UOP Resume
Jonathan H. Sandoval
Education
1969
1966
1964
Ph.D. University of California, Berkeley
School Psychology (Education)
M.A. University of California, Berkeley
Counseling Psychology (Education)
B.A. University of California, Santa Barbara
Psychology
Professional Experience
1966-68
Teaching Assistant,
Berkeley,
School
Psychology
Program,
U.C.
1968-69
Associate in Education, School Psychology, U.C. Berkeley,
1969-72
School Psychologist, Richmond Unified School District,
Richmond, CA
1969-73
Lecturer in Education, U.C. Berkeley,
1973-78
Assistant Professor of Education, U.C. Davis,
1978-83
Associate Professor or Education, U.C. Davis, 3/1/78 - 6/30/83
1983-2006
Professor of Education, U.C. Davis,
1990-98
Chair, Ph. D. Graduate Group in Education
1991-95
Associate Director, Division of Education, U. C. Davis,
1995-96,982001
1998-2000
Acting Director (Dean), Division of Education, U. C. Davis,
1999-2006
Affiliated Faculty, School of Education, U. C. Berkeley
2006-Present
Professor of Education, University of the Pacific
Co-Director, CSUF/UC Joint Doctoral Program in Educational
Leadership
Primary Courses Taught at Pacific
EPSY 312
EPSY 324
EPSY 300
Child Psychopathology and Wellness
Advanced Consultation and Supervision
Introduction to School Psychology
Research Interests
The Prevention of School Failure
The Training of Education Professionals
Issues in Applied Measurement
The Promotion of Mental Health in Schools
Professional Certification
Standard Designated Services Credential, State of California, School Psychology
Authorization No. 3738
Licensed Psychologist, State of California, PSY 5877
ABPP Diplomate in School Psychology
Scholarship
Publications:
1.
Sandoval, J. & Lambert. N. M. (1971). Reaction III to Clair and Kiraly,
can school psychology survive the 70's? Professional Psychology , 2,
392-294.
2.
Lambert, N. M. & Sandoval J. (1971). Attitude change in school
psychology trainees resulting from participation and observation in
school classroom. Journal of School Psychology, 9, 418-423.
3.
Lambert, N. M., Sandoval, J.& Corder, R. (1975). Teacher perceptions
of school-based consultants. Professional Psychology, 6, 204-216.
4.
Lambert, N. M., Sandoval, J. & Yandell, G. W. (1975). Preparation of
school psychologists for school-based consultation: A training activity
and a service of community schools. Journal of School Psychology, 13,
68-75.
5.
Lambert, N. M., Windmiller, M. B., Sandoval, J. & Moore, B. (1976).
Hyperactive children and the efficacy of psychoactive drugs as a
treatment intervention. American Journal of Orthopsychiatry. 46,335352.
6.
Sandoval, J., Lambert N. M. & Yandell G. W. (1976). Current medical
practice and hyperactive children. American Journal of Orthopsychiatry,
46, 323-334. Reprinted in B. Lahey (Ed.), Behavior Therapy with
Hyperactive and Learning Disabled Children. Oxford University Press,
1978.
7.
Sandoval, J. (1976). The evaluation of teacher behavior through
observation of videotape recordings. Beginning Teacher Evaluation
Study Phase II 1973-74, Final Report, Vol. III. Educational Testing
Service. Princeton, NJ.
8.
Spring, C. & Sandoval, J. (1976). Food additives and hyperkinesis: A
critical evaluation of the evidence. Journal of Learning Disabilities, 9,
560-569.
9.
Sandoval, J. (1977). Mental health consultation for teachers in
preservice training. California Journal of Teacher Education, 3, 110124.
10.
Sandoval, J. & Love, J. (1977). School psychology and higher
education: The college psychologist. Professional Psychology 8, 328339.
11.
Sandoval, J. & Lambert, N. M. (1977). Instruments for evaluating school
psychologists' functioning. Psychology in the Schools 14, 172-179.
12.
Sandoval, J. (1977). The measurement of the hyperactive syndrome in
children. Review of Educational Research, 47, 293-318.
13.
Sandoval, J., Lambert, N. M. & Davis, J. M. (1977). Consultation from
the consultee's perspective. Journal of School Psychology,15, 334-342.
