Psychology

School Psychology

PSY 304 - Psychology and Education of the Exceptional Child

PSY 326 - Intellectual/Developmental Disabilities

PSY 621 School Psychology Assessment I

PSY 622 - School Psychology Assessment II

PSY 623 - School Psychology Assessment III

My research centers around academic interventions for elementary students as well as training and supporting future school psychologists. First, I have conducted single-case design studies to explore how feedback can be combined with academic interventions to teach and motivate struggling elementary-age students. Second, I have a line of research on my teaching to code and explore the types of errors school psychology graduate students make when learning to administer and score intellectual assessments. Finally, I collaborating on a qualitative focus group study of highly satisfied school psychologists to understand the the factors, characteristics, and behaviors that promote job satisfaction. My hope is this study will help prevent burn-out in the field and also help us better train graduate students to enter the profession. 

Schrauben, K. S., & Gaule, S.* (in press). WISC®-V errors: Considerations for video recorded and digital administrations. School Psychology Training and Pedagogy. 

Schrauben, K., Karsten, A., Matthews, A., & Owen-DeSchryver, J. (2024, February). Better together: Creating community-based graduate assistantships. Poster presented at the annual meeting of the Trainers of School Psychologists, New Orleans, LA.

Schrauben, K. S., (2022). Instructor’s manual for Ysseldyke, J., Chaparro, E., & VanDerHeyden, A. Assessment in special and inclusive education (14th edition). Texas: PRO-ED, Inc.

Schrauben, K. S., Owen-DeSchryver, J. S., & Cale, S. (2019). STRIVE for success: Supporting students with disabilities in the general education classroom. Psychologia Wychowawcza, 58, 171-185. doi: 10.5604/01.3001.0013.6372

Mathieu, S.*, Schrauben, K. S., & Campbell, A. (2019). The good behavior game: Evaluation of a classroom behavior intervention with English language learners. Psychologia Wychowawcza, 58, 186-195. doi: 10.5604/01.3001.0013.6373

Schrauben, K. S., & Witmer, S. E. (2019). Feedback provided within structured reading programs: A systematic review. Reading & Writing Quarterly: Overcoming Learning Difficulties. doi: 10.1080/10573569.2019.1627967

Schrauben, K. S., & Dean, A. J. (2018). Cover-copy-compare for multiplication with students with emotional and behavioral disorders: A brief report. Behavioral Disorders. doi: 10.1177/0198742918808484

Campbell, A., Rodriguez, B. J., & Schrauben, K. (2019). Tier two basics. In K. C. Radley & E. H. Dart (Eds.), Handbook of behavioral interventions in schools: Multi-tiered systems of supports. New York: Oxford University Press.

Schrauben, K. S., & Mathieu, S., (2018, February). WISC-V training: Addressing common graduate student errors. Poster to be presented at the annual meeting of the Trainers of School Psychologists, Chicago, IL.

Mathieu, S., & Schrauben, K. S. (2018, February). Effective assessment training: Evaluating WISC-V video and protocol errors. Poster to be presented at the annual meeting of the National Association of School Psychologists, Chicago, IL.

Baker, A., & Schrauben, K. S. (2017, February). Talk and listen: Increasing oral language skills in preschool. Poster presented at the annual meeting of the National Association of School Psychologists, San Antonio, TX.

Dahlquist, C. W., Dean, A. J., & Schrauben, K. S. (2016, February). Cover-copy-compare with mathematics: A literature review. Poster presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Schrauben, K. S., (2016). Instructor's manual for Salvia, J., Ysseldyke, J., & Witmer, S. Assessment in special and inclusive education (13th edition). California: Wadsworth Cengage Learning.