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Vita

Personal Information

Office Address:            Bruce A. Bracken, Ph.D.
                                            Emeritus Professor

                                            The College of William and Mary
                                            P.O. Box 8795
                                            Williamsburg, VA 23187-8795
     

Email:                               babrac@wm.edu

Education

Ph.D.  - University of Georgia, 1979 Educational Psychology

M.A.    - University of Georgia, 1977 School Psychology

B.S.     - College of Charleston,1975 Psychology

Positions Held

1999 –  2022

Professor
School Psychology and Counselor Education

Center for Gifted Education
The College of William & Mary

 

1996 - 1999

Professor and Director,
Child and Family Studies
Department of Psychology
Tennessee Center of Excellence
University of Memphis

1989 - 1996

Professor
Department of Psychology and
Tennessee Center of Excellence
University of Memphis

1986 - 1988

Associate Professor

Department of Psychology
Tennessee Center of Excellence
University of Memphis

 

1984 - 1986

Director of School Psychology Program and Associate Professor

Department of Educational Psychology

University of Wisconsin - Milwaukee

 

1979 - 1983

Assistant Professor

Department of Educational Psychology

University of Wisconsin - Milwaukee

 

1978 - 1979

Staff Psychologist

Rutland Educational Center

Athens, Georgia

 

1977 - 1979

Teaching Assistant

Department of Educational Psychology

University of Georgia

 

1976 - 1977

Coordinator

Child and Family Guidance Center

University of Georgia

Administrative Experience

2014 - 2015

Co-Director, School Psychology Program during programmatic transition at William and Mary

1996 - 1999

Director, Child and Family Studies (School, Child Clinical, and Developmental Psychology) 

1984 - 1986

Director, School Psychology Graduate Program

1984 - 1986

Director, Urban Education Doctoral Program Specialization in Educational Psychology

Honors & Awards

  • Legends Address - Awarded and invited to Present the 22nd annual Legends in School Psychology Address at the 2017 National Association of School Psychologists Annual Conference.

  • Lifetime Achievement Award - College of Education. The University of Georgia (2012)

  • Senior Scientist Award - Awarded by the American Psychological Association, Division 16 (2009)

  • Charter Fellow - American Educational Research Association (2008)

  • Curriculum Award - Awarded by the National Association of Gifted Children (with Joyce VanTassle-Baska, Tamra Stambaugh, Janice Robbins, and Valerie Gregory), 2008, 2009.

  • Diplomate - American Board of Assessment Psychology

  • Fellow - American Psychological Association (Division 16)

  • Fellow - American Psychological Association (Division 53)

  • Fellow - American Academy of Assessment Psychology

  • Research Award - College of Arts and Sciences Distinguished Research Award in the Social Sciences. The University of Memphis

  • Research Award - Alumni Association Distinguished Research Award, The University of Memphis

  • Meritorious Faculty Award - College of Arts and Sciences. The University of Memphis

  • Excellence Award - 26th Annual Technical Publications, Art, and Online Communication Competition, awarded for the UNIT Examiner's Manual (with R. Steve McCallum and Riverside Publishing)

  • Select Membership - Society for the Study of School Psychology (membership is nominated, elected, and restricted to exceed no more than 110 psychologists)

  • Alumni Spotlight - University of Georgia Alumni Magazine article featuring my career accomplishments

Professional Memberships

  • American Educational Research Association (Charter Fellow)

  • American Academy of Assessment Psychology (Fellow)

  • American Psychological Association (Fellow, Division 16 and 53)

  • National Association of School Psychologists

Conferences Held

  • Bracken, B. A., & Oakland, T. (October, 2004). Equitable Assessment Practices: Building Guidelines for Best Practices. Sponsored by the International Test Commission, College Board, Psychological Assessment Resources, Riverside Publishing Company, The Psychological Corporation, British Psychological Society, SLH, Measured Progress, Lawrence Erlbaum Associates, and others.
     

  • Bracken, B. A., & Fagan, T. K. (1990). Intelligence: Theories and Practice. Sponsored by University of Memphis Center of Applied Psychological Research, the Journal of Psychoeducational Assessment, with support from the Psychological Corporation, DLM, American Guidance Service, and Riverside Publishing Company.

Professional Assignments

  • Consultant. (2012 – 2020). Hormel Food Corporation’s research on effects of nutrient supplements on Guatemalan pregnant mothers and preschool children.

  • Poster Award Reviewer (2017). National Association of School Psychologists.

  • Member (2017). Division 16 Tom Oakland Mid-Career Award Committee. American Psychological Association.

  • Member (2016 – 2017). Division 16 Fellow Committee. American Psychological Association.

  • National Advisory Board Member (2014 – present). Center for Gifted Education, College of William and Mary.

  • Chair (2015). Division 16 Senior Scientist Award Committee. American Psychological Association.

  • Member (2012 – 2015). Division 16 Senior Scientist Award Committee. American Psychological Association.

  • Member (2008 – 2014). Policy and Procedures Committee. International Test Commission.

  • Member (2008 – 2013; Chair, 2012). International Initiatives Committee of the International School Psychology Association and the Society for the Study of School Psychology.

  • Expert Panel Member (2006 - 2008). Evidence-based Practice for Adult Literacy Instruction (EPALI) Project. Washington, DC: National Institute for Literacy.

  • Member (2006 – 2008). Math/Science Task Force. Washington, DC: National Association of Gifted Children.

  • Charter Member (2004 – 2008). Coalition on Gifted and Talented Washington, DC: American Psychological Association’s Center for Gifted Education Policy.

  • Early Childhood Grant Reviewer (2006). Institute of Educational Services.

  • Grant Consultant. Lowering Alcohol-Related Sexual Assault by First-Year Men. Department of Education, John D. Foubert (Principal Investigator) (2004-2006).

  • Member (2004). Lightner Witmer Award Committee (Division 16), American Psychological Association.

  • Past-President (2004 - 2006). International Test Commission.

  • President (2002 - 2004). International Test Commission.

  • President-Elect (2000-2002). International Test Commission.

  • Panel Member (2000 - 2002). Committee on Disability Determination for Mental Retardation. National Research Council/National Academies of Science.

  • Editor Search Committee for School Psychology Quarterly (2001 - 2002). Division 16, American Psychological Association.

  • APA Representative (1998 - 2000). International Test Commission.

  • Council (1998 - 2002). International Test Commission.

  • Advisory Committee (1999 – 2002). Best Practices IV (Alex Thomas & Jeff Grimes, Editors): National Association of School Psychologists Publication Board.

  • Chair (1997 -1999). American Psychological Association's Committee on Psychological Testing and Assessment (CPTA).

  • 1999 Presentation Proposal Reviewer. Division 16, American Psychological Association.

  • 1999 Presentation Proposal Reviewer. Southwestern Psychological Association.

  • APA Liaison (1997 -1998). Joint Committee on the Standards for Educational and Psychological Testing (AERA, APA, NCME).

  • Member (1997 -1999). American Psychological Association's Committee on Psychological Testing and Assessment (CPTA).

  • Publication Board (1995 - 1998). National Association of School Psychologists.

  • Accreditation Site Reviewer (1993 - Present). American Psychological Association.

  • Professional Advocacy (Member; 1995 - 1997). National Association of School Psychologists.

  • Tennessee State Delegate (1995 -1997). National Association of School Psychologists.

  • Executive Board (1993 - 1995). Trainers of School Psychologists.

  • Corporate Board (1986 - Present). The Psychoeducational Corporation. Knoxville, TN.

  • Corporate Board (1986 - 1995). Clinical Psychology Publishing Company. Brandon, VT.

  • Member (1993 - 1996). Conference Workshop Selection Committee: National Association of School Psychologists.

  • Member (1992 - 1994). NASP/Educational Testing Service: School Psychologist Specialty Exam Committee. Princeton, NJ.

  • Member (1993 - 1994). Assessment Task Force: National Association of School Psychologists.

  • Reviewer/Consultant. Bayley Scales of Infant Development. The Psychological Corporation, 1991.

  • Chair (1986 - 1989). Local Commission on Excellence in Education. Memphis Public Schools, Memphis, TN. Appointed by Mayor of the City of Memphis.

  • Chair (1986 - 1988). Public Relations Committee. Tennessee Association of School Psychologists.

  • Chair (1987). Conference Site Selection Committee. Tennessee Association of School Psychologists.

  • Secretary (1984 - 1987). Trainers of School Psychologists.

  • Chair (1984 - 1986). Wisconsin School Psychologists Association Professional Standards Committee.

  • Educational Consultant (1983 - 1984): Musement Park: Milwaukee Public Museum.

Journal Affiliations

Current Positions

  • Consulting Editor. Journal of Psychoeducational Assessment, 2006 – present

  • Co-Editor and Co-founder. Journal of Psychoeducational Assessment,1982 - 2006.

Past Positions

  • Co-Founder and Editorial Board Member International Journal of Testing

  • Senior Science and Editorial Consultant Journal of School Psychology

  • Associate Editor. School Psychology International.

  • Editorial Board International Journal of School and Educational
    Psychology

  • Editorial Board Journal of Early Childhood and Infant Psychology

  • Editorial Board Member Journal of School Psychology

  • Review Board. Current Issues in Education

  • Editorial Board Member Canadian Journal of School Psychology

  • Editorial Board Member Psychology in the Schools

  • Editorial Board Member School Psychology Quarterly

  • Editorial Board Member Journal of Clinical Child Psychology

  • Editorial Board Member Assessment in Rehabilitation and Exceptionality

  • Editorial Board Member School Psychology Review

  • Editorial Board Member Professional School Psychology

  • Editorial Board Member Educational and Psychological Research

Ad hoc Reviewer

  • American Journal of Mental Deficiency

  • American Journal of Speech-Language Pathology

  • American Journal on Mental Retardation

  • Applied Developmental Science

  • Archives of Clinical Neuropsychology

  • Developmental Psychology

  • Early Childhood Research Quarterly

  • Evaluation and Program Planning

  • International Journal of Psychology

  • Educational and Psychological Research

  • Journal of Clinical Psychology

  • Journal for the Education of the Gifted

  • Journal of Learning Disabilities

  • Journal of Pediatric Psychology

  • Journal of Personality

  • Journal of School Psychology

  • Journal of Social and Personal Relationships

  • Journal of Special Education

  • Language, Speech, and Hearing Services in the Schools

  • Perceptual and Motor Skills

  • Personality and Individual Differences

  • Psychological Reports

  • School Psychology Review

  • School Psychology Quarterly

  • Sex Roles: A Journal of Research

  • Training & Education in Professional Psychology

External Reviewer for Tenure and Promotion Decisions

  • Adelphi University

  • Alfred University

  • Arizona State University

  • Arkansas Children's Hospital

  • Central Michigan University

  • Cincinnati Children’s Hospital

  • Denison University

  • Duquesne University

  • Florida State University

  • Fordham University

  • George Mason University

  • Hebrew University of Jerusalem

  • Kent State University

  • Pennsylvania State University

  • Purdue University

  • San José State University

  • Syracuse University

  • Temple University

  • Texas A&M University

  • University of Alabama

  • University of Buffalo

  • University of California - Berkley

  • University of Central Florida

  • University of Delaware

  • University of Florida

  • University of Georgia

  • University of Haifa

  • University of Iowa

  • University of Kansas

  • University of Kentucky

  • University of New Orleans

  • University of North Carolina - Charlotte

  • University of Pittsburgh School of Medicine

  • University of Rhode Island

  • University of South Carolina

  • University of Southern Mississippi

  • University of Tennessee

  • University of Virginia

  • Utah State University

  • Washington State University

External Member of Doctoral Dissertation Committees 

  • University of Wisconsin, Milwaukee, WI (1986; Gerald Gleason, Major Professor)

  • University of Ottawa, Ottawa, Canada (1997; Barbara Byrne, Major Professor)

  • University of Tennessee – Knoxville (2004; 2017, R. Steve McCallum, Major Professor)

  • Rocky Mountain University of Health Professions, Provo, UT (2018-2019); Thomas Cappaert, Director of Post-Professional Research)

Major Funded Proposals

  • Bracken, B. A. with VanTassel-Baska (Co-PIs) (2003). Project Clarion: An integrative curriculum scale-up to promote scientific conceptual understanding in promising young learners. Jacob K. Javits Foundation ($3,000,618  funded).
     

  • Bracken, B. A. with VanTassel-Baska (Co-PIs) (2002). Project Athena: A research demonstration project for economically disadvantaged promising learners. Jacob K. Javits Foundation ($2,976,508 funded).

Minor Funded Proposals
($5K to $15K)

  • Bracken, B. A. Construct validation of preschool personality and behavior rating scales. Lipman Research Council.

  • Bracken, B. A. Mother - child - environmental influences on fluid and crystallized intelligence. Lipman Research Council.

  • Bracken, B. A. Ipsative profile stability of the Kaufman Assessment Battery for Children and the Bracken Basic Concept Scale. Lipman Research Council.

  • Bracken, B. A. Efficacy of three preschool language curricula. Lipman Research Council.

  • Bracken, B. A. Effects of Personalization on the Reading Comprehension of Black, Hispanic and White Elementary School Students. Graduate Research Committee, University of Wisconsin - Milwaukee.

  • Bracken, B. A. The use of adaptive behavior as a means of Identifying White, Black, and Hispanic gifted children. Graduate Research Committee, University of Wisconsin - Milwaukee.

  • Bracken, B. A., & Prasse, D. P. Graduate Record Exam Training for Minority Students. Advisory Committee on Minority/Disadvantaged Student Life. University of Wisconsin - Milwaukee.

Books, Examiner’s Manuals, Curricula, Software, & Videos

Fiction

  • Bracken, B. A. (2023). The Hardhearted Dodo. Manuscript in submission.

  • Bracken, B. A. (2014). Invisible. Coventry House Press. Dublin, OH.

  • Bracken, B. A. (2013). The Hollidaysburg Christmas Miracle. World Nouveau Press. Los Angeles, CA.

Non Fiction

  • Alfonso, V. C., Bracken, B. A., & Nagle, R. J. (Eds.) (2020). Psychoeducational Assessment of Preschool Children – Fifth Edition. New York: Taylor & Francis.

  • Theodore, L. A., Bray, M. A., & Bracken, B. A. (Eds.) (In Press). Desk Reference in School Psychology. New York: Oxford University Press.

