Article of the Year for – Burns, M. K., Davidson, K. Zaslofsky, A., Parker, D., & Maki, K. E. (2018). Relationship between acquisition rate for words and working memory, short-term memory, and reading skills: Aptitude-by-treatment or skill-by-treatment interaction? Assessment for Effective Intervention, 43, 182-192.
Anthony, C. J., & Ogg, J. (2019). Parent involvement, approaches to learning, and student achievement: Examining longitudinal mediation. School Psychology, 34, 376-385.
Anthony, C.J. & DiPerna, J. C. (2019). Examining the psychometric properties of maximally efficient items from the Social Skills Improvement System – Teacher Rating Scale. Journal of Psychoeducational Assessment, 37, 307-319.
Grapin, S. L., & Kranzler, J. H., (Eds.) (2018). School Psychology: Professional Issues and
Practices. Springer: New York.
Joyce-Beaulieu, D., & Sulkowski, M. (2019). Cognitive behavioral therapy in K-12 school settings: A practitioner’s toolkit (2nd ed.). NY: Springer Publishing.
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.
Maki, K. E. & Adams, S. R. (2019). Specific Learning Disabilities identification: Do the identification methods and data matter?. Learning Disability Quarterly. DOI: 10.1177/0731948719826296
Ogg, J. & Anthony, C. J. (in press). Process and Context: Longitudinal Effects of the Interactions between Parental Involvement, Parental Warmth, and SES on Academic Achievement. Journal of School Psychology
Ogg, J. & Anthony, C. J. (2019). Parent involvement and children’s externalizing behavior: Exploring longitudinal bidirectional effects across gender. Journal of School Psychology, 73, 21-40.
Splett, J. W., Trainor, K., Raborn, A., Halliday-Boykins, C., Dongo, M., Garzona, M., & Weist, M. D. (2018). Comparison of universal mental health screening to students already receiving intervention in a multitiered system of support. Behavioral Disorders (special issue), 43, 344-356.
Splett, J. W., Smith-Millman, M., Raborn, A., Warmbold-Brann, K., Maras, M. A. & Flaspohler, P. (2018). Student, teacher and classroom predictors of between-teacher variance of students’ teacher-rated behavior. School Psychology Quarterly, 33, 460-468.
Splett, J. W., Chafouleas, S. M., & George, M. W. (2018). Accessing behavioral health services: Introduction to a special issue of research, policy, and practice. School Mental Health, 10, 91-95.
Splett, J. W., George, M. W., Zaheer, I., Weist, M. D., Evans, S. & Kern, L. (2018). Symptom profiles and mental health services received among referred adolescents. School Mental Health, 10, 96-110.
Publications (student names underlined)
Grapin, S., Waldron, N., & Joyce-Beaulieu, D. (2018). Longitudinal effects of RtI implementation on reading achievement outcomes. Psychology in the Schools, 1-13.
Hammerschmidt-Snidarich, S., Maki, K. E., & Adams, S. R. (2019). The differential effectiveness of repeated reading and continuous reading: New conceptualizations of intervention dosage. Psychology in the Schools, 56, 635-651.
Smith, S., Cordoba, T., Smith-Bonahue, T., Cordoba, T.E., & Soutullo, O. (2019). Shifting Perspectives: Preservice Teacher Preparation Family Engagement, Journal of Early Childhood Teacher Education. 40(3), 221-237
Soutullo, O., Sanders-Smith, S., & Smith-Bonahue, T., (2019). School Psychology Interns’ Characterizations of Family-School Partnerships. Psychology in the Schools, 56(5), 690-701.
Splett, J. W., Wojtalewicz, D., Raborn, A., Garzona, M. E., Gibson, N. & Reinke, W. M. (2019). Teacher recognition, concern, and referral of children’s internalizing and externalizing behavior problems. School Mental Health, 11, 228-239.
Joyce-Beaulieu, D., & Dixon, A. R. (2018). Planning for a career in school psychology. In S. L. Grapin & J. H. Kranzler (Eds.), School psychology: professional issues and practices (pp.233-249). New York, NY: Springer Publishing.
Splett, J. W., Trainor, K., Raborn, A., Halliday-Boykins, C., Dongo, M., Garzona, M., & Weist, M.D. (2018). Comparison of universal mental health screening to students already receiving intervention in a multitiered system of support. Behavioral Disorders, 43, 344-356.
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. doi: 10.1002/jclp.22792
Frye, S.S., Perfect, M.M., & Graham. J. W. (2018). Internalizing Disorders. In Handbook of Pediatric Behavioral Healthcare (pp.155-169). Springer, Cham.
Smith, S. W., Splett, J. W., Poling, D. V., & Graham, J. W. (in press). Cognitive-behavioral approaches to manage student emotional and behavioral problems. In T. Farmer, E. Talbot, K. Sutherland, & M. Conroy (Eds.) Handbook of research on emotional & behavioral disabilities: Interdisciplinary developmental perspectives on children and youth (pp. xx – xx). XX, XX.
Bradley, W. J., Splett, J. W., DiStefano, C., Thibodaux, L. K., Riddle, D. B., & Graham, J. W. (2019, February). Structural validity and implementation lessons from the BASC-3 BESS. Paper presented at the meeting of the National Association of School Psychologists, Atlanta, GA.
Graham, J. W., Labelle, B. L., DeLeon, A. M., & Matthews, K. (2019, February). Tools and tips for school-based assessment and intervention of anxiety. Paper presented at the meeting of the National Association of School Psychologists, Atlanta, GA.
Kenney, E., Matthews, K., Delouche, A., & Smith-Bonahue, T. M. (2019, February). Effects of a dialogic reading intervention on preschoolers’ social-emotional learning. Paper session presented at the annual convention of the National Association of School Psychologists, Atlanta, GA.
Splett, J.W., Monachino, C., & Graham, J. W. (2019, February). School professional referral of relational aggression in middle school. Paper presented at the meeting of the National Association of School Psychologists, Atlanta, GA.
Matthews, K., DeLouche, A., Graham, J. W., & Smith-Bonahue, T. (2018, October). Utility and reliability of a social-emotional learning measure in preschoolers. Paper presented at the Florida Association of School Psychologists, Orlando, FL.
Matthews, K., LaBelle, B. L., Graham, J. W., deLeon, A. (2018, October). Crash course in anxiety: Best practices in assessment and interventions. Paper presented at the Florida Association of School Psychologists, Orlando, FL.
Indiana School Psychologist of the Year
When deciding which program to attend, I recall being especially impressed by the number of publications and conference presentations that UF’s students completed annually. This let me know that research activities were a priority and highly supported. I was also attracted to the possibility of receiving clinical training in diverse settings. UF has proven to be a perfect fit for me.
As a doctoral candidate on internship, I feel as though my experiences at the University of Florida have prepared me well for a future position as a practitioner and/or researcher. By having access to unique populations, I have been able to conduct research on a wide variety of topics, which have been presented at local, state, and national conferences.
My experiences in the School Psychology Program at UF really prepared me for my next steps as an intern, and I leave work every day with a smile on my face because I know that this is the right field for me.