Reprinted in School Psychology Digest, 1978.
14.
Kennon, A. F. & Sandoval, J. (1978). Teacher attitudes toward the
educable mentally retarded. Education and Training of the Mentally
Retarded, 13, 139-145.
15.
Lambert, N. M., Sandoval J. & Sassone.D. (1978). Prevalence
estimates of hyperactivity in school children. Pediatric Annals, 7, 330338.
16.
Lambert, N. M., Sandoval J. & Sassone, D. (1978). Prevalence of
hyperactivity in elementary school children as a function of social
system definers. American Journal of Orthopsychiatry, 48, 446-463.
17.
Davis, J. M. & Sandoval, J. (1978). Metaphor in group mental health
consultation. Journal of Community Psychology, 6, 374-382.
18.
Sandoval, J. (1978). Methodological issues in school based evaluation.
Journal of School Psychology, 16, 356-367.
19.
Sandoval, J. (1979). The WISC-R and internal evidence of test bias with
minority groups. Journal of Consulting and Clinical Psychology, 47,
919-927.
20.
Lambert, N. M., Sandoval J. & Sassone, D. (1979). Prevalence of
treatment regimens for children considered to be hyperactive.
American Journal of Orthopsychiatry, 49, 482-490. Digested in
Pediatrics Digest, Nov.-Dec., 1979, p.62
21.
Sandoval, J., Lambert, N. M. & Sassone, D. (1980). The identification
and labeling of hyperactivity in children: An interactive model. In C.
Whalen and B. Henker (Eds.), Hyperactive Children: The Social
Ecology of Identification and Treatment. Academic Press, New York.
22.
Sandoval, J., & Whelan-Miille, M. P. (1980). Accuracy of judgments of
WISC-R item difficulty for minority groups. Journal of Consulting and
Clinical Psychology, 48, 249-253.
23.
Lambert, N. M., & Sandoval, J. (1980). The prevalence of learning
disabilities in a sample of children considered hyperactive. Journal of
Abnormal Child Psychology, 8, 33-50.
24.
Sandoval, J. (1980). The reliability and concurrent validity of Light's
Retention Scale. Psychology in the Schools, 17, 442-445.
25.
Sandoval, J. (1981). Using SEAM to construct a test battery. In N.
Lambert (Ed.), SEAM: Special Education Assessment Matrix.
CTB/McGraw Hill, Monterey, CA.
26.
Lambert, N. M., Sandoval, J. & Sassone, D. (1981). Prevalence of
hyperactivity and related treatments among elementary school children.
In K. D. Gadow and J. Loney (Eds.), Psychosocial Aspects of Drug
Treatment for Hyperactivity. Westview Press, Boulder, CO.
27.
Sandoval, J., Lambert, N. M. & Sassone, D. (1981). The
comprehensive treatment of hyperactive children: A continuing
problem. Journal of Learning Disabilities, 14, 117-118.
28.
Sandoval, J. (1981). Format effects in two teacher rating scales of
hyperactivity. Journal of Abnormal Child Psychology, 9, 203-218.
29.
Sandoval, J. & Haapmanen R. M. (1981). A critical commentary on
neuropsychology in the schools: Are we ready? School Psychology
Review, 1, 381-388.
30.
Sandoval, J. (1982). El Psicologo y la prevencion del fracaso
educativo. Psicologia. (Venezuela), 9, 3-13.
31.
Sandoval, J. (1982). Light's retention scale does not predict success in
first grade. Psychology in the Schools, 19, 310-314.
32.
Davis, J. M. & Sandoval, J. (1982). Applied ethics for school-based
consultants. Professional Psychology, 13, 543-551.
33.
Sandoval, J. (1982). University of California increases requirements.
California School Boards, 41, 18-22.
34.
Sandoval, J. (1982). Hyperactive children: Twelve ways to help them
in the classroom. Academic Therapy, 18, 107-113.
35.
Sandoval, J. (1982). The WISC-R factorial validity for minority groups
and Spearman's hypothesis. Journal of School Psychology, 20, 198204.
36.
Sandoval, J., Zimmerman, I. L. & Woo-Sam, J.M. (1983). Cultural
differences on WISC-R verbal items. Journal of School Psychology, 21,
49-55.