  • McCallum, R. S., & Bracken, B. A. (2018). Examiner’s Manual: Universal Talented and Gifted Screener. Austin, TX: Prufrock.

  • Bracken, B. A., & McCallum, R. S. (2018). Examiner’s Manual: UNIT – Group Abilities Test. Austin, TX: Pro-Ed.

  • Bracken, B. A., & McCallum, R. S. (2016). Universal Nonverbal Intelligence Test: 2nd Edition Online Scoring and Report System User’s Guide. Austin, TX: Pro-Ed.

  • Bracken, B. A., & McCallum, R. S. (2016). Examiner’s Manual: Universal Nonverbal Intelligence Test – 2nd Edition. Austin, TX: Pro-Ed.

  • Bracken, B. A. (2013). Examiner’s Manual: Riverside Early Assessments of Learning: Head Start Observation Version. Rolling Meadows, IL: Riverside Publishing Company.

  • Bracken, B. A. 2013). Examiner’s Manual: Riverside Early Assessments of Learning: IDEA Observation Version. Rolling Meadows, IL: Riverside Publishing Company.

  • Bracken, B. A. (2013). Examiner’s Manual: Riverside Early Assessments of Learning: Kindergarten Readiness Observation Version. Rolling Meadows, IL: Riverside Publishing Company.

  • Bracken, B. A. (2013). Technical Manual: Riverside Early Assessments of Learning. Rolling Meadows, IL: Riverside Publishing Company.

  • Bracken, B. A. (2013). Testing and assessment in school psychology and education: Volume 3. In B. A. Bracken (Volume Editor); K. F. Geisinger (Editor-in-Chief), APA handbook of testing and assessment in psychology. Washington, D.C., American Psychological Association.

  • McCallum, R. S., & Bracken, B. A. (2012). Examiner’s Manual: Universal Multiple Abilities Scale. Austin, TX: PRO-ED.

  • Bracken, B. A., & VanTassel-Baska, J. (2008 – 2010; Co-Principal Investigators) oversaw the development of eight science curriculum units as part of Project Clarion. These units are published and distributed by Prufrock Publishing, Waco, TX. The eight units include:

    • What’s the Matter

    • Water Works

    • Budding Botanists

    • Dig It

    • How the Sun Makes our Day

    • Invitation to Invent

    • Survive and Thrive

    • Weather Reporter

  • Bracken, B. A. (2007). Examiner’s Manual: Bracken School Readiness Assessment – 3rd Edition. San Antonio, TX: Harcourt Assessment.

  • Bracken, B. A., & Nagle, R. (2007). Psychoeducational assessment of preschool children – Fourth Edition. Mahwah, NJ, Lawrence Erlbaum Associates.

  • Bracken, B. A. (2006). Examiner’s Manual: Clinical Assessment of Interpersonal Relations. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A. (2006). Examiner’s Manual: Bracken Basic Concept Scale – 3rd Edition. San Antonio, TX: Harcourt Assessment.

  • Bracken, B. A. (2006). Examiner’s Manual: Bracken Expressive. San Antonio, TX: Harcourt Assessment.

  • Bracken, B. A., & Boatwright, B. S. (2005). Examiner’s manual: Clinical Assessment of Attention Deficit – Child and Adult. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A., Boatwright, B. and PAR Staff (2005). Clinical Assessment of Attention Deficit (Forms A & C) Scoring Software. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A., Keith, L. K. (2004). Examiner’s manual: Clinical Assessment of Behavior. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A., Keith, L. K., and PAR Staff (2004). Clinical Assessment of Behavior Scoring Software. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A. & Howell, K. K. (2004). Examiner’s manual: Clinical Assessment of Depression. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A., Howell, K. K. and PAR Staff (2004). Clinical Assessment of Depression Scoring Software. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A. with multiple authors (2002). Mental Retardation: Determining eligibility for Social Security Benefits. Washington, DC: National Academy Press.

  • Bracken, B. A. (2002). Examiner’s manual: Bracken School Readiness Assessment. San Antonio, TX: The Psychological Corporation.

  • Bracken, B. A., & McCallum, R. S. (2001). UNIT Compuscore Software Program. Itasca, IL: Riverside Publishing.

  • McCallum, R. S., Bracken, B. A., & Wasserman, J. (2001). Essentials of nonverbal assessment. New York: Wiley.

  • Bracken, B. A. (Ed) (2000). Psychoeducational assessment of preschool children, Third Edition. Needham Heights, MA: Allyn & Bacon.

  • Bracken, B. A. & McCallum, R. S. (1998). Examiner's Manual: Universal Nonverbal Intelligence Test (UNIT). Itasca, IL: Riverside Publishing.

  • Bracken, B. A., & McCallum, R. S. (1998). UNIT training video: Universal Nonverbal Intelligence Test. Itasca, IL: Riverside Publishing.

  • Bracken, B. A., & McCallum, R. S. (1998). UNIT University Training CD. Itasca, IL: Riverside Publishing.

  • Bracken, B. A. (1998). Examiner's Manual: Bracken Basic Concept Scale - Revised. San Antonio, TX: The Psychological Corporation.

  • Bracken, B. A. (Ed.) (1996). Handbook of Self Concept: Developmental, Social, and Clinical Considerations. New York: John Wiley and Sons. (Also translated into Japanese).

  • Bracken, B.A. (1994). Training Video: Universal Nonverbal Intelligence Test Standardization Version. Itasca, IL: Riverside Publishing.

  • Bracken, B. A. (1993). Examiner's Manual: Assessment of Interpersonal Relations. Austin, TX: PRO-ED.

  • Bracken, B. A. (1992). Examiner's Manual: Multidimensional Self Concept Scale. Austin, TX: PRO-ED.

  • Bracken, B. A. (Ed.) (1991). Psychoeducational Assessment of Preschool Children, 2nd Edition. Needham Heights, MA: Allyn & Bacon.

  • Bracken, B. A. (1987). Bracken Concept Development Program. San Antonio, TX: The Psychological Corporation.

  • Bracken, B. A. (1984). Examiner's Manual: Bracken Basic Concept Scale. San Antonio, TX: The Psychological Corporation.

  • Paget, K.D., & Bracken, B. A. (1982). Psychoeducational Assessment of Preschool Children. San Antonio, TX: The Psychological Corporation.

Tests

  • Bracken, B. A. (2020). Comprehensive Early Assessment of Learning – Cognitive Battery. Thousand Oaks, CA, Western Psychological Services. (In progress)

  • Bracken, B. A. (2020). Comprehensive Early Assessment of Learning – Observational Scales. Thousand Oaks, CA, Western Psychological Services. (In progress)

  • Bracken, B. A. (2020). Comprehensive Early Assessment of Learning – Academic Battery. Thousand Oaks, CA, Western Psychological Services. (In progress)

  • Bracken, B. A. (2020). Bracken Basic Concept Scale – 4th Edition. San Antonio, TX: Pearson. (In progress)

  • Bracken, B. A. (2020). Bracken School Readiness Assessment – 4th Edition. San Antonio: Pearson. (In progress)

  • McCallum, R. S., & Bracken, B. A. (2019). Universal Talented and Gifted Screener. Austin, TX: Prufrock.

  • Bracken, B. A., & McCallum, R. S. (2018). UNIT – Group Abilities Test. Austin, TX: Pro-Ed.

  • Bracken, B. A., & McCallum, R. S. (2016). Universal Nonverbal Intelligence Test – 2nd Edition. Austin, TX: Pro-Ed.

  • Bracken, B. A. (2013). Riverside Early Assessments of Learning: Head Start Observation Version. Rolling Meadows, IL: Riverside Publishing Company.

  • Bracken, B. A. (2013). Riverside Early Assessments of Learning: IDEA Observation Version. Rolling Meadows, IL: Riverside Publishing Company.

  • Bracken, B. A. (2013). Riverside Early Assessments of Learning: Kindergarten Readiness Observation Version. Rolling Meadows, IL: Riverside Publishing Company.

  • Bracken, B. A. (2013). Riverside Early Assessments of Learning [Online Format]. Rolling Meadows, IL: Riverside Publishing Company.

  • McCallum, R. S., & Bracken, B. A. (2013). Universal Multidimensional Abilities Scale. Austin, TX: PRO-ED.

  • Bracken, B. A., Holt, K. A., Lee, M. L., McCormick, C. J., Robbins, J. I., & Stambaugh, T. L. (2008). Perceptual Assessment of Science Teaching and Learning. Williamsburg, VA: Center for Gifted Education, The College of William & Mary.

  • Bracken, B. A. (2007). Bracken School Readiness Assessment – 3rd Edition. San Antonio, TX: Harcourt Assessment.

  • Bracken, B. A. (2006). Bracken Basic Concept Scale – Receptive 3rd Edition. San Antonio, TX: Harcourt Assessment.

  • Bracken, B. A. (2006). Bracken Basic Concept Scale: Expressive. San Antonio, TX: Harcourt Assessment.

  • Bracken, B. A. (2006). Clinical Assessment of Interpersonal Relations. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A., & Boatwright, B. S. (2005). Clinical Assessment of Attention Deficit - Child. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A., & Boatwright, B. S. (2005). Clinical Assessment of Attention Deficit - Adult. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A., Keith, L. K. (2004). Clinical Assessment of Behavior. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A., & Howell, K. K. (2004). Clinical Assessment of Depression. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A., Little, C., McGowan, S., Tyler, K., Baker, L., Chandler, K., Quek, C., Ginsberg, P. (2004). Professional Development Questionnaire. Williamsburg, VA: The Center for Gifted Education, The College of William and Mary.

  • Bracken, B. A., Bai, W., Fithian, E., Lamprecht, M. S., Little, C. A., & Quek, C. (2003). Test of Critical Thinking. Williamsburg, VA: The Center for Gifted Education. The College of William and Mary.

  • VanTassel-Baska, J., Avery, L., Struck, J., Feng, A., Bracken, B.A., Drummond, D., & Stambaugh, T. (2003). The William and Mary Classroom Observation Scales. Williamsburg, VA: The Center for Gifted Education, The College of William and Mary.

  • Bracken, B. A. (2002). Bracken School Readiness Assessment. San Antonio, TX: The Psychological Corporation.

  • Bracken, B. A., & McCallum, R. S. (1998). Universal Nonverbal Intelligence Test- - UNIT. Itasca, IL: Riverside Publishing.

  • Bracken, B. A. (1998). Bracken Basic Concept Scale - Revised. San Antonio, TX: The Psychological Corporation.

  • Bracken, B. A. (1998). Bracken Basic Concept Scale – Revised (Spanish Form). San Antonio, TX: The Psychological Corporation.

  • Leeming, F. C., Dwyer, W. O., & Bracken, B. A. (1995). Children's Ecological Attitude and Knowledge Scale. Published in: The Journal of Environmental Education, 26, 22-31.

  • Bracken, B. A. (1993). Test di Valutazione Dell 'Autostima. Edizioni Erickson: Trento, Italy. (Italian translation of MSCS)

  • Bracken, B. A. (1993). Assessment of Interpersonal Relations. Austin, TX: PRO-ED.

  • Bracken, B. A. (1993) Test Delle Relazioni Interpersonali. Edizioni Erickson: Trento, Italy. (Italian translation of AIR)

  • Bracken, B. A. (1992). Multidimensional Self Concept Scale. Austin, TX: PRO-ED.

  • Bracken, B. A. (1984). Bracken Basic Concept Scale: Screening Scale. San Antonio, TX: The Psychological Corporation.

  • Bracken, B. A. (1984). Bracken Basic Concept Scale: Diagnostic Scale. San Antonio, TX: The Psychological Corporation.

Monographs

  • McCallum, R. S., & Bracken, B. A. (Eds.) (1995). Attention Deficit Disorder: A Monograph of the Journal of Psychoeducational Assessment. Knoxville, TN: Psychoeducational Corporation.

  • Bracken, B. A., & McCallum, R. S. (Eds.) (1993). Wechsler Intelligence Scale for Children - Third Edition: A Monograph of the Journal of Psychoeducational Assessment. Knoxville, TN: Psychoeducational Corporation.

  • McCallum, R. S., & Bracken, B. A. (Eds.) (1993). Woodcock-Johnson Psycho-educational Battery - Revised: A Monograph of the Journal of Psychoeducational Assessment. Knoxville, TN: Psychoeducational Corporation.

  • Bracken, B. A., & McCallum, R. S. (Eds.) (1991). WPPSI-R: A Monograph of the Journal of Psychoeducational Assessment, 9, 197-291.

  • Bracken, B. A., & Fagan, T. K. (Eds.) (1990). Intelligence: Theories and Practice. A Monograph of the Journal of Psychoeducational Assessment, 8, 217-454.

Chapters, Articles, Reviews, and Works in Progress

  • Theodore, L. A., Bracken, B. A., & Dolak, K. A. (2020). Yoga as Means of Improving On-Task Behavior among Preschool Children. Manuscript in review.

  • Theodore, L. A. & Bracken, B. A. (2020). Positive psychology and multidimensional adjustment. In C. Maykel and M. Bray (Eds.), Promoting Mind–Body Health in Schools: Interventions for Mental Health Professionals. American Psychological Association, Division 16 Book Series, pp. 131-143. 

  • Bracken, B. A. (in press). The use of intelligence tests in the identification of gifted children. In T. Cross & J. Cross (Eds.) Handbook for school counselors serving students with gifts and talents. Waco, TX: Prufrock Press.

  • Bracken, B. A., & Theodore, L. A. (2020). Promoting health and wellness in young children: Preschool assessment. Perspectives in Early Childhood Psychology and Education. 5(1), 139-169.

  • Bracken, B. A., & Theodore, L. A. (2020). Observing preschool assessment-related behavior. In V. Alfonso, B. Bracken and R. Nagle (Eds.), Psychoeducational assessment of preschool children, Fifth Edition. New York: Routledge: Taylor & Francis Group, pp. 32-54.

  • Bracken, B. A., & Theodore, L. A. (2020). Creating an optimal preschool assessment situation. In V. Alfonso, B. Bracken and R. Nagle (Eds.), Psychoeducational assessment of preschool children, Fifth Edition. New York: Routledge: Taylor & Francis Group, pp. 55-76.

  • Hassett, N. R., McCallum, R. S., & Bracken, B. A. (in press). Nonverbal assessment of intelligence and related constructs. In L. A. Theodore, M. Bray, and B. A. Bracken (Eds.), Desk Reference in School Psychology. New York: Oxford University Press.

