Melissa A. Bray is Associate Professor in the Department of Educational Psychology and the School Psychology Program at the University of Connecticut.

Thomas J. Kehle is Professor and Director of School Psychology at the University of Connecticut.

Angeleque Akin-Little
Behavioral, Educational, and Research Consultants
Auckland, New Zealand

Laura B. Allen
Department of Pediatrics
David Geffen School of Medicine
University of California, Los Angeles
Los Angeles, CA

Nicole Alston-Abel
Department of Educational Psychology
University of Washington
Seattle, WA

Cynthia Austin
Therapeutic Assessment Project
University of Texas at Austin
Austin, TX

Stephen J. Bagnato
Department of Pediatrics
Department of Psychology
University of Pittsburgh School of Medicine
Pittsburgh, PA

Carrie Ball
Department of Educational Psychology
Ball State University
Muncie, IN

Jennifer Bass
The May Institute
Randolph, MA

Jaime Benson
Center for Promoting Research to Practice
Lehigh University
Bethlehem, PA

Virginia W. Berninger
Department of Educational Psychology
University of Washington
Seattle, WA

Julie M. Bowen
Department of Educational Psychology
University of Utah
Salt Lake City, Utah

Melissa Bray
Neag School of Education
University of Connecticut
Storrs, CT

Sandra M. Chafouleas
Neag School of Education
University of Connecticut
Storrs, CT

Allison Champion
Department of Educational Psychology
University of Nebraska
Lincoln, NE

Lauren Christian
The National Austism Center
Randolph, MA

Elaine Clark
Department of Educational Psychology
University of Utah
Salt Lake City, UT

Nathan Clemens
Department of Educational Psychology
Texas A&M University
College Station, TX

Alyssa Collaro
Department of Educational Psychology
University of Nebraska
Lincoln, NE

Richard J. Cowan
School of Lifespan Development & Educational Sciences
Kent State University
Kent, OH

Tony D. Crespi
Department of Psychology
University of Hartford
West Hartford, CT

Laura M. Crothers
School of Education
Duquesne University
Pittsburgh, PA

Jack A. Cummings
School of Education
Indiana University
Bloomington, IN

Rik Carl D'Amato
Department of Psychology
University of Macau
Taipa, Macau SAR, China

Angie Dahl
Department of Psychology
Utah State University
Logan, UT

Raymond S. Dean
Department of Educational Psychology
Ball State University
Muncie, IN

Beth Doll
Department of Educational Psychology
University of Nebraska
Lincoln, NE

George J. DuPaul
School of Psychology
Lehigh University
Bethlehem, PA

Tanya L. Eckert
Department of Psychology
Syracuse University
Syracuse, NY

Ruth A. Ervin
Department of Educational & Counseling Psychology
University of British Columbia
Vancouver, BC

Michel Fayol
Université Blaise Pascal
Clermont-Ferrand, France

Jacquelyn N. Felt
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Laura Fisher
The National Autism Center
Randolph, MA

Susan G. Forman
Department of Psychology
Rutgers University
Piscataway, NJ

Caryn Freeman
Los Angeles Unified School District
Los Angeles, CA

Michael K. Gardner
Department of Educational Psychology
University of Utah
Salt Lake City, UT

Maribeth Gettinger
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Caroline N. Racine Gilles
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Rich Gilman
Department of Developmental and Behavioral Pediatrics
Cincinnati Children's Hospital Medical Center
Cincinnati, OH

Karen L. Gischlar
Department of Psychology
Montclair State University
Montclair, NJ

Frank M. Gresham
Department of Psychology
Louisiana State University
Baton Rouge, LA

Robert M. Grom
President and CEO
Heritage Health Foundation, Inc.
Braddock, PA

Barbara A. Gueldner
The Children's Hospital
Denver, CO

Chelsie Guerrero
Department of Educational Psychology
University of Nebraska
Lincoln, NE

Sarah Harward
Department of Educational Psychology
University of Utah
Salt Lake City, Utah

Jocelyn R. Helwig
School of Psychology
Lehigh University
Bethlehem, PA

Kathryn E. Hoff
Department of Psychology
Illinois State University
Normal, IL

E. Scott Huebner
Department of Psychology
University of South Carolina
Columbia, SC

Tammy L. Hughes
School of Education
Duquesne University
Pittsburgh, PA

William R. Jenson
Department of Educational Psychology
University of Utah
Salt Lake City, UT

Kristin Jones
Department of Educational Psychology
University of Nebraska
Lincoln, NE

Randy W. Kamphaus
College of Education
Georgia State University
Atlanta, GA

Kenneth A. Kavale
School of Education
Regent University
Virginia Beach, VA

Thomas Kehle
Neag School of Education
University of Connecticut
Storrs, CT

Thomas R. Kratochwill
Department of Educational Psychology
University of Wisconsin-Madison
Madison, WI

Lauren S. Krumholz
Therapeutic Assessment Project
The University of Texas at Austin
Austin, TX

Thomas Kubiszyn
Department of Educational Psychology
University of Houston
Houston, TX

Denise E. Laframboise
Department of Psychology
University of Hartford
West Hartford, CT

Cathryn Lehman
Department of School Psychology
Duquesne University
Pittsburgh, PA

Pui-Wa Lei
Department of Educational Psychology, School Psychology, and Special Education
The Pennsylvania State University
University Park, PA

Hongli Li
Department of Educational Psychology, School Psychology, and Special Education
The Pennsylvania State University
University Park, PA