37.
Sandoval, J. & Davis, J. M. (1984). A school-based mental health
consultation curriculum. Journal of School Psychology, 22, 31-43.
38.
Figueroa, R. A., J. Sandoval, J. & Merino, B. (1984). School
psychologists and limited English-proficient (LEP) children: New
competencies. Journal of School Psychology, 22, 131-143.
39.
Sandoval, J. (1984). Repeating the first grade: How the decision is
made. Psychology in the Schools, 21, 457-462.
40.
Sandoval, J. & Fitzgerald, P. (1985). A high school follow-up of
children who were nonpromoted or attend a junior first grade.
Psychology in the Schools, 22, 164-170.
41.
Sandoval, J. & Lambert, N. M. (1985). Hyperactive and learning
disabled children: Who gets help? Journal of Special Education, 18,
495-503.
42.
Sandoval, J. (1985). Editor's Comments: Crisis counseling in the
schools! School Psychology Review, 14, 255-256.
43.
Sandoval, J. Crisis counseling: (1985). Conceptualizations and
general principles. School Psychology Review, 14, 257-265.
44.
Sandoval, J. (1986). Models of School Psychological Service Delivery.
In S. N. Elliott and J. C. Witt (Eds.), The Delivery of Psychological
Services in Schools: Concepts, Processes, and Issues (pp. 139-169).
Hillsdale, NJ: Lawrence Erlbaum, Inc.
45.
Sandoval, J. & Lambert, N. M. (1987). Evaluating School Psychology.
In B. Edelstein and E. Berler (Eds.), Evaluation and Accountability in
Clinical Training, (151-182). NY: Plenum.
46.
Sandoval, J., Davis, J. M. & Wilson, M. P. (1987). An overview of the
school-based prevention of adolescent suicide. Special Services in the
Schools, 3 (3/4), 103-120.
47.
Sandoval, J. Crisis Intervention. (1987). In C. A. Maher and J. E. Zins,
(Eds.) Psychoeducational Interventions in Schools, (177-192).
Elmsford, NY: Pergamon Press.
48.
Lambert, N. M., Hartsough, C. S., Sassone, D. & Sandoval, J. (1987).
Persistence of hyperactivity symptoms from childhood to adolescence
and associated outcomes. American Journal of Orthopsychiatry, 57,
22-32.
49.
Sandoval, J. (Editor). (1988). Crisis counseling, intervention and
prevention in the schools. Hillsdale, NJ: Lawrence Erlbaum
Associates.
50.
Sandoval, J. (1988). Conceptualizations and general principles of
crisis counseling, intervention and prevention. Chapter 1. In J.
Sandoval (Ed.), Crisis counseling, intervention and prevention in the
schools. Hillsdale, NJ: Lawrence Erlbaum Associates.
51.
Sandoval, J. (1988). Children and moving. Chapter 9. In J. Sandoval
(Ed.), Crisis counseling, intervention and prevention in the schools.
Hillsdale, NJ: Lawrence Erlbaum Associates.
52.
Sandoval, J. (1988). The school psychologist in higher education.
School Psychology Review, 17, 391-396.
53.
Sandoval, J., Sassenrath, J & M. Penaloza. M. (1988). Similarities of
WISC-R and WAIS-R scores at age 16. Psychology in the Schools, 25,
373-379.
54,
Davis, J. M., Sandoval, J & Wilson, M. P. (1988). Strategies for the
primary prevention of adolescent suicide. School Psychology Review,
17, 559-569. (Abstracted in Family Life Educator, Summer, 1989)
55.
Sandoval, J. (1989). The school-based prevention of childhood crises.
Special Services in the Schools. 5, 241-259.
56.
Lambert, N. M., Hartsough, C. S. & Sandoval, J. (1990). Children's
Attention and Adjustment Survey. Palo Alto, CA: Consulting
Psychologists Press.
57.
Sandoval, J. & Irvin, M. G. (1990). Legal and ethical issues in the
assessment of children. Chapter 4 in C. R. Reynolds and R. Kamphaus
(Eds.) Handbook Psychological and Educational Assessment, Volume
1, New York: Guildford.
58.
Sandoval, J. (1990). School psychologists' expressed needs for
cognitive tests: The impact of litigation. Journal of Psychoeducational
Assessment. 8, 531-537.
