UOP Resume
Jonathan H. Sandoval
Education
1969 / Ph.D. University of California, BerkeleySchool Psychology (Education)
1966 / M.A. University of California, Berkeley
Counseling Psychology (Education)
1964 / B.A. University of California, Santa Barbara
Psychology
Professional Experience
1966-681968-69
1969-72
1969-73
1973-78
1978-83
1983-2006
1990-98
1991-95
1995-96,98-2001
1998-2000
1999-2006 / Teaching Assistant, School Psychology Program, U.C. Berkeley,
Associate in Education, School Psychology, U.C. Berkeley,
School Psychologist, Richmond Unified School District, Richmond, CA
Lecturer in Education, U.C. Berkeley,
Assistant Professor of Education, U.C. Davis,
Associate Professor or Education, U.C. Davis, 3/1/78 - 6/30/83
Professor of Education, U.C. Davis,
Chair, Ph. D. Graduate Group in Education
Associate Director, Division of Education, U. C. Davis,
Acting Director (Dean), Division of Education, U. C. Davis,
Co-Director, CSUF/UC Joint Doctoral Program in Educational Leadership
Affiliated Faculty, School of Education, U. C. Berkeley
2006-Present / Professor of Education, University of the Pacific
Primary Courses Taught at Pacific
EPSY 312 / Child Psychopathology and WellnessEPSY 324 / Advanced Consultation and Supervision
EPSY 300 / Introduction to School Psychology
Research Interests
The Prevention of School FailureThe Training of Education Professionals
Issues in Applied Measurement
The Promotion of Mental Health in Schools
Professional Certification
Standard Designated Services Credential, State of California, School Psychology Authorization No. 3738
Licensed Psychologist, State of California, PSY 5877
ABPP Diplomate in School Psychology
Scholarship
Publications:
1. Sandoval, J. & Lambert. N. M. (1971). Reaction III to Clair and Kiraly, can school psychology survive the 70's? Professional Psychology , 2, 392-294.
2. Lambert, N. M. & Sandoval J. (1971). Attitude change in school psychology trainees resulting from participation and observation in school classroom. Journal of School Psychology, 9, 418-423.
3. Lambert, N. M., Sandoval, J.& Corder, R. (1975). Teacher perceptions of school-based consultants. Professional Psychology, 6, 204-216.
4. Lambert, N. M., Sandoval, J. & Yandell, G. W. (1975). Preparation of school psychologists for school-based consultation: A training activity and a service of community schools. Journal of School Psychology, 13, 68-75.
5. Lambert, N. M., Windmiller, M. B., Sandoval, J. & Moore, B. (1976). Hyperactive children and the efficacy of psychoactive drugs as a treatment intervention. American Journal of Orthopsychiatry. 46,335-352.
6. Sandoval, J., Lambert N. M. & Yandell G. W. (1976). Current medical practice and hyperactive children. American Journal of Orthopsychiatry, 46, 323-334. Reprinted in B. Lahey (Ed.), Behavior Therapy with Hyperactive and Learning Disabled Children. Oxford University Press, 1978.
7. Sandoval, J. (1976). The evaluation of teacher behavior through observation of videotape recordings. Beginning Teacher Evaluation Study Phase II 1973-74, Final Report, Vol. III. Educational Testing Service. Princeton, NJ.
8. Spring, C. & Sandoval, J. (1976). Food additives and hyperkinesis: A critical evaluation of the evidence. Journal of Learning Disabilities, 9, 560-569.
9. Sandoval, J. (1977). Mental health consultation for teachers in preservice training. California Journal of Teacher Education, 3, 110-124.
10. Sandoval, J. & Love, J. (1977). School psychology and higher education: The college psychologist. Professional Psychology 8, 328-339.
11. Sandoval, J. & Lambert, N. M. (1977). Instruments for evaluating school psychologists' functioning. Psychology in the Schools 14, 172-179.
12. Sandoval, J. (1977). The measurement of the hyperactive syndrome in children. Review of Educational Research, 47, 293-318.
13. Sandoval, J., Lambert, N. M. & Davis, J. M. (1977). Consultation from the consultee's perspective. Journal of School Psychology,15, 334-342. Reprinted in School Psychology Digest, 1978.
