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Frank Gresham, Professor
frank gresham
Office: 119 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-4663
Email: gresham@lsu.edu
Click here to view my VITA.

RESEARCH INTEREST
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.

TEACHING
I am presently teaching:

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

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.

Development and Validation of Progress Monitoring Tools for Social Behavior (with C.R. Cook, Co-PI). Institute of Educational Sciences, U.S. Department of Education, Grant funded in the amount of $1,415,791.

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.

REPRESENTATIVE PUBLICATIONS
Gresham, F.M., (2009). Interpretation of intelligence test scores in Atkins cases: Conceptual and psychometric issues. Applied Neuropsychology.

Menesses, K., & Gresham, F.M. (2009). Relative efficacy of reciprocal and nonreciprocal peer tutoring on students at-risk for academic failure. School Psychology Quarterly.

Godbold, E., Gresham, F.M., Noell, G.H., & Dart, E. (2009). Visual and statistical analysis of single-case data: Effects on Type I and Type II error rates. Behavior Modification.

Gresham, F.M., Elliott, S.N., Cook, C.R., Vance, M.J., & Kettler, R. (2009). Cross-informant agreement for social skills and problem behavior ratings: An investigation of the Social Skills Improvement System Rating Scales. Psychological Assessment.

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 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)


George Noell, Professor
george noell
Office: 233 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-4119
Fax: (225) 578-4125
Email: gnoell@lsu.edu
Click here to view my VITA.

RESEARCH INTEREST
My work focuses extensively on interventions for you young children (ages 2-12 years), at-risk children, and children with disabling conditions. My team works with challenging behaviors, academic problems, and social/adaptive behavior concerns exhibited by children. My team commonly works in the public schools, the psychological services clinic at LSU, and specialized centers off campus. We have been worked with a local foundation to develop a specialized preschool program for children with Autism. My doctoral students and I collaborate with that program. My colleagues, doctoral students, and I have focused on two problems in the areas of consultation and child behavior therapy of the past 10 years:

1) The development of follow-up procedures that lead to implementation of treatment plans by children’s care providers.

2) The development of practical assessment tools that identify effective treatments. This work has focused on functional and curriculum based assessment.


I have also been extensively involved in educational policy in the areas of program evaluation, teacher preparation, and educator effectiveness. I have worked with colleagues in a number of states and at the national level. This work included a recent three year period in which the majority of my time was devoted to policy work at the Louisiana Department of Education.

As part of my educational policy work, I have conducted research using value added models to examine the impact of new teachers’ preparation program on K-12 student achievement. Based on this work, Louisiana was the first state to publish a report examining the value added impact of teacher preparation on student achievement. Additional information about that research can be obtained at: http://asa.regents.state.la.us/TE/value_added_model

The doctoral students on my team are actively involved in developing the skills needed for both psychological service delivery and scholarship. The many of my articles in scholarly journals include student co-authors and a number of my students have gone on to first authored articles. I received the Lightner Whitmer Award from the Division of School Psychology of the American Psychological Association for early career scholarship. I received the LSU Distinguished Faculty Award in 2005. I serve on the editorial boards of several journals.

SELECTED PUBLICATIONS
Gansle, K. A., Noell, G. H., & Burns, J. M. (2012). Do student achievement outcomes differ across teacher preparation programs? An analysis of teacher education in Louisiana. Journal of Teacher Education, 63, 304-317.

Noell, G. H., Call, N. A., & Ardoin, S. P. (2011). Building complex repertoires from discrete behaviors by establishing stimulus control, behavioral chains, and strategic behavior. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis. pp. 250-269. New York: Guilford.

Noell, G. H. (2010). Empirical and pragmatic issues in assessing and supporting intervention implementation in schools. In G. G. Peacock, R. A. Ervin, E. J. Daly, III, & K. W. Merrell (Eds.), Practical Handbook of School Psychology: Effective Practices for the 21st Century. Pp. 513-530. New York: Guilford.

Noell, G. H., & Gansle, K. A. (2008). Moving from good ideas in educational systems change to sustainable program implementation: Coming to terms with some of the realities. Psychology in the Schools, 46, 79-89.

Noell, G. H., Connell, J. M., & Duhon, G. J. (2006). Spontaneous response generalization during whole word instruction: Reading to spell and spelling to read. Journal of Behavioral Education, 15, 121-130.

Noell, G. H. & Burns, J. L. (2006). Value added assessment of teacher preparation: An illustration of emerging technology. Journal of Teacher Education, 57, 37-50.

Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., Koenig, J. L., Resetar, J. L., & Duhon, G. J. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87-106.

Noell, G. H., Whitmarsh, E. L., VanDerHeyden, A. M., Gatti, S. L., & Slider, N. J. (2003). Sequencing instructional tasks: A comparison of contingent and non-contingent interspersal of preferred academic tasks. Behavior Modification, 27, 191-216.

Noell, G. H., Duhon, G. J., Gatti, S. L., & Connell, J. E. (2002). Consultation, follow-up, and behavior management intervention implementation in general education. School Psychology Review, 31, 217-234.

Noell, G. H., Freeland, J. T., Witt, J. C., & Gansle, K. A. (2001). Using brief assessments to identify effective interventions for individual students. Journal of School Psychology, 39, 335-355.

PROFESSIONAL AFFILIATIONS
American Psychological Association (Fellow)

National Association of School Psychologists

Association for Behavior Analysis

Society for the Study of School Psychology


Mary Lou Kelley, Professor
Mary Lou Kelley
Office: 227 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-4113
Email: mkelley@lsu.edu
Click here to view my VITA.

RESEARCH INTEREST
My research has focused on the behavioral assessment and treatment of children and adolescents. Topics of interest have included ADHD, home and school interventions for children with externalizing problems, and the psychological effects of violence exposure. I have been involved in the development of several assessment measures for the child and adolescent population. Areas assessed utilizing these measures include: family routines, treatment efficacy, daily stress, and violence exposure.

TEACHING
I presently teach the following courses:

PSYCH 7972 Child Behavior Therapy

PSYCH 7688 Child Psychology Practicum;

PSYCH 7688 Behavioral Pediatrics Practicum

REPRESENTATIVE PUBLICATIONS
Toney, L.P., Kelley, M.L., & Francingues Lanclos, N. (2003). Self and Parental Monitoring of Homework in Adolescents: Comparative Effects on Parents' Perceptions of Homework Behavior Problem. Child and Family Behavior Therapy, 25, 35-51.

Kelley, M.L., Reitman, D., & Noell, G.H. (Eds.). (2003). Practitioner's Guide to Empirically Based Measures of School Behavior. New York: Plenum Publishers.

Applegate, H., Kelley, M.L., Applegate, B.W., Jayasinghe, I.K., Venters, C.L. (2003). Clinical case study: Pediatric residents' discussions of and interventions for children's behavioral and emotional problems. Journal of Pediatric Psychology, 28, 315-321.

Adams, C.D., Reynolds, L.K., Perez, R.A., Powers, D., & Kelley, M.L. (1998). The Adolescent Behavior Checklist: Validation using structured diagnostic interviews. Journal of Psychopathology and Behavioral Assessment, 20, 103-125.

Hastings, T.L., & Kelley, M.L. (1997). Development and validation of the Screen for Adolescent Violence Exposure (SAVE), Journal of Abnormal Child Psychology, 25, 511-520.

Kern, L.K., & Kelley, M.L. (1997). The efficacy of a response cost-behavior in preschoolers. Behavior Modification, 21, 216-230.

Sadowski, C., Moore, L.A., & Kelley, M.L. (1994). Psychometric properties of the social problem solving inventory (SPSI) with normal and emotionally-disturbed adolescents. Journal of Abnormal Child Psychology, 22, 487-500.

Kelley, M.L. (1990). School-Home Notes: Promoting Children's Classroom Success. New York: The Guilford Press. Republished in Italian (1995).

PROFESSIONAL EXPERIENCE
Professor
Louisiana State University
August 1982-present

Consultant for Department of Health and Hospice
1998-present

Clinical Internship
University of Mississippi Medical Center
1981-1982

PROFESSIONAL AFFILIATIONS
Association for the Advancement in Behavior Therapy

American Psychological Association


Tyler L. Renshaw, Assistant Professor
renshaw
Office: 204 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 255-1202
Email: trenshaw@lsu.edu
Click here to view my VITA.

BRIEF BIOGRAPHY

I completed my doctoral work in combined Counseling/Clinical/School Psychology at the University of California at Santa Barbara and primarily identify as a school psychologist. Before coming to LSU in 2012, I worked as a full-time practicing school psychologist in both Oregon and Utah. My scholarship is thus heavily informed by my practical experience and, in addition to advancing knowledge, aims to advance the practice and profession of school psychology.

