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University of Utah
Department of Educational Psychology
SCHOOL PSYCHOLOGY PROGRAM
COMPREHENSIVE EXAMINATION READING LIST
Fall 2014 – Fall 2015
The following references comprise the reading list for the School Psychology Comprehensive
Examination. Articles are posted on
http://tartarus.ed.utah.edu/users/daniel.olympia/prelim%20readings/. Students are eligible to take
the examination if they have: (1) successfully completed their first year of doctoral coursework;
(2) filed their programs of study; (3) received approval from their respective doctoral supervisory
committees; and, (4) registered with the Program Director at least two weeks prior to the
examination date.
The examination reflects the 1) content of the core courses in school psychology, 2) research
interests of the school psychology faculty, and 3) current literature from relevant journals.
Students are not allowed any notes, dictionaries, or any other materials in the testing setting. All
testing materials will be provided and the examination will be monitored. The format of the
School Psychology Comprehensive Examination will consist of an oral examination and 5 essay
questions written by the faculty (note: new articles added since last revision are indicated by *).
The questions for both the written examination and the oral defense (which will be individually
scheduled) will be drawn from the following material and from the core courses in school
psychology. Be sure to pay special attention to lecture material from school psychology facultytaught courses. Faculty also reserves the right (with notice) to post additional readings on the
School Psychology bulletin board six months prior to the exam date. Students are required to be
particularly familiar with all articles published 12 months prior to the examination in the
following journals:
School Psychology Review
School Psychology Quarterly
History and Theory in School Psychology
Esquivel, G.B., Warren, T.M. and Olitzky, S.L. (2007). A historical review of the development
of multicultural school psychology. In G.B. Esquivel., E. C. Lopez and S. Nahari
(Eds.), Handbook of multicultural school psychology: An interdisciplinary
perspective (pp. 21-45). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Skinner, B.F. (1984). The shame of American education. American Psychologist, 39, 947-954.
Oakland, T.D. & Jimerson, S.R. (2007). School psychology internationally: A retrospective view
and influential conditions. In S.R. Jimerson, T.D. Oakland, & P.T. Farrell (Eds.), The
handbook of international school psychology (pp. 453-462). Thousand Oaks, CA: Sage.
School Psychology Research
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Burns, M.K., Appleton, J.J., & Stehouwer, J.D. (2005). A meta-analytic review of
responsiveness-to-intervention research: Examining field-based and researchimplemented models. Journal of Psychoeducational Assessment, 23, 381-394.
Busse, R.T., Kratochwill, T.R., & Elliott, S.N. (1995). Meta-analysis for single-case consultation
outcomes: Applications to research and practice. Journal of School Psychology, 33, 269285.
Furlong, M.J. & Wampold, B.E. (1982). Intervention effects and relative variation as dimensions
in experts’ use of visual inference. Journal of Applied Behavior Analysis, 15, 415-421.
Horner, R.D. & Baer, D.M. (1978). Multiple-probe technique: A variation of the multiple
baseline. Journal of Applied Behavior Analysis, 11, 189-196.
Jacobson, N.S., Follette, W.C., & Revenstorf, D. (1984). Psychotherapy outcome
research:Methods for reporting variability and evaluating clinical significance. Behavior
Therapy, 15, 336-352.
Jenson, W.R., Clark, E., Kircher, J.C., & Kristjansson, S.D. (2007). Statistical reform: Evidencebased practice, meta-analyses, and single subject designs. Psychology in the Schools, 44,
483-493.
Kazdin, A.E. (1981). Drawing valid inferences from case studies. Journal of Consulting and
Clinical Psychology, 49, 183-192.
Kehle, T.J., & Bray, M.A. (2005). Reducing the gap between research and practice in school
psychology. Psychology in the Schools, 42, 577-584.
Parker, R.I., Brossart, D.F., Vannest, K. J., Long, J.R., De-Alba, R. G. et al. (2005). Effect sizes
in single case research: How large is large? School Psychology Review, 34, 116-132.
Shapiro, E.S. (1987). Intervention research methodology in school psychology. School
Psychology Review, 16, 290-305.