14. Kennon, A. F. & Sandoval, J. (1978). Teacher attitudes toward the educable mentally retarded. Education and Training of the Mentally Retarded, 13, 139-145.
15. Lambert, N. M., Sandoval J. & Sassone.D. (1978). Prevalence estimates of hyperactivity in school children. Pediatric Annals, 7, 330-338.
16. Lambert, N. M., Sandoval J. & Sassone, D. (1978). Prevalence of hyperactivity in elementary school children as a function of social system definers. American Journal of Orthopsychiatry, 48, 446-463.
17. Davis, J. M. & Sandoval, J. (1978). Metaphor in group mental health consultation. Journal of Community Psychology, 6, 374-382.
18. Sandoval, J. (1978). Methodological issues in school based evaluation. Journal of School Psychology, 16, 356-367.
19. Sandoval, J. (1979). The WISC-R and internal evidence of test bias with minority groups. Journal of Consulting and Clinical Psychology, 47, 919-927.
20. Lambert, N. M., Sandoval J. & Sassone, D. (1979). Prevalence of treatment regimens for children considered to be hyperactive. American Journal of Orthopsychiatry, 49, 482-490. Digested in Pediatrics Digest, Nov.-Dec., 1979, p.62
21. Sandoval, J., Lambert, N. M. & Sassone, D. (1980). The identification and labeling of hyperactivity in children: An interactive model. In C. Whalen and B. Henker (Eds.), Hyperactive Children: The Social Ecology of Identification and Treatment. Academic Press, New York.
22. Sandoval, J., & Whelan-Miille, M. P. (1980). Accuracy of judgments of WISC-R item difficulty for minority groups. Journal of Consulting and Clinical Psychology, 48, 249-253.
23. Lambert, N. M., & Sandoval, J. (1980). The prevalence of learning disabilities in a sample of children considered hyperactive. Journal of Abnormal Child Psychology, 8, 33-50.
24. Sandoval, J. (1980). The reliability and concurrent validity of Light's Retention Scale. Psychology in the Schools, 17, 442-445.
25. Sandoval, J. (1981). Using SEAM to construct a test battery. In N. Lambert (Ed.), SEAM: Special Education Assessment Matrix. CTB/McGraw Hill, Monterey, CA.
26. Lambert, N. M., Sandoval, J. & Sassone, D. (1981). Prevalence of hyperactivity and related treatments among elementary school children. In K. D. Gadow and J. Loney (Eds.), Psychosocial Aspects of Drug Treatment for Hyperactivity. Westview Press, Boulder, CO.
27. Sandoval, J., Lambert, N. M. & Sassone, D. (1981). The comprehensive treatment of hyperactive children: A continuing problem. Journal of Learning Disabilities, 14, 117-118.
28. Sandoval, J. (1981). Format effects in two teacher rating scales of hyperactivity. Journal of Abnormal Child Psychology, 9, 203-218.
29. Sandoval, J. & Haapmanen R. M. (1981). A critical commentary on neuropsychology in the schools: Are we ready? School Psychology Review, 1, 381-388.
30. Sandoval, J. (1982). El Psicologo y la prevencion del fracaso educativo. Psicologia. (Venezuela), 9, 3-13.
31. Sandoval, J. (1982). Light's retention scale does not predict success in first grade. Psychology in the Schools, 19, 310-314.
32. Davis, J. M. & Sandoval, J. (1982). Applied ethics for school-based consultants. Professional Psychology, 13, 543-551.
33. Sandoval, J. (1982). University of California increases requirements. California School Boards, 41, 18-22.
34. Sandoval, J. (1982). Hyperactive children: Twelve ways to help them in the classroom. Academic Therapy, 18, 107-113.
35. Sandoval, J. (1982). The WISC-R factorial validity for minority groups and Spearman's hypothesis. Journal of School Psychology, 20, 198-204.
36. Sandoval, J., Zimmerman, I. L. & Woo-Sam, J.M. (1983). Cultural differences on WISC-R verbal items. Journal of School Psychology, 21, 49-55.
37. Sandoval, J. & Davis, J. M. (1984). A school-based mental health consultation curriculum. Journal of School Psychology, 22, 31-43.
38. Figueroa, R. A., J. Sandoval, J. & Merino, B. (1984). School psychologists and limited English-proficient (LEP) children: New competencies. Journal of School Psychology, 22, 131-143.