Steven G. Little
School of Education
Massey University
Auckland, New Zealand

Jesse Logue
The National Autism Center
Randolph, MA

Ryan Macks
Department of Developmental and Behavioral Pediatrics
Cincinnati Children's Hospital Medical Center
Cincinnati, OH

May Matson
Therapeutic Assessment Project
University of Texas at Austin
Austin, TX

Kristen L. Mays
College of Education
Georgia State University
Atlanta, GA

Erica McConnell
University of Northern Colorado
Greeley, CO

David E. McIntosh
Department of Special Education
Ball State University
Muncie, IN

Kathleen M. McNamara
Psychology Department
Cleveland State University
Cleveland, OH

Natasha S. Medley
Graduate School of Education
University of California, Riverside
Riverside, CA

Kenneth W. Merrell
School of Psychology
University of Oregon
Eugene, OR

Jessica Michalowski
College of Education
University of South Florida
Tampa, FL

Kristen Missall
College of Education
The University of Iowa
Iowa City, IA

Dipti Mudgal
The May Institute
Randolph, MA

Bonnie Kaul Nastasi
Department of Psychology
Tulane University
New Orleans, LA

Allison Osborn
Department of Educational Psychology
University of Nebraska
Lincoln, NE

Gretchen Gimpel Peacock
Department of Psychology
Utah State University
Logan, UT

LeAdelle Phelps
Department of Counseling, School, and Educational Psychology
University at Buffalo, SUNY
Buffalo, NY

Eric Pierson
Department of Educational Psychology
Ball State University
Muncie, IN

Janiece L. Pompa
Department of Educational Psychology
University of Utah
Salt Lake City, UT

Sally M. Reis
Neag School of Education
University of Connecticut
Storrs, CT

Joseph S. Renzulli
Neag School of Education
University of Connecticut
Storrs, CT

H. Jane Rogers
Neag School of Education
University of Connecticut
Storrs, CT

Jennifer L. Salaway
Early Childhood Partnerships
Children's Hospital of Pittsburgh
Pittsburgh, PA

Lisa M. Hagermoser Sanetti
Neag School of Education
University of Connecticut
Storrs, CT

Clarissa Schienebeck
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Stephanie Seigel
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Jeffrey S. Selman
Department of Psychology
Rutgers University
Piscataway, NJ

Rohini Sen
Department of Statistics
University of Connecticut
Storrs, CT

Edward S. Shapiro
Center for Promoting Research to Practice
Lehigh University
Bethlehem, PA

Lucinda S. Spaulding
School of Education
Regent University
Virginia Beach, VA

Brandi Simonsen









Neag School of Education
University of Connecticut
Storrs, CT

Peter M. Slay
School of Psychology
Lehigh University
Bethlehem, PA

Mark W. Steege
Department of School Psychology
University of Southern Maine
Portland, ME

Hoi K. Suen
Department of Educational Psychology, School Psychology, and Special Education
The Pennsylvania State University
University Park, PA

Shannon M. Suldo
College of Education
University of South Florida
Tampa, FL

Leslie Sutro
The National Autism Center
Randolph, MA

Hariharan Swaminathan
Neag School of Education
University of Connecticut
Storrs, CT

H. Lee Swanson
Graduate School of Education
University of California, Riverside
Riverside, CA

Amanda Thalji
College of Education
University of South Florida
Tampa, FL

Deborah J. Tharinger
Therapeutic Assessment Project
University of Texas at Austin
Austin, TX

Lea A. Theodore
School of Psychology
Queens College
Flushing, NY

Jennie C. I. Tsao
Department of Pediatrics
David Geffen School of Medicine
University of California, Los Angeles
Los Angeles, CA

Cara A. Vaccarello
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Kris Varjas
Department of Psychology
Georgia State University
Atlanta, GA

Laura Vollmer
Wisconsin Center for Education Research
University of Wisconsin, Madison
Madison, WI

Robert J. Volpe
Department of Counseling and Applied Educational Psychology
Northeastern University
Boston, MA

Tonya S. Watson
Department of Educational Psychology
Miami University
Oxford, OH

T. Steuart Watson
Department of Educational Psychology
Miami University
Oxford, OH

Susan M. Wilczynski
The National Autism Center
Randolph, MA

Barbara Willard
4 Kids Early Learning Program
Heritage Health Foundation, Inc.
Pittsburgh, PA

Christina Zafiris
Jackson Memorial Hospital
University of Miami Medical School
Miami, FL

Victoria Zeiger
The National Autism Center
Randolph, MA

Lonnie K. Zeltzer
Department of Pediatrics
David Geffen School of Medicine
University of California, Los Angeles
Los Angeles, CA

Zheng Zhou
Dept. of Psychology
St. John's University
Queens, NY 11439

Sharon Zumbrunn
Department of Educational Psychology
University of Nebraska
Lincoln, NE

"Bray and Kehle have set a new standard for the field. With over 40 chapters by a virtual who's-who in the school psychology community and beyond, this book is comprehensive in both scope and substance. Alongside sections on traditional topics, the handbook includes sections related to more contemporary and pressing concerns such as research methods, professional issues, gifted education, subjective well-being, program evaluation, technology in practice, pediatric psychopharmacology, mathematics assessment, and the role of legislation... An invaluable resource for many years to come." Frank C. Worrell University of California, Berkeley

"All the latest legislation is included in this book, which is a resource that should be in the libraries of all professionals who work in school systems." --Doody's