Skinner, C.H. (2004). Single-subject designs: Procedures that allow school psychologists to
contribute to the intervention evaluation and validation process. Journal of Applied
School Psychology, 20, 1-19.
Wampold B.E. & Jenson, W.R. (1986). Clinical significance revisited: Letter to the editor.
Behavior Therapy, 17, 302-305.
Volker, M.A. (2006). Reporting effect size estimates in school psychology research. Psychology
in the Schools, 43, 653-672.
Assessment, Diagnosis, and Evaluation
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Brown, R.T., Reynolds, C.R. and Whitaker, J.S. (1999). Bias in mental testing since Bias in
mental testing. School psychology quarterly, 14(3), 208-238.
Fagley, N.S. (1988). Judgmental heuristics: Implications for the decision-making of school
psychologists. School Psychology Review, 17, 311-321.
Flanagan, D.P., Ortiz, S.O., Alfonso, V.C., & Dynda, A.M. (2006). Integration of response to
intervention and norm-referenced tests in learning disability identification: Learning
from the tower of Babel. Psychology in the Schools 43, 807-825.
Fletcher, J.M., Francis, D.J., Morris, R.D., & Lyon, G.R. (2005). Evidence-based assessment of
learning disabilities in children and adolescents. Journal of Clinical Child and
Adolescent Psychology, 34, 506-522.
Fuchs, L.S., Fuchs, D., & Hamlett, C.L. (2007). Using curriculum-based measurement to inform
reading instruction. Reading and Writing,
Gresham, F., Watson, T.S., & Skinner, C.H. (2001). Functional behavioral assessment:
Principles, procedures, and future directions. School Psychology Review, 30, 156-172).
Hale, J.B., Kaufman, A., Naglieri, J.A., & Kavale, K.A. (2006). Implementation of IDEA:
Integrating response to intervention and cognitive assessment strategies. Psychology in
the Schools, 43, 753-770.
Hartmann, D.P., Roper, B.L., & Bradford, D.C. (1979). Some relationships between behavioral
and traditional assessment. Journal of Behavioral Assessment, 1, 3-21.
Hintze, J.M., Christ, T.J., & Methe, S.A. (2006). Curriculum-based assessment. Psychology in
the Schools, 43, 45-56.
McGrew, K.S., Keith, T.Z., Flanagan, D.P., & Vanderwood, M. (1997). Beyond g: The impact of
gf-gc specific cognitive abilities research on the future use and interpretation of
intelligence tests in the schools. School Psychology Review, 26, 189-210.
Neisser, U., Boodoo, G., Bouchard, T.J., Boykin, A.W., Brody, N. Ceci, S.J., Halpern, D.F.,
Loehlin, J.C. Perloff, R., Sternberg, R.J., Urbina, S. (1996) Intelligence: Known and
unknowns. American Psychologist, 51(2), 77-101.
Ofiesh, N. (2006). Response to intervention and the identification of specific learning
disabilities: Why we need comprehensive evaluations as part of the process. Psychology
in the Schools, 43, 883-888.
Severson, H.H., Walker, H.M., Hope-Doolittle, J., Kratochwill, T.R., & Gresham, F.M. (2007).
Proactive, early screening to detect behaviorally at-risk students: Issues, approaches,
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emerging innovations, and professional practices. Journal of School Psychology, 45, 193223.
Utah State Office of Education (2007). State Board of Education Special Education Rules. Salt
Lake City, UT: Author. (including TBI Guidelines).
Volpe, R.J., DiPerna, J.C., Hintze, J.M., & Shapiro, E.S. (2005). Observing students in
classroom settings: A review of seven coding schemes. School Psychology Review, 34,
454-474.
Wayman, M.M., Wallace, T., Wiley, H.I., Tichá, R., & Espin, C. A. (2007). Literature synthesis
on curriculum-based measurement in reading. The Journal of Special Education, 41, 85120.
Interventions
Abrams, L., Flood, J., & Phelps, L. (2006). Psychopharmacology in the schools. Psychology in
the Schools, 43, 493-501.
Ardoin, S.P., Witt, J.C., Connell, J.E., & Koenig, J.L. (2005). Application of a three-tiered
response to intervention model for instructional planning, decision making, and the
identification of children in need of services. Journal of Psychoeducational Assessment,
23, 362-380.
