School Psychology

PSY 304 - Psychology and Education of the Exceptional Child

PSY 326 - Intellectual/Developmental Disabilities

PSY 622 - Educational Assessment

PSY 623 - Intellectual Assessment

My primary line of research is how to improve the academic performance of struggling elementary students. More specifically, I examine the use of performance feedback with struggling readers. I have collected data with a local school district on how intervention and visual goal markers can improve the reading performance of third graders. I am also working on a collaborative project with Dr. Sara Witmer (Michigan State University) on the existing use of feedback in reading interventions used by schools. In related work, I collaborate with my graduate students and explore the effectiveness of other academic interventions. 

My second line of research is related to my teaching of school psychology graduate students to administer and score intellectual assessments. I explore the amount and type of errors that students make while in training and the best ways for trainers to identify these errors. I am considering ways that training or administration can be modified to reduce these errors in the future.

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

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

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

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

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

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

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

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

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

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