39. Sandoval, J. (1984). Repeating the first grade: How the decision is made. Psychology in the Schools, 21, 457-462.
40. Sandoval, J. & Fitzgerald, P. (1985). A high school follow-up of children who were nonpromoted or attend a junior first grade. Psychology in the Schools, 22, 164-170.
41. Sandoval, J. & Lambert, N. M. (1985). Hyperactive and learning disabled children: Who gets help? Journal of Special Education, 18, 495-503.
42. Sandoval, J. (1985). Editor's Comments: Crisis counseling in the schools! School Psychology Review, 14, 255-256.
43. Sandoval, J. Crisis counseling: (1985). Conceptualizations and general principles. School Psychology Review, 14, 257-265.
44. Sandoval, J. (1986). Models of School Psychological Service Delivery. In S. N. Elliott and J. C. Witt (Eds.), The Delivery of Psychological Services in Schools: Concepts, Processes, and Issues (pp. 139-169). Hillsdale, NJ: Lawrence Erlbaum, Inc.
45. Sandoval, J. & Lambert, N. M. (1987). Evaluating School Psychology. In B. Edelstein and E. Berler (Eds.), Evaluation and Accountability in Clinical Training, (151-182). NY: Plenum.
46. Sandoval, J., Davis, J. M. & Wilson, M. P. (1987). An overview of the school-based prevention of adolescent suicide. Special Services in the Schools, 3 (3/4), 103-120.
47. Sandoval, J. Crisis Intervention. (1987). In C. A. Maher and J. E. Zins, (Eds.) Psychoeducational Interventions in Schools, (177-192). Elmsford, NY: Pergamon Press.
48. Lambert, N. M., Hartsough, C. S., Sassone, D. & Sandoval, J. (1987). Persistence of hyperactivity symptoms from childhood to adolescence and associated outcomes. American Journal of Orthopsychiatry, 57, 22-32.
49. Sandoval, J. (Editor). (1988). Crisis counseling, intervention and prevention in the schools. Hillsdale, NJ: Lawrence Erlbaum Associates.
50. Sandoval, J. (1988). Conceptualizations and general principles of crisis counseling, intervention and prevention. Chapter 1. In J. Sandoval (Ed.), Crisis counseling, intervention and prevention in the schools. Hillsdale, NJ: Lawrence Erlbaum Associates.
51. Sandoval, J. (1988). Children and moving. Chapter 9. In J. Sandoval (Ed.), Crisis counseling, intervention and prevention in the schools. Hillsdale, NJ: Lawrence Erlbaum Associates.
52. Sandoval, J. (1988). The school psychologist in higher education. School Psychology Review, 17, 391-396.
53. Sandoval, J., Sassenrath, J & M. Penaloza. M. (1988). Similarities of WISC-R and WAIS-R scores at age 16. Psychology in the Schools, 25, 373-379.
54, Davis, J. M., Sandoval, J & Wilson, M. P. (1988). Strategies for the primary prevention of adolescent suicide. School Psychology Review, 17, 559-569. (Abstracted in Family Life Educator, Summer, 1989)
55. Sandoval, J. (1989). The school-based prevention of childhood crises. Special Services in the Schools. 5, 241-259.
56. Lambert, N. M., Hartsough, C. S. & Sandoval, J. (1990). Children's Attention and Adjustment Survey. Palo Alto, CA: Consulting Psychologists Press.
57. Sandoval, J. & Irvin, M. G. (1990). Legal and ethical issues in the assessment of children. Chapter 4 in C. R. Reynolds and R. Kamphaus (Eds.) Handbook Psychological and Educational Assessment, Volume 1, New York: Guildford.
58. Sandoval, J. (1990). School psychologists' expressed needs for cognitive tests: The impact of litigation. Journal of Psychoeducational Assessment. 8, 531-537.
59. Davis, J. M. & Sandoval, J. (1991). Suicidal youth: School-based intervention and prevention. San Francisco: Jossey-Bass.
60. Kercher, A. and Sandoval, J. (1991). Reading disability and the Differential Abilities Scale. Journal of School Psychology. 29, 293-307.
61. Davis, J. M & Sandoval, J. (1991). A pragmatic framework for systems-oriented consultation. Journal of Educational and Psychological Consultation. 2, 201-216.