  • McCallum, R. S., & Bracken, B. A. (2018). The Universal Nonverbal Intelligence Test (UNIT2): A multidimensional nonverbal alternative for cognitive assessment. In D. P. Flanagan and P. L. Harrison (Eds.), Contemporary Intellectual Assessment, 4th edition, New York: Guilford Press, pp. 567-586.

  • Bracken, B. A. (2018). Publishing tests and assessment instruments. In R. Floyd (Ed.), Publishing in School Psychology and Related Fields: An Insider’s Guide. New York: Rutledge, pp. 252-262.

  • Bracken, B. A. (2017). Mental Measurements Yearbook. Invited entry for A. E. Wenzel (Ed.), The SAGE Encyclopedia of Abnormal and Clinical Psychology. Thousand Oaks, CA: Sage.

  • Mpofu, E., Bracken, B. A., Van de Vijver, F., & Saklofske, D. (2017). Teaching of intelligence and emotional intelligence. In G. J. Rich, U. Gielen, and H. Takooshian (Eds.), Internationalizing the teaching of psychology. Charlotte, NC:  Information Age Publishing: Advances in Cultural Psychology, pp. 281-295.

  • Bracken, B. A. (2017). Evidence-Based Interventions for Self-Concept in Children and Adolescents. In L. Theodore (Ed.), Handbook of Evidence-Based Interventions for Children and Adolescents. New York: Springer Publishing Company Publishing, pp. 377-386.

  • Bray, M. A., Kehle, T. J., Root, M. M., Sassu, K. A., Theodore, L. A., & Bracken, B. A. (2017). Evidence-Based Interventions for Asthma in Children and Adolescents. In L. A. Theodore (Ed.), Handbook of Evidence-Based Interventions for Children and Adolescents. New York: Springer Publishing Company, pp. 447-458.

  • Friedlander Moore, A., McCallum, R. S., & Bracken, B. A. (2017). The Universal Nonverbal Intelligence Test: Second Edition. In R. S. McCallum (Ed.), Handbook of Nonverbal Assessment. New York: Springer Publishing Company, pp 105-126.

  • Kehle, T. J., del Campo, M. A., Root, M. M., Bray, M. A., Theodore, L. A., & Bracken, B. A. (2017). Evidence-Based Interventions for Selective Mutism in Children and Adolescents. In L. A. Theodore (Ed.), Handbook of Evidence-Based Interventions for Children and Adolescents. New York: Springer Publishing Company, pp. 245-252.

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

  • Durall, E., McCallum, R.S., Bracken, B.A., & Silva, S. (2014). Adapting a teacher-based scale for international use. In S. O’Rouke (Ed.), Embracing Inclusive Approaches for Children and Youth with Special Needs. Research Center on Education (CIEd)/Institute of Education, University of Minho, Braga, Portugal: ISBN: 978-989-8525-33-8

  • Kim, K. H., VanTassel-Baska, J., Bracken, B. A., Feng, A., & Stambaugh, T. (2014). Assessing Science Reasoning and Conceptual Understanding in the Primary Grades Using Standardized and Performance-based Assessments. Journal of Advanced Academics, 25, 47-66.

  • Panter, J. E., & Bracken, B. A. (2013). Preschool Assessment. In Bracken, B. A. Testing and Assessment in School Psychology and Education: Volume 3, B. A. Bracken (Volume Editor); K. F. Geisinger (Editor-in-Chief), APA handbook of testing and assessment in psychology (pp 21-37). Washington, D.C., American Psychological Association.

  • Wasserman, J. D., & Bracken, B. A. (2013). Fundamental psychometric considerations in assessment. In J. R. Graham & J. A. Naglieri (Eds.), Handbook of psychology. Volume 10: Assessment psychology (2nd ed., pp. 50-81). Hoboken, NJ: John Wiley & Sons.

  • Bracken, B. A. (2012). The use of intelligence tests in gifted identification. In T. Cross & J. Cross (Eds.) Handbook for school counselors serving students with gifts and talents. (pp. 75-88). Waco, TX: Prufrock Press.

  • McCallum, R. S., & Bracken, B. A. (2012). Multidimensional nonverbal alternative to cognitive assessment (pp 357-375). In D. Flanagan and P. Harrison (Eds.) Contemporary Intellectual Assessment, 3rd Edition. New York: Guilford.

  • Kim, K. H., VanTassel-Baska, J., Bracken, B.A., Feng, A. T., Stambaugh, T., & Bland, L. (2012). Project Clarion: Three years of science instruction in Title I schools among K-Third grade students. Research in Science Education, 813-829.

  • Bracken, B. A., & Panter, J. E. (2011). Using the Bracken Basic Concept Scale and the Bracken Concept Development Program for assessing and remediating concept development. Psychology in the Schools, 48(5), 465-475.

  • Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., Cohen, M., Davis, A., Decker, S., Denckla, M.,  Dumont, R., Elliott, C. Feifer, S., Fiorello, C., Flanagan, D., Fletcher-Janzen, E.,  Geary, D., Gerber, M., Gerner, M., Goldstein, S., Gregg, N., Hagin, R., Jaffe, L., Kaufman, A., Kaufman, N., Keith, T., Kline, F., Kochhar-Bryant, C., Lerner, J., Marshall, G., Mascolo, J., Mather, N., Mazzocco,  M., McCloskey, G., McGrew, K., Miller, D., Miller, J., Mostert, M., Naglieri, J., Ortiz, S., Phelps, L., Podhajski, B., Reddy, L., Reynolds, C., Riccio, C., Schrank, F., Schultz, E., Semrud-Clikeman, M., Shaywitz, S., Simon, J.,  Silver, L.,  Swanson, L., Urso, A., Wasserman, T., Willis, J., Wodrich, D., Wright, P., & Yalof, J. (2010). Critical Issues in response-to-intervention, comprehensive evaluation, and specific learning disabilities identification and intervention: An expert white paper consensus. Learning Disability Quarterly, 33, 223-236.

  • Bracken, B. A., & Crawford, E. (2010). Basic concepts in early childhood educational standards: A 50-state review. Journal of Early Childhood Education, 37, 421-431.

  • Bracken, B. A. & Reintjes, C. (2010). Age, Race, and Gender Differences in Depressive Symptoms: A Lifespan Developmental Investigation. Journal of Psychoeducational Assessment, 28, 40-53.

  • VanTassel-Baska, J., Bracken, B.A., Feng, A., & Brown, E. (2009). A longitudinal study of enhancing critical thinking and reading comprehension in Title I classrooms. Journal for the Education of the Gifted, 33, 7-37.

  • Bracken, B. A. (2009). Equitable assessment: Social Justice in Practice. MacFarlane, B. & Stambaugh, T. (Eds.). Leading Change in Gifted Education: The Festschrift of Dr. Joyce VanTassel-Baska (pp. 219-228). Waco, TX: Prufrock Press.

  • Panter, J. E., & Bracken, B. A., (2009). Validity of the Bracken School Readiness Assessment for Predicting First Grade Readiness. Psychology in the Schools. 46, (5), 397- 409.

  • Bracken, B. A. (2009). Growing healthy self-concepts. In R. Gilman, S. Huebner, & M. Furlong (Eds.). Promoting wellness in children and youth: A handbook of positive psychology in the schools (pp.89-106). Boston: Blackwell.

  • Bracken, B.A. (2009). Reflections on jobs and careers in school psychology. The School Psychologist, 63, 71-77.

  • Bracken, B. A., & McCallum, R. S. (2009 Universal Nonverbal Intelligence Test. In J. A. Naglieri & S. Goldstein (Eds.). A practitioner’s Guide to the Assessment of Intelligence and Achievement (p. 291-314). New York: John Wiley & Sons.

  • McCallum, R. S., & Bracken, B.A. (2009). Intelligent testing of underserved populations. In, J. Kaufman’s (Ed.) Forty years of Intelligent Testing: A tribute to Alan S. Kaufman. (pp. 193-219). Cambridge University Press. Princeton, NJ.

  • Bracken, B. A. (2008). Nontraditional strategies for identifying nontraditional gifted and talented students. In J. L. VanTassel-Baska (Ed.) Alternative assessments with gifted and talented students (pp. 17-40). National Association of Gifted Children, Washington, D.C.

  • Wnek, A., Klein, B, & Bracken, B. A. (2008). Professional development issues for school psychologists: What’s hot, what’s not in the United States. School Psychology International, 29, 145-160.

  • Bracken, B. A., & Brown, E. F. (2008). Early identification of high-ability students: Clinical Assessment of Behavior. Journal for the Education of the Gifted, 31, 403-426.

  • VanTassel-Baska, J., Feng., A., Brown, E., Bracken, B., Stambaugh, T., French, H., McGowan, S., Worley, B., Quek, C., & Bai, W. (2008). A study of differentiated instructional change over three years. Gifted Child Quarterly 52(4), 297-312.

  • Bland. L.,VanTassel-Baska, J., Bracken, B. A., Kim. K. H., Feng, A., T., & Stambaugh, T. (2008). Assessing critical thinking in science at primary levels through the use of multiple performance-based measures. Gifted Child Quarterly, 52, 272-284.

  • Bracken, B. A. (2007). Creating an optimal preschool assessment. In B. Bracken and R. Nagle (Eds.) Psychoeducational assessment of preschool children, Third Edition (pp 95-110). Lawrence Erlbaum Associates.

  • Bracken, B. A. (2007). Observing preschool assessment-related behavior. In B. Bracken and R. Nagle (Eds.) Psychoeducational assessment of preschool children, Third Edition (pp 137-154). New York: Lawrence Erlbaum Associates.

  • Bracken, B. A. (2007). Nontraditional strategies for identifying nontraditional gifted and talented students. In J. VanTassel-Bask (Ed.), Alternative assessment of gifted learners (pp 1 – 23). Washington, DC: National Association of Gifted Children.  

  • Bracken, B. A., VanTassel-Baska, J., Brown, E.F., & Feng, A. (2007). Project Athena: A tale of two studies. In J. VanTassel-Baska and T. Stambaugh (Eds) Overlooked gems: A national perspective on low-income promising learners (pp 63 – 67). Washington, DC: National Association of Gifted Children.

  • Bracken, B. A., & Brown, E. F. (2006). Behavioral identification and assessment of gifted and talented students. Journal of Psychoeducational Assessment, 24, 112-122.

  • Bracken, B. A., & Keith, L. K. (2006). Appendix H: Emotional Disturbance and Social Maladjustment Scales: Clinical Assessment of Behavior. Odessa, FL: Psychological Assessment Resources.

  • Bracken, B. A. (2006). Bracken Basic Concept Scale – Revised. In N. J. Salkind (Ed.) Encyclopedia of measurement and statistics (pp 113-114). Thousand Oaks, CA: Sage Publications.

  • Bracken, B. A. (2006). Clinical Assessment of Attention Deficit. In N. J. Salkind (Ed.) Encyclopedia of measurement and statistics (pp 145-146). Thousand Oaks, CA: Sage Publications.

  • Bracken, B. A. (2006). Clinical Assessment of Behavior. In N. J. Salkind (Ed.) Encyclopedia of measurement and statistics (pp 147-148). Thousand Oaks, CA: Sage Publications.

  • Bracken, B. A. (2006). Clinical Assessment of Depression. In N. J. Salkind (Ed.) Encyclopedia of measurement and statistics (pp 148-149). Thousand Oaks, CA: Sage Publications.

  • Bracken, B. A. (2006). Universal Nonverbal Intelligence Test. In N. J. Salkind (Ed.) Encyclopedia of measurement and statistics (pp 1026-1027). Thousand Oaks, CA: Sage Publications.

  • McCallum, R. S., & Bracken, B. A. (2005). The Universal Nonverbal Intelligence Test: A multidimensional measure of intelligence. In D. Flanagan and P. Harrison (Eds.) Contemporary intellectual assessment, 2nd Edition. (pp 425 – 440). New York: Guilford.

  • Bracken, B. A. (2005). Review of the Psychological Processing Checklist. Lincoln, NE: Buros Institute of Mental Measurements.

  • Bracken, B. A. (2005). Review of the Reynolds Intellectual Assessment Scales and the Reynolds Intellectual Screening Test. Lincoln, NE: Buros Institute of Mental Measurements.

  • Bracken, B. A. (2003). Planning, Tilling, Planting, Tending, and Harvesting. Testing International, 13, 2-3.

  • Bracken, B. A. (2003). Response to Mendaglio and Pyryt gifted students’ self-concepts: A behavioral perspective. Gifted and Talented International, 18, 84-86.

  • Bracken, B. A., & Naglieri, J. A. (2003). Assessing Diverse Populations with Nonverbal Tests of General Intelligence. In C. R. Reynolds & R. W. Kamphaus (Eds.) Handbook of psychological and educational assessment of children (2nd Ed.) (pp. 243 – 274). New York: Guilford.

  • Bracken, B. A., & Lamprecht, M. S. (2003). Self-Concept: An equal opportunity construct. School Psychology Quarterly, 18, 103 – 121.

  • Bracken, B. A., & Shaughnessy, M. F. (2003). An interview with Bruce A. Bracken about the measurement of basic concepts in children. North American Journal of Psychology, 5, 351-364.

  • Wasserman, J. D., & Bracken, B. A. (2003). Psychometric considerations of assessment procedures. In J. Graham and J. Naglieri (Eds). Handbook of assessment psychology (pp. 43 – 66). New York: Wiley.

  • McEachron, G., Baker, C., & Bracken, B. A. (2003). What classroom environments tell about the pedagogical aspects of subject matter: A cross-cultural comparison. School Psychology International, 24, 462-476.

  • Wasserman, J. D., & Bracken, B. A. (2002). Selecting appropriate tests: Psychometric and pragmatic considerations. In J. F. Carlson & B. B. Waterman (Eds.), Social and personal assessment of school-aged children: Developing interventions for educational and clinical settings (pp 18 - 43). Needham Heights, MA: Allyn & Bacon.

  • Bracken, B. A., Bunch, S., Keith, T. Z., Keith, P. B. (2000). Childhood and adolescent multidimensional self-concept: A five-instrument factor analysis. Psychology in the Schools, 37, 483 - 493.

  • Sweeney, R. B., & Bracken, B. A. (2000). Influence of family structure on children's self-concept development. Canadian Journal of School Psychology, 16, 39 - 52.