Burns, M.K. (2003). Reexamining data from the National Reading Panel’s meta-analysis:
Implications for school psychology. Psychology in the Schools, 40, 605-612.
Cialdini (2001) 4th Edition. Influence. New York: Harper/Collins
David-Ferndon, C. & Kaslow, N. J. (2008). Evidence-based comprehensive treatments for child
and adolescent depression, Journal of Clinical Child and Adolescent Psychology, 37, 62104.
DuPaul, G.J. & Eckert, T.L. (1997). The effects of school-based interventions for attention
deficit hyperactivity disorder: A meta-analysis. School Psychology Review, 26, 5-27.
DuPaul, G.J. & Eckert, T.L. (1994). The effects of social skills curricula: Now you see them,
now you don't. School Psychology Quarterly, 9, 113-132.
Finn, C.A., & Sladeczek, I.E. (2001). Assessing the social validity of behavioral interventions: A
review of treatment acceptability measures. School Psychology Quarterly, 16, 176-206.
Gorey, K.M. (2001). Early childhood education: A meta-analytic affirmation of the short- and
long-term benefits of educational opportunity. School Psychology Quarterly, 16, 9-30.
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Handler, M.W., Rey, J., Connell, J., Their, K., Feinberg, A., & Putnam, R. (2007). Practical
considerations in creating school-wide positive behavior support in public schools.
Psychology in the Schools, 44, 29-39.
Hieneman, M., Dunlap, G., & Kincaid, D. (2005). Positive support strategies for students with
behavioral disorders in general education settings. Psychology in the Schools, 42, 779794.
Jacob-Timm, Susan (1996). Ethical and legal issues associated with the use of aversives in the
public schools: The SIBIS Controversy. School Psychology Review, 25, 184-198.
Jimerson, S.R. & Ferguson, P. (2007). A longitudinal study of grade retention: Academic and
behavioral outcomes of retained students through adolescence. School Psychology
Quarterly, 22, 314-339.
Kahn, J.S., Kehle, T.J., Jenson, W.R., & Clark, E. (1990). Comparison of cognitive-behavioral,
relaxation, and self-modeling interventions for depression among middle-school students.
School Psychology Review, 19, 195-210.
Kern, L. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology
in the Schools, 44, 65-75.
Maughan, D.R., Christiansen, E., Jenson, W.R., Olympia, D., & Clark, E. (2005). Behavioral
parent training as a treatment for externalizing behaviors and disruptive behavior
disorders: A meta-analysis. School Psychology Review, 34, 267-286.
Olympia, D., Sheridan, S.M., & Jenson, W.R. (1994). Homework: A natural means of homeschool collaboration. School Psychology Quarterly, 9, 60-80.
*O’Neill, R.E., Jenson, W.R. & Radley, K.C. (2013. Interventions for challenging behaviors. In
Volkmar, F. R., Rhea, P., Rogers, S., & Pelphrey, K. A. (Eds.), Handbook of autism and
pervasive developmental disorders 4th ed., New York: Wiley.
Rogers, S. J. & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early
autism, Journal of Clinical Child and Adolescent Psychology, 37, 8-38.
Silverman, W. K. & Hinshaw, S. P. (2008). The second special edition on evidence-based
psychosocial treatments for children and adolescents: A 10-Year update, Journal of
Clinical Child and Adolescent Psychology, 37, 1-7.
*Skiba, R. J. Middleburg, L.V. & McClain, M.B. (2013 Multicultural Issues for schools and
students with emotional and behavioral disorders: disproportionality in discipline and
special education. In H. Walker F. Gresham (Eds.), Handbook of Evidence-Based
Practices for Students Having Emotional and Behavioral Disorders. New York: Guilford.
Silverman, W. K. , Pina, A.A. & Viswesfaran, C. (2008). Evidence –based psychosocial
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treatments for phobic and anxiety disorders in children and adolescents. Journal of
Clinical Child and Adolescent Psychology, 37, 105-130.
Stage, S.A. & Quiroz, D.R. (1997). A meta-analysis of interventions to decrease disruptive
behavior in public education settings. School Psychology Review, 26, 333-368.