RESEARCH INTERESTS

My inquiries are broadly devoted to enhancing the well-being of students and their caregivers in school settings. I am currently involved in both original empirical research and meta-research (i.e., inquiry into the nature and scope of previously published research). And I am especially interested in population-based approaches to service delivery and non-traditional paradigms for approaching assessment and intervention in the schools. Some of my current research projects include:

1) Mindfulness in the Schools: Investigating the utility of mindfulness-based interventions (consisting of breathing meditation and other experiential exercises) as a pivotal individual, group, and classwide strategy for both remediating student difficulties and promoting student well-being.

2) Positive Psychology in the Schools: Exploring the utility of school-based positive psychology constructs (e.g., gratitude, zest, optimism, grit, connectedness) for better understanding student well-being and better facilitating their success in and out of the classroom.

3) School Violence/School Safety: Understanding, assessing, intervening with, and preventing bullying, harassment, and other common forms of aggression that negatively impact student well-being and learning at school.


I am currently collaborating with several colleagues (at other universities and research institutes), LSU students (at both the graduate and undergraduate levels), and local school administrators to carry out these projects. If you are interested in collaborating with or joining our research group, please contact me via email. Also, if you are interested in possibly pursuing doctoral studies with me at LSU, feel free to email me.

REPRESENTATIVE PUBLICATIONS

Renshaw, T. L., Furlong, M. J., Dowdy, E., Rebelez, J., Smith, D. C., & O’Malley, M. D. (in press). Covitality: A synergistic conception of youths’ mental health. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in the schools(2nd ed.). New York, NY: Routledge.

Renshaw, T. L., & O’Malley, M. D. (in press). Cultivating mindfulness in students. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in the schools (2nd ed.). New York, NY: Routledge

Furlong, M. J., You, S., Renshaw, T. L., Smith, D. C., & O’Malley, M. D. (2013). Preliminary development and validation of the Social and Emotional Health Survey for secondary students. Social Indicators Research. Advanced online publication. doi:10.1007/s11205-013-0373-0

Renshaw, T. L., & Cohen, A. S. (2013). Life satisfaction as a distinguishing indicator of college student functioning: Further validation of the two-continua model of mental health. Social Indicators Research. Advanced online publication. doi:10.1007/s11205-013-0342-7

Furlong, M. J., You, S., Renshaw, T. L., O’Malley, M. D., & Rebelez, J. (2013). Preliminary development of the Positive Experiences at School Scale for elementary school students. Child Indicators Research. Advanced online publication. doi:10.1007/s12187-013-9193-7

Renshaw, T. L. (2012). Mindfulness-based practices for crisis prevention and intervention. In S. E. Brock & S. R. Jimerson (Eds.), Handbook of school crisis prevention and intervention (2nd ed., pp. 401–422). Bethesda, MA: National Association of School Psychologists.

Renshaw, T. L., & Jimerson, S. R. (2012). Enhancing student attitudes via a brief, universal-level bullying prevention curriculum. School Mental Health, 4, 115–128. doi:10.1007/s12310-011-9069-2

O’Malley, M. D., Katz, K., Renshaw, T. L., & Furlong, M. J. (2012). Gauging the system: Trends in school climate measurement and intervention. In S. R. Jimerson, A. B. Nickerson, M. J. Mayer, & M. J. Furlong (Eds.), Handbook of school violence and school safety: International research and practice (2nd ed., pp. 317–329). New York, NY: Routledge.

PROFESSIONAL AFFILIATIONS

American Psychological Association

National Association of School Psychologists



Anna C.J. Long, Assistant Professor
long
Office: 206 Audubon Hall
Department of Psychology
Louisiana State University
Baton Rouge, LA 70803
Office Phone: (225) 578-7605
Email: along@lsu.edu
Click here to view my VITA.
BRIEF BIOGRAPHY

I completed my doctoral work in School Psychology at the University of North Carolina-Chapel Hill. Before coming to LSU in 2013, I worked as a Postdoctoral Fellow and Research Associatein the Center for Behavioral Education and Research in the Department of Educational Psychology at the University of Connecticut. Throughout my academic career, I have had a keen interest in working to bridge the research-practice gap, with a primary focus in schools and a secondary focus in mental health settings.