  • Bracken, B. A., & McCallum, R. S. (2000). Assessing intelligence in a nation that speaks more than 200 languages. (pp. 405-431). In L. Suzuki (Ed). Handbook of Multicultural Assessment - 2nd Edition. New York: Josey-Bass.

  • Bracken, B. A. (2000). Universal Nonverbal Intelligence Test. In C. R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of the handicapped and other exceptional children and adults (2nd ed.; pp. 1864-1865). New York: John Wiley & Sons.

  • Bracken, B. A. (2000). Bracken Basic Concept Scale-Revised. In C. R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of the handicapped and other exceptional children and adults (2nd ed.; pp. 281-282). New York: John Wiley & Sons.

  • Panter, J. E., & Bracken, B. A. (2000). Promoting school readiness. In K. M. Minke & G. G. Bear (Eds.), Preventing school problems - Promoting school success: Strategies and programs that work (pp. 101-142). Bethesda, MD: National Association of School Psychologists.

  • Bracken, B. A. (2000). Maximizing content-relevant variance: The assessment situation. In B.A. Bracken (Ed.) Psychoeducational assessment of preschool children, Third Edition. (pp. 33-44). Needham Heights, MA: Allyn & Bacon.

  • Bracken, B. A. (2000). Clinical observation of preschool assessment behavior. In B.A. Bracken (Ed.) Psychoeducational assessment of preschool children, Third Edition. (pp. 45 – 56). Needham Heights, MA: Allyn & Bacon.

  • Bracken, B. A. (2000). Cross-Cultural Assessment: The Universal Nonverbal Intelligence Test (UNIT). School Psychology in Virginia: The Newsletter of the Academy of School Psychologists, Spring, 10-12.

  • Bracken, B. A., McCallum, R. S., & Shaughnessy, M. F. (1999). An interview with Bruce A. Bracken and R. Steve McCallum, Authors of the Universal Nonverbal Intelligence Test (UNIT). North American Journal of Psychology, 1, 277-288.

  • Bracken, B. A. (1999). Assessing diverse populations with nonverbal tests of intelligence. Trainers’ Forum: Periodical of the Trainers of School Psychologists, 17, 1, 6-8.

  • Bracken, B. A., & McCallum, R. S. (1999). International testing matters: The Universal Nonverbal Intelligence Test (UNIT). The International Test Commission Newsletter, 9(1), 7-12.

  • Bracken, B. A. (1999). Advances in school psychology: Thirty years of role expansion. Communiqué, 27(8), 12-13.

  • Wheatcraft, T. K., & Bracken, B. A. (1999). Early identification and intervention of psychosocial and behavioral effects of exceptionality. In D. Saklofske & V. Schwean (Eds.) Handbook of psychosocial characteristics of exceptional children. (pp. 543 – 610). New York: Plenum.

  • Bracken, B. A. (1998). Basic concept acquisition and assessment: A celebration of our world's many dimensions. Clinicians' Forum, 8(2), 1, 7.

  • Bracken, B. A., Keith, L. K., & Walker, K. C. (1998). Assessment of preschool behavior and social-emotional functioning: A review of thirteen third-party instruments. Journal of Psychoeducational Assessment, 16(2), 153-169. Reprinted from Assessment in Rehabilitation and Exceptionality, 1, 331-346.

  • Jackson, L. D., & Bracken, B.A. (1998). The relationship between students' sociometric classifications and self-concepts. Journal of School Psychology, 36, 233-246.

  • Stein, R. J., Bracken, B. A., Haddock, C. K., & Shadish, W. (1998). The preliminary development of the Children's Physical Self-concept Scale. Developmental and Behavioral Pediatrics 19, 1-8

  • Swaim, K., & Bracken, B. A. (1997). Self-concepts of adolescent runaways as compared to the self-concepts of a matched sample of non-runaways. Journal of Clinical Child Psychology, 26, 397-403.

  • Bracken, B.A. (1997). The Tao of Intelligence. School Psychology Communiqué, June, 25, 10-12. Washington, D.C.: National Association of School Psychologists.

  • Bracken, B. A. (1996). Clinical applications of a multidimensional, context-dependent model of self-concept. In B. A. Bracken (Ed.). Handbook of Self Concept: Developmental, Social, and Clinical Considerations (pp. 463-505). New York: John Wiley and Sons.

  • Bracken, B. A. (1996). Preschool assessment (and several other entries - - Buros Mental Measurements Yearbook; profile analysis; readiness; self-concept; school psychology specializations; reliability; validity). Entries in

  • T. K. Fagan & P. Warden (Eds.). Historical encyclopedia of school psychology, Westport, CT: Greenwood Publishing.

  • Bracken, B. A., & Walker, K. C. (1996). Utility of intelligence tests for preschoolers. In D. P. Flanagan, J. L. Genshaft, and P. L. Harrison (Eds.). Beyond traditional intellectual assessment: Contemporary and emerging theories, tests, and issues (pp. 484-502). New York: Guilford Press.

  • Hall, W. N., & Bracken, B. A. (1996). Relationship between maternal parenting styles and African American and White adolescents' interpersonal relations. School Psychology International, 17, 253-267.

  • Keith, L. K., & Bracken, B. A. (1996). Self-concept instrumentation: A critical review. In B. A. Bracken (Ed.). Handbook of Self Concept: Developmental, Social, and Clinical Considerations (pp. 91-171). New York: John Wiley and Sons.

  • McCallum, R. S., & Bracken, B. A. (1996). The Universal Nonverbal Intelligence Test (UNIT). In D. P. Flanagan, J. L. Genshaft, and P. L. Harrison (Eds.). Beyond traditional intellectual assessment: Contemporary and emerging theories, tests, and issues (pp. 268-280). New York: Guilford Press.

  • Walker, K. C., & Bracken, B. A. (1996). Inter-parent agreement on four preschool behavior rating scales: Effects of parent and child gender on inter-rater reliability. Psychology in the Schools, 33, 273-284.

  • Boatwright, B. S., Bracken, B. A., Morgan, S. B., Relyea, G., & Young, J. E. (1995). Boatwright-Bracken Adult Attention Deficit Scale: Construction and preliminary validation. Journal of Psychoeducational Assessment: Monograph Series, 108-130.

  • Leeming, F. C., Dwyer, W. O., & Bracken, B. A. (1995). Children's Ecological Attitude and Knowledge Scale (CHEAKS): Construction and Validation. Journal of Environmental Education, 26, 22-31.

  • Bracken, B. A. (1995). Review of the CID Preschool Performance Scale. The twelfth mental measurements yearbook, Lincoln, NE: University of Nebraska Press.

  • Bracken, B. A. (1995). Review of the Cognitive Observational Guide. The twelfth mental measurements yearbook, Lincoln, NE: University of Nebraska Press.

  • Bracken, B. A. (1994). Advocating for effective preschool assessment practices: A comment on Bagnato and Neisworth. School Psychology Quarterly, 9, 104-109.

  • Bracken, B. A., & Crain, R. M. (1994). Children's and Adolescents' Interpersonal Relations: Do Age, Race, and Gender Define Normalcy?  Journal of Psychoeducational Assessment, 12, 14-32.

  • Bracken, B. A., Keith, L., & Walker, K. (1994). Preschool social-emotional functioning: A review of thirteen third-party instruments. Assessment in Rehabilitation and Exceptionality, 1, 331-346.

  • Bracken, B. A., & Mills, B. (1994). School counselors' assessment of self-concept: A comprehensive review of ten instruments. The School Counselor, 42, 14-31.

  • Crain, R. M, & Bracken, B. A. (1994). Age, race, and gender differences in child and adolescent self-concept: Evidence from a behavioral-acquisition, context-dependent model. School Psychology Review, 23, 492-507.

  • Bracken, B. A., & Newman, V. (1994). Child and adolescent interpersonal relations with mothers, fathers, male peers, female peers, and teachers: A factor analytic investigation. Canadian Journal of School Psychology, 10, 108-122.

  • Bracken, B. A. (1993). Editor's comments on the WISC-III special issue. Journal of Psychoeducational Assessment, 11, 4-5

  • Bracken, B. A., McCallum, R. S., & Crain, R. M. (1993). WISC-III subtest composite reliabilities and specificities: interpretive guides. Journal of Psychoeducational Assessment, 11, 22-34.

  • Bracken, B. A., Howell, K.K., & Crain, M. (1993). Prediction of Caucasian and African-American preschool children's fluid and crystallized intelligence: Contributions of maternal characteristics and home environment. Journal of Clinical Child Psychology, 22, 455-464.

  • McCallum, R. S., & Bracken, B. A. (1993). Interpersonal relations between school children and their peers, parents, and teachers. Educational Psychology Review, 5, 155-176.

  • Bracken, B. A. (1993). School psychology and debate over assessment: Issues of professional fire and brimstone. Trainers' Forum, 12, 1-4.

  • Fagan, T. K, & Bracken, B. A. (1993). Reaction to Naglieri's "Role of Intelligence Assessment."  The School Psychologist, 47, 6-7.

  • Bracken, B. A. (1992). The interpretation of psychological tests. In R. Most and M. Zeidner. Psychological testing: An inside view. Palo Alto, CA: Consulting Psychologists Press. (119-158).

  • Bracken, B. A. (1992). Wechsler Preschool and Primary Scale of Intelligence - Revised. In J. Conoley and J. Kramer (Eds.), The eleventh mental measurements yearbook, Lincoln, NE: University of Nebraska Press. (pp. 1027 - 1029)

  • Bracken, B. A. (1992). Advances in Psychoeducational Assessment. Videotaped contribution to a NASP/Division 16 videotape series

  • (A. Thomas & J. Braden, Eds.).

  • Bracken, B. A. (1992). Gender, race, and age differences in self-concept: Do they really exist. School Psychology Communiqué, 21, 12-13.

  • Howell, K. K., & Bracken, B. A. (1992). Clinical utility of the Bracken Basic Concept Scale as a preschool intellectual screener: Comparison with the Stanford-Binet for Black children. Journal of Clinical Child Psychology, 21, 255-261.

  • Delugach, R. R. Bracken, B. A., Bracken, M. J., & Schicke, M. C. (1992). Self-concept: Multidimensional construct validation. Psychology in the Schools, 29, 213-223.

  • Bracken, B. A., Bagnato, S., & Barnett, D. (1991). Early Childhood Assessment: Position Statement of the National Association of School Psychologists. National Association of School Psychologist. Solicited and adopted by the NASP Executive Board and Delegate Assembly.

  • Bracken, B. A. (1991). Editor's comments on the WPPSI-R special issue. Journal of Psychoeducational Assessment, 9, 197-199.

  • Bracken, B. A., Howell, K. K., Harrison, T. E., Stanford, L. D., & Zahn, B. H. (1991). Ipsative subtest pattern stability of the Bracken Basic Concept Scale and the Kaufman Assessment Battery for Children in a preschool sample. School Psychology Review, 20, 309-324.

  • Bracken, B. A., & Barona, A. (1991). State-of-the-art Procedures for Translating, Validating, and Using Psychoeducational Tests for Cross-Cultural Assessment. School Psychology International, 12, 119-132.

  • Bracken, B. A., & Howell, K. K. (1991). Multidimensional self-concept construct validation: A three instrument investigation. Journal of Psychoeducational Assessment, 9, 319-328.

  • Bracken, B. A. (1991). Assessment of adolescent social-emotional functioning with the Multidimensional Self Concept Scale. Child Assessment News, 1, 8-9.

  • Bracken, B. A. (1991). Observing the assessment behavior of preschool children. In B. A. Bracken (Ed.) The Psychoeducational Assessment of Preschool Children (2nd Ed). Needham Heights, MA: Allyn & Bacon.

  • Bracken, B. A., & Delugach, R. R. (1990). The WPPSI and WPPSI-R: Good versus better. School Psychology Communiqué, October, 1990 (Invited).

  • Bracken, B. A. (1990). Preschool intellectual assessment with the McCarthy Scales. In B. A. Bracken (Ed). The Psychoeducational Assessment of Preschool Children. (2nd Ed). Needham Heights, MA: Allyn & Bacon.

  • Bracken, B. A., Barona, A., Bauermeister, J. J., Howell, K. K., Poggioli, L., & Puente, A. (1990). Multinational validation of the Bracken Basic Concept Scale. Journal of School Psychology, 28, 325-341.

  • Howell, K. K., Harrison, T. E., Stanford, L. D., Zahn, B. H., & Bracken, B. A. (1990) An Empirical Evaluation of Three Preschool Language Curricula. Psychology in the Schools, 27, 296-302.

  • Bracken, B. A., & Fagan, T. K. (1990). Guest Editors' Introduction to the Conference Intelligence: Theories and Practice. Journal of Psychoeducational Assessment, 8, 221-222.

  • Bracken, B. A., & Kuehn, K. L. (1989). K-ABC subtest specificity recalculated. Journal of School Psychology, 27, 335-346.

  • Chattin, S. H., & Bracken, B. A. (1989). School psychologists' evaluation of the K-ABC, McCarthy Scales, Stanford-Binet IV, and WISC-R. Journal of Psychoeducational Assessment, 7, 112-130.

  • Bracken, B. A. (1989). Book Review: assessment: Assessment in Special and Remedial Education (4th Edition). Professional School Psychology, 4, 227-229.

  • Bracken, B. A., (1988). Ten psychometric reasons why similar tests produce dissimilar results. Journal of School Psychology, 26, 155-166.

  • Bracken, B. A. (1988). Comment on Journal familiarity and perceived usefulness: Familiarity does not necessarily breed contempt. School Psychology Review, 17, 363-365.

  • Bracken, B. A., & Fagan, T. K. (1988). Abilities assessed by the K-ABC mental processing subtests: The perceptions of practitioners with varying degrees of experience. Psychology in the Schools, 25, 22-34.

  • Bracken, B. A. (1988). Rate and sequence of positive and negative pole concept acquisition. Language, Speech, and Hearing Services in the Schools, 19, 410-417.

  • Bracken, B. A. (1988). Review of the McDermott Multidimensional Assessment of Children. Buros Mental Measurements Yearbook. Lincoln, NE: University of Nebraska Press.

  • Bracken, B. A. (1988). Review of Macmillan Graded Word Reading Test. Buros Mental Measurements Yearbook. Lincoln, NE: University of Nebraska Press.

