Professor and Director of School Psychology

1

VITA

Thomas J. Kehle, Ph.D.

Professor and Director of School Psychology

University of Connecticut

revised 09-11-11

THOMAS J. KEHLE

Office Address

Department of Educational Psychology Phone: (860) 486-0166

Neag School of Education email:

University of Connecticut

Storrs, Connecticut 06269-2064

Educational Background

Ph.D. University of Kentucky, 1973 Major: School Psychology

M.A. University of Kentucky, 1970 Major: Counseling Psychology

B.A. Florida Atlantic University, 1968 Major: Psychology

Professional Experience

1987-present University of Connecticut, Professor and Director of School Psychology (tenured), Department of Educational Psychology. Primary responsibilities include directing the doctoral (APA accredited) and masters/sixth-year programs (NCATE/NASP accredited) in school psychology. Additional responsibilities include doctoral student advisement, course instruction in research design, individual differences, and internship supervision.

1987-present Consultant to numerous school districts to assist in the design and implementation of interventions for

students with severe behavior problems including selective mutism, emotional and conduct disorders, and learning disabilities.

1987-1989 Consultant to the Veteran's Administration - Vietnam Veteran's Center Program, Medical Region I,

Providence, Rhode Island. Primary responsibilities included the design and implementation of interventions effective in the treatment of children and families that include fathers diagnosed with post traumatic stress disorder.

1979-1987 University of Utah, Professor and Director of School Psychology, Department of Educational

Psychology (1983-1987, tenured); Associate Professor (1979-1983, tenured). Primary

responsibility was directing the Ph.D. (APA accredited) and Specialist (NASP accredited) programs in school psychology. Additional responsibilities included graduate instruction in courses of personality theory, individual assessment, social development, human development, behavior management, roles and function, seminars in school psychology, statistics and design, supervision of practica and internship students, and directing doctoral dissertations and master's theses.

1979-1987 Consultant in school psychology to several local school districts providing inservice programs and

workshops on giftedness, assessment and evaluation, and classroom management.

1979-1987 Co-director of the Department of Educational Psychology Diagnostic Clinic in School

Psychology. The clinic served the community in providing independent psychoeducational

evaluations and as a resource and clearing house for practitioners.

1983-1987 Private practice in school psychology.

1986-1987 Consultant to West Jordan Care Center, West Jordan, Utah. Responsibilities included designing

individual and group behavior programs for residents, staff development, and individual psychological evaluations.

1984-1985 Consultant to Western Psychological Services, Los Angeles, CA. Responsibilities included

assisting in the scaling of a parental attitude scale.

1982-1983 Consultant to the Division of Pediatric Cardiology, University of Utah Medical Center.

Responsibilities included directing the psychoeducational evaluation of children after heart surgery.

1979-1980 Consultant to the Southwest Regional Resource Center, Salt Lake City, Utah. Responsibilities

included the reconstruction and norming of the State of New Mexico's psychometrician licensing examination.

1973-1979 Kent State University, Associate Professor (1976-1979, tenured) in the Early Childhood School

Psychology Program; Assistant Professor (1973-1976). Responsibilities included graduate and undergraduate instruction in courses dealing with individual assessment, behavior management, human development and learning, and guidance. Additional responsibilities included supervision of school psychology interns, advisement of doctoral candidates, and Director of the College of Education's Honors Program.

1973-1979 Consultant in school psychology to several school systems. Provided inservice programs and

workshops in exceptionality, giftedness, classroom discipline and management, medical problems influencing learning, and kindergarten screening.

1974-1979 Private practice in school psychology.

1973-1975 Associate Editor of the School Psychology Digest (now the School Psychology Review),

quarterly publication of the National Association of School Psychologists.

1972-1973 School Psychologist/Resident Research Fellow, Louisville Public Schools, Louisville, Kentucky.

1972 University of Louisville, Assistant Professor (part-time appointment), Department of Educational

Foundations. Responsibilities included graduate instruction in courses of educational research, statistics, and design.

