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Classes Taught:
1. Research Methods I
2. Intellectual Assessment (Psychoeducational Assessment II)
3. Personality Assessment (Psychoeducational Assessment III)
4. Thesis/Project
Grants, Recent Publications, Research, and Presentations:
Merydith, S. P. (2007). Psychoanalytic approaches. In H. T. Prout & D. T. Brown (Eds.), Counseling and Psychotherapy with children and adolescents Theory and practice for school and clinical settings (4th ed., pp. 94-130). Hoboken, New Jersey: John Wiley & Sons, Inc.
Merydith, S. P., Prout, H. T., & Blaha, J. (2003). Social Desirability and behavior rating scales: An exploratory study with the Child Behavior Checklist/4-18. Psychology In The Schools, 40(2), 225-235.
Merydith, S. P. (2002). Agression intervention skill training. In B. K. Nastasi, K. Pluymert, K. Varjas, & R. Bernstein Moore (Eds.), Exemplary mental health programs: School psychologists as mental health service providers (3rd ed., pp. 237-238). Bethesda, MD: National Association of School Psychologists.
Blaha, J., Merydith, S. P., & Dowd, T. E. (2001). Brining another perspective to bear on the factor structure of the Minnesota Multiphasic Personality Inventory-2. Measurement and Evaluation in Counseling and Development, 33, 234-243.
Merydith, S. P. (2001). Temporal stability and convergent validity of the Behavior Assessment System for Children. Journal of School Psychology, 39(3), 253-265.
Ragheb, M., & Merydith, S. P. (2001). Development and validation of a multidimensional scale measuring free time boredom. Leisure Studies, 20, 41-59.
Merydith, S. P., Hemphreys, J. K., & Ebener, D., J. (1997). Motivational distortion of the 16 PF by welfare recipients. Journal of Personality Assessment, 69(2), 376-391.
Merydith, S. P., & Wallbrown, F. H. (1996). Correcting for motivation distortion on selected adolescent personality tests. Journal of Psychoeducational Assessment, 14, 349-361.
Merydith, S. P. (1995). A postmodern definition of mental retardation: Conceptual changes with psychometric uncertainties. Assessment in Rehabilitation and Exceptionality, 2(1), 15-23.
Merydith, S. P., & Wallborwn, R. H. (1995). Effects of induced social roles on the High School Personality Questionnaire. Perceptual and Motor Skills, 81, 51-63.
Ebener, D. J., Burkhead, E. J., & Merydith, S. P. (1994) The Americans with Disabilities Act: Implications for vocational assessment. Assessment in Rehabilitation and Exceptionality, 1(2), 91-97.
Merydith, S. P., & Wallbrown, F. H. (1991). Reconsidering response sets, test-taking attitudes, dissimulation, self-deception, and social desirability. Psychological Reports, 69, 891-905.
Research Interests:
Dr. Merydith is currently partnered with Rush Henrietta and Brighton schools on their transition from school two work grant. He and six school psychologists are conducting career assessments and transitional goals for students with high interest disabilities.
Career Assessment Group Members:
Dr. Merydith’s career assessment group members center on personality assessment, career assessment and transition from school to work for postsecondary education students with developmental disorders. The following members are all student year students: Heather Benton , Anne Coseo, Kira Formicola, Rebecca Haderer, Marla Mis, and Melissa Zywocinski.
Research Group Members:
Third year students: Cara Stromberg, Jennifer Leone, Annmarie Schimmel, and Laura Nemcek
Second Year Students: Nicole Shapoff, Stephanie Reusch, Annalise Johnson, Rebecca Harderer, and Heather Benton
Dr. Merydith, with colleagues, is currently developing an instrument to assess childhood bipolar disorder and is at the preliminary stage of writing a book on the use of personality assessment in transition planning from school to work.
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