VITA Thomas J. Kehle, Ph.D. Professor and Director of School ...

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VITA
Thomas J. Kehle, Ph.D.
Professor and Director of School Psychology
University of Connecticut
revised 10-23-08

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THOMAS J. KEHLE
Office Address
Department of Educational Psychology Phone: (860) 486-0166
Neag School of Education
email: thomas.kehle@uconn.edu
University of Connecticut
Storrs, Connecticut 06269-2064
Educational Background
Ph.D. University of Kentucky, 1972
M.A. University of Kentucky, 1970
B.A. Florida Atlantic University, 1968
Major: School Psychology
Major: Counseling Psychology
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

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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.

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Publications
Theodore, L. A., Kehle, T. J. & Bray, M. A.. (in preparation). Evidence-based interventions for childhood obesity.
Psychology in the Schools.
Theodore, L. A., Bray, M. A., & Kehle, T. J. (in preparation). Childhood obesity. Psychology in the Schools.
Bray, M. A., & Kehle, T. J. (Eds.). (under contract). Oxford handbook of school psychology. New York:
Oxford University Press.
Kehle, T. J., & Bray, M. A. (in preparation). Historical and contemporary issues in school psychology. In M. A.
Bray & T. J. Kehle (Eds.), Handbook of school psychology: New York: Oxford University Press.
Bray, M. A., & Kehle, T. J. (in preparation). Evolution of school psychology. In M. A. Bray & T. J. Kehle (Eds.),
Handbook of school psychology: New York: Oxford University Press.
Sassu, K., Bray, M. A., & Kehle, T. J. (in review). Participating in case conferences. In A. Davis (Ed.),
Handbook of pediatric neuropsychology. Springer: New York.
Margiano, S. G., Kehle, T. J., Bray, M. A., Nastasi, B. N. & DeWees, K. (in review). Examination of the effects of
self-modeling on autobiographical memory. Canadian Journal of School Psychology.
Kapoor, V. G., Bray, M. A., & Kehle, T. J. (in review). Relaxation and guided imagery as a school-based
intervention for children with asthma. Psychology in the Schools.
Greco, A.., Theodore, L. A., Bray, M. A., & Kehle, T. J. (in review). A comparison of group-oriented contingencies
and randomized reinforcers to improve homework completion and accuracy. School Psychology Review.
Bray, M. A., Kehle, T. J., & Perusse, R. (in press). Counseling and the practice of school psychology.
Psychology in the Schools.
Sullivan, E., Kehle, T. J., & Bray, M. A.. (in press). Effectiveness of the contextual model of psychotherapy:
Why does it work? Psychology in the Schools.
Aloisio, D. B., Theodore, L. A., Bray, M. A., & Kehle, T. J. (in press). Improving homework accuracy:
Interdependent group contingencies and randomized components. Psychology in the Schools.
Holzer, M., Madaus, J., Bray, M. A., & Kehle, T. J. (in press). Test taking strategy as an intervention for college
students with learning disabilities. Learning Disabilities Research and Practice.
Theodore, L. A., Bray, M. A., & Kehle, T. J. (in press). Communication disorders. In A. Canter, L. Paige, & S.
Shaw (Eds.), Helping children at home and school: Handouts for families and educators. Bethesda,
MD:National Association of School Psychologists.
Bray, M. A., & Kehle, T. J. (in press). Stuttering. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children at
home and school: Handouts for families and educators. Bethesda, MD: National Association of School
Psychologists.
Kehle, T. J., & Bray, M. A. (in press). Selective mutism. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children
at home and school: Handouts for families and educators. Bethesda, MD: National Association of School
Psychologists.

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Kehle, T. J., Bray, M. A., & Grigerick, S. E. (in press). R.I.C.H. applications. In B. Mowder, F. Rubinson, & A.
Yasik (Eds.), Evidence based practice in infant and early childhood psychology. Wiley & Sons: New York.
Akin-Little, A., Little, S. G., Bray, M. A., & Kehle, T. J. (Eds.) (in press). Handbook of behavioral interventions in
schools. Washington, DC: American Psychological Association.
Kehle, T. J., & Bray, M. A. (in press). Self-modeling. In A. Akin-Little, S. Little, M. Bray, & T. J. Kehle (Eds.),
Behavioral interventions in the schools: Evidence-based positive strategies. Washington, DC: American
Psychological Association.
Akin-Little, A., Little, S. G., Bray, M. A., & Kehle, T. J. (in press). Introduction to Behavioral interventions in the
schools: Evidence-based positive strategies. In A. Akin-Little, S. Little, M. Bray, & T. J. Kehle (Eds.),
Behavioral interventions in the schools: Evidence-based positive strategies. Washington, DC: American
Psychological Association.
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 (pp. 1221-1232). A. Thomas & G. Grimes (Eds.), Best
practices in school psychology V. 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., 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.