1971-1972 School Psychology Intern, Urban Education Center, Louisville Public Schools, Louisville,

Kentucky.

1970 Counseling Psychology Intern, National Institute Mental Health Clinical Research Center,

Lexington, Kentucky.

1970 Cottage Parent, Kentucky Village, Lexington, Kentucky. Maximum security prison for juvenile

felons.

1969-1970 Instructor, University of Kentucky, Department of Educational Psychology. Responsibilities

included graduate courses in human development.

1968-1969 Graduate Research Assistant, Department of Psychology, Wenner-Gren Aeronautical Research

Center, University of Kentucky.

Publications

Kehle, T. J., & Bray, M. A. (in review). Self-modeling: An evidence-based unobtrusive intervention with wide-

spread application. Psychology in the Schools

Kehle, T. J., Bray, M. A., Byer-Alcorace, G. F., Theodore, L. A., & Kovac, L. (in review). Video self-modeling as

a treatment for selective mutism. Psychology in the Schools.

Bilias-Lolis, E., Chafouleas, S. M., Kehle, T. J., & Bray, M. A. (in review). Exploring the utility of video self-

modeling in reducing disruptive classroom behavior in students with intellectual disabilities. Psychology in the

Schools.

Foote, C., Bray, M. A., Kehle, T. J., & Van Heest, J. (in review, submitted 03-06-11). Interdependent group

contingency to promote physical activity in children. School Psychology Review.

Bray, M. A., Sassu, K. A., Kehle, T. J., Kapoor, V., Margiano, S., Peck, H. L., & Bertuglia, R. (in review, 06-23-11; tracking number 2011-031). Yoga as an intervention for asthma. School Psychology Forum.

Kehle, T. J. & Bray, M. A. (Eds.). (in press). Review of self-modeling procedures and applications. (Special Issue).

Psychology in the Schools.

McCabe-Fitch, K., Bray, M. A., Kehle, T. J., Theodore, L. A., Gelbar, N. (in press). The promotion of happiness

and life satisfaction in children. Canadian Journal of School Psychology.

Theodore, L. A., Ward, S. B., Bray, M. A., & Kehle, T. J. (in press). Behavioral and classroom management of

children and adolescents with mood disorders. In L. M. Crothers, & J. B. Kolbert (Eds.), Understanding and

Managing Behaviors of Children with Psychological Disorders: A Reference for Classroom Teachers.

Continuum Books: New York.

Kehle, T. J., Bray, M. A., & Theodore, L. A. (in press). Adolescents who have selective mutism. Principal Leadership.

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

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

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

Theodore, L. A., Bray, M. A., & Kehle, T. J. (2010). Communication disorders. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children at home and school: Handouts for families and educators III. Bethesda,

MD: National Association of School Psychologists. S8H11

Bray, M. A., & Kehle, T. J. (2010). Stuttering. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children at

home and school: Handouts for families and educators III. Bethesda, MD: National Association of School Psychologists. S8H40

Kehle, T. J., & Bray, M. A. (2010). Selective mutism. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children

at home and school: Handouts for families and educators III. Bethesda, MD: National Association of School Psychologists. S8H36

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

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

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

Hanley-Hochdorfer, K. H., Bray, M. A., Kehle, T. J., & Elinoff, M. J. (2010). Social stories to increase verbal

initiation in children with autism and Asperger's disorder. School Psychology Review, 39, 489-497.

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

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

Lynch, A., Theodore, L. A., Bray, M. A., & Kehle, T. J. (2009). A comparison of group-oriented contingencies

and randomized reinforcers to improve homework completion and accuracy. School Psychology Review, 38, 307-324.

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

Crothers, L., Kehle, T. J., Bray, M. A.. & Theodore, L. A. (2009). Correlates and suspected causes of childhood obesity. Psychology in the Schools, 46, 787-796.

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

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

John Wiley & Sons.

