Melissa A. Bray, Ph.D

Melissa A. Bray, Ph.D.

04-01-17 2

MELISSA A. BRAY

Office Address

Department of Educational Psychology Phone: (860) 486 0167 School Psychology Program e-mail: [email protected] University of Connecticut Storrs, Connecticut 06269-3064

Educational Background

Ph.D. University of Connecticut, 1997, Major: School Psychology Dissertation Topic: Dealing with behaviors that have been historically resistant to remediation: Self-modeling as an intervention for stuttering.

M.A. University of Connecticut, 1995, Major: School Psychology

M.S. Southern Connecticut State University, 1988, Major: Speech Language Pathology

B.A. University of Connecticut, 1986, Major: Communication Science

Professional Experience

2013-present University of Connecticut, Director, School Psychology Program.

2012-present. University of Connecticut, Counseling Program for Intercollegiate Athletes. Primary responsibilities include psychoeducational assessment and the design and implementation of treatments.

1999-present University of Connecticut, Professor (tenured), Department of Educational Psychology, School Psychology Program (2008-present); Associate Professor (2003-2008, tenured); Assistant Professor (1999-2003). Primary responsibilities include directing student dissertation research and graduate course instruction in consultation, academic assessment, and practicum coordinator.

1997-1999 Assistant Professor, Department of Psychology, School Psychology Program, St. John's University. Primary responsibilities included directing student research, and undergraduate and graduate course instruction in general psychology, consultation, and neuropsychology of learning disabilities.

1993-present Consultant to numerous school districts to assist in the design and implementation of interventions for students with severe behavior problems including selective mutism, emotional and conduct disorders, and learning disabilities.

1998-1999 Consultant, Colchester Public Schools, Colchester, Connecticut. 3

Primary responsibilities include the design and implementation of interventions for a child with selective mutism.

1998-1999 Consultant to the Stratford School District, Stratford, Connecticut. Primary responsibilities include the evaluation and design of programs for children with disordered behavior.

1998-1999 Consultant to the Monroe Public Schools, Monroe, Connecticut. Primary responsibilities include the design and implementation of interventions for a child with selective mutism.

1998-1999 Consultant to the Board of Education, Town of Bozrah, Bozrah, Connecticut. Primary responsibilities include the design and implementation of interventions for a child with selective mutism.

1998-2000 Consultant to the Manchester School District, Manchester, Connecticut. Primary responsibilities include the design and implementation of interventions for a child with selective mutism.

1995-1999 Consultant, Protection and Advocacy for Persons with Disabilities, State of Connecticut.

1993-2000 Speech Language Pathologist, Team Rehabilitation Inc., Agawam, Massachusetts. Primary responsibilities include assessment and treatment of patients with dysphagia and neurological disorders.

1995-1998 Consultant to the Guilford Public Schools, Guilford, Connecticut. Primary responsibilities included the design and implementation of interventions for children with selective mutism, and behavior disorders.

1995-1997 Graduate assistant to the School Psychology Program, University of Connecticut. Principle responsibilities included assisting in preparation of the self-study report for accreditation by the American Psychological Association; grant writing; guest speaker in graduate courses in research design, and intellectual assessment.

1994-1998 Consultant in school psychology to the Wallingford Public Schools, Wallingford, Connecticut. Primary responsibilities included the design and implementation of psychological interventions for children with behavior and communication disorders and in-service training.

1995-1996 School Psychology Intern, Wallingford Public Schools, Wallingford, Connecticut.

1995 School Psychology Practicum Student, Wallingford Public Schools, Wallingford, Connecticut.

1995 Consultant in school psychology to the Milford Public Schools, Milford, Connecticut. Primary responsibilities included the design and implementation of psychological interventions for children with behavior and communication disorders and in-service training. 4

1995 Consultant in school psychology to the Ellington Public Schools, Ellington, Connecticut. Primary responsibilities included academic, personality, and intellectual assessments.

1995 Consultant in school psychology to the Wethersfield Public Schools, Wethersfield, Connecticut. Primary responsibilities included academic, intellectual and behavioral assessments and interventions.

1994-1995 Graduate assistant in the University of Connecticut Instructional Media and Technology Department. Primary responsibilities included the design and evaluation of instructional programs for the Department of Engineering.

1993-1995 Speech Language Pathologist, Connecticut Therapies, Newington, Connecticut. Primary responsibilities included assessment and treatment of patients with dysphagia and neurological disorders.

1988-1994 Speech Language Pathologist, Wallingford Public Schools, Wallingford, Connecticut. Primary responsibilities included assessment and intervention of communication disorders with students in grades K-12. Coordinator, speech and language summer school.

Publications

Perfect, M., Phelps, L., Riccio, C., & Bray, M.A. (in preparation). Health-related disorders in children and adolescents (2nd ed.). Washington, D.C.: American Psychological Association.

Patwa, S., Cross, K., Bray, M. A., D’Orio, R., Kim, S., & Bryne, D. (in review). Gratitude Writing as an Intervention for Off-task Behavior. School Psychology Review.

Starling, N. & Bray, M.A. (in review). The Effectiveness of Video Self-Modeling on Increasing and Sustaining Teacher Use of Behavior-Specific Praise in the Alternative Classroom. School Psychology Quarterly.

Minkos, M. L., Chafouleas, S. M., Bray, M. A., & LaSalle, T. (in review). Mindful self-management to increase student engagement in an alternative educational setting. Behavioral Disorders.

D’Orio, R., Bray, M.A., Kehle, T.J., & Sanetti, L.M. (in review). Video self modeling for ASD. School Psychology Review.

Maykel, C., & Bray, M.A., & Rogers, H. (in review). The effects of classroom-based physical activity on elementary student engagement. School Psychology Quarterly.

O’Brien, R., Sassu, K., Bray, M., Gelbar, N., Cross, K., Hack, S., Maykel, C., & Knupp, T. (in review).

Academically Gifted. Journal of Psychoeducational Assessment..

Bray, M., Root, M., Howell, M., & Bilias, E. (in review). Asthma. In F. Worrell and T. Hughes (Eds.), Cambridge Handbook of Applied School Psychology (pp.). New York: Cambridge University Press.

Koichi, K., Kehle, T., del Campo, M., & Bray, M. (in review). Self-Distancing to reduce anger in high school students. School Psychology Review. 5

Root, M. M., Gelbar, N., Bray, M. A., Bruder, M. B., & Menzies, V. S. (in press). Relaxation and guided imagery for parents of offspring with developmental disabilities. Journal of Psychological Abnormalities.

Bilias, E., Bray, M. A., & Howell, M. (in press). Self-Modeling: A Critical Analysis of Behavior Change. School Psychology Forum.

Yoshikawa, K., Kehle, T. J., & Bray, M. A. (in press). Review of Japanese school psychological and educational Practices. The International Journal of School and Educational Psychology.

Maykel, C., Ottone-Cross, K.L., Shankar, N.L., Bray, M.A., Byer-Alcorace, G., & Del Campo, M. (in press). Mindfulness to improve asthma and anxiety: Promising results from a single-subject study with adults. Journal of Yoga and Physical therapy.

Theodore, L. A., Bracken, B. A., Bray, M. A., & Kehle, T. J. (2017). Interventions for Homework Performance. Handbook of Evidence-Based Interventions for Children and Adolescents (119-128). In L. A. Theodore (Ed.). New York: Springer Publishing Company.

Bray, M. A., Kehle, T. J., & Theodore, L. A., & Bracken, B. A. (2017). Interventions for Children with Asthma. Handbook of Evidence-Based Interventions for Children and Adolescents (447-456). In L. A. Theodore (Ed.). New York: Springer Publishing Company.

Kehle, T. J., Bray, M. A., & Theodore, L. A., & Bracken, B. A. (2017). Interventions for Children with Selective Mutism. In L. Theodore (Ed.). Handbook of Evidence-Based Interventions for Children and Adolescents (245-251). In L. A. Theodore (Ed.). New York: Springer Publishing Company.

Clark, B., Rispoli, K., Gelbar, N., Bray, M.A., & Bilias, E. (2016). Equity-based practices in early childhood: The role of the school psychologist. Perspectives on Early Childhood Psychology and Education.

Gelbar, N. W., Bray, M., Kehle, T. J., Madaus, J. W. & Maykel, C (2016). Exploring the nature of compensation strategies in individuals with dyslexia: A research brief. Canadian Journal of School Psychology. 10.1177/0829573516677187

Breaux, K., Bray, M., Root, M., & Kaufman, A.S. (2016). Introduction to special issue and to KTEA-3 error analysis. Journal of Psychoeducational Assessment,34. DOI: 10.1177/0734282916669656

Choi, D., Hatcher, C., Langley, S., Liu, X., Bray, M., Courville, T., O’Brien, R., & DeBiase, E. (2016). What do children’s phonological processing errors tell us about their skills in reading, writing, and oral language? Journal of Psychoeducational Assessment. DOI: 10.1177/0734282916669018

Cross, K., Langley, S., Root, M., Gelbar, N., Bray, M., Luria, S., Choi, D., Kaufman, J., Courville, T., & Pan, X., (2016). Beyond the Mask: Analysis of error patterns on the KTEA-3 for students with giftedness and learning disabilities. Journal of Psychoeducational Assessment. DOI: 10.1177/0734282916669910

Pagirsky, M., Koriakin, T., Avitia, M., Costa, M., Marchis, L., Maykel, C., Sassu, K., Bray, M., & Pan, X. (2016). Do the kinds of achievement errors made by students diagnosed with ADHD vary as a function of their reading ability? Journal of Psychoeducational Assessment, 34(6), 1-14. DOI: 10.1177/0734282916669020 6

Avitia, M., Choi, D., Hatcher, C., Knupp, T., & Bray, M. (2016). ADHD vs. Learning Disorders. Journal of Psychoeducational Assessment.

Breaux, K., Avitia, M., Koriakin, T., Bray, M., DeBiase, E., Courville, C., Pan, X., Witholt, T., & Grossman, S. (2016). Patterns of strengths and weaknesses (PSW) WISC-V, DAS-II, and KABC-II and their relationship to students’ errors in reading, writing, and spelling. Journal of Psychoeducational Assessment. DOI: 10.1177/0734282916669657

Hatcher, C., Breaux, K., Liu, X., Bray, M., Cross, K., Courville, T., Luria, S., & Langley, S. (2016). Analysis of Children’s Errors in Comprehension and Expression. Journal of Psychoeducational Assessment. DOI: 10.1177/0734282916669019

O’Brien, R., Pan, Xingyu, Courville, T., Bray, M. A., Breaux, K., Avitia, M., & Choi, D. (2016). Exploratory factor analysis of reading, writing, oral language, and math errors. Journal of Psychoeducational Assessment. DOI: 10.1177/0734282916669913

Root, M., Marchis, L., White, E., Courville, T., Choi, D., Bray, M., Pan, X., & Wayte, J. (2016). How achievement error patterns of students with mild intellectual disability differ from low IQ and low achievement students without diagnoses. Journal of Psychoeducational Assessment. doi: 10.1177/0734282916669208

Stewart, C., Root, M., Koriakin, T., Choi, D., Luria, S., Bray, M., Sassu, K., Maykel, C., O’Rourke, P. & Courville, T. (2016). Gender differences in students’ errors on math achievement tests. Journal of Psychoeducational Assessment. DOI: 10.1177/0734282916669913

*Bray, M.A., & Root, M. M. (*Ordination equal thus in alphabetical order) (2016). Picture Perfect: Video Self-Modeling for Behavior Change. Pacific North West publishing: Eugene, Oregon.