59.
Davis, J. M. & Sandoval, J. (1991). Suicidal youth: School-based
intervention and prevention. San Francisco: Jossey-Bass.
60.
Kercher, A. and Sandoval, J. (1991). Reading disability and the
Differential Abilities Scale. Journal of School Psychology. 29, 293-307.
61.
Davis, J. M & Sandoval, J. (1991). A pragmatic framework for
systems-oriented consultation. Journal of Educational and
Psychological Consultation. 2, 201-216.
62.
Sandoval, J. &. Davis, J. M. (1992). Applications of social psychology
to school counseling and therapy. Chapter 10 in F. J. Medway and T.
P. Cafferty (Eds.) School Psychology: A social psychological
perspective. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
63.
Davis, J. M. & Sandoval, J. (1992). School psychologists'
personalities: Award winners contrasted with a random sample.
Professional Psychology: Research and Practice. 23, 418-420.
64.
Sandoval, J. (1993). The history of interventions in school psychology.
Journal of School Psychology. 31, 195-217.
65.
Sandoval, J. (1993). Personality and burnout among school
psychologists. Psychology in the Schools. 30, 321-326.
66.
Sandoval, J., London, M. D. & Rey, T. (1994). The status of suicide
prevention in California schools. Death Studies, 18, 595-608.
67.
Sandoval, J. (1995). Teaching in Subject Matter Areas: Science.
Annual Review of Psychology. 46, 355-374.
68.
Romualdi, V. & Sandoval, J. (1995). Comprehensive school-linked
services: Implications for school psychologists. Psychology in the
schools, 32, 304-315.
69.
Sandoval, J. (1996). Constructivism, Consultee-centered Consultation
and Conceptual Change. Journal of Educational and Psychological
Consultation, 7, 89-97
70.
Brock, S., Sandoval, J. & Lewis, S. (1996). Preparing for crises in the
schools: A manual for building school crisis response teams. Brandon,
VT: Clinical Psychology Publishing Company.
71.
Sandoval, J. (1996). American Psychological Association (19-21), in
Fagan, T. K. & Warden, P. G. (Eds) Historical Encyclopedia of School
Psychology. Westport, CT: Greenwood Publishing Group.
72.
Sandoval, J. (1996). American Psychological Association Annual
Convention (21-22), in Fagan, T. K. & Warden, P. G. (Eds) Historical
Encyclopedia of School Psychology. Westport, CT: Greenwood
Publishing Group.
73.
Sandoval, J. (1996). Division of School Psychology (pp 110-112), in
Fagan, T. K. & Warden, P. G. (Eds) Historical Encyclopedia of School
Psychology. Westport, CT: Greenwood Publishing Group.
74.
Sandoval, J. (1996). Retention/Nonpromotion (334-335), in Fagan, T.
K. & Warden, P. G. (Eds) Historical Encyclopedia of School
Psychology. Westport, CT: Greenwood Publishing Group.
75.
76.
77.
Sandoval, J. (1996). Suspension and Expulsion (379-380) in Fagan, T.
K. & Warden, P. G. (Eds) Historical Encyclopedia of School
Psychology. Westport, CT: Greenwood Publishing Group.
Sandoval, J. & Brock, S. (1996). The school psychologist's role in
suicide prevention School Psychology Quarterly, 11, 169-185.
Sandoval, J. (1996). Becoming indispensable through mental health
promotion. Chapter 1 in Talley, R. C., Kubiszyn, T., Brassard, M. &
Short, R. J. Making psychologists in schools indispensable: Critical
questions and emerging perspectives. Washington: American
Psychological Association.
78.
Sandoval, J. (1996). School Psychology. In Wolman, B. B. (Ed.) The
Encyclopedia of Psychology, Psychiatry and Psychoanalysis. New York:
Henry Holt.
79.
Brock, S. & Sandoval, J. (1997). Suicidal Ideation and Behaviors.
Chapter 32 (361-374) In Bear, G; Minke, K. & Thomas, A. (Eds.)
Children’s Needs II: Development, Problems and Alternatives.
Bethesda, MD: National Association of School Psychologists.
80.
