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 Frank M. Gresham Professor
Department of Psychology Click here to view my VITA Psychology 3020 Psychological Tests and Measurement RESEARCH INTERESTS: My research interests involve the use of data-based decision making in 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 at-risk for emotional and behavioral disorders as well as the use of applied behavior analytic strategies for teaching positive replacement behaviors for at-risk children. I am also interested in psychometric theory and its uses in test development and construction. I am the co-author of the Social Skills Rating System; a widely used multirater, norm-referenced measure of social skills and competing problem behaviors. My interests also lie in the use of response to intervention (RTI) as a basis for determining which children may or may not be eligible for special education and related services under the categories of specific learning disabilities or emotionally disturbance. I am a Fellow of the American Association for the Advancement of Science and the American Psychological Association. I am a Fellow of the Division of School Psychology, Division of Evaluation, Measurement, and Statistics, and the Society of Child Clinical and Adolescent Psychology in the American Psychological Association. I am also a member of the National Association of School Psychologists and the Association for Behavior Analysis. I am a past recipient of the Lightner Witmer Award and the Senior Scientist Award of the Division of School Psychology of APA for outstanding research contributions. SELECTED RECENT PUBLICATIONS: Gresham, F.M., Sugai, G., & Horner, R. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67, 331-344. Gresham, F.M., Watson, T.S., & Skinner, C.H. (2001). Functional behavioral assessment: Principles, procedures, and future directions. School Psychology Review, 30, 156-172. Gresham, F.M., Cook, C.R., Crews, S.D., & Kern, L. (2004). Social skills training for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders, 30, 19-33. Gresham, F.M. (2002). Responsiveness to intervention: An alternative approach to the identification of learning disabilities. In R. Bradley, L. Danielson, & D. Hallahan (Eds.), Learning disabilities: Research to practice (pp. 467-519). Mahwah, NJ: Lawrence Erlbaum. Gresham, F.M. (2003). Establishing the technical adequacy of functional behavioral assessment: Conceptual and measurement challenges. Behavioral Disorders, 28, 282-298. Gresham, F.M. (2004). Current status and future directions of school-based behavioral interventions. School Psychology Review, 33, 326-343. 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. PROFESSIONAL AFFILIATIONS: American Psychological Association (Fellow)
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