Ortiz, J., Bray, M.A., Bilias, E., Kehle, T. J., & Rojas, E. (2016). The good behavior game for English language learners in a small group setting. International Journal of School and Educational Psychology,1,. http://www.tandfonline.com/doi/full/10.1080/21683603.2016.1169961

Foote, C., Bray, M. A., Kehle, T. J., Van Heest, J., Gelbar, N. W., Byer-Alcorace, G., Maykel, C., & DeBiase, E. (2016). Interdependent group contingency to promote physical activity in children. Canadian Journal of School Psychology. DOI: 10.1177/0829573516644901

Maykel, C., Bray, M., Gelbar, N., Caterino, L., Avitia, M., Sassu, K., & Root, M. (2016). Psychologically- based therapies to Improve Lung Functioning in Students with Asthma. The International Journal of School and Educational Psychology, 4, 79-85. doi: 10.1080/21683603.2016.1130577

Root, M., Bray, M. A., Maykel, C., Cross, K., Shankar, N., & Theodore, L.A. Students with cancer: Presenting issues and effective solutions. (2016). The International Journal of School and Educational Psychology,4, 25-33. http://www.tandfonline.com/doi/full/10.1080/21683603.2016.1130549.

Bray, M. & Maykel, C. (2016). Mind Body Health in the School Environment. The International Journal of School and Educational Psychology, 4 (1), 3-4. http://www.tandfonline.com/doi/full/10.1080/21683603.2016.1130528. 7

Maykel, C., Sassu, K., Bray, M., & Kehle, T. (2016). Single-subject, multiple-baseline design: Using mindfulness interventions with co-occurring asthma and anxiety. SAGE Research Methods Cases. London, United Kingdom: SAGE Publications, Ltd. http://dx.doi.org/10.4135/978144627305015595380; ISBN 9781473957428

Root, M. M., Bray, M.A., Maykel, C., & Kehle, T. J. (2016). Mental health behavior and personalized vaccine treatments for ovarian cancer prevention: Multiple single subject studies. Research Methods Cases. London: Sage. http://dx.doi.org/10.4135/978144627305015598141; ISBN 9781473957428

Kehle, T. J., Bray, M. A., Root, M. M., Theodore, L. A., & Del Campo, M.A. (2016). Single case methodology with patients with selective mutism. Research Methods Cases. London: Sage. http://dx.doi.org/10.4135/9781473957428; ISBN 9781473957428

Angacian, S., Bray, M. A., Kehle, T. J., Byer-Alcorace, G., Theodore, L.A., Cross, K., & DeBiase, E. (2015). School-based intervention for social skills in children from divorced families. The Journal of Applied School Psychology. http://www.tandfonline.com/doi/full/10.1080/15377903.2015.1084964.

Sassu, K., Gelbar, N., Bray, M. A., Kehle, T. J., & Patwa, S. (2015). Neuropsychology seeking evidence of added worth to school psychology practice. School Psychology Forum, 9, 269-276.

Gelbar, N., & Bray, M. A. (2015). Autism spectrum disorders. In W. George Scarlett (Ed.), Encyclopedia of classroom management (pp. 81-84). Thousand Oaks, CA: Sage.

Gelbar, N., & Bray, M. A. (2015). Attention deficit hyperactivity disorder. In W. George Scarlett (Ed.), Encyclopedia of classroom management (pp. 69-71). Thousand Oaks, CA: Sage.

Maykel, C., Bray, M. A., & Kehle, T. J. (2015). Impulse control. In W. George Scarlett (Ed.), Encyclopedia of classroom management (pp. 401-403). Thousand Oaks, CA: Sage.

Del Campo, M., Bray, M. A., & Kehle, T. J. (2015). Choral response. In W. George Scarlett (Ed.), Encyclopedia of classroom management (pp. 139-141). Thousand Oaks, CA: Sage.

Madraswalla, S. & Bray, M. A. (2015). Limits and limit setting. In W. George Scarlett (Ed.), Encyclopedia of classroom management (pp. 474-476). Thousand Oaks, CA: Sage.

Byer-Alcorace, G., Bray, M. A., & Kehle, T. J. (2015). Classroom management and maslow’s humanistic psychology In W. George Scarlett (Ed.), Encyclopedia of classroom management (pp. 143-146). Thousand Oaks, CA: Sage.

Bray, M. A., Kehle, T. J., & Theodore, L. A. (2014). Best practices in the assessment and remediation of communication disorders. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology: Data- based and collaborative decision making (pp. 355-366). Bethesda, MD: National Association of School Psychologists.

Theodore, L. A., Bray, M. A. & Kehle, T. J. (2014). Best practices in facilitating homework management in schools. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology: Student-level services (pp. 83-96). Bethesda, MD: National Association of School Psychologists. 8

Kehle, T. J., Bray, M. A., & Chafouleas, S. M. (2014). Promotion of intellectual growth. In M. Bloom & T. Gullotta (Eds.), Encyclopedia of Primary Prevention and Health Promotion (2nd ed.)(pp. 762-769). New York: Springer.

Theodore, L. A., Ward, S. B., Bray, M. A., & Kehle, T. J. (2013). Understanding and managing children and adolescents with mood disorders. In J. B. Kolbert & L. M. Crothers (Eds.), Understanding and Managing Behav iors of Children with Psychological Disorders: A Reference for Classroom Teachers (207-228). New York: Bloomsbury Academic.

Bray, M. A., Sassu, K. A., Kehle, T. J., Kapoor, V., Margiano, S., Peck, H. L., & Bertuglia, R. (2012). Yoga as an intervention for asthma. School Psychology Forum, 6, 1-11.

Kehle, T. J. & Bray, M. A. (Eds.). (2012). Self-modeling. (Special Issue). Psychology in the Schools, 49(1).

Bray, M. A. & Kehle, T. J. (2012). Self-modeling as a treatment for a myriad of issues. Psychology in the Schools, 49, 1-2.

Kehle, T. J., Bray, M. A., Theodore, L. A., Byer-Alcorace, G. F., & Kovac, L. (2012). Augmented self-modeling as an intervention for selective mutism. Psychology in the Schools, 49, 93-103.

Bilias-Lolis, E., Chafouleas, S. M., Kehle, T. J., & Bray, M. A. (2012). Exploring the utility of video self- modeling in reducing disruptive classroom behavior in students with intellectual disabilities. Psychology in the Schools, 49, 82-92.

McCabe-Fitch, K., Bray, M. A., Kehle, T. J., Theodore, L. A., Gelbar, N. (2011). The promotion of happiness and life satisfaction in children. Canadian Journal of School Psychology, 26, 177-192.

Bray, M. A., & Kehle, T. J. (Eds.). (2011). Oxford handbook of school psychology. New York: Oxford University Press.

Kehle, T. J. & Bray, M. A. (2011). On such a full sea and we continue to flounder. In M. A. Bray & T. J. Kehle (Eds.), Handbook of school psychology (pp. 3-5). New York: Oxford University Press.

Kehle, T. J., & Bray, M. A. (2011). Individual differences. In M. A. Bray & T. J. Kehle (Eds.), Handbook of school psychology (pp. 63-78). New York: Oxford University Press.

Nicholson, H., Kehle, T. J., Bray, M. A., & Van Heest, J. (2011). The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder. Psychology in the Schools, 48, 198-213.

Holding, E. R., Bray, M. A., & Kehle, T. J. (2011). Comparison of the effectiveness of fluency and discrete trial training for teaching noun labels to children with autism. Psychology in the Schools, 48, 166-183.

Sassu, K., Bray, M. A., & Kehle, T. J. (2010). Participating in case conferences. In A. Davis (Ed.), Handbook of pediatric neuropsychology (pp 1131-1135.). New York: Springer.

Theodore, L. A., Bray, M. A., & Kehle, T. J. (2010). Communication disorders. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children at home and school: Handouts for families and educators. Bethesda, MD: National Association of School Psychologists. S8H11 9

Bray, M. A., & Kehle, T. J. (2010). Stuttering. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children at home and school: Handouts for families and educators. Bethesda, MD: National Association of School Psychologists. S8H40

Kehle, T. J., & Bray, M. A. (2010). Selective mutism. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children at home and school: Handouts for families and educators. Bethesda, MD: National Association of School Psychologists. S8H36

Hanley-Hochdorfer, K. H., Bray, M. A., Kehle, T. J., & Elinoff, M. J. (2010). Social stories to increase verbal initiation in children with autism and Asperger's disorder. School Psychology Review, 39, 489-497.

Kapoor, V. G., Bray, M. A., & Kehle, T. J. (2010). School-based intervention: Relaxation and guided imagery for s tudents with asthma and anxiety disorder.. Canadian Journal of School Psychology, 25, 311-327.

Margiano, S. G., Kehle, T. J., Bray, M. A., Nastasi, B. N. & DeWees, K. (2009). Examination of the effects of self- modeling on autobiographical memory. Canadian Journal of School Psychology, 24, 203-236.

Lynch, A., Theodore, L. A., Bray, M. A., & Kehle, T. J. (2009). A comparison of group-oriented contingencies and randomized reinforcers to improve homework completion and accuracy. School Psychology Review, 38, 307-324.

Crothers, L., Kehle, T. J., Bray, M. A.. & Theodore, L. A. (2009). Correlates and suspected causes of childhood obesity. Psychology in the Schools, 46, 487-796.

Kehle, T. J., Bray, M. A., & Grigerick, S. E. (2009). R.I.C.H. applications. In B. Mowder, F. Rubinson, & A. Yasik (Eds.), Evidence based practice in infant and early childhood psychology (pp. 687-702). New York: Wiley & Sons.

Theodore, L. A., Bray, M. A., & Kehle, T. J. (Eds.). (2009). Childhood obesity (Special Issue). Psychology in the Schools, 46(8).

Theodore, L. A., Bray, M. A., & Kehle, T. J. (2009). Introduction to the special issue: Childhood obesity. Psychology in the Schools, 46, 693-694.

