School Psychology Faculty


David A. Klingbeil, Ph.D.davidak5@uwm.edu

Dr. Klingbeil’s research currently focuses on studying the factors related to identifying and transporting evidence-based practices into urban schools.

Sample publications:
  • Sullivan, A.L., Klingbeil, D.A., & Van Norman, E.R. (2013). Beyond behavior: Multilevel analysis of the influence of sociodemographics and school characteristics on students’ risk of suspension. School Psychology Review, 42, 99-114.
  • Klimes-Dougan, B., Klingbeil, D.A., & Meller, S. (2013). The impact of universal suicide prevention programs on youths’ help-seeking attitudes and behaviors. Crisis: The Journal of Crisis Intervention and Suicide Prevention, 34, 82-97. doi: 10.1027/0227-5910/a000178
  • Burns, M.K., Klingbeil, D.A., Ysseldyke, J.E., & Petersen-Brown, S. (2012). Trends in methodological rigor for intervention research published in school psychology journals. Psychology in the Schools, 49, 843-851. doi: 10.1002/pits.21637
Kyongboon Kwon, Ph.D.kwonk@uwm.edu

Dr. Kwon's research focuses on children's socialization by peers. For example, Dr Kwon examines children’s naturally-occurring peer groups (e.g. cliques, friendship groups) and their influence on children’s social, emotional, and academic functioning.

Sample publications:
  • Kwon, K. & Lease, A. M. (in press). Perceived influence of close friends, well-liked peers, and popular peers: Reputational or personal influence?. Journal of Social and Personal Relationships.
  • Kwon, K., Kim, E.M., & Sheridan, S.M. (2012). A contextual approach to social skills assessment in the peer group: Who is the best judge?. School Psychology Quarterly, 27, 121-133.
  • Kwon, K., Kim, E.M., & Sheridan, S.M. (2012). Behavioral competence and academic functioning among early elementary children with externalizing problems. School Psychology Review, 41, 123-140.
Markeda Newell, Ph.D.School Psychology Area Chairnewell@uwm.edu

Dr. Newell's research agenda is focused on identifying and evaluating core competencies school psychologists need to provide effective services to all students. Specifically, Dr. Newell examines multicultural competency development and school-based consultation competency development.

Current Projects:
  1. Examining Consulting Competence among Practicing School Psychologists: The purpose of this study is to examine consulting knowledge, confidence, and skills among practicing school psychologists. The project is currently in the data analysis stage.
  2. Needs Assessment of Multicultural Knowledge, Skills, and Confidence Among Pupil Services Personnel: The purpose of this study is to examine the multicultural knowledge, skills, and confidence among pupil services personnel. The project is currently in the manuscript writing stage.
Sample Publications:
  • Newell, M.L., Newell, T.S., & Looser, J.A. (2013). A competency-based assessment of school-based consultants’ implementation of consultation. Training and Education in Professional Psychology, 7(4), 235-245.
  • Newell, M.L., Newell, T.S., & Looser, J.A. (2013). Examining how novice consultants address cultural factors during consultation: Illustration of a computer-simulated case-study method. Consulting Psychology Journal: Practice and Research, Vol 65(1), 74-86.
  • Newell, M.L. (2012). Transforming knowledge to skills: Evaluating the consultation competence of novice school-based consultants. The Consulting Psychology Journal: Research and Practice [Special Issue: Consulting in Education: Challenge and Change], 64(1), 8-28.
Karen C. Stoiber, Ph.D.School Psychology Training Directorkstoiber@uwm.edu

Dr. Stoiber’s research interests include examining evidenced-based approaches to promoting early literacy, social competencies, and implementation of multi-tiered intervention models. Research questions she explores include: How can teachers’ intentional focus on children’s self-control and social competence improve student engagement and academic achievement? How can school psychologists promote student mental health and reduce the achievement gap through multi-tiered systems of support? She co-founded the APA Division 16 Task Force on Evidence-Based Interventions in School Psychology and founded the Translation of Research to Practice Working Group.

Sample publications:
  • Stoiber, K.C. (in press). A Comprehensive Framework for Multi-tiered Systems of Support in School Psychology. In A. Thomas & P. Harrison (Eds). Best Practices in School Psychology (6th Ed.). Washington DC: National Association of School Psychologists.
  • Forman, S.G., Shapiro, E.S., Codding, R.S., Gonzales, J.E., Reddy, L.A., Rosenfield, S.A., & Stoiber, K.C. (2013). Implementation science and school psychology. School Psychology Quarterly, 28(2), 77.
  • Gettinger, M. & Stoiber, K.C. (2012). Curriculum-Based Early Literacy Assessment and Differentiated Instruction with High-Risk Preschoolers. Reading Psychology, 33(1-2), 11-46.
  • Stoiber, K.C. & Gettinger, M. (2011). Functional assessment and positive support strategies for promoting resilience: Effects on teachers and high-risk children. Psychology in the Schools, 48(7), 686-706.
  • Stoiber, K.C. (2011). Translating knowledge of social-emotional learning and evidence-based practice into responsive school innovations. Journal of Educational and Psychological Consultation, 21(1), 46-55.