EDUCATION: Ph.D. (1980) Psychology University of Vermont, Burlington, Vermont Specialty: Child Psychology

Transcription

1 May 2009 CURRICULUM VITAE OF STEPHANIE H. McCONAUGHY, Ph.D. PRESENT POSITION: Research Professor, Emeritus Psychiatry Department, College of Medicine University of Vermont One South Prospect Street Burlington, Vermont Telephone: or EDUCATION: Ph.D. (1980) Psychology University of Vermont, Burlington, Vermont Specialty: Child Psychology M.Ed. (1977) Reading and Language Arts University of Vermont, Burlington, Vermont B.A. with High Honors (1967) Philosophy University of Michigan, Ann Arbor, Michigan HONORS: University of Vermont University Scholar ( ) National Association of School Psychologists Government and Professional Relations Certificate of Appreciation (1994, 2000) University of Vermont Psychiatry Residents Award for Excellence in Academic Teaching (1996) Graduate Research Fellowship, University of Vermont ( ) High Distinction and High Honors in Philosophy (1967) Phi Beta Kappa (1967) Phi Kappa Phi (1966) Regents' Honor Award (1966) Phillips' Classical Prize (1965) UNIVERSITY APPOINTMENTS AND ACTIVITIES: 5/14/2009 University of Vermont Psychiatry Department Research Professor, Emeritus (2009-present) Research Professor ( ) Research Associate Professor ( )

2 Page 2 Research Assistant Professor ( ) Director, Continuing Medical Education (1996-present) University of Vermont Psychology Department Research Professor (2005-present) Research Associate Professor ( ) University of Vermont College of Education and Social Services Research Professor (2005-present) Research Associate Professor ( ) Dartmouth School of Medicine Psychiatry Department Adjunct Associate Professor ( ) University of Vermont, Graduate College Faculty Coordinator, Research Strategies and Processes Program ( ) University of Vermont, Psychology Department Graduate Teaching Fellowship ( ; ) University of Vermont, Psychology Department Center for Perceptual and Cognitive Development Reading Consultant ( ) University of Vermont, College of Education and Social Services Undergraduate Counselor ( ) University of Michigan, School of Public Health Maternal and Child Health Unit Ann Arbor, Michigan Research Assistant ( ) AREAS OF SPECIALTY AND RESEARCH INTERESTS: Child and adolescent psychopathology, child clinical interviews, longitudinal research Empirically based assessment of behavioral/emotional disorders and learning disabilities Prevention programs for children at risk for behavioral/emotional and learning problems PROFESSIONAL ORGANIZATIONS:

3 Page 3 American Psychological Association American Psychopathological Association International Society for Research in Child and Adolescent Psychopathology National Association of School Psychologists Society for the Study of School Psychology Vermont Association of School Psychologists Council for Exceptional Children ( ) National Reading Conference ( ) Orton Society ( ) International Reading Association ( ) LICENSES AND CERTIFICATIONS: Vermont Practicing Psychologist-Doctorate (License #228) Nationally Certified School Psychologist (#12096) Vermont Licensed School Psychologist Vermont Licensed Elementary Teacher, Reading Teacher ( ) COMMUNITY ACTIVITIES AND PROFESSIONAL SERVICE: Board of Directors, Research Center for Children, Youth, & Families (2000-present) Executive Board, Vermont Association of School Psychologists (1990-present) Joint Committee on Testing Practices, NASP Representative ( ) Board of Directors, National Gardening Association ( ) Vermont Delegate, National Association of School Psychologists ( ) Board of Directors, Howard Mental Health Center ( ) Board of Directors, Vermont Mozart Festival ( ) Design Committee, Adams Elementary School ( )