Akin-Little, A., Little, S. G., Bray, M. A., & Kehle, T. J. (Eds.). (2009). Behavioral interventions in schools: Evidence-based positive strategies. Washington, DC: American Psychological Association.

Kehle, T. J., & Bray, M. A. (2009). Self-modeling. In A. Akin-Little, S. Little, M. Bray, & T. J. Kehle (2009), Behavioral interventions in schools: Evidence-based positive strategies (pp. 231-244). Washington, DC: American Psychological Association.

Akin-Little, A., Little, S. G., Bray, M. A., & Kehle, T. J. (2009). Introduction. In A. Akin-Little, S. G. Little, M. A. Bray, & T. J. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 3-10). Washington, DC: American Psychological Association

Reinhardt, D. B., Theodore, L. A., Bray, M. A., & Kehle, T. J. (2009). Improving homework accuracy: Interdependent group contingencies and randomized components. Psychology in the Schools, 46, 471-488. 10

Bray, M. A., Kehle, T. J., & Perusse, R. (Eds.). (2009). Individual and group counseling in the practice of school psychology (Special Issue). Psychology in the Schools, 46(3).

Kehle, T. J., Bray, T. J., & Perusse, R. (2009). Introduction to individual and group counseling in the practice of school psychology. Psychology in the Schools, 46, 197-198.

Sullivan, E., Kehle, T. J., & Bray, M. A. (2009). Effectiveness of the contextual model of psychotherapy: Why does it work? Psychology in the Schools, 46, 299-305.

Holzer, M. L., Madaus, J. W., Bray, M. A., & Kehle, T. J. (2009). Test taking strategy intervention for college students with learning disabilities. Learning Disabilities Research & Practice, 24, 44-56.

Bray, M. A., Kehle, T. J., Caterino, L. C., & Grigerick, S. E. (2008). Best practices in planning interventions for students with communication and language disorders (pp. 1221-1232). A. Thomas & G. Grimes (Eds.), Best practices in school psychology V. Silver Springs, MD: National Association of School Psychologists.

Bray, M. A., Kehle, T. J., Grigerick, S. E., Loftus, & Nicholson, H. (2008). Children with asthma: Assessment and treatment in school settings. Psychology in the Schools, 45, 63-73.

Coogan, B. A., Kehle, T. J., Bray, M. A., & Chafouleas, S. M. (2007). Group contingencies, randomization of reinforcers and criteria for reinforcement, self-monitoring, and peer feedback on reducing inappropriate classroom behavior. School Psychology Quarterly, 22, 540-556.

Tillman, T., Kehle, T. J., Bray, M. A. & Chafouleas, S. M. (2007). Elementary school students' perceptions of overweight peers. Canadian Journal of School Psychology, 22, 68-80.

Alric, J. M., Bray, M. A., Kehle, T. J., Chafouleas, S. M., & Theodore, L. A. (2007). A comparison of independent, interdependent, and dependent group contingencies with randomized reinforcers to increase reading fluency. Canadian Journal of School Psychology, 22, 81-93.

Kehle, T. J., Bray, M. A., & Grigerick, S. E. (2007). Infant and child attachment as it relates to school based outcomes. Journal of Early Childhood and Infant Psychology, 3, 47-60.

Kehle, T. J. & Bray, M. A. (2007). On such a full sea and we are not afloat: Introduction to statistical reform in school psychology. Psychology in the Schools, 44, 415.

Kehle, T. J., Bray, M. A., Chafouleas, S. M., & Kawano, T. (2007). Lack of statistical significance. Psychology in the Schools, 44, 417-422.

Kehle, T. J., & Bray, M. A. (Eds.). (2007). Statistical reform in school psychology (Special Issue). Psychology in the Schools, 44(5).

Seese, L. M., Madaus, J., Bray, M. A., & Kehle, T. J. (2007). A survey of district compliance with Section 504. Journal of Special Education Leadership, 20, 3-10.

Bossio, D. M., Bray, M. A., & Kehle, T. J. (2006). Evaluating student academic and social competencies [Review of the book Classroom assessment: A practical guide for educators]. Journal of Psychoeducational Assessment, 24, 298-300. 11

Bray, M. A., Kehle, T. J., Theodore, L. A., Alric, J. M., Peck, H. L., Margiano, S. G., Dobson, R., Peczynski, K., & Gardner, K. (2006). Written emotional expression as an intervention for asthma: A replication. Journal of Applied School Psychology, 22, 141-165.

Kehle, T. J., Bray, M. A., & Theodore, L. A. (2006). Selective mutism. (pp. 293-302). In G. Bear, & K. Minke (Eds.), Children's needs III, Washington, DC: National Association of School Psychologists.

Theodore, L. A., Bray, M. A., Kehle, T. J., Bossio, D. (2006). Communication disorders. (pp. 939-948). In G. Bear, & K. Minke (Eds.), Children's needs III. Washington, DC: National Association of School Psychologists.

Bray, M. A., Kehle, T. J., Theodore, L. A., & Peck, H. L. (2006). Respiratory impairments. (pp. 237-251). In L. Phelps (Ed), Chronic heath-related disorders in children: Collaborative medical and psychoeducational interventions. Washington: American Psychological Association.

Theodore, L. A., Bray, M. A., Kehle, T. J. (2006). Language disorders. (pp. 139-155). In L. Phelps (Ed), Chronic heath-related disorders in children: Collaborative medical and psychoeducational interventions. Washington: American Psychological Association.

Dobson, R. L., Bray, M. A., Kehle, T. J., Theodore, L. A., & Peck, H. L. (2005). Relaxation and guided imagery as an intervention for children with asthma: A replication. Psychology in the Schools, 42, 707-720.

Peck, H. L., Kehle, T. J., Bray, M. A., & Theodore, L. A. (2005). YOGA as an intervention for children with attention problems. School Psychology Review, 415-424.

Musser, E. H., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2005). Multicomponent treatment to reduce classroom disruptive behavior: A case study (pp. 231-232). In M. Kerr & C. Nelson, Strategies for addressing behavior problems in the classroom. Englewood Cliffs, NJ: Prentice-Hall. (Summary of article published in School Psychology Review, 30, 294-304).

Bray, M. A., Kehle, T. J., & Theodore, L. A. (2005). Stuttering. Encyclopedia of school psychology (pp. 543-544). New York, NY: Sage Publications.

Theodore, L. A., Bray, M. A. & Kehle, T. J. (2005). Communication disorders in childhood. Encyclopedia of school psychology (pp. 98-101). New York, NY: Sage Publications.

Kehle, T. J., & Bray, M. A. (2005). Reducing the gap between research and practice in school psychology: Overcoming beliefs and traditions. Psychology in the Schools, 42, 577-584

Hong, L., Chong-De, L., Bray, M. A., & Kehle, T. J. (2005). The measurement of stressful events in Chinese college students. Psychology in the Schools, 42, 315-323.

Rickards-Schlichting, K. A., Kehle, T. J., & Bray, M. A. (2005). A self-modeling intervention for high school students with public speaking anxiety. Journal of Applied School Psychology, 20, 47-60.

Alric, J. M., Kehle, T. J., & Bray, M. A. (2005). Description and treatment of individuals with Williams syndrome [Review of the book Understanding Williams syndrome: Behavioral patterns and interventions]. Journal of Psychoeducational Assessment, 23, 83-86.

Akin-Little, A., Bray, M. A., Eckert, T. L., & Kehle, T. J. (2004). The perceptions of academic women in school 12

psychology: A national survey. School Psychology Quarterly, 19, 327-341.

Hughes, T. L. & Bray, M. A. (Eds.). (2004). Differentiation of emotional disturbance and social maladjustment. (Special Issue). Psychology in the Schools, 41(8).

Hughes, T., & Bray, M. A. (2004). Differentiation of emotional disturbance and social maladjustment: Introduction to the special issue. Psychology in the Schools, 41, 819-821.

Kehle, T. J., Bray, M. A., Theodore, L. A., Zhou, Z., & McCoach, D. B. (2004). Emotional disturbance/social maladjustment: Why is the incidence increasing? Psychology in the Schools, 41, 861-865.

Kehle, T. J., & Bray, M. A. (2004). Selective mutism. In T. S. Watson & C. H. Skinner (Eds.), Encyclopedia of school psychology (pp. 284-285). New York: Kluwer Academic/Plenum Publishers.

Kehle, T. J. & Bray, M. A. (2004). Current perspectives on school-based behavioral interventions: Science and reality of the classroom. School Psychology Review, 33, 417-421.

Sassu, K., Elinoff, M., Bray, M. A., & Kehle, T. J. (2004). Bullies and victims: Information for parents. In A. Canter, L. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and school II: Handouts for families and educators (pp. 17-19). Silver Springs, MD: National Association of School Psychologists.

Kehle, T. J., Bray, M. A., & Theodore, L. A. (2004). Selective mutism: A primer for parents and educators. In A. Canter, L. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and school II: Handouts for families and educators (pp. 167-169). Silver Springs, MD: National Association of School Psychologists.

Bray, M. A., Kehle, T. J., & Theodore, L. A. (2004). Stuttering: Information and strategies for teachers and parents. In A. Canter, L. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and school II: Handout for families and educators (pp. 183-185). Silver Springs, MD: National Association of School Psychologists.

Theodore, L. A., Bray, M. A., & Kehle, T. J. (2004). Communication disorders: Information for educators. In A. Canter, L. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and school II: Handouts or families and educators (pp. 69-71). Silver Springs, MD: National Association of School Psychologists.

Theodore, L. A., Kehle, T. J., & Bray, M. A. (2004). Class-wide behavior management interventions. In A. Canter, L. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and school II: Handouts for families and educators (pp. 31-34). Silver Springs, MD: National Association of School Psychologists.

Theodore, L. A., Bray, M. A., & Kehle, T. J. (2004). A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behaviors. School Psychology Quarterly, 19, 253-271.

Chafouleas, S. M., & Bray, M. A. (Eds.). (2004). Positive psychology and wellness in children. (Special Issue). Psychology in the Schools, 41(1).

Bray, M. A., Kehle, T. J., Theodore, L. A., Zhou, Z., & Peck, H. L. (2004). Enhancing subjective well-being in 13

individuals with asthma. Psychology in the Schools, 41, 95-100.

Zhou, Z., Bray, M. A., Kehle, T. J., Theodore, L. A., Clark, E. & Jenson, W. R. (2004). Achieving ethnic minority parity in school psychology. Psychology in the Schools, 41, 443-450.

Chafouleas, S. M., & Bray, M. A. (2004). Introducing positive psychology: Finding a place in school psychology. Psychology in the Schools, 41, 1-5.

McCoach, B., Kehle, T. J., Bray, M. A., & Seigle, D. (2004). The identification of gifted students with learning disabilities: Challenges, controversies, and promising practices. In T. Newman & R. J. Sternberg (Eds.), Students with both gifts and learning disabilities: Identification, assessment, and outcomes (pp. 31-47), New York: Kluwer Academic Publishers.