RESEARCH INTERESTS

Despite the proliferation of evidence-based practices (EBPs), desired student and client outcomes often remain unattained. Many factors contribute to this gap between outcomes achieved in research versus practice. For example, there is a lack of understanding or agreement of what constitutes evidence, an assumption that evidence will automatically become part of practice, and a neglect of the complex process of implementation. My broad research focus is implementation science, the scientific study of methods to promote the adoption of research findings into routine practice in educational, clinical, and policy contexts. Through implementation research, I aim to promote the adoption and sustainment of evidence-based practices (EBPs) to improve academic and behavioral-emotional outcomes for all students. To this end, my research focuses on (a) increasing awareness of and access to proven practices to prevent and ameliorate risk, with particular focus on traditionally under- or poorly-served populations, and (b) promoting treatment integrity (the extent to which interventions are implemented as designed). Previously, my research has predominantly focused on identifying biobehavioral markersin children with neurodevelopmental disorders that may inform the adoption of effective prevention services (e.g., markers of risk for autism or attention deficits in children with fragile X syndrome), exploration of methods to actively disseminate EBPs (increasing accessibility), and the development of approaches to promote high levels of treatment integrity to behavioral and socioemotional interventions.

Current research aims are outlined below:

1. Identify, develop, and test strategies to support high levels of treatment integrity to EBPs. I am particularly interested in the development of proactive, rather than reactive strategies to promote effective implementation of school-based interventions.Strategies I develop encourage the use of high-quality, research-supported training practices and apply knowledge related to adult behavior change theory.

2. Improve teacher effectiveness in the classroom.Through my research, I aim to improve universal educational practices. To this end, I identify instructional and behavioral management practices that are related to desired student outcomes and investigate how these practices can be actively disseminated, as well as adopted and sustained with treatment integrity.

3. Build workforce capacity. I examine factors related to the extent to which practitioner preparation programs and systems prepare and support the development of competency in evidence-based practice delivery and data-based decision-making.

I am always collaborating with colleagues (at other universities and research institutes), LSU students (at both the graduate and undergraduate levels), and local school administration. Frequently, I am conducting applied research investigations that partner with school and community settings and provide an opportunity to be involved in research and clinical activities simultaneously. If you are interested in collaborating with or joining my research group, please contact me via email. Please also feel free to contact me if you are considering pursuing doctoral studies at LSU.

TEACHING

I am presently teaching:

Psychology 2000 Introduction to Psychology
Psychology 7929 Cultural Diversity in Counseling and Therapy
Psychology 7660 School Psychological Consultation

REPRESENTATIVE PUBLICATIONS

Long, A. C. J.,&Gallucci, J.(in press). Assessing classroom management. In Scarlett, G. (Ed.), Classroom management: An A-to-Z guide. Thousand Oaks, CA: Sage Publications, Inc.

Long, A. C. J., &Byrne, D. C.(in press). Assessing and promoting treatment integrity in classroom management. In Scarlett, G. (Ed.), Classroom management: An A-to-Z guide. Thousand Oaks, CA: Sage Publications, Inc.

Long, A. C. J., & Maynard, B. R. (in press). Treatment integrity as adult behavior change: A review of models. In Sanetti, L. M. H., &Kratochwill, T. R. (Eds.), Treatment integrity: A foundation for evidence-based practice in applied psychology. Washington, DC: American Psychological Association.

Long, A. C. J., Sanetti, L. M. H., Collier-Meek, M. A., Altschaefl, M., &Kratochwill, T. R. (2013). Investigating teachers’ planning for intervention implementation: A survey study. Manuscript submitted for publication.

Long, A. C. J., Sanetti, L. M. H., Gallucci, J., Collier-Meek, M. A., &Kratochwill, T. R. (2013). Perceptions of barriers to intervention implementation: A teacher survey. Manuscript submitted for publication.

Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Kim, J. S., &Kratochwill, T. R., (2013). Using implementation planning to increase teachers' adherence and quality to behavior support plans. Manuscript submitted for publication

Sanetti, L. M. H., Long, A. C. J., Byron, J. R., Kratochwill, T. R., & Collier-Meek, M. A. (2013). Increasing teacher treatment integrity of behavior support plans through consultation and implementation planning. Manuscript submitted for publication.

Sanetti, L. M. H., Kratochwill, T. R., & Long, A. C. J. (2013). Applying adult behavior change theory to support mediator-based intervention implementation. School Psychology Quarterly, 28, 47-62. doi: 10.1037/spq0000007

PROFESSIONAL AFFILIATIONS

American Psychological Association

Child and Family Evidence-Based Practice Consortium

National Association of School Psychologists