Effective school-based interventions are crucial for reducing prolonged problems for students with social and behavioral difficulties. These students often manifest problems with academic performance, peer relationships, grade retention, dropping out of school, and substance abuse. To support students at risk for developing social and behavioral problems, educators have often relied on consultation-based intervention approaches which capitalize on the expertise of knowledgeable behavioral consultants who help school staff specify students’ social and behavioral difficulties, select evidence-based behavioral strategies, implement behavioral plans with integrity, and evaluate student outcomes. However, the number of researchers prepared to evaluate these types of programs using rigorous experimental methods is limited. Thus, the primary objective of this postdoctoral training program is to develop and advance fellows’ understanding and application of methodologically rigorous research in the context of evaluating consultation-based interventions for students with social and behavioral concerns that interfere with learning and development. By participating as students in advanced seminars on methodological techniques, as researchers in large-scale evaluation projects, and as collaborators in developing grant proposals, this training program will prepare researchers to conduct investigations to determine the efficacy of approaches designed to support student leaning and achievement via the reduction of social and behavioral problems.

Publications

Book chapter

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.

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). Review of the Harris Infant Neuromotor Test (HINT). The Nineteenth Mental Measurements Yearbook. Lincoln, NE: The Buros Institute of Mental Measurements, University of Nebraska-Lincoln.

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

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.

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.

Journal article, monograph, or newsletter

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.

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.

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.

Kwon, K., and Lease, A.M. (2007). Clique Membership and Social Adjustment in Children's Same-Gender Cliques: The Contribution of the Type of Clique to Children's Self- Reported Adjustment. Merrill-Palmer Quarterly, 53(2): 216–242.

Kwon, K., and Lease, A.M. (2009). Examination of the Contribution of Clique Characteristics to Children's Adjustment: Clique Type and Perceived Cohesion. International Journal of Behavioral Development, 33(3): 230–242.

Kwon, K., and Lease, A.M. (2009). Children's Social Identification With a Friendship Group: A Moderating Effect on Conformity to Friendship Group Norms. Small Group Research, 40(6): 694–719.

Kwon, K., and Lease, A.M. (2014). Perceived Influence of Close Friends, Well-Liked Peers, and Popular Peers: Reputational or Personal Influence?. Journal of Social and Personal Relationships, 31(8): 1116–1133.

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.

Kwon, K., Lease, A.M., and Hoffman, L. (2012). The Impact of Clique Membership on Children's Social Behavior and Status Nominations. Social Development, 21(1): 150–169.

McCallum, E., Schmitt, A.J., Keener, D., Rezzetano (Rispoli), 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 (Rispoli), 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.

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): 185–199.

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.

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.

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.

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.

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.

Rezzetano (Rispoli), K., and House, S. (2009). Increased Involvement of School Psychologyin General Education: An Opportunityfor Student Promotion of the Profession. The School Psychologist, 63(2): 104–407.

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.

Semke, C.A., Garbacz, S.A., Kwon, K., Sheridan, S.M., and Woods, K.E. (2010). Family Involvement for Children with Disruptive Behaviors: The Role of Parenting Stress and Motivational Beliefs. Journal of School Psychology, 48(4): 293–312.

Sheridan, S.M., Bovaird, J.A., Glover, T.A., Garbacz, S.A., Witte, A., and Kwon, K. (2012). A Randomized Trial Examining the Effects of Conjoint Behavioral Consultation and the Mediating Role of the Parent-Teacher Relationship. School Psychology Review, 41(1): 23–46.

Sheridan, S.M., Knoche, L.L., Edwards, C.P., Kupzyk, K.A., Clarke, B.A., and Kim, E.M. (2014). Efficacy of the Getting Ready Intervention and the Role of Parental Depression. Early Education and Development, 25(5): 746–769.

Sheridan, S.M., Swanger-Gagne, M., Welch, G., Kwon, K., and Garbacz, S.A. (2009). Fidelity Measurement in Consultation: Psychometric Issues and Preliminary Examination. School Psychology Review, 38(4): 476–495.

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.