Alric, J., Theodore, L. A., & Bray, M. A. (2004). Advances in the scope and direction of school-based behavioral consultation. [Review of the book Behavior psychology in the schools: Innovations in evaluation, support, and consultation]. Psychology in the Schools, 41, 404-405.

Theodore, L. A., Kehle, T. J., & Bray, M. A. (2004). A functional approach to increase the rate and quality of homework completion in students with ADHD. [Review of the book Homework success for children with ADHD: A family-school intervention program]. Psychology in the Schools, 41, 274.

Weinstein, K. L., Bray, M. A., & Kehle, T. J. (2004). A comprehensive summary of effective research on students with learning disabilities. [Review of the book Interventions for students with learning disabilities: A meta-analysis of treatment outcomes]. Psychology in the Schools, 41. 273-274.

Jones, N., Kehle, T. J., & Bray, M. A. (2004). Computers in special education: Three books in one. [Review of the book Computers in the delivery of special education and related services: Developing collaborative and individualized learning environments]. Psychology in the Schools, 41, 275-277.

Kehle, T. J., & Bray, M. A. (2004). R.I.C.H.: The promotion of happiness. Psychology in the Schools, 41, 43-49.

Madaus, M. R., Kehle, T. J., Madaus, J., & Bray, M. A. (2003). Mystery motivator as an intervention to promote homework completion and accuracy. School Psychology International, 24, 369-377.

Kehle, T. J., & Bray, M. A. (2003). The myth of psychotherapy. [Review of the book The great psychotherapy debate: Models, methods, and findings]. Psychology in the Schools, 40, 703-704.

Bray, M. A., Kehle, T. J., Lawless, K. A., & Theodore, L. A. (2003). The relationship of self-efficacy and depression to stuttering. American Journal of Speech-Language Pathology, 12, 425-431.

Peck, H. L., Bray, M. A., & Kehle, T. J. (2003). Relaxation and guided imagery: A school-based intervention for children with asthma. Psychology in the Schools, 40, 657-675.

Theodore, L. A., Bray, M. A., Kehle, T. J., & DioGuardi, R. J. (2003). Contemporary review of group-oriented contingencies for disruptive behavior. Journal of Applied School Psychology, 20(1), 79-101.

Kehle, T. J., & Bray, M. A. (2003). Review of the Eyberg Child Behavior Inventory/Sutter-Eyberg Student Behavior Inventory - Revised. [Review of the test ECBI/SESBI-R]. Journal of Psychoeducational Assessment, 21, 297-298. 14

Chafouleas, S. M., Bray, M. A., & Kehle, T. J. (2003). Promoting intellectual growth in early childhood. In T. Gullotta & M. Bloom (Eds.), The Encyclopedia of primary prevention and health promotion (pp. 635-640). New York: Kluwer Academic/Plenum Press.

Bray, M. A., Theodore, L. A., Patwa, S., Margiano, S., Alric, J., & Peck, H. (2003). Written emotional expression as an intervention for asthma. Psychology in the Schools, 40, 193-207.

Fang, G., Fang, F., Keller, M., Edelstein, W., Kehle, T. J., & Bray, M. A. (2003). Social moral reasoning in Chinese children: A developmental study. Psychology in the Schools, 40, 125-138.

Xin, T., Zheng, Z., Bray, M. A., & Kehle, T. J. (2003). The structure of self-reported problem behaviors in Chinese children. Psychology in the Schools, 40, 19-33.

Hartley, E. T., Kehle, T. J. & Bray, M. A. (2002). Increasing student classroom participation through self-modeling. Journal of Applied School Psychology, 19, 51-63.

Mottram, L., Bray, M. A., Kehle, T. J., Broudy, M., & Jenson, W. R. (2002). A classroom-based intervention to reduce disruptive behaviors. Journal of Applied School Psychology, 19, 65-74.

Kehle, T. J., Bray, M. A., Chafouleas, S. M., & Mcloughlin, C. S. (2002). Promoting intellectual growth in adulthood. School Psychology International, 23, 233-241.

Theodore, L. A., Bray, M. A., Kehle, T. J., & DioGuardi, R. (2002). School psychology in Greece. School Psychology International, 23, 148-154.

Bray, M. A. & Stormont, M. (Eds.). (2002). Development, evaluation, and treatment of students with behavior disorders (Special Issue). Psychology in the Schools, 39 (2).

Bray, M. A. & Stormont, M. (2002). Foreword to the special issue: Development, evaluation, and treatment of students with behavior disorders. Psychology in the Schools, 39, 125-126.

Bray, M. A., & Kehle, T. J. (2002). Best practices in planning interventions for students with communication and language problems. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (Vol. 2), (pp. 1513-1521). Silver Springs, MD: National Association of School Psychologists.

Robison-Awana, P., Kehle, T. J., Jenson, R., Clark, E, Bray, M. A. & Lawless, K. A. (2002). Self-esteem, gender- role perception, gender-role orientation and attributional style as a function of academic competence: Smart girls are different, but a boy is a boy is a boy. Canadian Journal of School Psychology, 17, 47-64.

Kehle, T.J., Bray, M. A., Margiano, S., Theodore, L. A., & Zhou, Z. (2002). Self-modeling as an effective intervention for students with serious emotional disturbance: Are we modifying children’s memories? Psychology in the Schools, 39, 203-207.

Bray, M. A., Kehle, T. J., Theodore, L. A., & Broudy, M. (2002). A case study of childhood disintegrative disorder – Heller’s syndrome. Psychology in the Schools, 29. 101-109.

Clarke, M. A., Bray, M. A., Kehle, T. J., & Truscott, S. D. (2001). Reducing tics in children with Tourette’s syndrome [Summary]. Clinician’s Research Digest - Briefings in Behavioral Science, 19(11), 2. 15

Theodore, L. A., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Reducing classroom misbehaviors with randomized group contingencies [Summary]. Clinician’s Research Digest - Briefings in Behavioral Science, 19(10), 3.

Kehle, T. J., Bray, M. A., & Chafouleas, S. M. (2001). Effectiveness of self-modeling as an intervention for behavioral change: Or is it really the alteration of memory? The General Psychologist, 36, 7-8.

McCoach, B., Kehle, T. J., Bray, M. A., & Siegle, D. (2001). Best practices for the assessment of gifted students with learning disabilities. Psychology in the Schools, 38, 403-411.

Zhou, Z., Bray, M. A., Kehle, T. J., & Xin, T. (2001). Similarity of deleterious effects of divorce on Chinese and American children. School Psychology International, 22, 357-363.

Theodore, L. A., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Randomization and group contingencies to reduce the disruptive behaviors of adolescent students in special education. Journal of School Psychology, 39, 267-277.

Zhou, Z., Bray, M. A., Kehle, T. J., & Xin, T. (2001). The status of school psychology in China at the millennium. School Psychology International, 22, 22-28.

Musser, E. H., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Reducing disruptive behavior in students with social and emotional disorders. School Psychology Review, 30, 294-304.

Bray, M. A. & Kehle, T. J. (2001). Long-term effects of self-modeling as an intervention for stuttering. School Psychology Review, 30, 135-141.

Clarke, M. A., Bray, M. A., Kehle, T. J., & Truscott, S. (2001). A school-based intervention designed to reduce the frequency of tics in children with Tourette's syndrome. School Psychology Review, 30, 11-22.

Clare, S. K., Jenson, W. R., Kehle, T. J., & Bray, M. A. (2000). Self-modeling as a treatment for increasing on-task behavior. Psychology in the Schools, 37, 517-522.

Kehle, T. J., Bray, M. A., Theodore, L. A, .Jenson, W. R., & Clark, E. (2000). A multi-component intervention designed to reduce disruptive classroom behavior. Psychology in the Schools, 37, 475-481.

DeMartini-Scully, D., Bray, M. A., & Kehle, T. J. (2000). Packaged intervention to reduce disruptive behavior in general education students. Psychology in the Schools, 37, 149-156.

Possell, L. E., Kehle, T. J., McLoughlin, C. S., & Bray, M. A. (1999). Self-modeling as an intervention to reduce disruptive classroom behavior. Cognitive and Behavioral Practice, 6, 99-105.

Bray, M. A., & Kehle, T. J. (1998). Self-modeling as an intervention for stuttering. School Psychology Review, 27, 587-598.

Bray, M. A. & Kehle, T. J. (1998). Stuttering information for parents and teachers. In A. S. Canter & S. A. Caroll (Eds.), Helping children at home and school: Handouts from your school psychologist (pp. 607-608). Silver Spring, MD: National Association of School Psychologists. 16

Bray, M. A. & Kehle, T. J. (1998). Stuttering: Etiology, assessment, and treatments. In L. Phelps (Ed.), Health- related disorders in children and adolescents (pp. 629-635). Washington, D.C.: American Psychological Association.

Bray, M. A., Kehle, T. J., & Hintze, J. M. (1998). Profile analysis: Why does it persist? School Psychology International, 19, 209-220.

Bray, M. A., Kehle, T. J., Spackman, V. S., & Hintze, J. M. (1998). An intervention program to increase reading fluency. Special Services in the Schools, 14, 105-125.

Hartley, E. T., Bray, M. A., & Kehle, T. J. (1998). Self-modeling as an intervention to increase student classroom participation. Psychology in the Schools, 35, 363-372.

Kehle, T. J., & Bray, M. A. (1998). Selective mutism: A handout for parents and teachers. In A. S. Canter & S. A. Caroll (Eds.), Helping children at home and school: Handouts from your school psychologist (pp. 263- 265). Silver Spring, MD: National Association of School Psychologists.

Kehle, T. J. & Bray, M. A. (1998). Williams syndrome: Identification and treatments. In L. Phelps (Ed.), Health- related disorders in children and adolescents (pp. 712-716). Washington, D.C.: American Psychological Association.

Kehle, T. J., Madaus, M. M. R., Baratta, V. S., & Bray, M. A. (1998). Augmented self-modeling as a treatment for children with selective mutism. Journal of School Psychology, 36(3), 247-260.

Bray, M. A. (1997). Addressing behaviors that have been historically resistant to remediation: Self-modeling as an intervention for stuttering. Dissertation Abstracts International, 58(4-B): 2111.

Bray, M. A. & Kehle, T. J. (1996). Self-Modeling as an intervention for stuttering. School Psychology Review, 25, 358-369.

Kehle, T. J., Bray, M. A., & Nastasi, B. K. (1996). Problems with the school psychology consultative service delivery model that affect the implementation of school-based intervention programs. School Psychology International, 17, 149-158.

Media Interviews: Television and Print

Peck, H. L., Bray, M.A., & Kehle, T. J. (2009). Yoga and ADHD (Scott McCartney, Producer; Stephanie Sy, Interviewer). Good MorningAmerica-Weekend Edition. American Broadcasting Company.