4 Page 4 GRANTS AND RESEARCH: Principal Investigator. National Institute of Education Grant G Strategies for comprehending important information in text by good and poor readers. $15, Co-Investigator with Thomas Achenbach. Spencer Foundation. Research Grant B-971. Coping patterns of school aged children. $175, Co-Investigator with Thomas Achenbach. W.T. Grant Foundation. Grant Standardized interviews for children under stress. $183, Co-Investigator with Thomas Achenbach, PI. NIMH Research Grant MH National survey of children and youth. $494,482 direct costs Co-Investigator with Thomas Achenbach, PI. NIMH Research Grant MH40305, competing continuation. National survey of children and youth: A three-year follow-up. $810,329 direct costs Co-Investigator with Thomas Achenbach. Spencer Foundation. Research Grant. Teacher reports on a national sample of American youth. $130,375 direct costs Principal Investigator. NIDRR. U.S. Department of Education. Grant H133G Standardized assessment of behavioral/emotional problems of SED and LD children. $71,980 direct costs Principal Investigator. NIDRR. U.S. Department of Education. Grant H133G0061. Standardized interviews for seriously emotionally disturbed children. $223,422 direct costs Co-Investigator with Thomas Achenbach. NIMH. Research Grant MH Outcomes of clinical referrals for children and youth. $340,544 direct costs Co-Investigator with Thomas Achenbach. NIMH Research Grant MH40305, competing continuation. National survey of children and youth: A six-year follow-up. $995,310 direct costs Co-Investigator with Thomas Achenbach. W.T. Grant Foundation Grant. Transitions to adulthood following mental health services. $268,377 direct costs Consultant. U.S. Department of Education. Grant H237F Preventing the development of serious emotional disturbance among children and youth with emotional and behavioral problems. $561,028 direct costs.

5 Page Co-Principal Investigator. U.S. Department of Education. Grant H324R Outreach using a proven model of early intervention for students with emotional and behavioral challenges. $351,898 direct costs Principal Investigator. NICHD. Grant 1R01HD/MH Advancing ADHD diagnosis via standardized observations. $1,372,444 direct costs. EDITORIAL REVIEWING: School Psychology Review (Associate Editor, ; 2006-present; 1990-present, Editorial Board) Journal of School Psychology ( , Editorial Board) Journal of Abnormal Child Psychology ( , Editorial Board) Journal of Emotional and Behavioral Disorders ( , Editorial Board) Journal of Child Psychology and Psychiatry ( , Reviewer) Journal of Abnormal Psychology ( , Reviewer) Journal of Consulting and Clinical Psychology ( , Reviewer) Journal of Reading Behavior ( , Editorial Board) National Association of School Psychologists ( , Publications Board) BOOKS, MANUALS, & TAPES: McConaughy, S.H. & Achenbach, T.M. (1988). Practical guide to the Child Behavior Checklist and related instruments. Burlington, VT: University of Vermont, Department of Psychiatry. McConaughy, S.H. (1993). Vermont guidelines for identifying students experiencing emotional-behavioral disabilities. Montpelier, VT: Vermont State Department of Education. McConaughy, S.H. & Achenbach, T.M. (1994). Videotape training segments for the Semistructured Clinical Interview for Children and Adolescents. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families. McConaughy, S.H., Arnold, J., Jacobowitz, D., & Achenbach, T. (1994). Videotape training manual for the Semistructured Clinical Interview for Children and Adolescents (SCICA). Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families. McConaughy, S.H. (1996). School-centered applications of empirically based assessment. Audiotape. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families. Achenbach, T.M. & McConaughy, S.H. (1987, 2nd edition, 1997) Empirically Based Assessment of Child and Adolescent Psychopathology: Practical Applications. Thousand Oaks, CA: Sage Publications.

