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Awards & Fellows: Outstanding Dissertation Award

Each year the Division of School Psychology presents an Outstanding Dissertation in School Psychology Award to a school psychology student who has completed a dissertation which merits special recognition and which has the potential to contribute to the science and practice of school psychology. The Outstanding Dissertation Award is to be given for an outstanding dissertation on a topic that has the potential to contribute to school psychology as a discipline and profession. The outstanding dissertation is on a topic that has the potential to impact the science or practice of school psychology, such as research on underrepresented topics and/or populations in the school psychology literature or an original contribution to a traditional area. The research should clearly address and test hypotheses based on important theoretical and empirical questions; the methodology should be sound and sufficient to test the questions posed; and the writing quality addressing these issues as well as implications for practice and future research should be excellent.
Nominees must have successfully completed their dissertation defense by December 31 of the previous calendar year. Nominees must (a) have been a student member of Division 16 at the time they completed the dissertation; and (b) be a Fellow, Member, Associate, or Student Affiliate of Division 16. Materials to be forwarded on each nominee should include five copies of: the nominee's vita, supporting letters (minimum of two signed letters from members of the dissertation committee), the dissertation, and contact information for the nominee, nominator, and letter writers so they may receive results. For this purpose, it is preferred that you use the Excel sheet available at http://www.indiana.edu/~div16/Nominator_Nominee_contact_sheet.xls. All nominations and related materials should be submitted by March 15, 2008 to the committee chair, Robert Volpe, Department of Counseling & Applied Educational Psychology, 203A Lake Hall, Northeastern University, Boston, MA 02115-5000 (r.volpe@neu.edu). Only hard copies or CDs will be accepted.


Past Recipients

Year Author Dissertation Title Dissertation Chair
1993 Daniel E. Olympia - University of Utah "Homework Completion and Accuracy: Using Student Management Interventions." William R. Jenson
Honorable Mention Ruth Kaminski - University of Oregon "Assessment for the Primary Prevention of Early Academic Problems: Utility of Curriculum-Based Measurement Pre-Reading Tasks" Roland H. Good III
1994 Jacqueline Lemme Cunningham - University of Texas "A Contextual Investigation of the International Development of Psychology in the Schools" Thomas D. Oakland
Honorable Mention Pamela Burri Grossman - Texas A & M University "Attachment Style and History of Parents of Aggressive Children: Effects on Response to Intervention" Jan N. Hughes
Honorable Mention William David Carlyon - University of South Florida "The Development and Testing of a Model to Explain Elementary School Staff Motivation and Preference for Consultation with School Psychologists to Remediate Specific Student Behavioral Problems" Howard M. Knoff
1995 Mary M. Chittooran - Mississippi State University "ADHDEXPERT: The Development of a Prototype Expert for the Identification of Attention Deficit Hyperactivity Disorder" David T. Morse
1996 Jennifer M. Asmus - University of Iowa "Use of tasks, persons, and settings to identify the stimulus control of aberrant behavior in young children" David Wacker and Gregg Macmann
1996 Janet M. Drew - University of Iowa "Stimulus control of clinician instructions on parent behavior via a component analysis statement" Randy Kamphaus
1997 Robin Weiner - University of Utah "Efficacy of conjoint behavioral conservation with a combined homework model to increase math homework completion and accuracy in junior high students" Susan Sheridan
1998 Kimberly Ray
1999 Clynita Jefferson - Texas A & M University "Factors that Impact Parents Engagement and Treatment outcome in a School-Linked Parent Consultation Intervention for Aggressive Children" Jan N. Hughes
2000 Heather Sterling-Turner - Mississippi State University "The effects of direct training, treatment acceptability, and treatment integrity on treatment outcomes in school consultation" T. Steuart Watson
2001 Aleta Ann Gilbertson Schulte, University of Wisconsin-Madison "Effects of testing accommodations on standardized mathematics test scores: An experimental analysis of performance of students with and without disabilities." Steve Elliot

Honorable Mention 2001

 Carrie Watkins-Emonet, Ph.D., Mississippi State University "Direct Behavioral Consultation: Direct Skill Training and Skill Generalization in Head Start Classrooms." Steuart Watson
Honorable Mention 2001 Mary R. Levinsohn, Ph.D., University of Maryland "Evaluating Instructional Consultation Teams for Student Reading Achievement and Special Education Outcomes." Sylvia Rosenfield
2002 Kevin Fenstermacher, University of Utah An Interactive, Computer-based Social Skills Training Program: Development and Use with Children with Attention Deficit Hyperactivity Disorder. Susan Sheridan
2003 Amanda Heidgerken An exploration of the relations between parenting, children's social cognitions, and aggressive behavior. Jan Hughes
2004 Marsha Luginbuehl, University of South Florida The initial development and validation of the sleep disorders inventory for students. Kathy Bradley-Klug & George Batche
2005 Elisa Steele Shernoff, University of Wisconsin - Madison Transporting an Evidence-Based Classroom Management Program for Preschoolers with Disruptive Behavior Problems to a School: An Analysis of Implementation, Outcomes, and Contextual Variables Thomas Kratochwill
2006 Brian C. Poncy, University of Tennessee- Knoxville An Investigation of the Dependability and Standard Error of Measurement of Words Read Correctly Per Minute Using Curriculum-Based Measurement Christopher Skinner
Honorable Mention 2006 Alex Beaujean, University of Missouri Using Item Response Theory to Assess the Lynn-Flynn Effect Craig Frisby and Rick Short
2007 Kara Giron Wisniewski, Duqesne University Delinquency, Academic Underachievement, and Attention Deficit Hyperactivity Disorder: A Longitudinal Investigation of Developmental Sequencing and Interrelated Risk Factors

Tammy Hughes