Theodore, L. A., Bray, M. A., Kehle, T. J. (2006). Class-wide behavior management interventions. Guidance Channel.

Bray, M. A., McIntosh, D. E., Strein, W. O., & Erchul, W. P. (Executive Producer) (2003). The conversation series: Curriculum-based assessment: An interview with Tanya Eckert and John Hintze [videotape and study guide]. Washington, DC: Division of School Psychology, American Psychological Association.

Bray, M. A., McIntosh, D. E., Strein, W. O., & Erchul, W. P. (Executive Producer) (2003). The conversation series: Cross-battery assessment: An interview with Dawn Flanagan [videotape and study guide]. Washington, DC: 17

Division of School Psychology, American Psychological Association.

McIntosh, D. E., Bray, M. A., Strein, W. O., & Erchul, W. P. (Executive Producer) (2002). The conversation series: School Psychology: An interview with Thomas Fagan (History) [videotape and study guide]. Washington, DC: Division of School Psychology, American Psychological Association.

McIntosh, D. E., Bray, M. A., Strein, W. O., & Erchul, W. P. (Executive Producer) (2002). The conversation series: School Psychology: An interview with Thomas Fagan (Future) [videotape and study guide]. Washington, DC: Division of School Psychology, American Psychological Association.

Bray, M. A., McIntosh, D. E., Strein, W. O., & Erchul, W. P. (Executive Producer) (2002). The conversation series: Ethics on the practice of school psychology: An interview with Donald Bersoff [videotape and study guide]. Washington, DC: Division of School Psychology, American Psychological Association.

Strein, W. O, Bray, M. A., McIntosh, D. E., & Erchul, W. P. (Executive Producer) (2002). The conversation series: Functional assessment: An interview with Joseph Witt and George Noell [videotape and study guide]. Washington, DC: Division of School Psychology, American Psychological Association.

Bray, M. A, & Kehle, T. J. (1997). Edited videotapes helping children who stutter (J. Bell, Chase Producer). In B. Graham (Producer), Early Edition. Toronto: Canadian Broadcasting Corporation News World.

Bray, M. A., & Kehle, T. J. (1997). Self-modeling as an intervention for stuttering (L. McCoy, Director). In T. Ryan (Producer), Hourly Broadcast. Chicago, IL: CBS Radio.

Bray, M. A., & Kehle, T. J. (1997). Look I can speak properly. New Scientist, 2097, 20.

Bray, M. A., & Kehle, T. J. (1997). Children who stutter speak more fluently after watching videotapes. Bottom Line/Health, 12, 16.

Bray, M. A. & Kehle, T. J. (1997). Videotaped self-modeling and stuttering. (Michael Schultz, Director). In Damian Rabbitt (Producer), Breakfast Program. Perth, Australia: Australian Broadcasting Corporation.

Presentations

Koichi, K., Kehle, T., Del Campo, M., & Bray, M.A. (February, 2018). Self-distancing with adolescent students. Poster submitted to the annual meeting of the National Association of School Psychologists, Chicago, IL.

Perfect, M., Riccio, C., Frye, S., Bray, M.A., & O’Dell, S. (August, 2017). Integrating Multiple Systems Care To Support the Education of Youth Who Are Medically Involved. Symposium (chairs) accepted to the annual meeting of the American Psychological Association, Washington, DC.

Bray, M.A. & Maykel, C. (May, 2017). Innovative Online Course for Mind Body Health. Poster accepted to the annual meeting of the American Association for Psychological Science, Boston, MA.

Minkos, M., Bray, M.A., & Chafouleas, S. (February, 2017). Mindfulness in the schools. Paper presented to the annual meeting of the National Association of School Psychologists, San Antonio, TX. 18

O’Brien, R., Gelbar, N., Bray, M.A., Sassu, K., & O’Rourke, P. (November, 2016). A Comparison of the Errors Made by Identified Gifted Students to Similar, but Non-identified Students on the KTEA-3. Paper presented to the annual meeting of the National Association for Gifted Children (NAGC), Orlando, FL.

Cross, K., Dulong Langley, S., Gelbar, N., Root, M. M., & Bray, M.A. (November, 2016). Beyond the Case Study: A Systematic Analysis of Gifted/LD Error Patterns on the KTEA-3 to Develop Strength-Based Interventions. Paper presented to the annual meeting of the National Association for Gifted Children (NAGC), Orlando, FL.

Bray, M.A., & Root, M. M. (August, 2016). Patterns of Strengths of Weaknesses: Implications for Assessment and Intervention. Symposium (chairs) presented to the annual meeting of the American Psychological Association, Denver, Colorado.

Cross, K.A., Dulong, S., Bray, M.A., Gelbar, N., & Maykel, C. (August, 2016). 2E students’ patterns of strengths and weakness in academic assessment. Poster presented to the annual meeting of the Annual of the American Psychological Association (APA), Denver, Colorado.

Shankar, N., Cross, K.A., Maykel, C., & Bray, M.A. (August, 2016). Mindfulness for asthma. Poster presented for the annual meeting of the Annual of the American Psychological Association (APA), Denver, Colorado.

Starling, N. & Bray, M.A. (Februray, 2016). Technology in consultation: Advancing behavior management skills with video self-modeling. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Maykel, C., Bray, M. A., Shankar, N., & Cross, K. (February, 2016). Mindfulness for asthma. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

DiOrio, R., Bray, M. A., Kehle, T. J., Sanetti, L., & Gallucci, J. (February, 2016). Video self modeling for autism. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Shankar, N. L., Bray, M. A., & Polukhin, M. (2015, August). Self-hypnosis for school success: Empowering adolescents with anxiety and stress. Poster presented at the Annual Meeting of the American Psychological Association (APA), Toronto, Canada.

Sassu, K., Bray, M. A., LaSalle, T., Sanetti, L., & Proctor, S. (August 2015). Evaluating professional dispositions within graduate training programs. Poster presented at the annual meeting of the American Psychological Association, Toronto, CA.

Maykel, C., Bray, M. A., & Kehle, T. J. (May, 2015). Teacher-led physical activity in the classroom improves student time on task. Poster presented at the annual meeting of the Association for Psychological Science. New York.

McNamara, K., Bray, M. A., Sanetti, L., Faggella-Luby, M., Pugh, K., & Kehle, T. J. (February, 2015). Conducting classroom observations that consider teaching and learners. Mini-skills presentation accepted for presentation at the annual meeting of the National Association of School Psychologists, Orlando, FL.

Angacian, S., Bray, M. A., Kehle, T. J., & Theodore, L. A. (August, 2014). School-based intervention for social 19

skills for children from divorce families. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.

Bray, M.A., Maykel, C., DelCampo, M., Byer-Alcorace, G., & Kehle, T. J. (April, 2014). Mindfulness for asthma. Poster presentation at Athena Health Care Conference, Storrs, CT.

Bray, M. A., Stravastava, P., Kuek, A., Root, M.M., & Maykel, C. (April, 2014). Cancer and psychology. Poster presentation at Athena Health Care Conference, Storrs, CT.

McNamara, K., Bray, M.A., Kehle, T. J., Sanetti, L., & Faggella-Luby, M. (February, 2014). Assessing quality instruction during English/language arts classroom observations. Poster presented at the annual meeting of the National Association of School Psychologists, Washington, DC.

Bray, M. A., Theodore, L. A., & Kehle, T. J. (February, 2014). Facilitating interventions for communication. Poster presented at the annual meeting of the National Association for School Psychologists, Washington, DC.

Maykel, C., Byer-Albacorace, G., DelCampo, M., Bray, M. A., & Kehle, T. J. (February, 2014). Mindfulness as an intervention for asthma. Poster presented at the annual meeting of the National Association for School Psychologists, Washington, DC.

Bray, M. A., Root, M. M., Maykel, C., & Kehle. T. J. (November, 2013). Mind-body connection: Psychological treatment for melanoma. Presentation at the Center for Health, Intervention, and Prevention, University of Connecticut.

Theodore, L. A., Bray, M. A., & Kehle, T. J. (August, 2013). Facilitating homework management. Poster presented at the annual meeting of the American Psychological Association, Honolulu, Hawaii.

Ralston, S., Kehle, T. J., & Bray, M. A. (February, 2013). The worth of group contingencies on promoting class- wide mathematics homework. Poster presented at the annual meeting of the National Association for School Psychologists, Seattle, WA.

Bilias-Lolis, E., Chafouleas, S. M., Kehle, T. J., & Bray, M. A. (February, 2012). Exploring the utility of video self- modeling in reducing disruptive classroom behavior in students with intellectual disabilities. Paper presented at the annual meeting of the National Association for School Psychologists, Philadelphia, PA.

McCarthy, S., Fallon, L., Bray, M. A., Sanetti, L. A., & Kehle, T. J. (August, 2011). Toward school-wide obesity prevention: Evaluation of body mass screening index policies in U. S. schools. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.

Kehle, T. J., Bray, M. A., Gelbar, N., Andrade, B., Anderson, C., Yoshikawa, K., Delcampo, M., Onuegblem, C., Ortiz, J., Byer-Alcorace, G., Burlingame, C., Collier-Meeks, M., Fallon, L., & McCarthy, S. (August, 2011). Augmented self-modeling as an intervention for students with selective mutism. Poster presented at the annual meeting of the American Psychological Association, Washington, DC.

Bray, M. A., Kehle T. J., Sheridan, S., & Skinner, C., (February, 2011). Advice from highly productive scholar in school psychology. .Invited address at the Society of the Study of School Psychology’s School Psychology Research Collaboration Conference: San Francisco, CA.

Ortiz, J. & Bray, M. A. (February, 2011). Good behavior game: Building the evidence base for English language 20

learners. Poster presented at the annual meeting of the National Association of School Psychologists: San Francisco, CA.

Foote, C., Bray, M. A., & Kehle, T. J. (February, 2011). Group contingencies to promote physical activity in children. Poster presented at the annual meeting of the National Association of School Psychologists: San Francisco, CA.

Bray, M. A., Sassu, K., Kehle, T. J., Kapoor, V., Margiano, S., & Peck, H. L. (August, 2010). Yoga as an intervention for asthma. Poster presented at the annual meeting of the American Psychological Association: San Diego.

McCabe, K., Bray, M. A., & Kehle, T. J. (August, 2010) Promotion of happiness and life satisfaction in children. Poster presented at the annual meeting of the American Psychological Association Psychologists: San Diego

Reinhardt, D. B., Theodore, L. A., Bray, M. A., & Kehle, T. J. (August, 2009). Improving homework accuracy: Interdependent group contingencies and randomized components. Poster presented at the annual meeting of the American Psychological Association: Toronto

Roest, E., Bray, M. A., & Kehle, T. J. (2009, February). Fluency training and discrete trail training in children with autism. Poster presented at the annual meeting of the National Association of School Psychologists: Boston.

