School Psychology Faculty
David A. Klingbeil, Ph.D. • email@example.com
Dr. Klingbeil’s research currently focuses on studying the factors related to identifying and transporting evidence-based practices into urban schools.Sample publications:
- Sullivan, A.L., Klingbeil, D.A., & Van Norman, E.R. (2013). Beyond behavior: Multilevel analysis of the influence of sociodemographics and school characteristics on students’ risk of suspension. School Psychology Review, 42, 99-114.
- Klimes-Dougan, B., Klingbeil, D.A., & Meller, S. (2013). The impact of universal suicide prevention programs on youths’ help-seeking attitudes and behaviors. Crisis: The Journal of Crisis Intervention and Suicide Prevention, 34, 82-97. doi: 10.1027/0227-5910/a000178
- Burns, M.K., Klingbeil, D.A., Ysseldyke, J.E., & Petersen-Brown, S. (2012). Trends in methodological rigor for intervention research published in school psychology journals. Psychology in the Schools, 49, 843-851. doi: 10.1002/pits.21637
Dr. Kwon's research focuses on children's socialization by peers. For example, Dr Kwon examines children’s naturally-occurring peer groups (e.g. cliques, friendship groups) and their influence on children’s social, emotional, and academic functioning.Sample publications:
- Kwon, K. & Lease, A. M. (in press). Perceived influence of close friends, well-liked peers, and popular peers: Reputational or personal influence?. Journal of Social and Personal Relationships.
- Kwon, K., Kim, E.M., & Sheridan, S.M. (2012). A contextual approach to social skills assessment in the peer group: Who is the best judge?. School Psychology Quarterly, 27, 121-133.
- Kwon, K., Kim, E.M., & Sheridan, S.M. (2012). Behavioral competence and academic functioning among early elementary children with externalizing problems. School Psychology Review, 41, 123-140.
Dr. Newell's research agenda is focused on identifying and evaluating core competencies school psychologists need to provide effective services to all students. Specifically, Dr. Newell examines multicultural competency development and school-based consultation competency development.Current Projects:
- Examining Consulting Competence among Practicing School Psychologists: The purpose of this study is to examine consulting knowledge, confidence, and skills among practicing school psychologists. The project is currently in the data analysis stage.
- Needs Assessment of Multicultural Knowledge, Skills, and Confidence Among Pupil Services Personnel: The purpose of this study is to examine the multicultural knowledge, skills, and confidence among pupil services personnel. The project is currently in the manuscript writing stage.
- Newell, M.L., Newell, T.S., & Looser, J.A. (2013). A competency-based assessment of school-based consultants’ implementation of consultation. Training and Education in Professional Psychology, 7(4), 235-245.
- Newell, M.L., Newell, T.S., & Looser, J.A. (2013). Examining how novice consultants address cultural factors during consultation: Illustration of a computer-simulated case-study method. Consulting Psychology Journal: Practice and Research, Vol 65(1), 74-86.
- Newell, M.L. (2012). Transforming knowledge to skills: Evaluating the consultation competence of novice school-based consultants. The Consulting Psychology Journal: Research and Practice [Special Issue: Consulting in Education: Challenge and Change], 64(1), 8-28.
Dr. Stoiber’s research interests include examining evidenced-based approaches to promoting early literacy, social competencies, and implementation of multi-tiered intervention models. Research questions she explores include: How can teachers’ intentional focus on children’s self-control and social competence improve student engagement and academic achievement? How can school psychologists promote student mental health and reduce the achievement gap through multi-tiered systems of support? She co-founded the APA Division 16 Task Force on Evidence-Based Interventions in School Psychology and founded the Translation of Research to Practice Working Group.Sample publications:
- Stoiber, K.C. (in press). A Comprehensive Framework for Multi-tiered Systems of Support in School Psychology. In A. Thomas & P. Harrison (Eds). Best Practices in School Psychology (6th Ed.). Washington DC: National Association of School Psychologists.
- Forman, S.G., Shapiro, E.S., Codding, R.S., Gonzales, J.E., Reddy, L.A., Rosenfield, S.A., & Stoiber, K.C. (2013). Implementation science and school psychology. School Psychology Quarterly, 28(2), 77.
- Gettinger, M. & Stoiber, K.C. (2012). Curriculum-Based Early Literacy Assessment and Differentiated Instruction with High-Risk Preschoolers. Reading Psychology, 33(1-2), 11-46.
- Stoiber, K.C. & Gettinger, M. (2011). Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children. Psychology in the Schools, 48(7), 686-706.
- Stoiber, K.C. (2011). Translating knowledge of social-emotional learning and evidence-based practice into responsive school innovations. Journal of Educational and Psychological Consultation, 21(1), 46-55.