Stecker, P.M., Fuchs, L.S., & Fuchs, D. (2005). Using curriculum-based measurement to
improve student achievement: Review of the research. Psychology in the Schools, 42,
795-819.
Vellutino, F.R., Scanlon, D.M., Sipay, E.R., Small, S.G., Pratt, A., Chen, R., & Denckla, M.B.
(1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers:
Early intervention as a vehicle for distinguishing between cognitive and experimental
deficits as basic causes of specific reading disability. Journal of Educational Psychology,
88, 601-638.
Webster-Stratton, C., Reid, M.J., & Hammond, M. (2004). Treating children with early-onset
conduct problems: Intervention outcomes for parent, child, and teacher training. Journal
of Clinical Child and Adolescent Psychology, 33, 105-124.
Witt, J.C., VanDerHeyden, A.M., & Gilbertson, D. (2004). Troubleshooting behavioral
interventions: A systematic process for finding and eliminating problems. School
Psychology Review, 33, 363-383.
Response to Intervention
Barnett, D.W., Daly, E.J., III, Jones, K.M., & Lentz, F.E., Jr. (2004). Response to intervention:
Empirically based special service decisions from single-case designs of increasing and
decreasing intensity. The Journal of Special Education, 38, 66-79.
Busch, T.W. & Reschly, A. L. (2007). Progress monitoring in reading: Using curriculum-based
measurement in a response-to-intervention model. Assessment for Effective Intervention,
32, 223-230.
Fuchs, D. & Deshler, D.D. (2007). What we need to know about responsiveness to intervention
(and shouldn’t be afraid to ask). Learning Disabilities Research and Practice, 22, 129136.
Glover, T.A. & DiPerna, J.C. (2007). Service delivery for response to intervention: Core
components and directions for future research. School Psychology Review, 36, 526-540.
Consultation
Kratochwill, T.R., Bergan, J.R., Sheridan, S.M., & Elliott, S.N. (1998). Assumptions of
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behavioral consultation: after all is said and done more has been done than said. School
Psychology Quarterly, 13, 63-80.
Noell, G.H., Gresham, F.M., & Duhon, G. (1998). Fundamental agreements and epistemological
differences in differentiating what was said from what was done in behavioral
consultation. School Psychology Quarterly, 13,81-88.
Sheridan, S.M., Eagle, J.W., & Doll, B. (2006). An examination of the efficacy of conjoint
behavioral consultation with diverse clients. School Psychology Quarterly, 21, 396-417.
Witt, J.C. (1997). Talk is not cheap. School Psychology Quarterly, 12, 281-292.
Diversity
American Psychological Association (1991). Guidelines for providers of psychological services
to ethnic, linguistic, and culturally diverse populations. Washington, DC: American
Psychological Association.
Espinosa, L.M. (2005). Curriculum and assessment considerations for young children from
culturally, linguistically, and economically diverse backgrounds. Psychology in the
Schools, 42, 837-853.
Ehntholt, K.A. & Yule, W. (2006). Practitioner review: Assessment and treatment of
refugee children and adolescents who have experienced war-related trauma. Journal
of child psychology and psychiatry 47:12, pp. 1197-1210.
Espinosa, L.M. (2005). Curriculum and assessment considerations for young children from
culturally, linguistically, and economically diverse backgrounds. Psychology in the
Schools, 42, 837-853.
Hollander, G. (2000). Questioning youths: Challenges to working with youths forming identities.
School Psychology Review, 29, 173-179.
Kohn, S.W., Scorcia, D., Esquivel, G.B. (2007). Personality and behavioral assessment:
Considerations for culturally and linguistically diverse individuals. In G.B.
Esquivel., E. C. Lopez and S. Nahari (Eds.), Handbook of multicultural school
psychology: An interdisciplinary perspective (pp. 265-288). Mahwah, New Jersey:
Lawrence Erlbaum Associates.
Malgady, R. G. (1996). The question of cultural bias in assessment and diagnosis of ethnic
minority clients: Let's reject the null hypothesis. Professional Psychology: Research and
Practice, 27, 73-77.
