Since 2011, SSSP has sponsored a Dissertation Grant Award competition. The central purpose is to promote excellence in research training in school psychology and thereby enhance the capability of doctoral students to then pursue productive research careers that further the science of school psychology. Requests for proposals are typically made in spring and fall, and are announced on major school psychology listservs.

Previous Recipients

Spring 2011
1. PI - David Parker, University of Minnesota; Mentor - Matthew Burns, University of Minnesota; “Mechanisms of Change in CBT for Depressed Youth”; $1,203.
2. PI - Prerna Arora, University of Texas; Mentor - Kevin Stark, University of Texas; $1,505.00.

Fall 2011
1. PI - Carolyn Hayter, Michigan State University; Mentor - Evelynn Oka, Michigan State University. “Effectiveness of an Online Video Modeling Intervention for Adolescents with Autism Spectrum Disorders”; $4,778.
2. PI - Sarah Rowe, Michigan State University; Mentor - Sara Bolt, Michigan State University; “Teacher and Student Acceptability of Reading Curriculum-Based Measurement”; $5,000.

Spring 2012
1. PI - Laura Morena, University of Georgia; Mentor - Scott Ardoin, University of Georgia; “Investigating the Behaviors Underlying Reading Fluency Using Eye-Tracking Technology”; $3,700.
2. PI - Sarah Fefer, University of South Florida; Mentor - Julia Ogg, University of South Florida; “A Novel Measurement Approach for a Complex Phenomenon: Positive Illusions among Adolescents with ADHD and Depressive Symptoms”; $5,000.

Fall 2012
1. PI - Julia Englund, University of South Carolina; Mentor – Scott Decker, University of South Carolina; “ Developing the First Theoretically Guided Online Working Memory Measure”; $5000.
2. PI – Gregory Callan, University of Wisconsin-Milwaukee; Mentor – Timothy Cleary, Rutgers University; “Measuring Self-Regulated Learning during Mathematical Problem Solving”; $5000.

Spring 2013
1. PI – Maggie Altschaefl, University of Wisconsin-Madison; Mentor – Thomas Kratochwill; “Promoting Treatment Integrity of Parent- and Teacher-delivered Math Fluency Interventions: An Adult Behavior Change Intervention”; $4800.
2. PI – Brittany Bice-Urbach, University of Wisconsin-Madison; Mentor – Thomas Kratochwill; “Teleconsultation: The Use of Technology to Improve Evidence-Based Practices in Rural Communities”; $5000.
3. PI – Michael Coutts, University of Nebraska-Lincoln; Mentor – Susan Sheridan; “Conjoint Behavioral Consultation via Distance Delivery (CBC-D): An Evaluation of Efficacy and Acceptability”; $5000.

Fall 2013
1. PI- Kirra Guard; Lehigh University; Mentor- Ed Shapiro, Lehigh University; “Highly Decodable Reading Passages as a First-Grade Screening Measure:  A Validation Study” ; $5000
2. PI - Page Mission, University of Wisconsin-Madison; Mentor- Craig Albers, University of Wisconsin-Madison; "Social-Emotional and Behavioral Assessment in Culturally and Linguistically Diverse Learner Populations:  An Examination of the Validity and Reliability of the Social Skills Improvement System in School-Aged Spanish Speaking English Language Learners”; $5000
3. PI - Stephanie Secord, Northern Illinois University; Mentor - Michelle Demaray, Northern Illinois University; "The Protective Role of Social Support and the Relations among Cyber and Traditional Victimization, Depression, and Suicidal Ideation"; $2566

Spring 2014
1. PI – Ashley Dubin, University of Georgia; Mentor: Rebecca Leiberman-Betz, University of Georgia; “Effects of classroom-implemented prelinguistic milieu teaching on social-communication skills in preschoolers with or at-risk for ASD”; $5000
2. PI – Tori E. Foster, University of Georgia;  Mentor: Scott Ardoin, University of Georgia; “Monitoring eye movements to measure reading behavior and instructional effect”; $5000
3. PI – Shannon R. Holmes, University of Nebraska-Lincoln; Mentor: Sue Sheridan; University of Nebraska-Lincoln; “Determining the operative elements to improve parent-teacher relationships during conjoint behavioral consultation”; $5000
4. PI – Jeffrey D. Shahidullah, Michigan State University;Mentor: John Carlson, Michigan State University; “An integrated behavioral health treatment for ADHD referrals in pediatric primary care: Empirical evaluation of clinical improvement, acceptability, adherence, and cost of care”; $5000

Each year, SSSP will award $2500 to the author(s) of an outstanding article published in the Journal of School Psychology (JSP). The intent is to provide recognition to scholars in school psychology and to provide additional support for the recipients' research programs. The annual selection of the JSP Article of the Year is based on (a) SSSP members’ and Journal of School Psychology Editorial Board members’ nominations and (b) rankings offered by a selection committee composed of SSSP members. The award is announced at SSSP's Membership Meeting held during the annual convention of either the National Association of School Psychologists or the American Psychological Association.

