Research

Faculty and students conduct research on academic and behavioral interventions, social-emotional development, assessment practices, and culturally responsive support systems. Their work advances knowledge and practice to promote student well-being, learning, and mental health in K–12 schools and other educational contexts.

Programs

We offer a Doctor of Philosophy (Ph. D.) and Educational Specialist (Ed. S.) degree in School Psychology. Both the Ph. D. and Ed. S. programs prepare graduates for impactful careers. The Ph. D. program requires approximately 5 years of graduate training, including a year-long internship completed during the last year of training and a dissertation. The program is designed for full-time students and includes summer courses. Full-time enrollment is a minimum of 9 credit hours. The program is not designed for part-time students; however, in exceptional circumstances, part-time students may successfully complete the Ph. D. program. The Ed. S. program prepares professionals who work collaboratively with educators, administrators, parents, and children to promote learning and development in general education students and students with special needs.

More on Ph. D. in School Psychology

More on Ed. S. in School Psychology

Sharing Recent Work From Faculty and Students

School Psychology
Bennett, J., Skinner, C. H., John, T., Moore, T. C., Coleman, M. B., & McCurdy, M. (2023). Evaluating the effects of the Color Wheel System on a teacher’s repeated directions. School Psychology. Advanced on-line publication. doi.org/10.1037/spq0000588 

Journal of Behavioral Education
Wilson, C., Skinner, C. H., Price, C., Coleman, M. B., & Wilhoit, B. (Nov 18, 2023). The effects of a computer-based phrase reading intervention on word reading in postsecondary students with disabilities. Journal of Behavioral Education. Advanced on-line publication. https://doi.org/10.1007/s10864-023-09533-5 

Contemporary School Psychology
Shum, K. Z., Barry, E., Kiefer, S., Fefer, S., Suldo, S., Mahony-Atallah, K., Ferron, J., Blass, J., DiLeo, L., Lothrop, H., Bauermeister, N. (2024). Adapting a Positive Psychology Intervention using the Ecological Validity Model: Process and Lessons Learned. Contemporary School Psychology. https://doi.org/10.1007/s40688-024-00505-8  

Psychology in the Schools
Welch, A. L., Skinner, C. H., Collins, H. L., Chunta, M. R., Smith, C., Cihak, D. & Wilhoit, B. (2024).  Improving independent purchasing skills in postsecondary students with disabilities. Psychology in the Schools. https://doi.org/10.1002/pits.23332

School Mental Health
Shum, K. Z., Suldo, S., Lee, J., Ferron, J., Shaunessey-Dedrick, E., Dedrick, R. (2024). Investigating the effects of Motivational Interviewing compared to action planning on supporting the emotional and academic success of high school students in advanced curricula. School Mental Health, 1-18. https://doi.org/10.1007/s12310-023-09630-w  

Accreditation

The Ph. D. in School Psychology is accredited by the American Psychology Association. 

Questions about accreditation?

Questions related to accreditation of the program should be directed to the Commission on Accreditation:

Office of Program Consultation and Accreditation
American Psychological Association
750 1st Street, NE, Washington, DC 20002
Phone: 202-336-5979
apaaccred@apa.org
www.apa.org/ed/accreditation