Ochoa, S.H. (2005) Bilingual education and second-language acquisition. In R. L. Rhodes,
S. H. Ochoa, and S. O. Ortiz (Eds.) Assessing culturally and linguistically diverse
students: A practical guide. (pp. 57-75). New York: Guilford Press.
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Ochoa, S.H. (2005). Disproportionate representation of diverse students in special
education: Understanding the complex puzzle. In R. Rhodes, S. H. Ochoa, and S.
Ortiz (Eds.) Assessing culturally and linguistically diverse students: A practical
guide. (pp. 57-75). New York: Guilford Press.
Ochoa, S.H. and Ortiz, S.O. (2005) Language proficiency assessment: The foundation for
psychoeducational Assessment of second-language learners. In R. L. Rhodes, S. H.
Ochoa, and S. O. Ortiz (Eds.) Assessing culturally and linguistically diverse
students: A practical guide. (pp. 137-152). New York: Guilford Press.
Radkowsky, M. & Siegel, L.J. (1997). The gay adolescent: Stressors, adaptations and
psychosocial interventions. Clinical psychology review, 17:2, pp. 191-216
Rhodes, R.L. (2005). Assessment of academic achievement: Practical guidelines. In R.
Rhodes, S. H. Ochoa, and S. Ortiz (Eds.) Assessing culturally and linguistically
diverse students: A practical guide. (pp.202-227). New York: Guilford Press.
Savage, T.A., Prout, H.T., & Chard, K.M. (2004). School psychology and issues of sexual
orientation: Attitudes, beliefs, and knowledge. Psychology in the Schools, 41, 201-210.
Suzuki, L.A., Alexander, C.M., Lin, P., & Duffy, K.M. (2006). Psychopathology in the schools:
Multicultural factors that impact assessment and intervention. Psychology in the Schools,
43, 429-438.
Vazquez-Nuttall, E., Li, C., Dynda, A.M., Ortiz, S. O., Armengol, C.G. Walton, J.W.,
Phoenix, K. (2007). Cognitive assessment of culturally and linguistically diverse
students. In G.B. Esquivel., E. C. Lopez and S. Nahari (Eds.), Handbook of
multicultural school psychology: An interdisciplinary perspective (pp. 265-288).
Mahwah, New Jersey: Lawrence Erlbaum Associates.
Ethical and Professional/Legal Issues in School Psychology
American Psychological Association (2002). Ethical standards of psychologists. Washington,
DC: Author.
Flanagan, R., Miller, J.A., & Jacob, S. (2005). The 2002 revision of the American Psychological
Association’s ethics code: Implications for school psychologists. Psychology in the
Schools, 42, 433-445.
Jacob, S. & Hartshorne, T. (2007). Ethics and law for school psychologists (5th ed.). Brandon,
VT: Clinical Psychology Publishing Group.
Pope, K.S. (2003) Developing and practicing ethics; In M.J. Prinstein & M. Patterson (Eds.) The
portable mentor: Expert guide to a successful career in psychology. New York, Springer
Publishing.
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Prasse, D. (2008). Best practices in school psychology and the law. In A. Thomas & J. Grimes,
(Eds.) Best practices in school psychology V, Vol. 6, 1903-1920.
Sandoval, J. (2007). Professional standards, guidelines and ethical issues within a
multicultural context. In G.B. Esquivel., E. C. Lopez and S. Nahari (Eds.),
Handbook of multicultural school psychology: An interdisciplinary perspective.(pp.
21-45). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Practice
Bagnato, S.J. (2006). Of helping and measuring for early childhood intervention: Reflections on
issues and school psychology’s role. School Psychology Review, 35, 615-620.
Carey, W.B. (1998). Temperament and behavior problems in the classroom. School Psychology
Review, 27, 522-533.
Cole, C. L., & Shapiro, E.S. (2005). Perceptions of trainers and practitioners regarding
assessment and intervention for students with low incidence disabilities. Psychology in
the Schools, 42, 459-473.
DiPerna, J.C. (2006). Academic enablers and student achievement: Implications for assessment
and intervention services in the schools. Psychology in the Schools, 43, 7-17.