Previous Recipients

1.     Galloway, J., & Sheridan, S.M. (1994). Implementing scientific practices through interventions and consultation. Journal of School Psychology, 32, 385-413.

2.     McDermott, P.A. (1995). Sex, race, class and other demographics as explanations for children’s ability and achievement: A national appraisal. Journal of School Psychology, 33, 75-91.

3.     Jimerson, S., Carlson, E., Rottert, M., Egeland, B., & Sroufe, L.A. (1997). A prospective study of the correlates and consequences of early grade retention. Journal of School Psychology, 35, 3-25.

4.     Keith, T. Z., Keith, P. B., Quirk, K. J., Sperduto, J., Santillo, S., & Killings, S. (1998). Longitudinal effects of parent involvement on high school grades: Similarities and differences across gender and ethnic groups. Journal of School Psychology, 36, 335-363.

5.     Jimerson, S.R. (1999). On the failure of failure: Examining the association between early grade retention and education and employment outcomes during adolescence. Journal of School Psychology, 37, 243-272.

6.     Pigott, R. L., & Cowen, E. L. (2000). Teacher race, child race, racial congruence, and teacher ratings of children’s school adjustment. Journal of School Psychology, 38, 177-196.

7.     Welsh, M., Parke, R. D., Widaman, K., & O’Neil, R. (2001). Linkages between children’s social and academic competence: A longitudinal analysis. Journal of School Psychology, 39, 463-482.

8.     Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436.

9.     Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.

10.   Farmer, T. W., Estell, D. B., Leung, M., Trott, H., Bishop, J., & Cairns, B. D. (2003). Individual characteristics, early adolescent peer affiliations, and school dropout: An examination of aggressive and popular group types. Journal of School Psychology, 41, 3-21.

11.   DuPaul, G. J., Volpe, R. J., Jitendra, A. K., Lutz, G., Lorah, K. S., & Gruber, R. (2004). Elementary school students with AD/HD: Predictors of academic achievement. Journal of School Psychology, 42, 285-301.

12.   Dieterich, S. E., Assel, M. A., Swank, P., Smith, K. E. & Landry, S. H. (2005). The impact of early maternal verbal scaffolding and child language abilities on later decoding and reading comprehension skills. Journal of School Psychology, 43, 481-494.

13.   Gettinger, M., & Stoiber, K. C. (2006). Functional assessment, collaboration, and evidence-based treatment: Analysis of a team approach for addressing challenging behaviors in young children. Journal of School Psychology, 44, 231-252.

14.   VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45,225-256.

15.   Estell, D. B., Farmer, T. W., Pearl, R., Van Acker, R., & Rodkin, P. C. (2008). Social status and aggressive and disruptive behavior in girls: Individual, group, and classroom influences. Journal of School Psychology, 46, 193-212.

16.   Reddy, L. A., Newman, E., De Thomas, C. A., & Chun, V. (2009). Effectiveness of school-based prevention and intervention programs for children and adolescents with emotional disturbance: A meta-analysis. Journal of School Psychology, 47, 77-99.

17.   Horner, S. B., Fireman, G. D., & Wang, E. W. (2010). The relation of student behavior, peer status, race, and gender to decisions about school discipline using CHAID decision trees and regression modeling. Journal of School Psychology, 48, 135-161.

18.   Rudasill, K. M., Reio, T. G., Stipanovic, N., & Taylor, J. E. (2010). A longitudinal study of student-teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Journal of School Psychology, 48, 389-412.

19.   Domínguez, X., Vitiello, V. E., Fuccillo, J. M., Greenfield, D. B., & Bulotsky-Shearer, R. J. (2011). The role of context in preschool learning: A multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children’s approaches to learning.Journal of School Psychology, 49,175-195.

20.   Levin, J. R., Ferron, J. M., & Kratochwill, T. R. (2012). Nonparametric statistical tests for single-case systematic and randomized ABAB…AB and alternating treatment intervention designs: New developments, new directions.Journal of School Psychology, 50,599-624.

21. Sheridan, S.M., Ryoo, J.H., Garbacz, S.A., Kunz, G.M., & Chumney, F.L. (2013). The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial. Journal of School Psychology, 51, 717-733.

The Society for the Study of School Psychology (SSSP) announces a new initiative designed to support and facilitate the research future of mid-career scholars.  The primary purpose of this initiative is to provide mentorship toward the acquisition of external funding through federal and foundation resources.

Previous Recipients

2015

1. Mid-Career Scholar: Robin Codding; Senior Scholar: Karen Stoiber.
2. Mid-Career Scholar: Robert Volpe; Senior Scholar: Steve Evans.

Requests for proposals are announced on major school psychology listservs.