Hanley, K. P., Bray, M. A., & Kehle, T. J. (2009, February). Increasing communication in children with autism spectrum disorder. Poster presented at the annual meeting of the National Association of School Psychologists: Boston.

Holzer, M. L., Madaus, J. W., Bray, M. A., & Kehle, T. J. (2008, August). Test-taking strategy intervention for college students with learning disabilities. Poster presented at the annual meeting of the American Psychological Association: Boston

Greco, A.., Theodore, L. A., Bray, M. A., & Kehle, T. J. (2008, August). A comparative study of group contingencies to improve homework performance. Poster presented at the annual meeting of the American Psychological Association: Boston.

Kehle, T. J., Bray, M. A., Grigerick, S., Nicholson, H., & Foote, C. (2008, February). Infant and child attachment as it relates to school based outcomes. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans.

Margiano, S. G., Kehle, T. J., & Bray, M. A. (2008, February). Examination o effects of self-modeling on autobiographical memory. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans.

Nicholson, H., Grigerick, S., Bray, M. A., Kehle, T. J. & Chafouleas, S. M. (2008, February). Effects of antecedent physical activity on academic engagement of children with autism spectrum disorder. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans.

Kapoor, V., Kehle, T. J., & Bray, M. A. (2008, February). Relaxation and guided imagery as a school-based treatment for children with asthma and anxiety disorders. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans. 21

Bray, M. A., Kehle, T. J., Grigerick, S., & Dugolinsky, K. (2007, March). Treating children with asthma in the schools. Poster accepted for presentation at the annual meeting of the National Association of School Psychologists, New York.

Kehle, T. J., Seese, L. M., Bray, M. A., & Madaus, J. (2007, March). A state-wide survey of district compliance with Section 504. Poster accepted for presentation at the annual meeting of the National Association of School Psychologists, New York.

Kehle, T. J., Coogan, B., & Bray, M. A. (2006, August). Reducing inappropriate behavior. Poster presented at the annual meeting of the American Psychological Association, New Orleans.

Bray, M. A., Kehle, T. J., & Theodore, L. A. (2006, March). Written emotional expression as an intervention for asthma. Poster presented at the annual meeting of the National Association of School Psychologists, Anaheim, CA.

Kehle, T. J., Dobson, R. L., Bray, M. A., Theodore, L. A. (2005, August). Effect of relaxation and guided imagery for children with asthma. Poster presented at the annual meeting of the American Psychological Association, Washington, D.C.

Bray. M. A., Alric, J. M., Kehle, T. J., Chafouleas, S. M., & Theodore, L. A. (2005, August). Comparison of group contingencies to increase reading fluency. Poster presented at the annual meeting of the American Psychological Association, Washington, D.C.

Theodore, L. A., Murray, K., Bray, M. A., & Kehle, T. J. (2005, March). Interdependent group-contingency and randomized reinforcers to reduce preschool disruptive behavior. Poster presented at the annual meeting of the National Association of School Psychologists, Atlanta, GA.

Theodore, L. A., Evola, M., DioGuardi, R., Bray, M. A., & Kehle, T. J. (2005, March). Relationships among teacher attitudes, student behaviors, and school connectiveness. Poster presented at the annual meeting of the National Association of School Psychologists, Atlanta, GA.

Bray, M. A. (2004, July). Written emotional expression as an intervention for asthma. Invited Lightner Witmer Address at the annual meeting of the American Psychological Association, Honolulu, Hawaii.

Kehle, T. J., Tillman, T., Bray, M. & Chafouleas, S. M. (2004, July). Perceptions of elementary school children toward overweight peers. Poster accepted for presentation at the annual meeting of the American Psychological Association, Honolulu, Hawaii.

Kehle, T. J., Madaus, M. R., Madaus, J., & Bray, M. A. (2004, April). Effectiveness of mystery motivators on promoting homework completion and accuracy. Poster presented at the annual meeting of the National Association of School Psychologists, Dallas, Texas.

Kehle, T. J., Peck, H. L., Bray, M. A., & Theodore, L. A. (2004, April). Yoga exercises to improve attention to task. Poster presented at the annual meeting of the National Association of School Psychologists, Dallas, Texas.

Kehle, T. J., Hartley, E. T., & Bray, M. A. (2003, August). Self-modeling an intervention to increase student participation. Poster presented at the annual meeting of the American Psychological Association, Toronto, Canada. 22

Kehle, T. J., Rickards-Schichting, K. A., & Bray, M. A. (2003, August). Self-modeling as an intervention for students with public speaking anxiety. Poster presented at the annual meeting of the American Psychological Association, Toronto, Canada.

Theodore, L. A., Bray, M. A., Kehle, T. J., DioGuardi, R. J. (2003, August). School psychology in Greece. Poster presented at the annual meeting of the American Psychological Association, Toronto, Canada.

Theodore, L. A., Bray, M. A., Kehle, T. J., DioGuardi, R. J. (2003, August). Contemporary review of group oriented contingencies for disruptive behavior. Poster presented at the annual meeting of the American Psychological Association, Toronto, Canada.

Theodore, L. A., Bray, M. A., & Kehle, T. J. (2003, April). A comparative study of group contingencies and randomized reinforcers to reduce disruptive classroom behavior. Paper presented at the annual meeting of the National Association of School Psychologists, Toronto, Canada

Bray, M. A., Kehle, T. J., Theodore, L. A., & Zhou, Z. (2003, April). Promoting positive well-being in children with asthma. M. A. Bray (Chair), Promoting positive psychological growth in students. Symposium conducted at the annual meeting of the National Association of School Psychologists, Toronto, Canada.

Kehle, T. J., & Bray, M. A. (2003, April). R.I.C.H. theory and the application of Bertrand Russell's philosophy to promoting happiness in students. M. A. Bray (Chair), Promoting positive psychological growth in students. Symposium conducted at the annual meeting of the National Association of School Psychologists, Toronto, Canada.

Bray, M. A., Theodore, L. A., Patwa, S., Margiano, S., Alric, J., & Peck, H. (2002, August). Written emotional expression as an intervention for asthma. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL.

Peck, H. L., Bray, M. A., & Kehle, T. J. (2002, August). Effects of relaxation and guided imagery on children’s asthma. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL.

Bray, M. A., Kehle, T. J., & Theodore, L. A. (2002, February). Classroom-wide user-friendly interventions for students with serious emotional disorders. M. A. Bray (Chair), Development, assessment, and treatment of students with behavior disorders. Symposium conducted at the annual meeting of the National Association of School Psychologists, Chicago, IL

McCoach, D.B., Kehle, T. J., & Bray, M. A., Siegle, D. (2002, February). Identification of gifted students with learning disabilities: Best practices. Paper presented at the annual meeting of the National Association of School Psychologists, Chicago, IL

Kehle, T. J., Bray, M. A., & Chafouleas, S. M. (2001, August). Effectiveness of self-modeling as an intervention for behavioral change: Or is really the alternation of memory? S. W. Brown (Chair), Research evidence to combat misconceptions about human memory. Symposium conducted at the annual meeting of the American Psychological Association, San Francisco, CA.

Bray, M. A., Kehle, T. J., Mottram, L. M., Jenson, W. R., & Broudy, M. (2001, August). A classroom wide intervention to reduce disruptive behaviors. Poster presented at the annual meeting of the American Psychological Association, San Francisco, CA. 23

Bray, M. A., Kehle, T. J., Theodore, L. A., & Jenson, W. R. (2001, August). Group contingencies and unknown reinforcers to reduce disruptive behavior. Poster presented at the annual meeting of the American Psychological Association, San Francisco, CA.

Kehle, T. J., Bray, M. A., & Theodore, L. A. (2001, April). Group contingencies and mystery motivators to improve classroom behavior. W. R. Jenson (Chair), Mystery motivators: A symposium on the development and research validation of an effective technique. Symposium conducted at the annual meeting of the National Association of School Psychologists, Washington, D.C.

Kehle, T. J., Bray, M. A., & Chafouleas, S. (2001, February). Alternative funding sources to support field-based experiences. Paper presented at the annual meeting of the Council for Directors of School Psychology Programs, Deerfield Beach, Florida.

Kehle, T. J., Bray, M. A., & Theodore, L. A. (2000, August). Further support for the use of self-modeling as a treatment for selective mutism. Paper presented at the annual meeting of the American Psychological Association, Washington. DC.

Bray, M. A., Musser, E. H., Kehle, T. J., & Jenson, W. R. (2000, April). Reduction of disruptive behaviors in students with social/emotional disorders. Paper presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Bray, M. A., & Kehle, T. J. (2000, April). Enduring effects of self-modeling on stuttering. Paper presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Popeli, P., Bray, M. A., Theodore, L. A., & Kehle, T. J. (April, 2000). Humor as an intervention for depression. Paper presented at the annual research meeting, St. John's University, Queens, New York.

Bray, M. A., De Martini-Scully, D., & Kehle, T. J. (1999, August). Employing precision requests and antecedent strategies to reduce disruptive behavior. Paper presented at the annual meeting of the American Psychological Association, Boston, MA.

Bray, M. A., & Kehle, T. J. (1999, July). Enduring effects of self-modeling as a treatment for Children's stuttering. In T. J. Kehle (Chair), Symposium: Tough kids are tough to deal with: Dealing with behaviors that are resistant to treatment. Symposium conducted at the annual meeting of the International School Psychology Association, Konstanz, Switzerland.

Kehle, T. J., Possell, L. E., McLoughlin, C. S., Bray, M. A. (1999, April). Self-modeling as an intervention to reduce disruptive classroom behavior. Paper presented at the annual meeting of the National Association of School Psychologists, Las Vegas, NV.

Kehle, T. J. & Bray, M. A. (1998, October). Dealing with behaviors that have been historically resistant to intervention: A self-modeling approach. Featured presentation at the annual meeting of the Berkshire Association of Behavior Analysis and Therapy, Amherst, MA.

Clarke, M. A., Bray, M. A., Kehle, T. J., & Truscott, S. (1998, August). School-based Intervention for Children with Tourette's Syndrome. Poster presented at the annual meeting of the American Psychological Association, San Francisco, CA. 24

Hartley, E., Bray, M. A. & Kehle, T. J. (1998, August). Increasing classroom participation. Poster presented at the annual meeting of the American Psychological Association, San Francisco, CA.

Bray, M. A., & Kehle, T. J. (1997, November). Self-modeling as an intervention to increase fluency. Paper presented at the annual meeting of the American Speech-Language-Hearing Association, Boston, MA.

Bray, M. A., & Kehle, T. J. (1997, August). Self-modeling as a treatment for stuttering. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL.

