Frank M. Gresham

Professor

School Area

 

 

 

 

 

 

Department of Psychology
119 Audubon Hall
Louisiana State University
Baton Rouge, LA 70803
Phone:(225) 578-4663
Fax: (225) 578-4125


gresham@lsu.edu
frankgresham@yahoo.com

Click here to view my VITA

TEACHING INTERESTS:

Psychology 7125 Psychological Assessment
Psychology 7165 Psychoeducational Assessment
Psychology 7660 School Psychological Consultation
Psychology 7973 School Based Psychological Interventions
Psychology 7668, 76669 Practicum in School Psychology

 

RESEARCH INTERESTS:

My research interests involve the use of data-based decision making in the schools using a problem solving model of consultation for children and youth experiencing academic and social behavioral difficulties. I am interested in social skills assessment and training for children with or at-risk for emotional and behavioral disorders as well as applied behavior analysis strategies for teaching positive replacement behaviors for at-risk children.

I am also interested in using a Response to Intervention (RTI) approach for addressing the academic and social behavioral needs of children in schools. I am the co-author of the Social Skills Improvement System-Rating Scales, Classwide Intervention Program, and Intervention Guide; widely used tools for address the social competence needs of children and adolescents.

I am a Fellow of the American Psychological Association, Fellow of the Division of School Psychology, Fellow of the Division of Evaluation, Measurement, and Statistics, and Fellow of the Division of Clinical Child and Adolescent Psychology. I am a member of the National Association of School Psychologists, Association for Behavior Analysis, Council for Exceptional Children, and Council for Children with Behavior Disorders. I am a past recipient of the Lightner Witmer Award and the Senior Scientist Award given by the Division of School Psychology of APA for outstanding research contributions.

 

SELECTED RECENT PUBLICATIONS:

Gresham, F.M. (2008). Best practices in diagnosis in a multi-tier problem solving approach. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. Bethesda, MD: National Association of School Psychologists.

Gresham, F.M. (2007). Evolution of the response to intervention concept: Empirical foundations and recent developments. In S. Jimmerson, M. Burns, & A. VanDerHeyden (Eds.), The handbook of response to intervention (pp. 10-24). New York: Springer.

Gresham, F.M., & Elliott, S.N. (2008). Social Skills Improvement System-Rating Scales. Bloomington, MN: Pearson Assessments.

Elliott, S.N., & Gresham, F.M. (2008). Social Skills Improvement System-Intervention Guide. Bloomington, MN: Pearson Assessments.

Mayer, M., Van Acher, R., Lochman, J., & Gresham, F.M. (2008). Cognitive behavioral interventions for students with emotional/behavioral disorders. New York: Guildford Press.

McIntyre, L.L., Gresham, F.M., DiGennaro, F., & Reed, D. (2007). Treatment integrity of school-based interventions with children in the Journal of Applied Behavior Analysis: 19991-2005. Journal of Applied Behavior Analysis, 40, 659-672.

 

PROFESSIONAL EXPERIENCE:

I initiated the School Psychology Program at LSU in 1981 and remained here until 1989. After leaving LSU, I became the Director of the Combined Program in Clinical and School Psychology at Hofstra University from 1989-91. Leaving Hofstra, I moved to the University of California-Riverside where I started an APA-and NASP-approved school psychology program from 1991-2005. In July 2005, I moved back to LSU to become a member of the faculty of the Psychology Department and a member of the school psychology faculty along with Drs. Noell and Call. I have had a number of federally funded research grants from the Office of Special Education Programs that total over $11 million. These grants have investigated topics ranging from identification of learning disabilities, emotional disturbance, social and affective development of children with high-incidence disabilities, school retention, and reading interventions for children with low cognitive ability. My future plans are to develop an active and productive program aimed at procuring federal research grants and sources of extramural funding for students and fellow faculty.

 

ACTIVE GRANTS

Development of Universal, Selected, and Intensive Social Skills Intervention Programs. Institute of Educational Sciences, U.S. Department of Education. Grant funded in the amount of $894,418.

 

PROFESSIONAL EXPERIENCE

I initiated the School Psychology Program at LSU in 1981 and remained here until 1989. After leaving LSU, I became the Director of the Combined Program in Clinical and School Psychology at Hofstra University from 1989-1991. Leaving Hofstra University, I moved to the University of California-Riverside where I started an APA- and NASP-approved school psychology program from 1991-2005. I returned to LSU in 2005 and became a member of the faculty along with Drs. Noell, Tiger, and Cook. I have received over $12 million in federal research grants investigation topics such as assessment and classification of learning disabilities, identification of emotional and behavioral disorders, school retention, reading interventions, and development of social skills interventions. My students have been continuously funded on these research grants over the past 18 years. My future plans are to continue seeking federal funding for my research program and funding graduate students as valued members of my research team.

PROFESSIONAL AFFILIATIONS

American Psychological Association (Fellow)
Division of School Psychology of APA (Fellow)
Division of Evaluation, Measurement, and Statistics of APA (Fellow)
Society of Clinical Child and Adolescent Psychology of APA (Fellow)
Association of Behavior Analysis
National Association of School Psychologists
Council for Exceptional Children (CEC)
Council for Children with Behavior Disorders (CEC)
Division for Research (CEC)

 

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