Dr. Matthew K. Burns is a Professor of School Psychology at the University of Missouri, and Director of the Center for Collaborative Solutions for Kids, Practice, and Policy. He has published over 175 articles and book chapters in national publications, and has co-authored or co-edited 12 books. He is also the immediate Past Editor of School Psychology Review and Past Editor of Assessment for Effective Intervention. Dr. Burns is one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions, and has published extensively on response to intervention, academic interventions, and facilitating problem-solving teams. In addition Dr. Burns was also a practicing school psychologist and special education administrator before becoming an academic, and served on the faculty of the University of Minnesota for 10 years and Central Michigan University for 5 years.

Anthony M. Adamowski, MEd
Chicago Public Schools

Julia Baker, MA
Department of Educational Psychology
University of Minnesota

Genery D. Booster, PhD
National Jewish Health

Amy M. Briesch, PhD
Department of Applied Psychology
Northeastern University

Matthew K. Burns, PhD
College of Education
University of Missouri

John S. Carlson, PhD
Department of Counseling, Educational Psychology, and Special Education
Michigan State University

Elaine Clark, PhD
College of Education
University of Utah

Robin S. Codding, PhD
Department of Educational Psychology
University of Minnesota

Adrianna E. Crossing, BA
Department of Counseling, Educational Psychology, and Special Education
Michigan State University

Jack A. Cummings, PhD
Department of Counseling and Educational Psychology
Indiana University

Dawn M. Decker, PhD
Department of Counseling and Special Education
Central Michigan University

James DiPerna, PhD
Department of Educational Psychology, Counseling, and Special Education
Pennsylvania State University

Mark-Damyan Edwards, MA
Department of Educational and Counseling Psychology
McGill University

Robin P. Ennis, PhD
School of Education
University of Alabama at Birmingham

Victoria Erhardt
Department of Educational Psychology
University of Minnesota

Elyse M. Farnsworth, MA
Department of Educational Psychology
University of Minnesota

Jack M. Fletcher, PhD
Department of Psychology
University of Houston

Dan Florell, PhD
Department of Psychology
Eastern Kentucky University

Randy G. Floyd, PhD
Department of Psychology
University of Memphis

S. Andrew Garbacz, PhD
Department of Educational Psychology
University of Wisconsin-Madison

Anna Genchanok, BA
Department of Educational Psychology
University of Minnesota

Scott L. Graves Jr., PhD
Department of Educational Studies
Ohio State University

Frank M. Gresham, PhD
Department of Psychology
Louisiana State University

Patti Harrison, PhD
College of Education
University of Alabama

Keith C. Herman, PhD
Department of Educational, School, & Counseling Psychology
University of Missouri

Jessica A. Hoffman, MEd, PhD
Department of Applied Psychology
Northeastern University

David M. Hulac, PhD
College of Education and Behavioral Sciences
University of Northern Colorado

Susan Jarmuz-Smith, PsyD, NCSP, BCBA-D
The Chicago School of Professional Psychology

J. W. Kalat, PhD
Department of Psychology
North Carolina State University

Antonis Katsiyannis, EdD
College of Education
Clemson University

Stephen P. Kilgus, PhD
Department of Educational Psychology
University of Wisconsin

Allyson J. Kiss, MA
Department of Educational Psychology
University of Minnesota

John H. Kranzler, PhD
School of Special Education, School Psychology, and Early Childhood Studies
University of Florida

Elena Kwong, MA
Department of Educational Psychology
University of Minnesota

Rebecca Leary, BA
Clemson University

Brian K. Martens, PhD
Department of Psychology
Syracuse University

Jennifer A. Mautone, PhD, NCSP, ABPP
The Children's Hospital of Philadelphia
Perelman School of Medicine
University of Pennsylvania

Frederic J. Medway, PhD
Department of Psychology
University of South Carolina

Sarah Metallo, MA
Department of Psychology
Louisiana State University

Jeremy Miciak, PhD
Department of Psychology
University of Houston

Julie Q. Morrison, PhD
College of Education, Criminal Justice, & Human Services
University of Cincinnati