6 Page 6 McConaughy, S.H. & Achenbach, T.M. (1994; 2 nd edition, 2001). Manual for the Semistructured Clinical Interview for Children and Adolescents. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families. Achenbach, T.M., & McConaughy, S.H. (4 th edition, 2004). School-based practitioners guide for the Child Behavior Checklist and related forms. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families. McConaughy, S.H. & Achenbach, T.M. (2004). Manual for the Test Observation Form for Ages 2 to 18. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families. McConaughy, S.H. (2005). Clinical interviews for children and adolescents: Assessment to intervention. New York: Guilford Press. McConaughy, S.H., Kay, P., Welkowitz, J., Hewitt, K., & Fitzgerald, M. (2008). Collaborating with parents for early school success: The Achieving-Behaving-Caring Program. New York: Guilford Press. McConaughy, S.H. & Achenbach, T.M. (2009). Manual for the ASEBA Direct Observation Form. Burlington, VT: University of Vermont, Research Center for Children, Youth, and Families. JOURNAL ARTICLES & CHAPTERS: McConaughy, S.H. (1978). Word recognition and word meaning in the total reading process. Language Arts, 55, , McConaughy, S.H. (1980). Using story structure in the classroom. Language Arts, 57, 2, Howell, D. & McConaughy, S.H. (1982). Nonorthogonal analysis of variance: Putting the question before the answer. Educational and Psychological Measurement, 42, McConaughy, S.H. (1982). Developmental changes in story comprehension and levels of questioning. Language Arts, 59, , 600. McConaughy, S.H., Fitzhenry-Coor, I., & Howell, D.C. (1983). Developmental differences in story schemata. In K. Nelson (Ed.), Children's language, (Vol. 4; pp ). New York: Lawrence Erlbaum Associates, Inc. McConaughy, S.H. (1985). Good and poor readers' comprehension of story structure across different input and output modalities. Reading Research Quarterly, 20, McConaughy, S.H. (1985). Using the Child Behavior Checklist and related instruments in school-based assessments of children. School Psychology Review, 14,

7 Page 7 McConaughy, S.H. & Ritter, D.R. (1986). Social competence and behavioral problems of learning disabled boys aged Journal of Learning Disabilities, 19, McConaughy, S.H. (1986). Social competence and behavioral problems of learning disabled boys aged Journal of Learning Disabilities, 19, McConaughy, S.H. & Lipson, M. (1986). Book review of Ellis, A. Reading, writing and dyslexia: A cognitive approach. Journal of Reading Behavior, 18, Achenbach, T.M., McConaughy, S.H. & Howell, C. (1987). Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, McConaughy, S.H., Achenbach, T.M. & Gent, C.L. (1988). Multiaxial empirically-based assessment: Parent, teacher, observational, cognitive, and personality correlates of Child Behavior Profiles for 6-11 year-old boys. Journal of Abnormal Child Psychology, 16, McConaughy, S.H. & Achenbach, T.M. (1989). Empirically-based assessment of serious emotional disturbance. Journal of School Psychology, 27, McConaughy, S.H. & Achenbach, T.M. (1989). Empirically-based assessment of school learning and behavior problems. In M.C. Roberts and C.E. Walker (Eds.), Casebook in child and pediatric psychology (pp ). New York, Guilford. McConaughy, S.H. (1990). Current status of the Child Behavior Checklist and related materials. Communique, 18, McConaughy, S.H. & Achenbach, T.M. (1990). Contributions of developmental psychopathology to school services. In T. Gutkin and C. Reynolds (Eds.), The handbook of school psychology (2nd Ed.) (pp ). New York, NY: John Wiley & Sons. McConaughy, S.H. (1992). Objective assessment of children's behavioral and emotional problems. In C.E. Walker and M.C. Roberts (Eds.), Handbook of clinical child psychology (pp ). New York: John Wiley & Sons. Achenbach, T.M. & McConaughy, S.H. (1992). Taxonomy of Internalizing disorders in children and adolescents. In W.M. Reynolds (Ed.), Internalizing disorders in children and adolescents (pp ). New York, NY: John Wiley & Sons. McConaughy, S.H., Stanger, C., & Achenbach, T.M. (1992). Three-year course of behavioral/emotional problems in a national sample of 4 to 16 year-olds: I. Agreement among informants. Journal of the American Academy of Child and Adolescent Psychiatry, 31,