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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.
Theodore, L. A., Bray, M. A., & Kehle, T. J. (2005). Communication disorders in childhood. Encyclopedia of
school psychology (pp. 98-101). New York, NY: Sage Publications.
Bray, M. A., Kehle, T. J., Theodore, L. A. (2005). Stuttering. Encyclopedia of school psychology (pp. 543-544).
New York, NY: Sage Publications.
Musser, E. H., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2005). Multicomponent treatment to reduce classroom
disruptive behavior: A case study (pp. 231-232). In M. Kerr & C. Nelson, Strategies for addressing behavior
problems in the classroom. Englewood Cliffs, NJ: Prentice-Hall. (Summary of article published in School
Psychology Review, 30, 294-304).
Kehle, T. J., & Bray, M. A. (2005). Reducing the gap between research and practice in school psychology:
Overcoming beliefs and traditions. Psychology in the Schools, 42, 577-584.
Hong, L., Chong-De, L., Bray, M. A., & Kehle, T. J. (2005). The measurement of stressful events in Chinese
college students. Psychology in the Schools, 42, 315-323.
Alric, J. M., Kehle, T. J., & Bray, M. A. (2005). Description and treatment of individuals with Williams
syndrome [Review of the book Understanding Williams syndrome: Behavioral patterns and interventions].
Journal of Psychoeducational Assessment, 23, 83-86.
Rickards-Schlichting, K. A., Kehle, T. J., & Bray, M. A. (2004). A self-modeling intervention for high school
students with public speaking anxiety. Journal of Applied School Psychology, 20, 47-60.
Akin-Little, A., Bray, M. A., Eckert, T. L., & Kehle, T. J. (2004). The perceptions of academic women in school
psychology: A national survey. School Psychology Quarterly, 19, 327-341.
Kehle, T. J., Bray, M. A., Theodore, L. A., Zhou, Z., & McCoach, D. B. (2004). Emotional disturbance/social
maladjustment: Why is the incidence increasing? Psychology in the Schools, 41, 861-865.

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Kehle, T. J., & Bray, M. A. (2004). Selective mutism. In T. S. Watson & C. H. Skinner (Eds.), Encyclopedia of
school psychology. (pp. 284-285). New York: Kluwer Academic/Plenum Publishers.
Kehle, T. J. & Bray, M. A. (2004). Current perspectives on school-based behavioral interventions: Science and
reality of the classroom. School Psychology Review, 33, 417-421.
Sassu, K., Elinoff, M., Bray, M. A., & Kehle, T. J. (2004). Bullies and victims: Information for parents. In A.
Canter, L. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and school II:
Handouts for families and educators (pp. 17-19). Silver Springs, MD: National Association of School
Psychologists.
Kehle, T. J., Bray, M. A., & Theodore, L. A. (2004). Selective mutism: A primer for parents and educators. In A.
Canter, L. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and school II:
Handouts for families and educators (pp. 167-169). Silver Springs, MD: National Association of School
Psychologists.
Bray, M. A., Kehle, T. J., & Theodore, L. A. (2004). Stuttering: Information and strategies for teachers and parents.
In A. Canter, L. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and school II:
Handout for families and educators (pp. 183-185). Silver Springs, MD: National Association of School
Psychologists.
Theodore, L. A., Bray, M. A., & Kehle, T. J. (2004). Communication disorders: Information for educators. In A.
Canter, L. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and school II:
Handouts or families and educators (pp. 69-71). Silver Springs, MD: National Association of School
Psychologists.
Theodore, L. A., Kehle, T. J., & Bray, M. A. (2004). Class-wide behavior management interventions. In A.
Canter, L. Paige, M. D. Roth, I. Romero, & S. A. Carroll (Eds.), Helping children at home and school II:
Handouts for families and educators (pp. 31-34). Silver Springs, MD: National Association of School
Psychologists.
Theodore, L. A., Bray, M. A., & Kehle, T. J. (2004). A comparative study of group contingencies and randomized
reinforcers to reduce disruptive classroom behaviors. School Psychology Quarterly, 19, 253-271.
Zhou, Z., Bray, M. A., Kehle, T. J., Theodore, L. A., Clark, E., & Jenson, W. R. (2004). Achieving ethnic minority
parity in school psychology. Psychology in the Schools, 41, 443-450.
Davis, A. S., McIntosh, D. E., Phelps, L., & Kehle, T. J. (2004). Addressing the shortage of school psychologists:
A summative overview. Psychology in the Schools, 41, 489-495.
McCoach, B., Kehle, T. J., Bray, M. A., & Seigle, D. (2004). The identification of gifted students with learning
disabilities: Challenges, controversies, and promising practices. In T. Newman & R. J. Sternberg (Eds.),
Students with both gifts and learning disabilities: Identification, assessment, and outcomes (pp. 31-47). New
York: Kluwer Academic Publishers.
Theodore, L. A., Kehle, T. J., & Bray, M. A. (2004). A functional approach to increase the rate and quality of
homework completion in students with ADHD. [Review of the book Homework success for children with
ADHD: A family-school intervention program]. Psychology in the Schools, 41, 274.
Weinstein, K. L., Bray, M. A., & Kehle, T. J. (2004). A comprehensive summary of effective research on
students with learning disabilities. [Review of the book Interventions for students with learning disabilities: A
meta-analysis of treatment outcomes]. Psychology in the Schools, 41. 273-274.