Romualdi, V. & Sandoval, J. (1997). Community-based Service
Integration: Family Resource Center Initiatives. In Illback, R. J., Cobb,
C. T. & Joseph, H. M. , Jr. (Eds.) Integrated services for children and
families: Opportunities for psychological practice. Washington: APA
81.
Sandoval, J. (1998). Neuromuscular Diseases. In Phelps, L. Healthrelated disorders in children and adolescents: A guidebook for
understanding and educating. (463-473). Washington: APA
82.
Sandoval, J., Frisby, C. L., Geisinger, K. F., Scheueneman, J. D. &
Grenier, J. R. (Eds.) (1998). Test Interpretation and Diversity:
Achieving equity in psychological assessment. Washington: APA.
83.
Sandoval, J. (1998). Testing in a changing world: An introduction.
Chapter 1 in Sandoval, J., Frisby, C. L., Geisinger, K. F., Scheueneman,
J. D. and Grenier, J. R. (Eds.) Test Interpretation and Diversity:
Achieving equity in psychological assessment. (3-16). Washington:
APA.
84.
Sandoval, J. (1998). Critical thinking in test interpretation. Chapter 3 in
Sandoval, J., Frisby, C. L., Geisinger, K. F., Scheueneman, J. D. and
Grenier, J. R. (Eds.) Test Interpretation and Diversity: Achieving equity
in psychological assessment. (31-50). Washington: APA.
85.
Sandoval, J, & Duran, R. P. (1998). Language. Chapter 8 in Sandoval,
J., Frisby, C. L., Geisinger, K. F., Scheueneman, J. D. and Grenier, J. R.
(Eds.) Test Interpretation and Diversity: Achieving equity in
psychological assessment. (181-212). Washington: APA.
86.
Sandoval, J. (1998). Test interpretation in a diverse future. Chapter 16
in Sandoval, J., Frisby, C. L., Geisinger, K. F., Scheueneman, J. D. and
Grenier, J. R. (Eds.) Test Interpretation and Diversity: Achieving equity
in psychological assessment. (387-402). Washington: APA.
87.
Strong, K. & Sandoval, J. (1999). Mainstreaming children with a
neuromuscular disease: A map of concerns. Exceptional Children, 65,
353-366.
88.
West, D. C., Pomeroy, J. R., Park, J. K., Gestenberger, E. A. &
Sandoval, J. (2000). Critical thinking in graduate medical education: A
role for concept mapping assessment? Journal of the American Medical
Association, 284, 1105-1110.
89.
Brock, S. E., Sandoval, J. & Lewis, S. (2001). Preparing for crises in
the schools: A manual for building school crisis response teams.
Second Edition. New York: John Wiley.
90.
Sandoval, J. (Editor). (2002). Handbook of Crisis counseling,
intervention and prevention in the schools. Second Edition. Mahwah,
NJ: Lawrence Erlbaum Associates.
91.
Sandoval, J. (2002). General Principles of Crisis Counseling and
Prevention. Chapter 1 in Sandoval, J. (Ed.) Handbook of Crisis
counseling, intervention and prevention in the schools. Second Edition.
(3-24). Mahwah, NJ: Lawrence Erlbaum Associates.
92.
Sandoval, J. (2002). Cultural Issues in Crisis work. Chapter 3 in
Sandoval, J. (Ed.) Handbook of Crisis counseling, intervention and
prevention in the schools. Second Edition. (39-58). Mahwah, NJ:
Lawrence Erlbaum Associates.
93.
Germain, R. B. & Sandoval, J. (2002). Maltreatment. Chapter 7 in
Sandoval, J. (Ed.) Handbook of Crisis counseling, intervention and
prevention in the schools. Second Edition. (137-160). Mahwah, NJ:
Lawrence Erlbaum Associates.
94.
Sandoval, J. (2002). Moving. Chapter 11 in Sandoval, J. (Ed.)
Handbook of Crisis counseling, intervention and prevention in the
schools. Second Edition. (231-248). Mahwah, NJ: Lawrence Erlbaum
Associates.
95.
Sandoval, J. & Brock, S. (2002). Traumatic Events. Chapter 12 in
Sandoval, J. (Ed.) Handbook of Crisis counseling, intervention and
prevention in the schools. Second Edition. (249-272). Mahwah, NJ:
Lawrence Erlbaum Associates
96.