  • Rhyner, P. M., & Bracken, B. A. (1988). Concurrent validity of the Bracken Basic Concept Scale with language and intelligence measures. Journal of Communication Disorders, 21, 479-489.

  • Bracken, B. A., & Fouad, N. A. (1987). Spanish translation and validation of the Bracken Basic Concept Scale. School Psychology Review, 15, 94-102.

  • Bracken, B. A., Sabers, D., & Insko, W. (1987). Performance of matched groups of black and white children on the Bracken Basic Concept Scale. Psychology in the Schools, 23, 22-27.

  • Bracken, B. A. (1987). Limitations of preschool instruments and standards for minimal levels of technical adequacy. Journal of Psychoeducational Assessment. 5, 313-326.

  • Bracken, B. A. (1987). Review of the McDermott Multidimensional Assessment of Children. Computers in Human Behavior, 2, 309-316. (Invited reprint with the permission of the Buros Mental Measurement Yearbook)

  • Bracken, B. A., & Gross, L. S. (1987). Several entries in the Encyclopedia of Special Education. New York: Wiley 

  • Bracken, B. A., & Barnett, D. (1987, June).The technical side of preschool assessment: A primer of critical issues. Preschool Interests, 2, 6-10.

  • Bracken, B. A. (1986). Incidence of basic concepts in the directions of five commonly used American tests of intelligence. School Psychology International, 7, 1-10.

  • Bracken, B. A., & Cato, L. A. (1986). Rate of conceptual development among deaf preschool and primary children as compared to a matched group of nonhearing impaired children. Psychology in the Schools, 23, 95-99.

  • Fouad, N. A., & Bracken, B. A. (1986). Cross-cultural translation and validation of two psychoeducational assessment instruments. School Psychology International, 7, 167-172.

  • Bracken, B. A. (1985). Critical review of the Kaufman Assessment Battery for Children (K-ABC). School Psychology Review, 14, 21-36.

  • Bracken, B. A. (1985). Basic concepts: Acquisition and assessment. Preschool Interests (Newsletter of the NASP/APA special interest group) 1-4.

  • Bracken, B. A. (1985). Review of the Ross Test of Higher Cognitive Processes. Buros Mental Measurements Yearbook. Lincoln, NE: University of Nebraska Press, 1298-1299.

  • Bracken, B. A. (1985). Review of the Psychoepistemological Profile. Buros Mental Measurements Yearbook. Lincoln, NE: University of Nebraska press, 1234-1235.

  • Bracken, B. A., McCallum, R. S., & Prasse, D. P. (1984). Peabody Picture Vocabulary Test - Revised: An appraisal and review. School Psychology Review, 13, 49-60.

  • Bracken, B. A., & Murray, A. M. (1984). Stability and predictive validity of the PPVT-R over an eleven month interval. Educational and Psychological Research, 4, 41-44.

  • Bracken, B. A., Prasse, D. P., & Breen, M. J. (1984). Concurrent validity of the Woodcock-Johnson Psychoeducational Battery with regular and learning disabled students. Journal of School Psychology, 21, 185-192.

  • Murray, A. M., & Bracken, B. A. (1984). Eleven month predictive validity of the Kaufman Assessment Battery for Children. Journal of Psychoeducational Assessment, 2, 225-232.

  • Bracken, B. A. (1983). Comparison of the performance of gifted children on the McCarthy Scales of Children's Abilities and the Stanford-Binet Intelligence Scale. Journal of the Education of the Gifted, 6, 289-293.

  • Stoiber, K. C., Bracken, B. A., & Gissal, T. J. (1983). Cognitive processing styles in reading disabled and a matched group of normal children. Journal of Psychoeducational Assessment, 1, 219-234.

  • Troiano, A. B., Bracken, B. A. (1983). Creative thinking and movement styles of three culturally homogeneous kindergarten groups. Journal of Psychoeducational Assessment, 1, 35-46.

  • Bracken, B. A., & Prasse, D. P. (1983). Concurrent validity of the PPVT-R for "at risk" preschool children. Psychology in the Schools, 20, 3-15.

  • Bracken, B. A. Prasse, D. P. (1982). Comparison of the PPVT, PPVT-R, and intelligence tests used for the placement of Black, White, and Hispanic EMR students. Journal of School Psychology, 19, 304-311.

  • Bracken, B. A. (1982). Observing the assessment behavior of preschool children, in K. D. Paget, & B. A. Bracken (Eds.). Psychoeducational Assessment of Preschool Children, San Antonio, TX: The Psychological Corporation, 63-80.

  • Bracken, B. A. (1982). Effect of personalized basal stories on reading comprehension of fourth grade poor and average readers. Contemporary Educational Psychology, 7, 320-324.

  • Karnes, F. A., McCallum, R. S., & Bracken, B. A. (1982). Comparison of the PPVT and PPVT-R as possible instruments for screening gifted children. Psychological Reports, 51, 591-594.

  • Pedriana, A. J., & Bracken, B. A. (1982). Performance of gifted children on the PPVT and PPVT-R. Psychology in the Schools, 19, 183-185.

  • McCallum, R. S., Mimms, M., & Bracken, B. A. (1982). Comparability of the Peabody Picture Vocabulary Test, Peabody Picture Vocabulary Test-Revised, and Stanford-Binet for trainable mentally retarded persons. Educational and Psychological Research, 2, 255-260.

  • Bracken, B. A. (1981). McCarthy Scales as a learning disability diagnostic aid: A closer look. Journal of Learning Disabilities, 14, 128-130.

  • Prasse, D. P., & Bracken, B. A. (1981). Comparison of the PPVT-R and WISC-R with White and Black urban educable mentally retarded students. Psychology in the Schools, 18, 174-177.

  • Bracken, B. A., & McCallum, R. S. (1981). Comparison of the PPVT and PPVT-R for White and Black preschool males and females. Educational and Psychological Research, 1, 79-85.

  • Bracken, B. A. (1981). Relative image evoking ability of personalized and nonpersonalized sentences. Journal of Mental Imagery, 5, 121-124.

  • Bracken, B. A., & Prasse, D. P. (1981). Alternate form reliability of the PPVT-R for White and Black EMR students. Educational and Psychological Research, 1, 151-154.

  • Bracken, B. A. (1980). Self-attitudes of gifted children and the effectiveness of a program to enhance these attitudes. Psychological Reports, 47, 715-718.

  • Bracken, B. A., Ledford, T. L., McCallum, R. S. (1979). Effects of cerebral dominance on college level achievement. Perceptual Motor Skills, 49, 445-456.

  • Evaluation Reports

  • Stambaugh, T., Feng, A., VanTassel-Baska, J., & Bracken, B. (2008) Evaluation report for Project Clarion, Year IV.

  • Stambaugh, T., Feng, A., Bracken, B., & VanTassel-Baska, J. (2007) Evaluation report for Project Clarion, Year III.

  • Brown, E., VanTassel-Baska, J., & Bracken, B. (2006). Evaluation Report for Year 4 Project Athena. United States Department of Education, Washington DC.

  • Gregory, V., Bracken, B., & VanTassel-Baska, J. (2006). Evaluation Report for Year 2 Project Clarion. United States Department of Education. (also Year 3).

  • Gregory, V., Bracken, B., & VanTassel-Baska, J. (2005). Project Clarion Evaluation Report Update. Center for Gifted Education: Williamsburg, VA

  • Brown, E., Bracken, B., & VanTassel-Baska, J., (2005). Project Athena Evaluation Update.  Center for Gifted Education: Williamsburg, VA.

  • VanTassel-Baska, J., Bracken, B., & Brown, E. (2004). Project Athena Evaluation Report, Year 2, Center for Gifted Education: Williamsburg, VA.

Presentations at Professional Meetings

  • Invited Presidential Symposium. The evolving paradigm of school psychology. The American Psychological Association annual conference, Chicago, IL, August, 2019.

  • Invited Workshop. Administration and Interpretation of the Universal Nonverbal Intelligence Test – 2nd Edition. Adelphi University, Garden City, NY, January, 2019.

  • Invited Workshop. Universal Gifted and Talented Screener. Presented with R. Steve McCallum at the National Association of Gifted Children’s annual conference, Minneapolis, MN, November, 2018.

  • Poster. Yoga as a means of improving on-task behavior among preschool children. Presented with Lea A. Theodore and Katrina A. Dolak at the American Psychological Association Convention, San Francisco, CA, August, 2018.

  • Invited Presentation. Psychometric Myth Busters. Stony Brook University. Stony Brook, NY, March, 2018.

  • Invited Presentation. Legends in School Psychology Address: To Dream the Impossible Dream. National Association of School Psychologists, San Antonio, TX, February, 2017.

  • Invited Podcast. NASP 2017 Legends Podcast. National Association of School Psychologists, San Antonio, TX, February, 2017.

  • Invited Presentation. Universal Nonverbal Intelligence Test – 2nd Edition, San Diego Association of School Psychology, San Diego, CA, April, 2016.

  • Invited Presentation. Universal Nonverbal Intelligence Test – 2nd Edition, Arizona School Psychology Association, Scottsdale, AZ, March, 2016.

  • Evidence-Based Assessments. Invited presentation for the American Test Publishers annual conference, February, 2016, Orlando, FL.

  • Invited Presentation. Answering Important Research Questions Through Test Development, Appalachian State University, January, 2016, Boone, NC.

  • Invited Presentation (with R. Steve McCallum). Universal Nonverbal Intelligence Test – 2nd Edition, National Association of School Psychologists Annual Convention, New Orleans, LA, February, 2016.

  • Invited Presentation.  Answering Important Research Questions Through Test Development, November, 2015, University of Tennessee - Knoxville, Knoxville, TN.

  • Cognitive development among preschoolers improves in relation to endline ferritin and vitamin D levels only among recipients randomized to a fortified poultry product (SpammyTM). Presented with M. Bonorden, M. de Salazar, P. Salazar, L. Hernandez, S. Salguero, L. Armas, N. Solomons at the Experimental Biology Conference, April, 2014, San Diego, CA.

  • Adapting a teacher-based scale for international use. Poster presented with R. Steve McCallum and Sandra Silva at the International Conference on Inclusion and Special Education: Embracing Inclusive Approaches, July, 2014, Braga, Portugal.

  • Using Teacher-Based Local Norming to Develop Behavior Rating Scales. Poster presented with R. Steve McCallum at the National Association of School Psychologists annual conference, February, 2013, Seattle, WA.

  • Common problems with previous ISPA/SSSP grant submissions: Overcoming basic errors and submitting a compelling proposal. Presented as part of a symposium at the International School Psychology Association conference, July 2012, Montreal, Canada.

  • Age, Race, and Gender Differences in ADHD Symptoms: A three form developmental investigation. Presented with Mary Jo Bracken at the Hawaiian International Conference on Education, January, 2011, Honolulu, HI.

  • Identifying Gifted Students with the Clinical Assessment of Behavior and Universal ACCESS Screening Scales. Presented with Kathryn Holt and Mary Jo Bracken at the Hawaiian International Conference on Education, January, 2010, Honolulu, HI.

  • Project Clarion: Assessing science reasoning and conceptual understanding in the primary grades using performance measures. Paper presented with Kim, K. H., Bland, L., VanTassel-Baska, J., & Bracken, B. at the 57th Annual Convention of the National Association for Gifted Children, Atlanta, GA, November, 11-14, 2010.

  • Project Clarion: New science curriculum for K-third grade students in Title I schools. Paper presented with Kim, K. H., VanTassel-Baska, J., Bracken, B. A., & Bland, L. at the Annual Meeting of the American Educational Research Association, Denver, CO, April 2010.

  • Think like a scientist: Inquiry-based science units for K-3 learners. Presented with Lori Bland, Joyce VanTassel-Baska, and Steve Coxon at the National Association of Gifted Children’s annual conference, November, 2009, St Louis, MO.

  • Developing a conceptual understanding of science in young children. Presented with Lori Bland, Joyce VanTassel-Baska at the National Association of Gifted Children’s annual conference, November, 2009, St Louis, MO.

  • Making scientists out of primary students. Presented with Steve Coxon at the National Association of Gifted Children’s annual conference, November, 2009, St Louis, MO.

  • Critical thinking in science at primary levels through the use of multiple measures. Presented with Joyce VanTassel-Baska and Lori Bland at the American Educational Research Association annual conference, April, 2009, San Diego, CA.

  • ADHD: What works in assessment and intervention. Presented with Kathryn Holt at the National Association of School Psychologists Annual Conference, February, 2009, Boston, MA.

  • Two year results from Project Clarion, Presented with Joyce VanTassel-Baska and Tamra Stambaugh at the American Educational Research Association annual conference, March, 2008, New York, NY,

  • Interpersonal Relationships of Gifted Students as Compared to Typical Students. Presented with Cristina Reintjes at the National Association of School Psychologists annual conference, March, 2008, New York, NY

  • Alternative Assessment Strategies for Identifying Gifted Students. North Carolina Exceptional Children Annual Conference, November, 2007, Greensboro, NC.

  • Project Clarion: Rigorous Scientific Inquiry in Primary Classrooms. Presented with Joyce Van Tassel-Baska, Annie Feng, and Tamra Stambaugh at the National Association for Gifted Students annual conference, November, 2007, Minneapolis, MN.

  • Longitudinal Study of the Efficacy of the William and Mary Language Arts Curriculum in Title I Schools. Presented with Joyce Van Tassel-Baska, Carol Tieso, and Tamra Stambaugh at the National Association for Gifted Students annual conference, November, 2007, Minneapolis, MN.

  • Clinical Assessment of Behavior. Arizona Association of School Psychologists Fall Conference, November, 2007, Phoenix, AZ.

  • Introducing the CAD, CAT, and CAIR. Arizona Association of School Psychologists Fall Conference, November, 2007, Phoenix, AZ.

  • Longitudinal Study of the Efficacy of the William and Mary Language Arts Curriculum in Title I Schools. Presented with Joyce Van Tassel-Baska, Carol Tieso, and Tamra Stambaugh at the Virginia Association for the Gifted annual conference, November, 2007, Williamsburg, VA.

  • Use of the Bracken Basic Concept Scale – 3rd Edition in Early Childhood Assessments. Kentucky Association of School Psychologists Fall Conference, September, 2007, Lexington, KY.

  • Use of the Bracken Basic Concept Scale – 3rd Edition in Early Childhood Assessments. Kentucky Association of School Psychologists Fall Conference, September, 2007, Lexington, KY.

