by the Fellows:

Bovaird, J.A., and Shaw, L.H. (2012). Multilevel Structural Equation Models. In B. Laursen, T. Little, and N. Card (Eds.), Handbook of Developmental Research Methods (pp. 501–518). New York: Guilford.

Carlson, J.F., and Shaw, L.H. (2011). Book Review: The Case for Testing Responsibly. Journal of Social and Clinical Psychology, 30(3): 325–328. doi:10.1521/jscp.2011.30.3.325

Geisinger, K.F., Shaw, L.H., and McCormick, C. (2012). The Validation of Tests in Higher Education. Handbook on Measurement, Assessment, and Evaluation in Higher Education (pp. 194–207). New York: Routledge/Taylor and Francis.

Hawley, L. R. (2014). Test review of Harris Infant Neuromotor Test. In J. F. Carlson, K. F. Geisinger, and J. L. Jonson (Eds.), The Nineteenth Mental Measurements Yearbook (pp. 347–351). Lincoln, NE: The University of Nebraska-Lincoln.

Hawley, L.R., Hosch, H.M., and Bovaird, J.A. (2014). Exploring Social Identity Theory and the 'Black Sheep Effect' Among College Student-Athletes and Non-Athletes. The Journal of Sport Behavior, 37(1): 56–76.

Hosch, H., Culhane, S., Jolly, K., Chavez, R., and Shaw, L.H. (2011). Effects of an Alibi Witness's Relationship to the Defendant on Mock Jurors' Judgments. Journal of Law and Human Behavior, 35(2): 127–142. doi:10.1007/s10979-010-9225-5

Kim, E.M., Sheridan, S.M., Kwon, K., and Koziol, N. (2013). Parent Beliefs and Children's Social-Behavioral Functioning: The Mediating Role of Parent-Teacher Relationships. Journal of School Psychology, 51(2): 175–185. doi:10.1016/j.jsp.2013.01.003

Kwon, K., Kim, E. M., and Sheridan, S. M. (2014). The Role of Beliefs About the Importance of Social Skills in Elementary Children's Social Behaviors and School Attitudes. Child and Youth Care Forum, 43(4), 455–467.

Kwon, K., Kim, E., and Sheridan, S. (2012). Behavioral Competence and Academic Functioning Among Early Elementary Children With Externalizing Problems. School Psychology Review, 41(2): 123–140.

Kwon, K., Kim, E., and Sheridan, S.M. (2012). A Contextual Approach to Social Skills Assessment in the Peer Group: Who is the Best Judge? School Psychology Quarterly, 27(3): 121–133. doi:10.1037/a0028696

McCallum, E., Schmitt, A.J., Keener, D., Rezzetano, K., and Skinner, C.H. (2010). Extending Research on the Taped-Problems Intervention: Do Group Rewards Enhance Math Fact Fluency Development? School Psychology Forum, 4(1): 44–61.

McGoey, K. E., Schneider, D. L., Rezzetano, K. M., Prodan, T., and Tankersley, M. (2010). Classwide Intervention to Manage Disruptive Behavior in the Kindergarten Classroom. Journal of Applied School Psychology, 26(3): 247–261. doi:10.1080/15377903.2010.495916

McGoey, K.E., and Rezzetano, K. (2008). Token Reinforcement Programs. In N. Salkind (Ed.), Encyclopedia of Educational Psychology, Volume 2 (pp. 981–983). Thousand Oaks, CA: Sage.

McGoey, K.E., Rispoli, K., Schneider, D.L., Clark, B., and Novak, K. (2013). Improving Behavior With Preschool Consultation: A Pilot Study of the TOTS Model. Journal of Educational and Psychological Consultation, 23(3). doi:10.1080/10474412.2013.785180

Minke, K., Sheridan, S.M., Kim, E.M., Ryoo, J.H., and Koziol, N.A. (2014). Congruence in Parent-Teacher Relationships: The Role of Shared Perceptions. Elementary School Journal, 114(4): 527–546. doi:10.1086/675637

Moorman, E.A., and Pomerantz, E.M. (2008). Mothers' Cognitions About Children's Self-Control: Implications for Mothers' Responses to Children's Helplessness. Social Development, 17(4): 960–979. doi:10.1111/j.1467-9507.2008.00469.x

Moorman, E.A., and Pomerantz, E.M. (2008). The Role of Mothers' Control in Children's Mastery Orientation: A Time Frame Analysis. Journal of Family Psychology, 22(5): 734–741. doi:10.1037/0893-3200.22.5.734

Moorman, E.A., and Pomerantz, E.M. (2010). Ability Mindsets Influence the Quality of Mothers' Involvement in Children's Learning: An Experimental Investigation. Developmental Psychology, 46(5): 1354–1362. doi:10.1037/a0020376

Pomerantz, E.M., and Moorman, E.A. (2010). Parents' Involvement in Children's Schooling: A Context for Children's Development. In J. Meece, and J. Eccles (Eds.), Handbook of Research on Schools, Schooling, and Human Development (pp. 398–419). New York: Routledge.

Pomerantz, E.M., Kim, E.M., and Cheung, C.S. (2012). Parents' Involvement in Children's Learning. In K.R. Harris, S. Graham, T.C. Urdan, S. Graham, J.M. Royer, and M. Zeidner (Eds.), APA Educational Psychology Handbook (pp. 417–440). Washington, DC: American Psychological Association.

Pomerantz, E.M., Moorman, E.A., and Litwack, S.D. (2007). The How, Whom, and Why of Parents' Involvement in Children's Academic Lives: More is not Always Better. Review of Educational Research, 77(3): 373–410. doi:10.3102/003465430305567

Rezzetano, K., and House, S. (2009). Increased Involvement of School Psychology in General Education: An Opportunity for Student Promotion of the Profession. The School Psychologist, 63(2): 104–407. Retrieved from http://www.apadivisions.org/division-16/publications/newsletters/school-psychologist/2009/04-issue.pdf.

Rispoli, K. M., and Sheridan, S. M. (2017). Feasibility of a School-Based Parenting Intervention for Adolescent Parents. Advances in School Mental Health Promotion, 10(3), 176–194.

Rispoli, K.M., McGoey, K.E., Koziol, N.A., and Schreiber, J.B. (2013). The Influence of Parent and Child Interactions on Social Competence at School Entry: Evidence From the Early Childhood Longitudinal Study – Birth Cohort (ECLS-B). Journal of School Psychology, 51(5): 643–658. doi:10.1016/j.jsp.2013.05.007

Sheridan, S.M., Rispoli, K.M., and Holmes, S. (2014). Treatment Integrity in Conjoint Behavioral Consultation: Conceptualizing Active Ingredients and Potential Pathways of Influence. In L. Sanetti, and T. Kratochwill (Eds.), Treatment Integrity: A Foundation for Evidence-Based Practice in Applied Psychology (pp. 255–278). New York: APA Books.

Zumbrunn, S., Haines, C.A., Hawley, L.R., Klentz, C., and Buhs, E. (2014). Support, Belonging, Motivation, and Engagement in the College Classroom: A Mixed Method Study. Instructional Science, 42(5): 661–684. doi:10.1007/s11251-014-9310-0