Fine, M., Roberts, L. D. & Sandoval, J. (2002). Parent-Child Conflicts.
Chapter 16 in Sandoval, J. (Ed.) Handbook of Crisis counseling,
intervention and prevention in the schools. Second Edition. (339-358).
Mahwah, NJ: Lawrence Erlbaum Associates.
97.
Sandoval, J. (2002). Examining the role of culture in educational
assessment. Chapter 17 in K. S. Kurasaki, S. Okazaki, & S. Sue.
(Eds). Asian American Mental Health: Assessment, theories and
methods. (251-263). Kluwer
98.
Sandoval, J. & S. Lewis. (2002). Cultural considerations in crisis
intervention. Chapter 15 in S. E. Brock , P. J. Lazarus & S. R.
Jimerson (Eds.), Best practices in school crisis prevention and
intervention. (293-308). Bethesda, MD: National Association of
School Psychologists.
99.
Sandoval, J., Antunez-Bellatin, M. & Lewis, S. (2002). Using the DAS
nonverbal scales with Spanish-speaking children: Translation and
validation. The California School Psychologist, 7, 7-25.
100.
West, D. C., Park, J. K., Pomeroy, J. R., & Sandoval, J. (2002).
Concept mapping assessment in graduate medical education: a
comparison of two scoring systems. Journal of Medical Education, 36,
820-826.
101.
Sandoval, J. &. Irvin, M. G. (2003). Legal and ethical issues in the
assessment of children. Chapter in C. R. Reynolds and R. W.
Kamphaus (Eds.) Handbook Psychological and Educational
Assessment of Children, Second Edition, (58-78). New York:
Guilford.
102.
Knotek, S. E. & Sandoval, J. (2003). Current research in consulteecentered consultation. Journal of Educational and Psychological
Consultation, 14, 243-250.
103.
Sandoval, J. (2003). Constructing Conceptual Change in Consulteecentered Consultation. Journal of Educational and Psychological
Consultation, 14, 251-261.
104.
105.
Lambert, N. M., Hylander, I., & Sandoval, J. (Eds.). (2004). ConsulteeCentered Consultation: Improving the quality of professional services in
schools and community organizations. Mahwah, N.J.:Lawrence
Erlbaum.
Sandoval, J. (2004). Conceptual change in consultee-centered
consultation, Chapter 3 in N. M. Lambert, I. Hylander, & J. H.
Sandoval, (Eds.). Consultee-Centered Consultation: Improving the
quality of professional services in schools and community
organizations. (37-44). Mahwah, N.J.:Lawrence Erlbaum.
106.
Sandoval, J. (2004). Evaluation issues and strategies in consulteecentered consultation. Chapter 28 in Lambert, N. M., Hylander, I., &
Sandoval, J. (Eds.). Consultee-Centered Consultation: Improving the
quality of professional services in schools and community
organizations. (391-400). Mahwah, N.J.: Lawrence Erlbaum.
107.
Ryan-Arredondo, K. & Sandoval, J. (2005). Psychometric issues in the
measurement of acculturation. Chapter in C. L. Frisby & C. R.
Reynolds (Eds.) Comprehensive handbook of multicultural school
psychology. Hoboken, N.J. : J. Wiley & Sons.
108.
Sandoval, J. (2006). Neuromuscular Disease. Chapter 12 in Phelps, L.
(Ed.) Chronic Health-related disorders in children: Collaborative
medical and psychoeducational interventions. (193-211). Washington
DC: American Psychological Association.
109.
Brock, S. E., Sandoval, J. & Hart, S. (2006). Suicidal Ideation and
Behaviors. Chapter 17 in Bear, G G. & Minke, K. M. (Eds.) Children's
Needs III: Development, prevention and intervention. (225-238).
Bethesda, MD: National Association of School Psychologists.
110.
Sandoval, J. (2007). Professional Standards, Guidelines and Ethical
Issues within a Multicultural Context Chapter 2 in G. B. Esquivel, E. C.
Lopez, & S. G. Nahari, (Eds.) Handbook of Multicultural School
Psychology: An Interdisciplinary Perspective. (29- 45). Mahwah, N.J.:
Lawrence Erlbaum.
111.