  • Early Childhood Assessment. Second Annual Institute for School Psychologists & Other School Personnel, September, 2007, Mt Pleasant, MI.

  • ADHD, Depression, and Giftedness. Second Annual Institute for School Psychologists & Other School Personnel, September, 2007, Mt Pleasant, MI.

  • Do Children, Adolescents, and Adults Differ in Depressive Symptoms? Presented with Cristina Reintjes at the American Psychological Association Conference, August, 2007, San Francisco.

  • Psychosocial functioning of High Functioning Students. Presented with Elissa F. Brown at the American Psychological Association Conference, August, 2007, San Francisco.

  • Giftedness and Information Learned From Intelligence Tests: Discussion. Presented at the American Psychological Association Conference, August, 2007, San Francisco.

  • Multi-year Project Athena Curricular Intervention Helps Low Income Minority Students’ Reading and Critical Thinking Skills. Paper presented at the American Educational Research Association annual conference, April 2007, Chicago, IL.

  • Refinements of multistage cluster analysis to derive test battery profiles. Paper presented with Lai Pei, Susan Maller, & Paul McDermott at the American Educational Research Association annual conference, April 2007, Chicago, IL.

  • Behavioral Identification of Gifted Students: Validation of the Clinical Assessment of Behavior. Poster presented with Elissa F. Brown at the Council for Exceptional Children’s annual conference, April 2007, St Louis, MO.

  • Professional Development Issues in School Psychology: What’s Hot, What’s Not? Paper presented with Andrew Wnek and Brie Klein at the National Association of School Psychologists annual conference, March 2007, New York, NY.

  • BBCS-2 and Bracken Concept Development Program: An RTI Solution. Workshop presented at the National Association of School Psychologists annual conference, March 2007, New York, NY.

  • Alternative Assessment Strategies for Identifying Gifted Students. Presentation at the National Curriculum Network Conference, March, 2007, Williamsburg, VA.

  • States’ Standards in Early Childhood Education: A Comprehensive Review of 50 States’ Inclusion of Basic Concepts. Paper presented with Elizabeth Crawford and Mary Jo Bracken at the Hawaii International Conference on Education, January 2007, Honolulu, HI.

  • Differentiating Emotional Disturbance, Social Maladjustment, and Attention Deficit Disorders with Four New Scales of Adjustment. Workshop presented at the Council for Exceptional Diagnostic Services Conference, Kansas City, November, 2006.

  • Using the Classroom Observation Scale data for instructional improvement. Paper presented with Joyce VanTassel-Baska, Elissa Brown, and Annie Feng at the National Association of Gifted Children annual conference, Charlotte, NC, November, 2006.

  • Differentiating ED and Social Maladjustment with the Clinical Assessment of Behavior. Workshop presented at the Virginia Psychological Association conference, Wintergreen, VA, October 2006.

  • Invited Presentation. Ability Testing: Nonequivalent Outcomes, Nonequivalent Processes?  Symposium hosted by the Committee on Psychological Testing and Assessment presented at the American Psychological Association annual conference, New Orleans, August 2006.

  • Project Clarion: A concept-based science curriculum. Presented with Elizabeth Crawford at the NAEYC 15th National Institute for Early Childhood Professional Development, San Antonio, June 2006.

  • Invited Presentation. Project Athena: A Tale of Two Studies. National Leadership Conference on Low-Income Promising Learners. Washington, DC, April 2006.

  • Workshop. Differentiating SED and Social Maladjustment: Clinical Assessment of Behavior. Presented at the National Association of School Psychologists Annual Convention, March 2006, Anaheim, CA.

  • Workshop. Clinical Assessment of Depression. Presented with Karen K. Howell at the National Association of School Psychologists Annual Convention, March 2006, Anaheim, CA.

  • Workshop. Clinical Assessment of Attention Deficit. Presented at the National Association of School Psychologists Annual Convention, March 2006, Anaheim, CA.

  • Clinical Assessment of Behavior: Comparing extended and brief parent reports. Presented with Mark Ledbetter and Melissa Messier at the National Association of School Psychologists Annual Convention, March 2006, Anaheim, CA.

  • Workshop. Differentiating Serious Emotional Disturbance from Social Maladjustment. Presented with Mary Jo Bracken at the 2006 Hawaii International Conference on Education, January 2006, Honolulu, HI.

  • Project Athena: Language arts curriculum in Title One schools. Presented with Joyce Van Tassel-Baska at the National Association of Gifted Children, November, 2005, Louisville, KY.

  • Project Clarion: Science concept curriculum in Title One schools. Presented with Valerie Gregory, Joyce Van Tassel-Baska, Denise Drain, Elizabeth Crawford, Andrew Wnek at the National Association of Gifted Children, November, 2005, Louisville, KY.

  • Considering the teacher’s voice to set the pace for effective professional development. Presented with Valerie Gregory, Kimberley Chandler, Susan McGowan at the National Association of Gifted Children, November, 2005, Louisville, KY.

  • Identifying Gifted Students: Unintended self-reflection. Symposium presentation with David Lohman and Robert Sternberg at the National Association of Gifted Children, November, 2005, Louisville, KY.

  • Invited Workshop. Clinical Assessment of Behavior and Depression. Florida Association of School Psychologists, November 2005, Hollywood, FL.

  • Invited Workshop. Clinical Assessment of Behavior and Depression. New York Association of School Psychologists, November 2005, White Plains, NY.

  • Discussant. Evidence-Based Assessment: Has Rip Van Winkle Awakened?  American Psychological Association, August 2005, Washington DC.

  • Symposium Chair. Identifying Gifted, Talented, and Creative Students. American Psychological Association, 2005, Washington DC.

  • Identifying Gifted and Talented Students with Clinical Assessment of Behavior Presented with Elissa Brown at the American Psychological Association, 2005, Washington DC.

  • Psychosocial Adjustment of Gifted and Talented Students. Presented with Elissa Brown at the American Psychological Association, 2005, Washington DC.

  • Representative and Effective University Presidents: Leadership Style as a Function of Gender and Institution Type. Presented with Alice R. McAdory and James C. Koch at the American Educational Research Association, April 2005, Montreal, Canada.

  • The Test of Critical Thinking: A New Public Domain Instrument. Presented with Wenyu Bai, Ellen Fithian, M. Susan Lamprecht, Catherine Little, and Chwee Quek at the American Educational Research Association, April 2005, Montreal, Canada.

  • Invited Workshop. Clinical Assessment of Behavior and Depression. Virginia Psychological Association/Virginia Association of School Psychologists, April 2005, Williamsburg, VA.

  • Workshop. Clinical Assessment of Behavior, Depression, and ADD in Children, Adolescents, and Adults. Presented at the National Association of School Psychologists Annual Conference, March 2005, Atlanta, GA.

  • Nonverbal Assessment: In search of silver bullets or advancing equitable practices. Presented at the Jacob Javits Conference, February, 2005, Washington, DC.

  • Discussant. Symposium on Intelligence Testing. Presented at the National Association of Gifted Children’s annual conference. November 2004, Salt Lake City, UT.

  • Project Athena. Presented with Joyce Van Tassel-Baska at the National Association of Gifted Children’s annual conference. November 2004, Salt Lake City, UT.

  • Behavioral Identification of Gifted and Talented Students. Presented with Elissa Brown at the National Association of Gifted Children’s annual conference. November 2004, Salt Lake City, UT.

  • Identifying Gifted Children with Nonverbal Tests. Presented with Donna Ford and Jack Naglieri at the National Association of Gifted Children’s annual conference. November 2004, Salt Lake City, UT.

  • Clinical Assessment of Behavior: Age, Race, Gender, and Parent Education. Presented at the XXVIII International Congress of Psychology, August 2004, Beijing, China.

  • Assessing Nonverbal Intelligence Among Asian-Pacific Islander Children. Presented at the XXVIII International Congress of Psychology, August 2004, Beijing, China.

  • Symposium Chair: Equitable Assessment Practices. Presented at the XXVIII International Congress of Psychology, August 2004, Beijing, China.

  • Psychological Aspects of Gifted Children. Presented at the American Psychological Association annual conference, July 2004, Honolulu, HI.

  • Construct Irrelevant Variance: Threats to Test Fairness. Presented at the American Psychological Association annual conference, July 2004, Honolulu, HI.

  • Clinical Assessment of Behavior. Invited workshop presented at the Georgia Association of School Psychologists’ annual conference, Jekyll Island, GA, June 2004.

  • Introduction to the Clinical Assessment of Behavior. Invited workshop for the Association of School Psychologists of Pennsylvania, March 2004, Harrisburg, PA.

  • Project Athena: A research and demonstration project for economically disadvantaged learners. Presented with Elissa Brown and Annie Feng at the National Curriculum Network Conference, March 2004, Williamsburg, VA.

  • Clinical Assessment of Behavior. Presented at the National Association of School Psychologists’ annual conference, March 2004, Dallas, TX.

  • Symposium Discussant: Evaluation of intelligence tests using the Joint Test Standards, Presented at the National Association of School Psychologists’ annual conference, March 2004, Dallas, TX.

  • Simultaneous and sequential processing of learning disabled students: A comparison of UNIT and the WISC-III subtest performance. Presented at the 8th European Congress of Psychology, Vienna, Austria, July, 2003.

  • Invited Keynote Address. The International Test Commission: promoting sound psychological practices throughout the world. Presented at the 1st National Conference on Psychological Assessment/ VI International Conference on Psychological Assessment, Campinas, Sao Paulo, Brazil, July, 2003.

  • Invited Course. Equitable assessment practice for diverse population through nonverbal assessment. Presented at the 1st National Conference on Psychological Assessment/ VI International Conference on Psychological Assessment, Campinas, Sao Paulo, Brazil, July, 2003.

  • Psychological and Educational Assessment:  Questions and Answers. Presented at the 1st National Conference on Psychological Assessment/ VI International Conference on Psychological Assessment, Campinas, Sao Paulo, Brazil, July, 2003.   

  • Basic concept development among diverse populations. Presented with Susan Lamprecht and Jessica Goldman at the National Association of School Psychologists annual convention, Toronto, Canada, April, 2003.

  • Fairness in testing: An investigative model. Presented at the National Association of School Psychologists annual convention, Toronto, Canada, April, 2003.

  • What classroom environments tell about the pedagogical aspects of subject matter: A cross-cultural comparison. Presented with Gail McEachron at the American Educational Research Association annual conference, Chicago, IL, April, 2003.

  • Invited Keynote Address. Fair, Fairer, but really Fair? Historic and Recent Advances in Test Fairness. Eighth Annual National Curriculum Network Conference. Williamsburg, VA, March, 2003.

  • Invited Workshop. Gifted Identification and Assessment: Equitable Practices. Eighth Annual National Curriculum Network Conference. Williamsburg, VA, March, 2003.  

  • Symposium Presenter. National Research Council report on SSA eligibility in mental retardation. Presented at the American Psychological Association annual conference, Chicago, IL, August, 2002.

  • Invited Address (with J. D. Wasserman). AERA, APA, NCME Joint Standards for Educational and Psychological Testing: Advances and Voids. Presented at the International Congress of Applied Psychology (Division 2), Singapore, July 2002.

  • Symposium Chair. Issues in individual psychological assessment. Presented at the International Congress of Applied Psychology (Division 2), Singapore, July 2002.

  • Presentation (with Susan Lamprecht). Ipsative subtest stability of the Universal Nonverbal Intelligence Test. Presented at the International Congress of Applied Psychology (Division 2), Singapore, July 2002.

  • Chair: Plenary Session. International Conference on Computer-Based Testing and the Internet. Special Conference of the International Test Commission, Winchester, England, July 2002.

  • Chair. Practical Aspects of Computer-Based Testing. Special Conference of the International Test Commission, Winchester, England, July 2002.   

  • Invited Address: Curriculum-Based Assessment with the Bracken Basic Concept Scale -Revised and the Bracken Concept Development Program. Cross-Currents 2002, 27th Annual Conference of the Special Education Association of British Columbia, Vancouver, B.C., March, 2002.

  • Invited Workshop. Enhancing equitable assessment with the Universal Nonverbal Intelligence Test. Presented for the Kentucky Association for Psychology in the Schools and Eastern Kentucky University, Lexington, KY, March, 2002.

  • Invited Workshop. Introduction to the Bracken Basic Concept Scale - Revised. Louisiana School Psychological Association, Lafayette, LA, November, 2001.

  • Invited Workshop. Nonverbal assessment of diverse populations. Presented at the Third Annual Assessment Conference, Fort Lauderdale, FL, November, 2001.

  • Invited Workshop. Advanced applications of the Universal Nonverbal Intelligence Test: Focus on Administration and Interpretation. Presented at the Nebraska Association of School Psychologists, Lincoln, NE, October, 2001.

  • Invited Presentation. Working with Linguistically Diverse Students: The Challenge. Presented at the Nebraska Association of School Psychologists, Lincoln, NE, October, 2001.

  • Invited Workshop. Enhancing equitable assessment practices. Presented at the Idaho Association of School Psychologists, Twin Falls, ID, and October 2001.

  • Invited Workshop. Advanced applications of the Universal Nonverbal Intelligence Test. Presented at the Colorado Association of School Psychologists, Breckenridge, CO, October 2001.

  • Symposium: Using nonverbal tests to assess diverse populations - - focus on interpretation. Presented at the American Psychological Association annual conference, San Francisco, CA, August 2001.

  • Paper Presentation. Early Childhood Applications of the Revised Bracken Basic Concept Scale. Presented at the California Association of School Psychologists Annual Conference, Costa Mesa, CA, March 2001.

  • Invited Workshop. Assessing Diverse Populations with the Universal Nonverbal Intelligence Test. Presented at the California Association of School Psychologists Annual Conference, Costa Mesa, CA, March 2001.

  • Invited Workshop. Advanced applications of the Universal Nonverbal Intelligence Test. National Association of School Psychologists, Washington DC, April 2001.

  • Symposium Chair: Meet the editors: School Psychology Journal Editors' Roundtable. National Association of School Psychologists, Washington DC, April 2001.

  • Invited Keynote address. Fabulous, Factual Foibles, and Fads: Scintillating Psychometrics. Presented at the Pennsylvania Association of School Psychology. State College, PA, November 2000.

