1. Intellectual Assessment (Psychoed I)
2. Personality Assessment (Psychoed II)
3. Psychoeducation Assessment III
4. Research Methods I
5. Special Topics—Career Assessments for Individuals with Disabilities Transitioning from High School to Postsecondary Education
6. Special Topics—Transition Interventions at the Postsecondary level for Individuals with Asperger’s Disorder
Munt, J., & Merydith, S. P. (In press). The relationship of students' personality traits and psychosocial characteristics with academic retention. Journal of College Student Retention
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.
Grants and Research
This past year I was involved with two grants:
- Model Transition Programs (MTP):
This was a VESID grant. During this past year I was able to provide support for eleven school psych students to conduct career assessments for students with disabilities at three area high schools-- Rush-Henrietta High School, Vollmer High School (an alternative high school) and Brighton High School. The school psych students met with individual juniors and senior high school students, administered a career battery, generated career assessment reports, and disseminated the reports to the high school students, their parents, and the transition specialists. The reports were used to help facilitate transition plans from high school to postsecondary education or the world of work.
- Flutie grant and the National Science Foundation (NSF) grant:
These two grants pertained to having school psychology students serve as peer coaches for incoming RIT freshman who have self-identified as having Aspergerís disorder. Last year we had six school psych students serve as peer coaches and this year seven school psych students are peer coaches. Each peer coach meets individually with two or three freshman once weekly. They help them in their adjustment to RIT by focusing on their academic, social, communicative, and independent adjustments. The school psych students report that the experience has been invaluable to them in honing their counseling skills and intervention skills. All of the students were supported by funds from the grants. The NSF grant will continue through the 2010-2011 school year. I will be looking for second year students to serve as peer coaches next fall. So, first year students this is an opportunity to gain additional school psych experiences.
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.
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.