Sandoval, J. & Zedeh, S. (2007). Principles for intervening with suicide.
School Psychology Forum: Research in Practice, 2, 1-13.
112.
Sandoval, J. & Brock, S. E. (2009). Managing crisis: Prevention,
intervention and treatment. In Reynolds, C. R. & Gutkin, T. (Eds.) The
Handbook of School Psychology, Fourth Edition, (886-904). New York:
Wiley.
113.
Sandoval, J., Scott, A. N., & Padilla, I. (2009). Crisis Counseling: An
Overview. Psychology in the Schools. 46, 246-256.
114.
Sandoval, J. (2010). Student Mobility. In Clauss-Ehlers, C. S. (Ed).
Encyclopedia of Cross-Cultural School Psychology. (939-940). New
York: Springer
IN PRESS
1.
Sandoval, J. and D. Sassone. Estrategias para el Maestro en el manejo
de ninos hiperactivos. Psciologia, (Venezuela).
REVIEWS
1.
Sandoval, J. (1985). Review of the System of Multicultural Pluralistic
Assessment in J. V. Mitchell, Jr. (Ed.), The Ninth Mental Measurement
Yearbook. Buros Institute of Mental Measurements, pp. 1521-1526,
Lincoln, NE.
2.
Sandoval, J. (1987). Review of Crisis Intervention. A handbook for
practice and research by Karl H. Slaikeu. School Psychology Review, 16,
256-257.
3.
Sandoval, J. & Irvin, M. G.. (1988). Review of the Stanford-Binet
Intelligence Scale: Fourth Edition. Professional School Psychology, 3,
157-161.
4.
Sandoval, J. (1988). Review of Maslack Burnout Inventory. Buros
Mental Measurements Yearbook, 10th Edition. 475-476.
5.
Sandoval, J. (1988). Review of Ability-Achievement Discrepancy. Buros
Mental Measurements Yearbook, 10th Edition, 5-6.
6.
Sandoval, J. (1989). Review of Litigating Intelligence. IQ Tests, Special
Education, and Social Science in the Courtroom. Children and Youth
Services Review, 11(2), 13-16.
7.
Sandoval, J. (1992). The Differential Ability Scales: A general
introduction. Journal of Psychoeducational Assessment, 10, 86.
8.
Sandoval, J. (1992). Using the DAS with multi-cultural population:
Issues of test bias. Journal of Psychoeducational Assessment, 10, 8891.
9.
Sandoval, J. (1992). Review of The clinical child interview by Hughes &
Baker. Journal of Psychoeducational Assessment, 10, 377-378.
10.
Sandoval, J. & Strong, K. (1993). Review of Preschool and early
childhood treatment directions edited by Gettinger, Elliott & Kratochwill.
Contemporary Psychology, 38 (12), 1302-1304.
11.
Sandoval, J. & Strong, K. (1994). Review of Coping skills interventions
for Children and Adolescents by S.G.Forman. Contemporary
Psychology, 39(4), 358-359.
12.
Sandoval, J. & Echandia, A. (1994). Review of the Behavior
Assessment System for Children, Journal of School Psychology, 32,
419-425.
13.
Sandoval, J. (1995). Review of the Wechsler Intelligence Test for
Children, Third Edition. The Twelfth Mental Measurements Yearbook,
(1103-1104), Lincoln, NE: Buros Institute.
14.
Sandoval, J. (1998). Review or the Behavior Assessment System for
Children. The Thirteenth Mental Measurements Yearbook, (128-131).
Lincoln, NE: Buros Institute.
15.
Sandoval, J. (1998). Review of the Early Childhood Behavior Scale. The
Thirteenth Mental Measurements Yearbook, (383-384). Lincoln, NE:
Buros Institute
16.
Sandoval, J. & Christo, C. (1998). Review of Primary Prevention
Practices by M. Bloom. Contemporary Psychology, 43:3, 193-194.
17.
Sandoval, J. (1999). Review of the Childhood Trauma Questionnaire.
The Fourteenth Mental Measurements Yearbook. Lincoln, NE: Buros
Institute
18,
Sandoval, J. (1999). Review of the Young Adult Self-report and the
Young Adult Behavior Checklist. The Fourteenth Mental Measurements
Yearbook. Lincoln, NE: Buros Institute
19.
