Suzanne Graney, Ph.D.

Assistant Professor

Since last spring, Dr. Graney has continued to conduct her research and mentor students in reading and reading assessment. She has one manuscript accepted for publication and three others are currently under revision or review. The references for these papers are provided below. Her research not only to adds to the scientific literature, but also has direct practice implications for educators. Dr. Graney recently joined the editorial board for the Journal of School Psychology.

Graney, S. B. (in press). General education teacher accuracy in judging short-term reading progress of low-performing students. Psychology in the Schools.

Martinez, R., Missall, K., Graney, S. B., Aricak, T., & Clarke B. (in progress). Technical adequacy of early numeracy curriculum-based measurement in kindergarten. Assessment for Effective Intervention.

Bergstrom, M., Graney, S. B., Martinez, M., & Missall, K. (under revision). Seasonal growth patterns in reading and mathematics curriculum based measures. To be resubmitted to the Journal of School Psychology.

Graney, S. B., Martinez, R., Missall, K., & Aricak, T. (2007). Universal screening of reading in late elementary school: R-CBM versus CBM maze. Manuscript under review.

Vincent Pandolfi, Ph.D.

Assistant Professor

Dr. Pandolfi continues to conduct research on issues related to individuals with autism spectrum disorders (ASD). Specific areas of focus include assessment, comorbid psychopathology, and educational issues. Relatively little research exists on mental health issues in this population, and psychiatric disorders are often difficult to identify. Several ongoing projects aim to determine the utility of some commonly used measures in screening for comorbid psychopathology in individuals with ASD. During the past year, Dr. Pandolfi's research has been published in the Journal of Autism and Developmental Disorders and presented at the annual conference of the National Association of School Psychologists. The references for these papers, as well as additional ongoing projects are presented below. Dr. Pandolfi is also an invited book reviewer for Corwin Press (Thousand Oaks, CA).

Publications/Presentations:

Magyar, C.I. & Pandolfi, V. (2007). Factor structure evaluation of the Childhood Autism Rating Scale. Journal of Autism and Developmental Disorders, 37(9), 1787-1794.

Magyar, C.I., Pandolfi, V., & Peterson, C.R. (2007). Psychoeducational assessment. In J.W. Jacobson, J.A. Mulick, & J. Rojahn (Eds.) Handbook of intellectual and developmental disabilities. New York: Springer.

Pandolfi, V., Volker, M.A., Lopata, C., Sciutto, M.J., & Magyar, C.I. (2007). Issues in the assessment of students with autism spectrum disorders. Paper Presented at the National Association of School Psychologists conference: New York.

Pandolfi, V. & Magyar, C.I. (2007). Kindergarten Survival Skills Checklist and autism: Preliminary psychometric findings. Paper presented at the National Association of School Psychologists conference: NewYork.

Manuscripts in Preparation:

Pandolfi, V., Magyar, C.I., & Dill, C.A. Factor structure of the CBCL 1.5-5 in a sample of children with autism spectrum disorders.

Pandolfi, V., Magyar, C.I., & Dill, C.A. Construct validity of the CBCL 6-18 in children with autism spectrum disorders.

Magyar, C.I., Pandolfi, V. Dill, C.A., & McGuire, C. Utility of the Child Behavior Checklist in screening for psychopathology in children with autism spectrum disorders.

Magyar, C.I. & Pandolfi, V. A preliminary investigation into the transition preparation needs for college-bound students with autism spectrum disorders.

Magyar, C.I., Pandolfi, V., & Bender, R. Evaluating the student and determining family priorities: Considerations in psychoeducational assessment practices in ASD. In T. Smith (Ed.) Supported inclusion for school-age children with autism spectrum disorders: An evidence-based guide for practitioners.

Magyar, C.I., Bender, R., McMahon, M., & Pandolfi, V. Personnel preparation needs of school psychologists in assessment, intervention planning, and consultation for students with autism spectrum disorders.