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

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

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

Reinhardt, D. B., Theodore, L. A., Bray, M. A., & Kehle, T. J. (2009). Improving homework accuracy:

Interdependent group contingencies and randomized components. Psychology in the Schools, 46, 471-488.

Bray, M. A., Kehle, T.J., & Perusse, R. (Eds.). (2009). Individual and group counseling in the practice of school

Psychology (Special Issue). Psychology in the Schools, 46(3).

Sullivan, E., Kehle, T. J., & Bray, M. A.. (2009). Effectiveness of the contextual model of psychotherapy:

Why does it work? Psychology in the Schools, 46, 299-305.

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

Holzer, M. L., Madaus, J. W., Bray, M. A., & Kehle, T. J. (2009). Test taking strategy intervention for college

students with learning disabilities. Learning Disabilities Research & Practice, 24, 44-56.

Bray, M. A., Kehle, T. J., Caterino, L. C., & Grigerick, S. E. (2008). Best practices in planning interventions

for students with communication and language disorders. In A. Thomas & G. Grimes (Eds.), Best practices in school psychology V. (pp. 1221-1232). Silver Springs, MD: National Association of School Psychologists.

Bray, M. A., Kehle, T. J., Grigerick, S. E., Loftus, & Nicholson, H. (2008). Children with asthma: Assessment

and treatment in school settings. Psychology in the Schools, 45, 63-73.

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

Tillman, T., Kehle, T. J., Bray, M. A., Chafouleas, S. M., & Grigerick, S. (2007). Elementary school students'

perceptions of overweight peers. Canadian Journal of School Psychology, 22, 68-80.

Alric, J. M., Bray, M. A., Kehle, T. J., Chafouleas, S. M., & Theodore, L. A. (2007). A comparison

of independent, interdependent, and dependent group contingencies with randomized reinforcers to increase reading fluency. Canadian Journal of School Psychology, 22, 81-93.

Kehle, T. J.,& Bray, M. A. (2007). On such a full sea and we still are not afloat: Introduction to statistical reform in

school psychology. Psychology in the Schools, 44, 415.

Kehle, T. J., Bray, M. A., Chafouleas, S. M., & Kawano, T. (2007). Lack of statistical significance.

Psychology in the Schools, 44, 417-422.

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

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

Seese, L. M., Madaus, J., Bray, M. A., & Kehle, T. J. (2007). A survey of district compliance with Section 504.

Journal of Special Education Leadership, 20, 3-10.

Bossio, D. M., Bray, M. A., & Kehle, T. J. (2006). Evaluating student academic and social competencies

[Review of the book Classroom assessment: A practical guide for educators]. Journal of Psychoeducational Assessment, 24, 298-300.

Bray, M. A., Kehle, T. J., Theodore, L. A., Alric, J. M., Peck, H. L., Margiano, S. G., Dobson, R., Peczynski, K., &

Gardner, K. (2006). Written emotional expression as an intervention for asthma: A replication. Journal of Applied School Psychology, 22, 141-165.

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

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

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

Theodore, L. A., Bray, M. A., Kehle, T. J. (2006). Language disorders. (pp. 139-155). In L. Phelps (Ed), Chronic

heath-related disorders in children: Collaborative medical and psychoeducational interventions. Washington:

American Psychological Association.

Peck, H. L., Kehle, T. J., Bray, M. A., & Theodore, L. A. (2005). YOGA as an intervention for children with

attention problems. School Psychology Review, 34, 415-424.

Dobson, R. L., Bray, M. A., Kehle, T. J., Theodore, L. A., & Peck, H. L. (2005). Relaxation and guided imagery

as an intervention for children with asthma: A replication. Psychology in the Schools, 42, 707-720.

Clark, E., Olympia, D. E., Jenson, W. R., & Kehle, T. J. (2005). Emotional disturbance in children with

intellectual and developmental disabilities. In P. Wehman (Ed.), Mental retardation and psychological disabilities (3rd ed.) (pp. 295-308). Austin, TX: ProEd.