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Kranzler, John



KRANZLER2c-John-2015Professor
Director, School Psychology Program
Professor of School Psychology and Affiliate Professor of Pediatrics
School of Special Education, School Psychology, and Early Childhood Studies

College of Education
University of Florida
PO Box 117050
2-186 Norman Hall
Gainesville, FL 32611
Phone: 352-273-4119
Fax: 352-392-2655
jkranzler@coe.ufl.edu

Research Biography

John H. Kranzler is Professor and Director of the School Psychology Program in the School of Special Education, School Psychology, and Early Childhood Studies. He has taught classes in school psychology, learning and cognition, measurement and evaluation, theories of intelligence, psychoeducational assessment, statistics, law and ethics in psychology, and individual differences. His main area of scholarly interest concerns the nature, development, and assessment of human cognitive abilities.

Degrees

Ph.D. – University of California at Berkeley, 1990

M.Ed. – University of Arizona, 1985

B.A. – University of Oregon, 1982

Key Professional Appointments

Member, Society for the Study of School Psychology

Fellow, American Psychological Association (Division 16, Division of School Psychology)

Honors and Awards

2021-2023:  Irving and Rose Fien Endowed Professor in Education, University of Florida.

2019-2022:  Term Professor, University of Florida.

2017-2020:  Research Foundation Professor, University of Florida Research Foundation, Inc.

2016-2017:  Award for Excellence in Research (Senior Investigator Category), Mensa Education and Research Foundation and Mensa International, Ltd.

Selected Publications

Books

Kranzler, J. H., & Floyd, R. G. (2020). Assessing intelligence in children and adolescents: A practical guide for evidence-based assessment (2nd ed.). Rowman & Littlefield.

Kranzler, J. H., & Levy, M. P. (2019). Statistics for the terrified criminologist. Rowman & Littlefield.

Kranzler, J. H. (2018). Statistics for the terrified (6th ed.). Rowman & Littlefield.

Edited Books

Grapin, S. L., & Kranzler, J. H., (Eds.). (2018). School psychology: Professional issues and practices. New York, NY: Springer.

Chapters

Kranzler, J. H., & Floyd, R. G. (in press). Utility of intelligence tests for the determination of eligibility for special education and related services. In G. L. Canivez (Ed.), Assessing psychometric fitness of intelligence tests: Toward empirically supported interpretation practices. Rowman & Littlefield.

Kranzler, J. H., & Benson, N. F. (in press). Assessment in school psychology. In T. L. Good & M. M. McCaslin (Eds.), The Routledge encyclopedia of education: Educational psychology. Taylor & Francis.

Kranzler, J. H., Blake, J. J., & Van Norman, E. R. (2021). Developing programs of research in school psychology. In R. G. Floyd & T. L. Eckert (Eds.), Handbook of university and professional careers in school psychology (pp. 261-278). Routledge.

Floyd, R. G., & Kranzler, J. H. (2019). Remediating student learning problems: Aptitude by treatment interaction vs. skill by treatment interaction. In M. K. Burns (Ed.), Introduction to school psychology: Controversies and current practice (pp. 413-434). Oxford University Press.

Grapin, S. L., & Kranzler, J. H. (2018). Introduction to school psychology. In S. L. Grapin & J. H. Kranzler (Eds.), School psychology: Professional issues and practices (pp. 3-20). Springer.

Kranzler, J. H., & Floyd, R. G. (2018). Intellectual assessment of children and youth. In S. L. Grapin & J. H. Kranzler (Eds.), School psychology: Professional issues and practices (pp. 167-179). Springer.

Refereed Journal Articles

Gilbert, K., Kranzler, J. H., & Benson, N. (2021). An independent examination of the equivalence of the standard and digital administration formats of the Wechsler Intelligence Scales for Children-5th Edition. Journal of School Psychology, 85, 113-124.

Schrack, A. P., Joyce-Beaulieu, D., MacInnes, J. W., Kranzler, J. H., Zaboski, B. A., McNamara, J. P. H. (2021). Intelligence and academic achievement in in-patient adolescents with comorbid anxiety and depression. Bulletin of the Menninger Clinic, 85, 23-41.

Benson, N. F., Floyd, R. G., Kranzler, J. H., Eckert, T. L., Fefer, S. A., & Morgan, G. B. (2020). On the declining use of projective techniques in school psychology: A response to Piotrowski (2019). Journal of Projective Psychology & Mental Health, 27, 57-60.

Benson, N., Kranzler, J. H., & Floyd, R. G. (2020). Exploratory and confirmatory factor analysis of the Universal Nonverbal Intelligence Test-Second Edition: Testing dimensionality and invariance across age, gender, race, and ethnicity. Assessment, 27, 996-1006.

Benson, N. F., Maki, K. E., Floyd, R. G., Kranzler, J. H., Eckert, T. L., & Fefer, S. A. (2020). A national survey of school psychologists’ practices in identifying specific learning disabilities. School Psychology, 35, 146–157.

Calderón-Tena, C. O., Styck, K. M., Vega, D., Kranzler, J. H. (2020): Evaluating cultural and linguistic load of IQ scores for English language learners, International Journal of School and Educational Psychology. doi: 10.1080/21683603.2020.1803164

Kranzler, J. H., Floyd, R. G., Bray, M. A., & Demaray, M. K. (2020). Past, present, and future of research in school psychology: The biopsychosocial ecological model as an overarching framework. School Psychology, 35, 419-427.

Kranzler, J. H., Maki, K. E., Benson, N. F., Floyd, R. G., &  Fefer, S. A. (2020). How do school psychologists interpret intelligence tests for the identification of specific learning disabilities? Contemporary School Psychology, 24, 445-456.

Kranzler, J. H., Yaraghchi, M., Matthews, K., & Otero-Valles, L. (2020). Does the response-to-intervention model fundamentally alter the traditional conceptualization of specific learning disability? Contemporary School Psychology, 24, 80-88.

Benson, N. F., Floyd, R. G., Kranzler, J. H., Eckert, T. L., Fefer, S. A., & Morgan, G. B. (2019). Test use and assessment practices of school psychologists: Findings from the 2017 National Survey of Assessment Practices in School Psychology. Journal of School Psychology, 72, 29-48.

Kranzler, J. H., Gilbert, K., Robert, C. R., Floyd, R. G., & Benson, N. (2019). Further examination of a critical assumption underlying the dual discrepancy/consistency approach to SLD identification. School Psychology Review, 48, 207-221.

Kranzler, J. H., Yaraghchi, M., Matthews, K., & Otero-Valles, L. (2019). Does the response-to-intervention model fundamentally alter the traditional conceptualization of specific learning disability? Contemporary School Psychology. doi: 10.1007/s40688-019-00256-x

Zaboski, B. A., Joyce-Beaulieu, D., Kranzler, J. H., McNamara, J. P., Gayle, C., & MacInnes, J. (2019). Group exposure and response prevention for college students with social anxiety: A randomized clinical trial. Journal of Clinical Psychology, 1-19.

Benson, N., Kranzler, J. H., & Floyd, R. G. (2018). Exploratory and confirmatory factor analysis of the Universal Nonverbal Intelligence Test-Second Edition: Testing dimensionality and invariance across age, gender, race, and ethnicity. Assessment. doi: 10.1177/1073191118786584

Zaboski, B., Kranzler, J. H., & Gage, N. A. (2018). Meta-analysis of the relationship between the broad abilities of the Cattell-Horn-Carroll theory and academic achievement. Journal of School Psychology, 71, 42-56.

Selected Links

https://www.amazon.com/John-H.-Kranzler/e/B001IYV9WA