SSSP Research Registry

Research Registry

The SSSP Research Registry integrates members and SSSP funded research activities into a coherent story focusing on methodology and research results. This Research Registry is an integral part of the Society's efforts "to advance basic and applied scientific research, disseminate research findings to broad audiences, and foster communication about the specialty of school psychology."

 

Our intended audience includes those interested in school psychology research; members of SSSP and non-member affiliates including graduate students and researchers from related disciplines like special education, clinical psychology, and speech and language therapy. To learn about the purpose, content, access, and use of the SSSP Research Registry continue reading.

The SSSP Research Registry has three purposes:

  • Facilitate communication among active researchers in school psychology by posting information about their program(s) of research, unpublished research tools, and emerging methods;
  • Facilitate access to research materials and possible collaborations for developing researchers, in particular, graduate students in school psychology and related disciplines; and
  • Communicate the breadth and depth of school psychology research to persons interested in the field.

The content to be registered covers two areas and includes information about:

  • People – members of SSSP and affiliates with SSSP (e.g., non-members who are university faculty, research scientists, scientist/practitioners, & graduate students in a school psychology program)
  • Members' of research programs – brief narrative descriptions (150-200 words) of research programs that are keyed to a topical taxonomy that is compatible with organizers commonly used in our discipline. If extant data sets are available for subsequent research, it should be indicated.

How do you get access to the information in the registry and submit material to the SSSP Research Registry?

Access to search the site is unrestricted. All postings to the registry, however, must be screened to preserve the integrity of the site. Only SSSP members and graduate students in school psychology programs have permission to post information within the registry.  To post information in the registry, contact Ryan J. Kettler at r.j.kettler@rutgers.edu.

How do you use the Research Registry?

To access information in any section, you can simply go to the index for each section or you can conduct a search using topic descriptors (e.g., broader descriptors like assessment, consultation, intervention or narrower descriptors like cognitive abilities testing, conjoint behavioral consultation) or the name of the researcher.

 

Notice. Individuals posting content in the Research Registry are responsible for the accuracy and authenticity of the information posted. Misrepresentation or falsification of information is considered professional misconduct. Authors who wish to post a pre-publication manuscript or a copyrighted article on their Registry Program of Research page should consult the Publication Manual of the American Psychological Association (6th Edition) particularly Section 8.05, pages 237-239.

 

Cecil Reynolds
Texas A and M University
 
ADHD
Assessment, Behavior
Assessment, Cognitive
Assessment, Neuropsychology
Emanuel Mason
Northeastern University
 
preschoolers
Cognitive developmental
Developmental Psychology
Culturally responsive practice
International test development and use
Matthew Burns
University of Missouri-Columbia
 
Establishing the effectiveness of Incremental Rehearsal, then identify the causal mechanism.
Intervention, Academic
Stacy Overstreet
Tulane University
 
This line of research focuses on the impact of disasters on youth and the development of interventions for disaster exposed youth.
Ecological theory.
Stacy Overstreet
Tulane University
 
This line of research examines the impact of community violence on youth development, including mental health and academic functioning.
Ecological theory.
Anxiety
Depression
Violence, school and community
Stephen N. Elliott
Arizona State University
 
Development and validation of inclusive academic assessment s in reading and math for students with disabilities in grades 3-12. Federal policy driven, data-based research focusing on opportunity to...
Validity Framework from AERA, APA, & NCME (1999) Standards for Educational and Psychological Testing Cognitive Load Theory (Sweller, 1998) Test Score Interaction and Boost Paradigms
Ryan Kettler
Rutgers University
 
Inclusive assessment is the broad collection of methods (e.g., rating scales, test modifications, accommodations) used to assess the achievement of students with special needs that impair how well...
Assessment, Academic
Assessment, Diverse Learners
Inclusion
Learning Disabilities
Virginia Berninger
University of Washington
 
Currently Virginia W. Berninger is P.I. of an NICHD interdisciplinary research grant on defining and treating specific learning disabilities affecting written language learning (dysgraphia—impaired...
Based on over 2 decades of research drawing on cognitive psychology, psycholinguistics, developmental psychology, neuropsychology, instructional science, genetics, and brain imaging research, we have...
Assessment, Reading
Assessment, Writing
Intervention, Reading
Intervention, Writing
Thomas Power
University of Pennsylvania
 
The primary focus of my research is to develop intervention and prevention programs for children with or at risk for attention, learning, and behavior problems. Much of my research focuses on...
Our research is strongly influenced by developmental-ecological (systems) theory, social learning theory, and attachment theory.
ADHD
Collaboration, Family School Community
Intervention, Social-emotional
Prevention
Matthew Burns
University of Missouri-Columbia
 
Prevention Science
Response to Intervention
Intervention, Reading
William Erchul
Arizona State University
North Carolina State University

 
Broadly defined, my major research interest is psychological consultation. Consultation within school psychology typically involves the delivery of psychoeducational services to child and adolescent...
1. Gregory Bateson's (1935; 1958) theory of schismogenesis; operationalized through relational communication verbal interaction coding systems (e.g., Heatherington & Friedlander, 1987;...
Consultation
Intervention Teams
Technology
George DuPaul
Lehigh Univervsity
 
The focus of this program of research is to develop, implement, evaluate, and refine effective school-based interventions for students with attention-deficit/hyperactivity disorder (ADHD)....
ADHD
Consultation
Intervention, Academic
Intervention, Behavior

Announcements

  • Please save the date for our next Membership Meeting, which is scheduled during APA in Washington, DC. The meeting is 5 to 7 PM on Thursday, August 3rd at the Lebanese Taverna, 2641 Connecticut Ave NW, Washington, DC.
  • The RFA for the 2017 Shapiro Mid-Career Scholar Research Initiative is now available! Applications are due August 1, 2017 at 5pm Eastern Time. Donwload RPF
  • Congratulations to new board members Sandra Chafouleas (President-Elect), Jeffery P. Braden (Treasurer), and Gary Stoner (Secretary)!
  • Thank you for your service as board members Elaine Clark (Past-President), Margaret Semrud Clikeman (Treasurer), and Karen C. Stoiber (Secretary)!
  • Congratulations to new President Robert Volpe, and thank you Stacy Overstreet for your past service as President! View Current Board