  • Invited Workshop. Universal Nonverbal Intelligence Test. Presented at the Pennsylvania Association of School Psychology Fall Conference. State College, PA, November 2000.

  • Invited Workshop. Nonverbal Assessment of Intelligence: The Universal Nonverbal Intelligence Test. Presented at the Virginia Association of School Psychologists Conference. Williamsburg, VA, November 2000.

  • Invited Presentation. Introduction to the Bracken Basic Concept Scale - Revised.  Presented at the Virginia Association of School Psychologists Conference. Williamsburg, VA, November 2000.

  • Invited Workshop. History and rationale of nonverbal assessment of intelligence. Presented at the Florida Association of School Psychologists. Miami, FL, November 2000.

  • Invited Workshop. Assessing diverse populations with the Universal Nonverbal Intelligence Test. Presented at the Florida Association of School Psychologists. Miami, FL, November 2000.

  • Fair assessment of minorities: The Universal Nonverbal Intelligence Test. Presented as part of a symposium Making Assessment Fair at the American Psychological Association's annual conference, Washington, DC, August 2000.

  • Test User Qualifications in the United States of America. Paper presented as part of the International Test Commission symposium at the International Congress of Psychology, Stockholm, Sweden, July 2000.

  • Keynote address. Fabulous, Factual Foibles: Scintillating Psychometrics. Presented at the Massachusetts School Psychologists Association. Boston, MA, May, 2000.

  • Invited Workshop. Equitable Assessment Practices. Presented at the Massachusetts School Psychologists Association. Boston, MA, May, 2000.

  • Symposium. Bracken Basic Concept Scale – Revised: Contributions to early childhood assessment. Presented with B. Bracken (Chair), B. Gridley, J. Panter, P. Wells, P. Wilson at the National Association of School Psychologists annual conference, New Orleans, March 2000.

  • Invited workshop. Nonverbal Assessment of Intelligence: The Universal Nonverbal Intelligence Test. Presented at the 6th annual William & Mary School Psychology Conference. Williamsburg, VA, March, 2000.

  • Invited Workshop. Introduction to the Bracken Basic Concept Scale - Revised.  North Carolina Speech, Hearing, and Language Association's annual conference, Raleigh, NC, March, 2000.

  • Selecting the Best Test for the Referral: Psychometric Considerations. Presented as part of the symposium Challenges and Issues in Psychological Testing and Assessment at the American Psychological Association's annual conference, Boston, August 1999.

  • Training and preparation of professionals in preschool and early childhood education. Roundtable Discussion presented at the American Psychological Association’s annual conference, Boston, August 1999.

  • Testing diverse populations with the Universal Nonverbal Intelligence Test. Presented as part of the symposium new nonverbal intelligence tests in the assessment of diverse populations at the American Psychological Association's annual conference, Boston, August 1999.

  • The Journal of Psychoeducational Assessment. Editors’ Roundtable Discussion presented at the American Psychological Association's annual conference, Boston, August 1999.

  • The Revised Standards for Educational and Psychological Testing: Important changes and features. Invited address presented at the Joint European Conference of the International Association for Cross-Cultural Psychology and the International Test Commission, Graz, Austria, July 1999.

  • Fairness issues in cross-cultural assessment: The Universal Nonverbal Intelligence Test. Presented with R. Steve McCallum at the Joint European Conference of the International Association for Cross-Cultural Psychology and the International Test Commission, Graz, Austria, July 1999.

  • Roundtable Discussion: Using instruments in multicultural and multilingual applications. Invited participation at the Joint European Conference of the International Association for Cross-Cultural Psychology and the International Test Commission, Graz, Austria, July 1999.

  • Nonverbal assessment of intelligence: An alternative to test translation and adaptation. Presented with J. Naglieri and A. Bardos at The International Conference on Adapting Tests for Use in Multiple Languages and Cultures, Georgetown University, Washington, D.C., May, 1999.

  • Translation and validation of the Spanish Bracken Basic Concept Scale - Revised. Presented at The International Conference on Adapting Tests for Use in Multiple Languages and Cultures, Georgetown University, Washington, D.C., May 1999.

  • Joint confirmatory factor analysis of the MCSC and SDQ-II. Presented with S. Maller, J. Panter, T. Wheatcraft, P. Wilson, J. Henry, & K. Matoka at the annual conference of the American Educational Research Association, April, 1999.

  • Assessing intelligence in a nation with over 200 languages: A nonverbal solution. Invited featured address presented at the Southwestern Psychological Association, Albuquerque, NM, April 1999.

  • Universal Nonverbal Intelligence Test: Psychometric science applied to cross-cultural practice. Invited workshop presented at the Southwestern Psychological Association, Albuquerque, NM, April 1999.

  • Advanced interpretations of the Universal Nonverbal Intelligence Test. Miniskill workshop presented with R. S. McCallum at the National Association of School Psychologists Annual Conference, Las Vegas, NV, April 1999.

  • Multicultural assessment of intelligence with the Universal Nonverbal Intelligence Test. Invited workshop presented at the Arizona School for the Deaf and Blind and the Arizona Association of School Psychologists, Tucson, AZ, March 1999.

  • Advanced applications of the Universal Nonverbal Intelligence Test. Invited workshop presented at the Wisconsin School Psychology Association, Appleton, WI, March 1999.

  • Striving to develop the best tests possible: An author's perspective. Symposium participation at the American Speech, Hearing, and Language Annual Conference, San Antonio, TX, November, 1998.

  • Assessing Diverse Populations with the Universal Nonverbal Intelligence Test. Invited workshop presented at the Mid South School Psychologists Conference, Tunica, MS, November 1998.

  • The Bracken Basic Concept Scale - Revised: Changes and Applications. Invited workshop presented at the Mid-south School Psychologists Conference, Tunica, MS, November 1998.

  • Testing Diverse Populations with the Universal Nonverbal Intelligence Test. Invited workshop presented at the New Mexico Association of School Psychologists Annual Conference, Albuquerque, NM, November 1998.

  • Nonverbal assessment of intelligence: Theory and practice. Symposium (Chair) presented at the 24th International Congress of Applied Psychology, San Francisco, CA, August 1998.

  • Test Standards Panel Symposium. Symposium participation at the American Psychological Association annual conference, San Francisco, CA, August 1998.

  • Testing diverse populations with the Universal Nonverbal Intelligence Test. Symposium participation at the American Psychological Association annual conference, San Francisco, CA, August 1998.

  • Identifying Gifted Minority Children with the Universal Nonverbal Intelligence Test. Invited workshops presented for the Tennessee State Department of Education, Jackson, Nashville, TN, July 1998.

  • Social-emotional assessment. Invited workshop presented at the Maryland School Psychology Association, Baltimore, May 1998.

  • Universal Nonverbal Intelligence Test. Invited workshop presented at the Maryland School Psychology Association, Baltimore, May 1998.

  • Universal Nonverbal Intelligence Test. Invited workshop presented for Georgia State University and the Atlanta Public Schools. Atlanta, GA, May, 1998.

  • Nonverbal assessment of intelligence: Implications for culturally-different, hearing impaired, linguistically impaired, and psychiatrically affected clients. Workshop presented with R. S. McCallum at the First Annual Assessment Psychology Conference, Orlando, FL, April 1998.

  • Nonverbal assessment of intelligence: Implications for culturally-different, hearing impaired, linguistically impaired, and psychiatrically affected students. Workshop presented with R. S. McCallum at the National Association of School Psychologists' Annual Conference, Orlando, FL, April 1998.

  • A cross-sectional analysis of developmental trends in child, adolescent, and adult depressive symptomatology. Presented with K. Howell at the National Association of School Psychologists' Annual Conference, Orlando, FL, and April 1998.

  • Comments on Standards Chapter: Fairness in Testing and Use. Symposium on the Standards for Educational and Psychological Testing for the 21st Century. Symposium participant with Braden, J., Liu, T., Oakland, T., Reschly, D., Swerdlik, M, and Goh, D. (Chair) at the National Association of School Psychologists' Annual Conference, Orlando, FL, April, 1998.

  • Testing the cognitive ability of diverse populations. Presented with Achilles Bardos and Jack Naglieri at the ERIC/CASS Assessment '98 Conference. St. Petersburg, FL, January 1998.

  • Social-emotional assessment: A context dependent model. Invited workshop presented at the Oklahoma School Psychological Association's fall conference, Oklahoma City, OK, October 1997.

  • Multidimensional, context-dependent social-emotional assessment. Invited workshop presented at the Wisconsin School Psychological Association, Milwaukee, WI, October 1997.

  • Intellectual assessment of culturally-different, hearing impaired, linguistically impaired, and psychiatrically affected students: The Universal Nonverbal Intelligence Test. Invited workshop presented at the Wisconsin School Psychological Association, Milwaukee, WI, October 1997.

  • The clinical assessment of behavior: DSM-IV profiles and diagnostic criteria. Presented with Lori Keith at the American Psychological Association's annual conference, Chicago, August 1997.

  • Maternal parenting styles and adolescents' interpersonal relations. Presented with Wanda Hall at the American Psychological Association's annual conference, Chicago, August 1997.

  • Multidimensional, Context-Dependent Social-Emotional Assessment. Invited workshop presented for the Minnesota Association of School Psychologists' Mid-Winter Conference, Brainerd, MN, February 1997.

  • Multidimensional, Context-Dependent Social-Emotional Assessment. Invited workshop presented at the Louisiana State University Medical Center, New Orleans, LA, February 1997.

  • Psychological Research Contributions to K-12 Education: The University of Memphis Center for Applied Psychological Research. Invited paper presented at the International Congress for School Effectiveness and Improvement, Memphis, TN, January 1997.

  • Methods and Practices of Test Translation. Symposium Participant. Equitable Psychological Assessment for Language-Minority Learners: Theory, Research, and Practice. Presented at the American Psychological Association's Annual Conference, August 1996.

  • Assessment and Diagnosis of Mental Retardation, Learning Disabilities, and Attention Deficit Disorder in a Prison Population. Invited workshop presented for the Federal Bureau of Prisons, Memphis, TN, June 1996.

  • Social-Emotional Assessment: A Context-Dependent Model. Invited workshop presented at the National Association of School Psychologists' Annual Conference, Atlanta, GA, March 1996.

  • Social-Emotional Assessment: A Context-Dependent Model. Invited workshop presented for the Tennessee Association of School Psychologists, Southeastern Region. Chattanooga, TN, March, 1996.

  • Intellectual/Achievement Assessment: Views of a Trainer. Invited presentation at the Trainers of School Psychologists Semi-annual meeting, Atlanta, GA, March 1996.

  • Advancing the Field of Intellectual Assessment: Technical, Theoretical, and Cultural Considerations. Symposium presentation at the National Association of School Psychologists' Annual Conference, Atlanta, GA, March, 1966.

  • Childhood behavior rating scale items: To what do parents agree?  Paper presented with Lori K. Keith and Kathryn C. Walker at the American Psychological Association Annual Conference, New York, August 1995.

  • Context-Dependent Social-Emotional Assessment. Invited workshop presented at the Illinois School Psychologists Spring Conference, Springfield, IL, February 1995.

  • Confirmatory factor analysis of a multidimensional model of self-concept: An examination of construct validity. Presented with Lori K. Keith at the National Association of School Psychologists' annual conference, Chicago, IL, March, 1995.

  • Inter-parent agreement on childhood behavior ratings: Does item content make a difference?  Presented with Lori K. Keith and Kathryn C. Walker at the Tennessee Association of School Psychologists' Fall Conference, Nashville, TN, Nashville, October 1995.

  • Child and adolescent interpersonal relations: A factor analytic investigation. Presented with Vicki L. Newman at the American Psychological Association's annual conference, Los Angeles, CA, August 1994.

  • Universal Nonverbal Intelligence Test (UNIT): When a Language Loaded Test Won't Do. Invited workshop presented with R. Steve McCallum at the Mid-South School Psychologist's Fall Conference, Huntsville, AL, November 1994.

  • Investigation of the structure of self-concept: A comparison of exploratory and confirmatory factor analytic methods. Presented with Lori K. Keith at the Mid-South School Psychologist's Fall Conference, Huntsville, AL, November 1994.

  • Context-Dependent Social-Emotional Assessment. Invited workshop presented at the New York Association of School Psychologists Fall Conference, Buffalo, NY, October 1994.

  • Cross-cultural Assessment with the Universal Nonverbal Intelligence Test. Invited workshop presented at the New York Association of School Psychologists Fall Conference, Buffalo, NY, October 1994.

  • Changes in psychoeducational assessment: Evolution or revolution. Symposium presented with Colin D. Elliott, Steven R. Shaw, Mark E. Swerdlik, Jeffrey P. Braden, and Thomas K. Fagan at the National Association of School Psychologists' annual convention, Seattle, WA, March, 1994.

  • Parental agreement on four preschool behavior rating scales. Paper presented with Kathryn C. Walker at the National Association of School Psychologists' annual convention, Seattle, WA, March 1994.

  • Self-concept or self-concepts: Factor analytic study of a multidimensional model. Paper presented with Lori K. Keith at the National Association of School Psychologists' annual convention, Seattle, WA, March 1994.

  • Where is the middle ground in assessment?  Discussion co-moderated with Gilbert Gredler at the Trainers of School Psychologists' annual meeting, Seattle, WA, March 1994.

  • Invited Discussant: Development of the Bayley Scales of Infant Development - Second Edition (BSID-II): Methodological and conceptual Issues. Presented at the National Association of School Psychologists annual conference, Washington, D.C., April 1993.

  • Preschool social-emotional functioning: A comprehensive review of eleven behavior-rating scales. Presented with Lori Keith and Kathryn Walker at the National Association of School Psychologists annual conference, Washington, D.C., April 1993.

  • WISC-III Subtest composites: Reliable. But, Useful?  Presented with R. Michelle Crain and R. Steve McCallum at the National Association of School Psychologists annual conference, Washington, D.C., April, 1993.

  • Universal Nonverbal Intelligence Test: Contributions to cross-cultural assessment. Presented with R. Steve McCallum at the Internal Conference on Educational Testing, Oxford, England, June 1993.

  • Child and adolescent social-emotional assessment: A context-dependent model. Workshop presented at the American Psychological Association annual conference, Toronto, August 1993.

  • Cross-cultural and Nonverbal Assessment. Invited workshop presented at the International Conference on Cognitive Assessment of Children and Youth in School and Clinical Settings. South Padre Island, TX, November 1993.