20.
Sandoval, J. & Grimes, J. (2001). Help for the beginning test user:
Review of Kaufman & Lichtenberger, Essentials of WISC-III and WPPSIR assessment. Contemporary Psychology, 46, 483-486.
Sandoval, J. (2003). Review of the Woodcock-Johnson III. (pp 10241028). The Fifteenth Mental Measurements Yearbook. Lincoln, NE:
Buros Institute.
21.
Sandoval, J. (2007). Review of Functional Assessment of Academic
Behavior. The Mental Measurements Yearbook. Lincoln, NE: Buros
Institute.
22.
Sandoval, J. (2007). Review of the Draw –A-Person Intellectual Ability
Test for Children, Adolescents, and Adults. The Mental Measurements
Yearbook, Lincoln, NE: Buros Institute.
23.
Sandoval, J. (2008) Review of Emotionally Disturbed Decision Tree.
The Mental Measurements Yearbook. Lincoln, NE: Buros Institute
24.
Sandoval, J. (2008). Review of Personality Assessment Inventory—
Adolescent. The Mental Measurements Yearbook. Lincloln, NE: Buros
Institute.
NATIONAL NEWSLETTERS AND MAGAZINES
1.
Sandoval, J. (1985) An Intern Evaluation Strategy. Trainers Forum,
April, pp. 3-4.
2.
Sandoval, J. (1985). Notes on teaching school psychologists about
community resources and agencies. Trainers Forum, 5(2), 1-4, also
reprinted in NASP Communique.
3.
Sandoval, J. (1986). Making the right moves for children. American
Mover, July, pp. 21-24.
4.
Sandoval, J. (1986). A look at the Division of School Psychology
Membership. The School Psychologist, 40(1).
5.
Sandoval, J. (1987). Larry Who? Trainers Forum, 7(2).
6.
Sandoval, J (1992). Centennial Welcome. The School Psychologist,
46, (1), 1,3.
7.
Sandoval, J. (1992). The Division's Recent Evolution. The School
Psychologist, 46, (2), 1,3.
8.
Sandoval, J. (1992). Defending our Specialty. The School Psychologist,
46, (3), 1,3.
9.
Sandoval, J. (1992). Looking Forward. The School Psychologist, 46,
(4), 1,3,& 13.
10.
Brock, S. E. & Sandoval, J. (1997). Thoughts on a school crisis
response course, Trainers Forum, 16 (1), 1, 6,7.
11.
Sandoval, J. (2006). Nadine Lambert, Senior Scientist. The School
Psychologist, 60, 153-156.
Projects:
National, State, and Local Professional Service
1981-84
Treasurer, Trainers of School Psychologists
1984-85
President
Trainers of School Psychologists
Monitor for Fellowship, Division 16,
APA Division 16 Representative to the Council of
Representatives, American Psychological
Association
President, Division of School Psychology,
American Psychological Association
Member & Chair, American Psychological
Association Committee on Psychological Tests and
Assessment
Chair, Educational Testing Service Committee of
Examiners for the Graduate Record Examination
Education Test
Member and Chair, American Psychological
Association Board of Educational Affairs
1982-1985
1987-1990, 1996 -1999,
1999-2001
1992
Member 1991-1993, Chair
1993
1990-94
Member 2002-2004,
Chair, 2003,2004
Member 2010-present
National Advisory Council, Buros Institute of
Mental Measurement
Current University Service
Professional Awards and Recognitions
Sandra Goff Memorial Award for Distinguished and Exemplary
Service to the Association and to the Profession of School
Psychology. California Association of School Psychologists,
2000.
Jack Bardon Distinguished Service Award. Division of School
Psychology, American Psychological Association, 2002.
Distinguished Reviewer Award. Buros Institute of Mental
Measurements, 2005
Professional Association Memberships
Fellow, American Psychological Association (Division 16,
15)
Fellow, American Orthopsychiatric Association
Member, National Association of School Psychologists
Member, American Educational Research Association
Member, Phi Delta Kappa, Educational Fraternity
Member, California Association of School Psychologists
Member, Society for the Study of School Psychology
Honorary Member, American Academy of School
Psychology
Personal Interests and Activities
Gardening
Woodworking
Travel
Aviation