8 Page 8 Stanger, C., McConaughy, S.H., & Achenbach, T.M. (1992). Three-year course of behavioral/emotional problems in a national sample of 4 to 16 year-olds: II. Predictors of syndromes. Journal of the American Academy of Child and Adolescent Psychiatry, 31, McConaughy, S.H. (1993). Advances in empirically based assessment of children's behavioral and emotional problems. School Psychology Review, 22, McConaughy, S.H. (1993). Evaluating behavioral and emotional disorders with the CBCL, TRF, and YSR cross-informant scales. Journal of Emotional and Behavioral Disorders, 1, McConaughy, S.H. (1993). Responses to commentaries on advances in empirically based assessment. School Psychology Review, 22, McConaughy, S.H., & Skiba, R. (1993). Comorbidity of externalizing and internalizing problems. School Psychology Review, 22, Stanger, C., Achenbach, T.M., & McConaughy, S.H. (1993). Three-year course of behavioral/emotional problems in a national sample of 4 to 16 year-olds: III. Predictors of signs of disturbance. Journal of Consulting and Clinical Psychology, 61, McConaughy, S.H., & Achenbach, T.M. (1994). Comorbidity of empirically based syndromes in matched general population and clinical samples. Journal of Child Psychology and Psychiatry, 35, McConaughy, S.H., Mattison, R.E., & Peterson, R. (1994). Behavioral/emotional problems of children with serious emotional disturbance and learning disabilities. School Psychology Review, 23, McConaughy, S.H., & Ritter, D. (1995). Multidimensional assessment of emotional or behavioral disorders. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-iii. Washington, D.C.: National Association of School Psychologists. Achenbach, T.M., Howell, C.T., McConaughy, S.H., & Stanger, C. (1995). Six-year predictors of problems in a national sample of children and youth: 1. Cross-informant syndromes. Journal of the American Academy of Child and Adolescent Psychiatry, 34, Achenbach, T.M., Howell, C.T., McConaughy, S.H., & Stanger, C. (1995). Six-year predictors of problems in a national sample of children and youth: 2. Signs of disturbance. Journal of the American Academy of Child and Adolescent Psychiatry, 34, Achenbach, T.M., Howell, C.T., McConaughy, S.H., & Stanger, C. (1995). Six-year predictors of problems in a national sample: 3. Transitions to young adult syndromes. Journal of the American Academy of Child and Adolescent Psychiatry, 34,

9 Page 9 McConaughy, S.H., & Achenbach, T.M. (1996). Contributions of a child interview to multimethod assessment of emotional and behavioral disorders. School Psychology Review, 25, McConaughy, S.H. (1996). The interview process. In M.Breen & C.Fiedler (Eds.), Behavioral approach to the assessment of youth with emotional/behavioral disorders: A handbook for school-based practitioners (pp ). Austin, TX: PRO-ED. Achenbach, T.M. & McConaughy, S.H. (1996). Relations between DSM-IV and empirically based assessment. School Psychology Review, 25, Stanger, C., MacDonald, V., McConaughy, S.H., & Achenbach, T.M. (1996). Predictors of cross-informant syndromes among children and youth referred for mental health services. Journal of Abnormal Child Psychology, 24, Achenbach, T.M., Howell, C.T., McConaughy, S.H., & Stanger, C.S. (1998). Six-year predictors of problems in a national sample: 4. Young adult signs of disturbance. Journal of the American Academy of Child and Adolescent Psychiatry. 37, McConaughy, S.H., Kay, P.J., & Fitzgerald, M. (1998). Preventing SED through parent teacher action research and social skills instruction: First year outcomes, Journal of Emotional and Behavioral Disorders, 6, McConaughy, S.H. & Achenbach, T.M. (1999). Contributions of developmental psychopathology to school psychology. In T. Gutkin and C. Reynolds (Eds.), The handbook of school psychology (3rd Ed., pp ). New York, NY: John Wiley & Sons. McConaughy, S.H., & Ritter, D.R. (1999). Psychosocial perspectives on exceptionality. In V.L. Schwean & D.H. Saklofske (Eds.), The psychological correlates of exceptionality (pp ). Newark, NJ: Harwood Academic Publishers. McConaughy, S.H. (2000). Self-report: Child clinical interviews. In E. Shapiro & T. Kratochwill (Eds.), Conducting school-based assessments of child and adolescent behavior (pp ). New York, NY: Guilford. McConaughy, S.H. (2000). Self-report: Theory and practice in interviewing children. In E. Shapiro & T. Kratochwill (Eds.), Behavioral assessment in the schools (2nd ed. pp ). New York, NY: Guilford. McConaughy, S.H., Kay, P.J., & Fitzgerald, M. (2000). The Achieving Behaving Caring Project for preventing ED: Two-year outcomes. Journal of Emotional and Behavioral Disorders, 7,