Bray, M. A., Kehle, T. J., & Spackman, V. L. (1997, April). An intervention program to increase reading fluency. Paper presented at the annual meeting of the National Association of School Psychologists, Anaheim, CA.

Bray, M. A., Lawless, K. A., Kehle, T. J., & Owen, S. V. (1996, August). Differences in self- efficacy between adolescents who stutter and fluent speakers. Poster session presented at the annual meeting of the American Psychological Association, Toronto, Canada.

Kehle, T. J., & Bray, M. A. (1996, July). A theory of assessment and intervention designed to promote students' academic and social functioning regardless of their intellectual capabilities. Paper presented at the XIX International School Psychology Colloquium, Eger, Hungary.

Kehle, T. J. & Bray, M. A. (1996, March). An intervention implemented through the consultative model for students with social and emotional disorders exhibiting inappropriate behaviors. Paper presented at the annual meeting of the National Association of School Psychologists, Atlanta, GA.

Kehle, T. J., Bray, M. A., & Root, M. M., (1995, August). Treatment of a social isolate with restricted speech. Poster session presented at the annual meeting of the American Psychological Association, New York, NY.

Kehle, T. J., Bray, M. A., Root, M., Spackman, V., & Scope, C. (1995, July). Employing self-modeling to reduce stuttering. In T. J. Kehle (Chair), School-family collaboration to remediate adolescent stuttering and selective mutism. Symposium conducted at the XVIII International School Psychology Colloquium, Dundee, Scotland.

Bray, M. A. & Kehle, T. J. (1995, March). Self-modeling as an intervention for stuttering. In T. J. Kehle (Chair), Employing augmented self-modeling as an intervention to enhance academic, communicative, and social functioning: Research and case studies. Symposium conducted at the annual meeting of the National Association of School Psychologists, Chicago, IL.

Bray, M. A. & Kehle, T. J. (1994, October). Employing self-modeling to reduce stuttering. In T. J. Kehle (chair), Practical interventions to enhance academic and social functioning. Symposium conducted at the meeting of the Northeastern Educational Research Association, Ellenville, NY.

Technical Reports

Lawless, K. A., Bray, M. A., & Gorham, R. (1995). Engineering academy curriculum evaluation: Final report to the Engineering Academy of Southern New England. Storrs, Connecticut: Engineering Academy of Southern New England.

Grants and Contracts 25

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: Glastonbury Public Schools, Glastonbury, CT; Wallingford Public Schools, Wallingford, CT; Futures, Inc.; Middletown, CT. Duration of funding: September, 2016 to June, 2017. Total amount funded: $70,106.

Co-Principal Investigator. Literacy in Mathematics for Excellent and Equity Across Discipline. Office of Education and Language Acquisition (OELA). Total amount requested: $3,500,000. Duration of funding: 4 years beginning Fall 2016. Not funded.

School Psychology Discipline Coordinator. Leadership Education in Neurodevelopmental and Related Disabilities (LEND). 5 year grant beginning July 2016.

Co-Principal Investigator. PROJECT PYSCHS. OSEP Training Grant. Total amount requested: $1,211,173.

Duration of funding: 5 years beginning Fall 2017. Pending.

Co-Principal Investigator. PROJECT PYSCHS. OSEP Training Grant. Total amount requested: $1,211,173.

Duration of funding: 5 years beginning Fall 2016. Not funded.

Principal Investigator. Mind Body Treatment for Participants with Ovarian Cancer: An Innovative Cross-

Disciplinary Study to Extend Life. University of Connecticut, Neag Dean’s Research Incentive Award. Total amount funded: $10,000. Duration of funding: August 31, 2015 to June 30, 2017.

Co-Principal Investigator. Making STEM Accessible to All Students: Teaching K-12 Students about STEM Careers.

2015 Research Excellence Program (REP) awards, University of Connecticut. Total amount funded: $25,000. Duration of funding: August 31, 2015 to August 30, 2016.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: Willington Public Schools, Willington, CT; Glastonbury Public Schools, Glastonbury, CT; Waterford Public Schools, Waterford, CT; Eastconn, Columbia, CT; Wallingford Public Schools, Wallingford, CT; Futures, Inc.; Middletown, CT; Shelton Public Schools, Shelton, CT. Duration of funding: September, 2015 to June, 2016. Total amount funded: $173,488.00.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts 26

and agencies in the State of Connecticut. Funding sources: Tolland Public Schools, Tolland, CT; Willington Public Schools, Willington, CT; Glastonbury Public Schools, Glastonbury, CT; Waterford Public Schools, Waterford, CT; Eastconn, Columbia, CT; Wethersfield Public Schools, Wethersfield, CT; Futures, Inc.; Middletown, CT; Wediko Children’s Services, Boston, MA. Duration of funding: September, 2014 to June, 2015. Total amount funded: $178,432.00.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: Plainfield Public Schools, Plainfield, CT; CREC, Tolland Public Schools, Tolland, CT; Willington Public Schools, Willington, CT; Glastonbury Public Schools, Glastonbury, CT; Waterford Public Schools, Waterford, CT; Eastconn, Columbia, CT; Wethersfield Public Schools, Wethersfield, CT; Futures, Inc.; Middletown, CT; Wediko Children’s Services, Boston, MA. Duration of funding: September, 2013 to June, 2014. Total amount funded: $173,799.00.

Co-Principal Investigator. Cancer and Psychology. Funding source: University of Connecticut. Duration of funding: September, 2014 to September, 2016. Total amount requested: $35,000.00. Status: Not funded.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: CREC River Street School, Tolland Public Schools, Tolland, CT; Willington Public Schools, Willington, CT; Glastonbury Public Schools, Glastonbury, CT; Waterford Public Schools, Waterford, CT.; Bridgeport Public Schools, Bridgeport, CT; Meriden Public Schools, Meriden, CT; Eastconn, Columbia, CT; Futures, Inc. Middletown, CT. Duration of funding: September, 2012 to June, 2013. Total amount funded: $178,821.00.

Co-Principal Investigator. Use of self-modeling to promote communicative, behavior, and social skills in urban adolescents with autism spectrum disorders. Funding source: United States Department of Education Institute of Education Sciences. Duration of funding: September 2013 to 2018. Total amount requested $3,500,000.00. Status: Not funded.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: Family & Children’s Aid, Inc. Danbury, CT.; Tolland Public Schools, Tolland, CT; Willington Public Schools, Willington, CT; Glastonbury Pubic Schools, Glastonbury, CT; Waterford Public Schools, Waterford, CT.; Futures, Inc. Middletown, CT. Duration of funding: September, 2011 to June, 2012. Total amount funded: $167,661.00.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: Family & Children’s Aid, Inc. Danbury, CT.; Tolland Public Schools, Tolland, CT; Willington Public Schools, Willington, CT; Glastonbury Pubic Schools, Glastonbury, CT; Waterford Public Schools, Waterford, CT.; Futures, Inc. Middletown, CT. Duration of funding: September, 2010 to June, 2011. Total amount funded: $132,790.00. 27

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: Tolland Public Schools, Tolland, CT; Willington Public Schools, Willington, CT; Futures, Inc. Middletown, CT. Duration of funding: September, 2009 to June, 2010. Total amount funded: $82,973.00.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: Glastonbury Public Schools, Glastonbury, CT; Sterling Memorial School, Oneco, CT; Waterford Public Schools, Waterford, CT; and Tolland Public Schools, Tolland, CT; Futures, Inc. Middletown, CT. Duration of funding: September, 2008 to June, 2009. Total amount funded: $91,872.00.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: Glastonbury Public Schools, Glastonbury, CT, Willington Public Schools, Willington, CT; Vernon Public Schools, Vernon, CT; Futures, Inc., Middletown, CT; Waterford Public Schools, Waterford, CT; Winchester Public Schools, Winchester, CT; Marblehead Public Schools, Marblehead, MA., Duration of funding: September, 2007 to June, 2008. Total amount funded: $154,283.00.

Co-Principal Investigator. Psychological origins of asthma. Funding source: Sandler Program for Asthma Research, San Francisco. Duration of funding: July 2007 to July 2010. Total amount requested: $750,000.00. Status: Not Funded.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: Glastonbury Public Schools, Glastonbury, CT, Willington Public Schools, Willington, CT; Portland Public Schools, Portland, CT; Tolland Public Schools, Tolland, CT; Futures, Inc. Duration of funding: September, 2006 to June, 2007. Total amount funded: $73,938.00.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: Willington Public Schools, Willington, CT; Sterling Memorial School, Oneco, CT; Glastonbury Public Schools, Glastonbury, CT, Waterford Public Schools, Waterford, CT, Cheshire Public Schools, Cheshire, CT, and Eastconn, Hampton, CT, Futures, Inc. Duration of funding: September, 2005 to June, 2006. Total amount funded: $141,942.00.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: E. O. Smith High School, Storrs, CT; Willington Public Schools, Willington, CT; Winstead Public Schools, Winstead, CT; Sterling Memorial School, Oneco, CT; Project Genesis, Willimatic, CT; and, Sprague Board of Education, Baltic, CT. Duration of funding: September, 2004 to June, 2005. Total amount funded: $104,235.00.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: E. O. Smith High School, Storrs, CT; Voluntown Public Schools, Voluntown, CT; Futures, Inc., Middletown, CT; Glastonbury Public Schools, Glastonbury, CT; Willington Public Schools, Willington, CT; Winstead Public Schools, Winstead, CT; Sterling Memorial School, Oneco, CT; Project Genesis, Willimatic, CT; East Haven Public Schools, East Haven, CT; Preston Public Schools, Preston, CT; and, Sprague Board of Education, Baltic, CT. Duration of funding: September, 2003 to June, 2004. Total amount funded: $234,949.00. 28

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: River Street School, Windsor, CT; Voluntown Public Schools, Voluntown, CT; Lebanon Public Schools, Lebanon, CT; Futures, Inc., Middletown, CT; Glastonbury Public Schools, Glastonbury, CT; Willington Public Schools, Willington, CT; Winstead Public Schools, Winstead, CT; Sterling Memorial School, Oneco, CT; Mansfield Middle School, Storrs, CT; and, Sprague Board of Education, Baltic, CT. Duration of funding: September, 2002 to June, 2003. Total amount funded: $237,707.00.

Co-Principal Investigator. Preparation of School Psychologists to Conduct Functional Behavior Assessments Relative to the Implementation of Academic and Social Interventions for Students with High Incidence Behavior Disorders/Emotional Disturbance (CFDA No. 84.325H). Funding source: U.S. Office of Education. Duration of funding: August, 2002 to August 2006. Total amount requested: $800,000.00. Status: Not funded.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the State of Connecticut. Funding sources: Institute for Community Research, Hartford, CT; Ashford Public Schools, Ashford, CT; Willington Public Schools, Willington, CT; Futures, Inc., Middletown, CT; Winstead Public Schools, Winstead, CT; Glastonbury Public Schools, Glastonbury, CT; and, River Street School, Windsor, CT. Duration of funding: January 2002 to September, 2002. Total amount funded: $153,377.00.