  • Development of the Children's Physical Self-Concept Scale. Presented with Risa J. Stein, William R. Shadish, and C. Keith Haddock at the Association for the Advancement of Behavior Therapy. Atlanta, GA, November 1993.

  • Context-dependent social-emotional assessment: A model for the systematic interpretation of personality instruments. Invited workshop presented at the Michigan Association of School Psychologists' fall conference, Shady Creek, MI, October 1993.

  • Intelligence Testing: Our futures or our past. Invited debate with Daniel Reschly conducted at the Michigan Association of School Psychologists' fall conference, Shanty Creek, MI, October 1993.

  • Context-dependent social-emotional assessment: A model for the systematic interpretation of personality instruments. Invited workshop presented at the Tennessee Association of School Psychologists' fall conference, Chattanooga, TN, November, 1993

  • Context-dependent social-emotional assessment: A model for the systematic interpretation of personality instruments. Workshop presented at the National Association of School Psychologists annual conference, Nashville, TN, March 1992.

  • A comprehensive review of ten self-concept scales. Presented with Brenda Mills at the National Association of School Psychologists annual conference, Nashville, TN, March 1992.

  • Multidimensional self-concept: A five-instrument factor analysis. Presented with Sherry Bunch, Timothy Z. Keith, and Patricia B. Keith at the American Psychological Association's annual conference, Washington, D.C., August, 1992.

  • Assessment of adolescent social-emotional functioning: A multidimensional and context-dependent model. Workshop presented at the International Adolescent Conference: Programming for the Developmental Needs of Adolescents with Behavioral Disorders VI, Reno, NV, October, 1992.

  • Multidimensional context-dependent social-emotional assessment. Invited workshop presented at the Louisiana School Psychologist Association's annual conference, Lafayette, LA, November 1992.

  • Fluid and crystallized abilities among mothers and their preschool children. Presented with Karen Howell and Rebecca Delugach at the American Psychological Association's annual conference, San Francisco, CA, August 1991.

  • Developmental trends in self-concept and interpersonal relations. Presented at the American Psychological Association's annual conference, San Francisco, CA, August 1991.

  • Technical adequacy of preschool speech and language assessments. Presented at the American Speech-Language-Hearing Association's annual conference with Paula Pecyna Rhyner, Atlanta, GA, November 1991.

  • Advances in preschool assessment: Invited workshop presented at the Tennessee Association of School Psychologist's Fall Conference, Chattanooga, TN, November, 1991.

  • Developmental trends in childhood interpersonal relations. Presented at the National Association of School Psychologists' Annual Conference. Dallas, TX, March, 1991

  • Rate and sequence of preschool academic behaviors: Mathematics and language arts. Presented with Karen Howell at the National Association of School Psychologists' Annual Conference. Dallas, TX, March, 1991

  • Interpreting personality instruments through a context-dependent multidimensional model of social-emotional adjustment. Invited workshop presented at the Tennessee School Psychologists Spring Conference. Fall Creek Falls, TN, May, 1991.

  • Psychoeducational Assessment of the Preschool Child. Presented for CESA 7, Oshkosh, WI, December 1991.

  • The Validity of three measures of self-concept. Presented with Karen Howell at the Mid-South Regional Conference on Psychology in the Schools. Nashville, TN, November 1990.

  • The Multidimensional Self Concept Scale and Assessment of Interpersonal Relations: Two New Clinical Scales for the Assessment of Social-emotional Adjustment. Invited workshop presented at the Mid-South Regional Conference on Psychology in the Schools. Nashville, TN, November 1990.

  • The Fundamentals of Preschool Assessment. Invited workshop for the Oklahoma State Department of Education. Tulsa, OK, June 1990.

  • Co-chair. Intelligence: Theories and Practice. National Conference on Intelligence. Memphis, TN, May, 1990.

  • Multidimensional Self Concept Scale and Assessment of Interpersonal Relations: Two new clinical scales for the assessment of interpersonal adjustment. Presented at the Mid-south School Psychology Conference. Nashville, TN, October 1990.

  • Construct validity of three self-concept scales. Presented with Karen Howell at the Mid-south School Psychology Conference, Nashville, TN, October 1990.

  • Perceptions of skills assessed by the WISC-R and Stanford-Binet IV. Presented with Susan Chattin at the National Association of School Psychologists Annual Conference, San Francisco, CA, 1990.

  • Alternative strategies for preschool Assessment. Invited discussant for symposium presented at the American Psychological Association's Annual Conference, New Orleans, 1989.

  • Multinational validation of the Spanish Bracken Basic Concept Scale. Presented with Karen Kuehn Howell, Andrés Barona, José Bauermeister, Lisette Poggioli, and Anibal Puente at the American Psychological Association's Annual Conference, New Orleans, 1989.

  • Symposium: Current developments in school psychology: Response to P.L. 99-457. Symposium presentation at the American Psychological Association's Annual Conference, New Orleans, 1989.

  • Ipsative profile stability of preschool psychoeducational instruments. Presented with Terry Harrison, Karen Howell, Lisa Stanford, and Brad Zahn at the National Association of School Psychologist's Annual Conference, Boston, 1989.

  • Practitioner's use and perceptions of current measures of intelligence. Presented with Susan Chattin at the National Association of School Psychologist's Annual Conference, Boston, 1989.

  • Preschool Cognitive Assessment. Invited workshop for the National Association of School Psychologist and Georgia Association of School Psychologists. Atlanta, 1989.

  • Assessment and Instruction in Early Education. Invited presentation at the 1989 Research and Testing Conference. Virginia Department of Education, Tyson's Corner, VA, 1989.

  • The Bracken Concept Development Program: Assessment and Intervention. Invited presentation at the 1989 Research and Testing Conference. Virginia Department of Education, Tyson's Corner, VA, 1989.

  • Psychometric Considerations in Psychoeducational Decision-Making: Problems and Solutions. Invited presentation at the Michigan Association of School Psychologist's Fall Conference. Battle Creek, 1989.

  • Preschool Assessment: Practice and Policy. Invited workshop for the Indiana State Department of Education. Indianapolis, 1989.

  • Preschool Assessment Symposium. Presented at the National Association of School Psychologists' Annual Conference, Chicago, IL. 1988.

  • K-ABC subtest specificity recalculated. Presented with Karen Kuehn at the National Association of School Psychologists' Annual Conference, Chicago, IL. 1988.

  • Curriculum Based Assessment Symposium. Presented at the Tennessee School Psychologist's Spring Conference, Fall Creek Falls, TN 1988.

  • Preschool Assessment. Invited workshop presented for the Ohio School Psychologists' Spring Conference, Columbus, OH. 1988.

  • Preschool Assessment Workshop. Invited presentation for the Louisiana School Psychologists' Fall Conference, Baton Rouge, LA. 1988.

  • Preschool Assessment. Invited workshop presented for the Pennsylvania School Psychologists' Fall Conference, University Park, PA. 1988.

  • Key Note Address: Developmental Assessment. Invited presentation at the Georgia Educational Research Association, Atlanta, GA 1988.

  • Editor's Round Table. Presented at the National Association of School Psychologists' Annual Conference, New Orleans, LA, 1987.

  • Technical Characteristics of the Bracken Basic Concept Scale. Presented at the Tennessee Association of School Psychologists' Spring Conference, Fall Creek Falls, TN, 1987.

  • BBCS Concurrent Validity with a Language and Intelligence Measure. Presented with Paula Pecyna at the American Speech-Language-Hearing Association Annual Convention, New Orleans, LA, 1987.

  • Limitations of Preschool Instruments and Appropriate Assessment Practices. Presented at the National Association of School Psychologists' National Conference, New Orleans, LA, 1987.

  • Advanced Issues in Preschool Assessment. Invited presentation at the Mississippi Association of School Psychologists' Fall Conference, Jackson, MS, 1987 (Invited).

  • Critical Review of the Kaufman Assessment Battery for Children. Presented at the Tennessee Association of School Psychologists' Fall Conference, Knoxville, TN, 1986.

  • An Examination of the Kaufman Assessment Battery for Children. Presented at the Annual Central State School Psychology Conference. Kansas City, MO, 1986.

  • Bracken Basic Concept Scale: Standardization and Interpretation. Invited presentation at the Annual Central States School Psychology Conference, Kansas City, MO, 1986.

  • Examination of Concept Acquisition and Assessment with the Bracken Basic Concept Scale. Invited workshop at the Illinois School Psychology Association Conference. Champaign, IL, 1986.

  • Basic Concept Acquisition Among Retarded Adult Individuals. Invited presentation at the Ellisville State School. Ellisville, MS, 1986.

  • Cross-cultural Translation and Validation of the Bracken Basic Concept Scale. Invited presentation at the University of Arizona's Biennial Minority Assessment Conference. Tucson, AZ, 1985.

  • Performance of Matched Groups of Black and White Children on the Bracken Basic Concept Scale. Invited presentation with D. Sabers and W. Insko at the University of Arizona's Biennial Minority Assessment Conference, Tucson, AZ, 1985.

  • Bracken Basic Concept Scales: Development and Use. Invited workshop at the University of Arizona's Biennial Minority Assessment Conference. Tucson, AZ, 1985.

  • Panel of Publishers' Symposium: Opportunities for minorities to publish in refereed journals. Invited presentation at the University of Arizona's Biennial Minority Assessment Conference. Tucson, AZ, 1985.)

  • Cross-cultural translation and validation of two American psychoeducational assessment instruments. Presented with Nadya Fouad at the XX InterAmerican Congress of Psychology, Caracas, Venezuela, 1985.

  • Rate and Sequence of Positive-Pole versus Negative-Pole Basic Concept Acquisition. Presented at the American Psychological Association Annual Conference. Los Angeles, CA, 1985.

  • Technical Adequacy of the Bracken Basic Concept Scale. Presented at the nation Association of School Psychologists' Annual Conference (Trainers of School Psychologists). Las Vegas, 1985.

  • Continuing Education workshop: Preschool Assessment. Invited presentation for the Florida Association of School Psychologists. Tampa and Panama City, FL, 1985.

  • Continuing Education workshop: New Instrumentation. Invited presentation for the Florida Association of School Psychologists. Fort Lauderdale, FL, 1985.

  • Critical Examination of the Kaufman Assessment Battery for Children. Presented at the Wisconsin School Psychologists' Spring Conference, Oconomowoc, WI, 1985.

  • Assessing Cognitive Concepts: The Bracken Basic Concept Scale. Presented at the National Association of School Psychologists' Annual Conference. Philadelphia, 1984.

  • Mini Skill Workshop: Assessing Cognitive Concepts with the Bracken Basic Concept Scale. Presented at the Wisconsin School Psychologists' Spring Conference. Stevens Point, WI, 1984.

  • The Kaufman Assessment Battery for Children. Presented at the Southeastern Psychological Association's Annual Conference. New Orleans, LA, 1984.

  • Mini Skill Invited workshop: Assessing Cognitive Concepts with the Bracken Basic Concept Scale. Presented at the Florida Association of School Psychologists' Fall Conference. Tampa FL, 1983.

  • Luncheon Presentation: School Psychologists' Role in the Identification of Abused and Neglected Children. Presented at the Florida Association of School Psychologists. Tampa, FL, 1983.

  • Concurrent and Construct Validity of the Woodcock-Johnson for Learning Disabled Children. Presented at the National Association of School Psychologists' Annual Conference. Detroit, MI, 1983.

  • The Administration of the K-ABC and Vineland Adaptive Behavior Scale. Presented with D. Prasse at the Wisconsin School Psychologists Association's Fall Conference. Madison, WI, 1983.

  • Peabody Picture Vocabulary Test - Revised: An Appraisal and Review. Presented with R. S. McCallum and D. Prasse at the National Association of School Psychologists' Annual Conference. Toronto, Canada, 1982.

  • Invited workshop: Simultaneous and Successive Cognitive Processing. Presented at the University of Southern Mississippi, 1982.

  • The School Psychologist's Use of the Woodcock-Johnson Psychoeducational Battery. Presented with D. Prasse at the Wisconsin School Psychologists Association's Spring Conference. Wisconsin Dells, WI, 1982.

  • Simultaneous-Successive Processing: Implications for Educational Assessment and Remediation. Presented with K. Stoiber at the Wisconsin Council for Exceptional Children's Annual Conference. Milwaukee, WI, 1981.

  • Comparison of the PPVT, PPVT-R and Intelligence Tests for EMR Students. Presented with G. Brock, V. Jernigan, and D. Prasse at the National Association of School Psychologists' Annual Conference. Houston, TX, 1981.

  • Comparison of the PPVT and PPVT-R Among Preschool Children. Presented with R. S. McCallum at the Southeastern Psychological Association's Annual Conference. Atlanta, GA, 1981.

  • Alternate-Form Reliability of the PPVT-R for Preschool Children. Presented with R. S. McCallum at the National Association of School Psychologists' Annual Conference. Houston, TX: 1981.

  • Personalized Remedial Reading: What the School Psychologist Should Know. Presented at the National Association of School Psychologists' Annual Conference. Washington, D.C., 1980.

  • Symposium: School Psychology Internships. Presented at the American Psychological Association Annual Conference. New York, NY, 1979.

  • The Effect of Locus of Control and Hemisphericity on Achievement. Presented at the National Association of School Psychologists' Annual Conference. San Diego, CA, 1979.

  • Symposium: Intervention Strategies for School Children. Presented at the National Association of School Psychologists' Annual Conference. San Diego, CA, 1979.

  • Relative Image Evoking Ability of Personalized and Nonpersonalized Sentences. Presented at the Eastern Education Research Association's Annual Conference. Kiawah Island, SC, 1979.

  • Cerebral Dominance and Performance on Multiple-Choice Tests. Presented with R. S. McCallum and T. Ledford at the National Association of School Psychologists' Annual Conference. New York, NY, 1978.

  • A Comparison of Attitudes of Gifted Children and Their Nongifted Peers. Presented at the National Association of School Psychologists' Annual Conference. Cincinnati, OH, 1977.

Courses Taught

  • Educational Psychology: Learning, Development, Measurement and Statistics

  • General Psychology

  • Identification and Assessment of Gifted and Creative Children

  • Individual Assessment of School Age Children and Adults

  • Individual Assessment of Young Children: Preschool Assessment

  • Intermediate Statistics

  • Personality Assessment: Children and Adults

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