10 Page 10 McConaughy, S.H., Kay, P.J., & Fitzgerald, M. (2000). How long is long enough? One-year versus two-year outcomes for a school-based program for preventing ED, Exceptional Children, 67, McConaughy, S.H. & Wadsworth, M.E. (2000). Life history reports of young adults previously referred for mental health services. Journal of Emotional and Behavioral Disorders, 8, McConaughy, S.H. (2001). The Achenbach System of Empirically Based Assessment. In J.J.W. Andrews, H.L. Janzen, & D.H. Saklofske (Eds.), Handbook of psychoeducational assessment: Ability, achievement, and behavior in children (pp ). San Diego, CA: Academic Press. Kay, P., Fitzgerald, M.; & McConaughy, S.H. (2002). Building effective parent-teacher partnerships. In R. Algozzine & P. Kay (Eds.), Preventing problem behaviors: A handbook of successful prevention practices (pp ). Thousand Oaks, CA: Corwin Press, Inc. McConaughy, S.H., & Leone, P. (2002). Measuring the success of prevention programs. In R. Algozzine & P. Kay (Eds.), Preventing problem behaviors: A handbook of successful prevention practices (pp ). Thousand Oaks, CA: Corwin Press, Inc. McConaughy, S.H., & Ritter, D. (2002). Best practices in multidimensional assessment of emotional and behavioral disorders. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-iv (pp ), Washington, D.C.: National Association of School Psychologists. Achenbach, T.M., & McConaughy, S.H. (2003). The Achenbach System of Empirically Based Assessment (ASEBA). In C.R. Reynolds, & R. Kamphaus (Eds.), Handbook of psychological and educational assessment of children (2nd edition, pp ). New York: Guilford McConaughy, S.H. (2003). Interviewing children, parents, and teachers. In M. Breen & C. Fiedler (Eds.), Behavioral approach to the assessment of youth with emotional/behavioral disorders: A handbook for school-based practitioners (2nd edition, pp ). Austin, TX: PRO-ED. Dumenci, L., McConaughy, S.H., & Achenbach, T.M. (2004). A hierarchical 3-factor model of Inattention-Hyperactivity-Impulsivity derived from the Attention Problems syndrome of the Teacher Report Form, School Psychology Review, 33, McConaughy, S.H. (2004). The Achenbach System of Empirically Based Assessment (ASEBA): CBCL/6-18; YSR; SCICA. In T.S. Watson & C.H. Skinner (eds.). Comprehensive encyclopedia of school psychology (pp. 7-14). New York: Kluwer Press. McConaughy, S.H. (2005). The Test Observation Form (TOF): A new observational tool for school psychologists. Communique, 33, Bethesda, MD: National Association of School Psychologists.

11 Page 11 McConaughy, S.H. (2005). Interviewing. In S.W. Lee (ed.). Encyclopedia of school psychology (pp ). Thousand Oaks, CA: Sage Publications. McConaughy, S.H. (2005). Direct observational assessment during test sessions and child clinical interviews. School Psychology Review, 34, Volpe, R.J., & McConaughy, S.H. (2005). (Guest Editors). Systematic direct observational assessment of student behavior: Its use and interpretation in multiple settings: An introduction to the Miniseries, School Psychology Review, 34, McConaughy, S.H., & Ritter, D. (2008). Best practices in multimethod assessment of emotional and behavioral disorders. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology-v (pp ), Bethesda, MD: National Association of School Psychologists. McConaughy, S.H., Ivanova, M., Eiraldi, R.B., & Antshel, K. (2009). Standardized observational assessment of ADHD Combined and Predominantly Inattentive Subtypes: I. Test session observations, School Psychology Review, 38, Volpe, R.J., McConaughy, S.H., & Hintze, J. (in press). Generalizability of classroom behavior problem and on- task scores from the Direct Observation Form. School Psychology Review.