Co-Principal Investigator. Woodcock-Johnson III Tests of Cognitive Abilities. Funding source: Riverside Publishing Company, Itasca, IL. Awarded, June 6, 2001. Total amount funded: $5000.00

Co-Principal Investigator. The use of self-modeling to promote appropriate school behavior in adolescents with serious emotional disorders. Funding source: United States Department of Education. Duration of funding: August 2001 to August 2004. Total amount requested: $359,062.00. Status: Not funded.

Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and agencies in the States of Connecticut and Massachusetts. Funding sources: Futures Program, Middletown, CT; Norwich Free Academy, Norwich, CT; Glastonbury Public Schools, Glastonbury, CT; Millbury Public Schools, Millbury, MA; Unified School District 19 (E.O. Smith High School); and, Windham Public Schools, Windham, CT. Duration of funding: September 2000 to June 2001. Total amount funded: $128,157.00

Co-Principal Investigator. Self-modeling to reduce classroom disruptive behavior. Funding source: National Institute of Mental Health. Duration of funding: September, 2000 to September, 2003. Total amount requested: $1,250,000.00. Not funded.

Fellowships, Honors, Memberships, and Certifications

Fellow, Association for Psychological Science, 2005

Fellow, American Psychological Association, 2004

Elected member, Society for the Study of School Psychology, 2003.

American Psychological Association, Division of School Psychology, 2003 recipient of the Lightner Witmer Award.

Neag School of Education Outstanding Young Investigator Award, 2002, University of Connecticut. 29

Awarded Doctoral Dissertation Fellowship, University of Connecticut, 1996.

Awarded Summer 1995 Fellowship for Advanced Graduate Students, University of Connecticut.

Licensed in Psychology, State of Connecticut, Board of Psychology (#00216; issued 1-8-99).

Certification in School Psychology, State of Connecticut (issued 7-1-96).

Certification in School Psychology, State of New York (#048709346; issued 9-1-97).

National Certification in School Psychology, National Association of School Psychologists (#30372; issued 9-01-96)

Licensed Speech Pathologist, State of Connecticut (#001915; issued 8-11-89).

Professional Educator Certificate endorsed in Speech and Language Pathology (issued 1-13-94)

American Speech-Language-Hearing Association, Certification of Clinical Competence (issued 6-1-89)

Charter Member, Clinical Psychology in the Schools

American Psychological Association, Division 16

Association for Psychological Science

Connecticut Association of School Psychologists, Student Representative (1995-1997)

National Association of School Psychologists

International Association of School Psychologists

Significant Professional Committees and Activities

Member, Oxford University Press editorial advisory board for school psychology (Oxford Handbooks and Companion On-line).

Member, Society for the Study of School Psychology, Early Career Research Award Committee, 2011- 2016.

Member, 8th International Symposium of Ayurveda and Health, Immunity & Inflammation:

Integrating Ancient Approaches with Modern Concepts, May 6-8, 2016 UConn Health Center, School of Medicine.

Chair, Society for the Study of School Psychology, School Psychology Research Series Committee,

2014-present 30

Member, Society for the Study of School Psychology, Article of the Year Committee, 2017-present.

Member, Society for the Study of School Psychology, School Psychology Research Series Committee,

2009-present.

Member, Division 16 Awards Committee, 2008.

Member, Society for the Study of School Psychology Membership Committee, 2007.

Member, Division 16, American Psychological Association, School Psychology Quarterly Award Committee, 2007.

Member, Journal of School Psychology Best Article of the Year Award Selection Committee, 2011-2014.

Member, Advisory Board, Oxford Library of Psychology, Oxford University Press.

Member, APA 16 Tom Oakland mid career award committee, APA, Division 16, 2017 – present.

Member, Fellow Selection Committee, Division 16, American Psychological Association, 2009- 2014.

Chair and Member, Fellow Selection Committee, Division 16, American Psychological Association, 2005- 2008.

Member, Lightner Witmer Award Committee, Division 16, American Psychological Association, 2003- 2006 and 2009.

Vice-President, Social, Ethical Responsibility, and Ethnic Minority Affairs, Division 16 Executive Committee, American Psychological Association, 2003-2006.

Associate Editor, School Psychology Quarterly, 2002-2007.

Guest Editor, Journal of School Psychology, 2011.

Guest Co-Editors: Breaux, K., & Bray, M. (in preparation). KTEA-3 error analysis. Journal of Psychoeducational Assessment.

Guest Co-Editor, Mind Body Health, International Journal of School and Educational Psychology, 2015- 2016.

Guest Co-Editor, Review of self-modeling procedures, Psychology in the Schools, 2012.

Guest Co-Editor, Childhood obesity, Psychology in the Schools, 2009

Guest Co-Editor, Individual and group counseling in the practice of school psychology, Psychology in the Schools, 2008. 31

Guest Co-Editor, Statistical reform in school psychology, Psychology in the Schools, 2007.

Guest Co-Editor, Positive psychology, Psychology in the Schools, 2004.

Guest Co-Editor, Emotional disorders, Psychology in the Schools, 2004.

Guest Co-Editor, Behavior disorders, Psychology in the Schools, 2002.

Member, Editorial Board, Journal of Early Childhood and Infant Psychology, 2014-present

Member, Editorial Board, Gifted Child Quarterly, 2013-present

Member, Editorial Board, International Journal of School and Educational Psychology, 2012 - 2013.

Associate Editor, International Journal of School and Educational Psychology, 2013 - present.

Member, Editorial Board, Journal of School Psychology, 2010 - 2014.

Member, Editorial Board, Psychology in the Schools, 2000 - 2011.

Member, Editorial Board, School Psychology Review, 1998-2005.

Member, Editorial Board, Trainers in School Psychology Forum, 1999-2005.

Ad hoc Reviewer, Review of Educational Research, 2014-present.

Ad hoc Reviewer, Journal of Fluency Disorders, 2013-present.

Ad hoc Reviewer, Journal of Advanced Academics, 2012-present.

Ad hoc Reviewer, Journal of School Psychology, 2000 - present.

Ad hoc Reviewer, International Journal of Language and Communication Disorders, 2008-present.

Ad hoc Reviewer, Psychology in the Schools, 2016-present.

American Psychological Association, Division 16, Member, Senior Scientist Award Committee, 2014- present.

American Psychological Association, Division 16, Chair, Publications Committee, 2001-2003.

American Psychological Association, Division 16, Member, Conversation/Videotape Series, 2001-2005.

American Psychological Association, Division 16, Member, Publications Committee, 2000-2001.

American Psychological Association, Division 16, coordinator of funding sources for convention business meetings, 1998-2006. 32

American Psychological Association, Division 16, Co-Chair, Convention Program, 1999; Chair, Convention Program, 2000.

Convention proposal reviewer, American Psychological Association, Division 16, 2001, 2002, 2003, 2004.

American Psychological Association, Division 16, coordinator of convention business meetings, 1998- 2003.

Member, American Psychological Association, Division 16 Search Committee for Editor-Elect, The School Psychologist, 2003.

Chair, American Psychological Association, Division 16 Search Committee for Book Editor-Elect, 2003.

Member, National Association for School Psychologists, Search Committee for Associate-Editor-Elect, Trainers in School Psychology, 2003.

Member, Self-Study Report Committee, Committee on Accreditation, American Psychological Association, 2005-2007.

Member, Self-Study Report Committee, National Association of School Psychologists (NCATE), 2006.

Member, Research Excellence Program Reviewer, University of Connecticut, Office of the Vice President for Research 2016.

Member, CHIP-Neag Program Reviewer, University of Connecticut, CHIP, 2016.

Member, Creativity Undergraduate Minor Task Force, Department of Educational Psychology, University of Connecticut, 2014-2015.

Co-Chair, Professionalism Committee, Department of Educational Psychology, University of Connecticut, 2014-2015.

Member, Neag School of Education’s Doctoral Program Revision Committee, University of Connecticut, 2015-2016.

Member, Neag School of Education’s Assessment Committee, University of Connecticut, 2015-present.

Member, Neag School of Education’s Office of Research Advisory Council, University of Connecticut, 2001-2005.

Member, Curriculum and Courses Committee, Neag School of Education, University of Connecticut, 2000- 2002.

Member, Annual Neag Research Awards Committee, Neag School of Education, University of

Connecticut, 2006-2010. 33

Member, Dissertation Proposal Committee, Department of Educational Psychology, University of Connecticut, 2011-2012.

Search Committee in Counseling Program for Intercollegiate Athletes, University of Connecticut, 2014.

Coordinator for Assessment in School Psychology, Counseling Program for Intercollegiate Athletes, University of Connecticut, 2012-present.

Faculty Search Committee in Gifted and Talented, Department of Educational Psychology, University of Connecticut, 2000-2001.

Faculty Search Committee in School Psychology, Department of Educational Psychology, University of Connecticut, 1999-2000.

Faculty Search Committee in Counseling Psychology, Department of Educational Psychology, University of Connecticut, 2003-2004.

Faculty Search Committee in School Psychology, Department of Educational Psychology, University of Connecticut, 2006 -2007.

Faculty Search Committee in Cluster - School Psychology, Department of Educational Psychology, University of Connecticut, 2012-2013.

Faculty Search Committee in School Counseling, Department of Educational Psychology, University of Connecticut, 2012 -2013.

Advisory Committee for the Search for an Endowed Chair in Behavior Disorders, Neag School of Education, University of Connecticut, 2000-2001.

Graduate Faculty Council, Alternate, University of Connecticut, 2003-2005.

Chair, the Department of Educational Psychology's Promotion, Tenure, and Review Committee, 2003, 2005, 2009, 2010, 2011.

Member, the Department of Educational Psychology's Promotion, Tenure, and Review Committee, 2008-2012.

Member, the Neag School of Education, Dean’s Promotion, Tenure, and Review Committee, 2016-2018.

Faculty Mentor, Department of Educational Psychology, Fall 2004.

Member and Chair, Department of Educational Psychology's Sunshine Committee, 1999-present.

Member, University Interdisciplinary Courses Committee, 2008-2012.

Member, Community Committee, Neag School of Education, University of Connecticut, 2009-2015. 34

Faculty Advisor, SASP, Fall, 2014.

Member, Neag PhD Programs Work Group, Fall 2015 to present.

Affiliated member of the new Intervention Core at the Institute for Collaboration on Health, Intervention, and Policy (InCHIP).

Affiliated member of the Cancer group at the Institute for Collaboration on Health, Intervention, and Policy (CHIP).

Co-Chair, Mind Body Health Group, UConn Health and UConn Storrs, 2015 to present.