Ehntholt, K.A., & Yule, W. (2006). Assessment and treatment of refugee children and
adolescents who have experienced war-related trauma. Journal of Child Psychology and
Psychiatry, 47, 1197-1210.
Elinoff, M. J., Chafouleas, S.M., & Sassu, K.A. (2004). Bullying: Considering for defining and
intervening in school settings. Psychology in the Schools, 41, 887-897.
Jimerson, S.R., Pletcher, S.M.W., Gradon, K., Schnurr, B.L., Nickerson, A.B. et al. (2006).
Beyond grade retention and social promotion: Promoting the social and academic
competence of students. Psychology in the Schools, 43, 85-97.
*Kvaale, K.A. & Spaulding, L. (2011) Efficacy of special education. In M. A. Bray & T. J.
Kehle (Eds.), The Oxford Handbook of School Psychology. New York, NY: Oxford
University Press.
Merrell, K.W., Buchanan, R., & Tran, O.K. (2006). Relational aggression in children and
adolescents: A review with implications for school settings. Psychology in the Schools,
43, 345-360.
Skinner, C.H., Pappas, D.N., & Davis, K.A. (2005). Enhancing academic engagement: Providing
opportunities for responding and influencing students to choose to respond. Psychology
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in the Schools, 42, 389-403.
Stefanos, G.A. & Baron, I.S. (2007) Attention Deficit/Hyperactivity Disorder: A
neuropsychological perspective towards DSM-IV. Neuropsychology Rev, 17, 5-38.
Teglasi, H. (1998). Temperament constructs and measures. School Psychology Review,
27, 564-585.
Young, E.L. (2006). Relational aggression: Understanding, identifying, and responding in
schools. Psychology in the Schools, 43, 297-312.
Evidence-Based Practice
American Psychological Association. (2006). Evidence-based practice in psychology. American
Psychologist, 61, 271-285.
Barrett, P.M., Farrell, L., Pina, A.A., Peris, T.S., & Piacentini, J. (2008). Evidence-based
psychosocial treatments for child and adolescent obsessive-compulsive disorder. Journal
of Clinical Child and Adolescent Psychology, 37, 131-155.
David-Ferdon, C. & Kaslow, N.J. (2008). Evidence-based psychosocial treatments for child and
adolescent depression. Journal of Clinical Child and Adolescent Psychology, 37, 62-104.
Eyberg, S.M., Nelson, M.M., & Boggs, S.R. (2008). Evidence-based psychosocial treatments for
children and adolescents with disruptive behavior. Journal of Clinical Child and
Adolescent Psychology, 37, 215-237.
Huey, S.J., Jr. & Polo, A.J. (2008). Evidence-based psychosocial treatments for ethnic minority
youth. Journal of Clinical Child and Adolescent Psychology, 37, 262-301.
Kazdin, A.E. (2008). Evidence-based treatment and practice: New opportunities to bridge
clinical research and practice, enhance the knowledge base, and improve patient care.
American Psychologist, 63, 146-159.
Pelham, W.E., Jr. & Fabiano, G.A. (2008). Evidence-based psychosocial treatments for
attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent
Psychology, 37, 184-214.
Pionek Stone, B., Kratochwill, T.R., Sladezcek, I., & Serlin, R.C. (2002). Treatment of selective
mutism: A best-evidence approach. School Psychology Quarterly, 17, 168-190.
Rogers, S.J. & Vismara, L.A. (2008). Evidence-based comprehensive treatments for early
autism. Journal of Clinical Child and Adolescent Psychology, 37, 8-38.
Silverman, W.K., Pina, A.A., & Viswesvaran, C. (2008). Evidence-based psychosocial
treatments for phobic and anxiety disorders in children and adolescents. Journal of
Clinical Child and Adolescent Psychology, 37, 105-130.
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Waldron, H.B. & Turner, C.W. (2008). Evidence-based psychosocial treatments for adolescent
substance abuse. Journal of Clinical Child and Adolescent Psychology, 37, 238-261.
Weisz, J.R. & Gray, J.S. (2008). Evidence-based psychotherapy for children and adolescents:
Data from the present and a model for the future. Child and Adolescent Mental Health,
13, 54-65.
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