62. Sandoval, J. &. Davis, J. M. (1992). Applications of social psychology to school counseling and therapy. Chapter 10 in F. J. Medway and T. P. Cafferty (Eds.) School Psychology: A social psychological perspective. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
63. Davis, J. M. & Sandoval, J. (1992). School psychologists' personalities: Award winners contrasted with a random sample. Professional Psychology: Research and Practice. 23, 418-420.
64. Sandoval, J. (1993). The history of interventions in school psychology. Journal of School Psychology. 31, 195-217.
65. Sandoval, J. (1993). Personality and burnout among school psychologists. Psychology in the Schools. 30, 321-326.
66. Sandoval, J., London, M. D. & Rey, T. (1994). The status of suicide prevention in California schools. Death Studies, 18, 595-608.
67. Sandoval, J. (1995). Teaching in Subject Matter Areas: Science. Annual Review of Psychology. 46, 355-374.
68. Romualdi, V. & Sandoval, J. (1995). Comprehensive school-linked services: Implications for school psychologists. Psychology in the schools, 32, 304-315.
69. Sandoval, J. (1996). Constructivism, Consultee-centered Consultation and Conceptual Change. Journal of Educational and Psychological Consultation, 7, 89-97
70. Brock, S., Sandoval, J. & Lewis, S. (1996). Preparing for crises in the schools: A manual for building school crisis response teams. Brandon, VT: Clinical Psychology Publishing Company.
71. Sandoval, J. (1996). American Psychological Association (19-21), in Fagan, T. K. & Warden, P. G. (Eds) Historical Encyclopedia of School Psychology. Westport, CT: Greenwood Publishing Group.
72. Sandoval, J. (1996). American Psychological Association Annual Convention (21-22), in Fagan, T. K. & Warden, P. G. (Eds) Historical Encyclopedia of School Psychology. Westport, CT: Greenwood Publishing Group.
73. Sandoval, J. (1996). Division of School Psychology (pp 110-112), in Fagan, T. K. & Warden, P. G. (Eds) Historical Encyclopedia of School Psychology. Westport, CT: Greenwood Publishing Group.
74. Sandoval, J. (1996). Retention/Nonpromotion (334-335), in Fagan, T. K. & Warden, P. G. (Eds) Historical Encyclopedia of School Psychology. Westport, CT: Greenwood Publishing Group.
75. Sandoval, J. (1996). Suspension and Expulsion (379-380) in Fagan, T. K. & Warden, P. G. (Eds) Historical Encyclopedia of School Psychology. Westport, CT: Greenwood Publishing Group.
76. Sandoval, J. & Brock, S. (1996). The school psychologist's role in suicide prevention School Psychology Quarterly, 11, 169-185.
77. Sandoval, J. (1996). Becoming indispensable through mental health promotion. Chapter 1 in Talley, R. C., Kubiszyn, T., Brassard, M. & Short, R. J. Making psychologists in schools indispensable: Critical questions and emerging perspectives. Washington: American Psychological Association.
78. Sandoval, J. (1996). School Psychology. In Wolman, B. B. (Ed.) The Encyclopedia of Psychology, Psychiatry and Psychoanalysis. New York: Henry Holt.
79. Brock, S. & Sandoval, J. (1997). Suicidal Ideation and Behaviors. Chapter 32 (361-374) In Bear, G; Minke, K. & Thomas, A. (Eds.) Children’s Needs II: Development, Problems and Alternatives. Bethesda, MD: National Association of School Psychologists.
80. Romualdi, V. & Sandoval, J. (1997). Community-based Service Integration: Family Resource Center Initiatives. In Illback, R. J., Cobb, C. T. & Joseph, H. M. , Jr. (Eds.) Integrated services for children and families: Opportunities for psychological practice. Washington: APA
81. Sandoval, J. (1998). Neuromuscular Diseases. In Phelps, L. Health-related disorders in children and adolescents: A guidebook for understanding and educating. (463-473). Washington: APA
82. Sandoval, J., Frisby, C. L., Geisinger, K. F., Scheueneman, J. D. & Grenier, J. R. (Eds.) (1998). Test Interpretation and Diversity: Achieving equity in psychological assessment. Washington: APA.