Michael P. Mullane, MA
Department of Psychology
Syracuse University

Bonnie K. Nastasi, PhD
Department of Psychology
Tulane University

Daniel S. Newman, PhD
College of Education, Criminal Justice, and Human Services
University of Cincinnati

Stacy Overstreet, PhD
Department of Psychology
Tulane University

Kari A. Oyen, PhD
School of Education
University of South Dakota

Leslie Z. Paige, MS, EdS
Fort Hays State University

William Pfohl, PsyD
Department of Psychology
Western Kentucky University

Wendy M. Reinke, PhD
College of Education
University of Missouri

Tamique J. Ridgard, PhD
College of Education
Lehigh University

T. Chris Riley-Tillman, PhD
College of Education
University of Missouri

Andrew Roach, PhD
Department of Counseling & Psychological Services
Georgia State University

Lisa M. Hagermoser Sanetti, PhD, BCBA-D
Department of Educational Psychology
University of Connecticut

Todd A. Savage, PhD
Counseling and School Psychology Department
University of Wisconsin-River Falls

Margaret Semrud-Clikeman, PhD Department of Pediatrics University of Minnesota

Steven R. Shaw, PhD
Department of Educational and Counselling Psychology
McGill University

Nicole Skaar, PhD
School Psychology Program
University of Northern Iowa

Samuel Y. Song, PhD
Department of Educational Psychology & Higher Education
University of Nevada, Las Vegas

Rachel Olinger Steeves, PhD
Department of Psychology
Louisiana State University

Karen C. Stoiber, PhD Department of Educational Psychology University of Wisconsin-Milwaukee

Shannon Suldo, PhD
College of Education
University of South Florida

Amanda Sullivan, PhD
Department of Educational Psychology
University of Minnesota

Aaron M. Thompson, PhD
School of Social Work
University of Missouri

Amanda M. VanDerHeyden, PhD
Education & Research Consulting

Brittany VanHove, MA
Department of Educational Psychology
University of Minnesota

Sashank Varma, PhD
Department of Educational Psychology
University of Minnesota

Robert J. Volpe, PhD
Department of Applied Psychology
Northeastern University

"A unique and refreshing way to introduce students to the profession of School Psychology. In this comprehensive text, Burns has pulled together leaders in the profession to provide concise perspectives on important issues and controversies. This is in addition to providing basic information about the profession, its history, ethical considerations, alternative roles, etc. Time is not wasted on provision of information on specific content domains that will be covered in other graduate courses. A easy reading, very interesting and informative introduction to the excitement of this profession." -- Jim Ysseldyke, PhD, NCSP, Professor Emeritus, Department of Educational Psychology, School Psychology Program, University of Minnesota

"As presented in this exciting new text, for more than 100 years school psychologists have positively served infants, children, youth, families, and worked with schooling, but also functioned successfully in non-traditional settings. Burns' Introduction to School Psychology: Controversies and Current Practice argues that we must learn all theories and practices if we are to be effective and efficient school psychologists. The book does not offer a single approach to school psychology practice which is what makes the volume exceptional... It will be a book that will help you navigate our changing world, understand societal strengths and problems, and help you consider how to make a difference in our dynamic but toxic world." -- Rik Carl D'Amato, PhD, Distinguished Research Professor in School Psychology , The Chicago School of Professional Psychology, Past Editor of APA's School Psychology journal and ISPA's International Journal of School & Educational Psychology.

"Introduction to School Psychology: Controversies and Current Practice provides state-of-the-art, comprehensive yet concise, coverage of theoretical foundations, historical underpinnings, professional associations, and contemporary practice standards in the rapidly growing field of school psychology. Particularly compelling chapters focus on controversies (e.g., identification of learning disabilities) that have significantly impacted the practice of school psychology as well as challenges and opportunities that will shape future growth of the profession. A veritable who's who lineup of chapter authors make this book an indispensable resource for school psychology students, practitioners, and university trainers." -- George J. DuPaul, PhD, Professor of School Psychology and Associate Dean for Research, College of Education, Lehigh University (Bethlehem PA)