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Jones, N., Kehle, T. J., & Bray, M. A. (2004). Computers in special education: Three books in one. [Review of
the book Computers in the delivery of special education and related services: Developing collaborative and
individualized learning environments]. Psychology in the Schools, 41, 275-277.
Kehle, T. J., & Bray, M. A. (2004). RICH Theory: The promotion of happiness. Psychology in the Schools, 41, 43-
49.
Bray, M. A., Kehle, T. J., Theodore, L. A., Zhou, Z., & Peck, H. L. (2004). Enhancing subjective well-being in
individuals with asthma. Psychology in the Schools, 41, 95-100.
Theodore, L. A., Bray, M. A., Kehle, T. J., & DioGuardi, R. J. (2003). Contemporary review of group-oriented
contingencies for disruptive behavior. Journal of Applied School Psychology, 20, 79-101.
Madaus, M. R., Kehle, T. J., Madaus, J., & Bray, M. A. (2003). Mystery motivator as an intervention to promote
homework completion and accuracy. School Psychology International, 24, 369-377.
Kehle, T. J., & Bray, M. A. (2003). The myth of psychotherapy. [Review of the book The great psychotherapy
debate: Models, methods, and findings]. Psychology in the Schools, 40, 703-704.
Bray, M. A., Kehle, T. J., Lawless, K. A., & Theodore, L. A. (2003). The relationship of self-efficacy and
depression to stuttering. American Journal of Speech-Language Pathology, 12, 425-431.
Peck, H. L., Bray, M. A., & Kehle, T. J. (2003). Relaxation and guided imagery: A school-based intervention for
children with asthma. Psychology in the Schools, 40, 657-675.
Kehle, T. J., & Bray, M. A. (2003). Review of the Eyberg Child Behavior Inventory/Sutter-Eyberg Student
Behavior Inventory - Revised. [Review of the test ECBI/SESBI-R]. Journal of Psychoeducational Assessment,
21, 297-298.
Chafouleas, S. M., Bray, M. A., & Kehle, T. J. (2003). Intellectual growth in childhood. In T. Gullotta & M.
Bloom (Eds.), The Encyclopedia of primary prevention and health promotion (pp. 635-640). New York: Kluwer
Academic/Plenum Press.
Fang, G., Fang, F., Keller, M., Edelstein, W., Kehle, T. J., & Bray, M. A. (2003). Social moral reasoning in Chinese
children: A developmental study. Psychology in the Schools, 40, 125-138.
Xin, T., Zheng, Z., Bray, M. A., & Kehle, T. J. (2003). The structure of self-reported problem behaviors in
Chinese children. Psychology in the Schools, 40, 19-33.
Hartley, E. T., Kehle, T. J. & Bray, M. A. (2002). Increasing student classroom participation through self-modeling.
Journal of Applied School Psychology, 19, 51-63.
Mottram, L., Bray, M. A., Kehle, T. J., Broudy, M., & Jenson, W. R. (2002). A classroom-based intervention to
reduce disruptive behaviors. Journal of Applied School Psychology, 19, 65-74.
Theodore, L. A., Bray, M. A., Kehle, T. J., & DioGuardi, R. (2002). School psychology in Greece. School
Psychology International, 23(2), 148-154.
Kehle, T. J., Bray, M. A., Chafouleas, S. M., & Mcloughlin, C. S. (2002). Promoting intellectual growth in
adulthood. School Psychology International, 23, 233-241.
Kehle, T. J., Bray, M. A., Margiano, S., Theodore, L. A., & Zhou, Z. (2002). Self-modeling as an effective

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intervention for students with serious emotional disturbance: Are we modifying children’s memories?
Psychology in the Schools, 39, 203-207.
Robison-Awana, P., Kehle, T. J., Jenson, W. R., Clark, E., Bray, M. A., & Lawless, K. A. (2002). Self-esteem,
gender-role perception, gender-role orientation and attributional style as a function of academic competence:
Smart girls are different, but a boy is a boy is a boy. Canadian Journal of School Psychology, 17, 47-64.
Bray, M. A., & Kehle, T. J. (2002). Best practices in planning interventions for students with communication
and language problems. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (Vol. 2),
(pp. 1513-1521). Silver Springs, MD: National Association of School Psychologists.
Bray, M. A., Kehle, T. J., Theodore, L. A., & Broudy, M. (2002). A case study of childhood disintegrative
disorder – Heller’s syndrome. Psychology in the Schools, 39, 101-109.
Kehle, T. J., Bray, M. A., & Chafouleas, S. M. (2001). Effectiveness of self-modeling as an intervention for
behavioral change: Or is it really the alteration of memory? The General Psychologist, 36, 7-8.
Theodore, L. A., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Reducing classroom misbehaviors with
randomized group contingencies [Summary]. Clinician’s Research Digest- Briefings in Behavioral Science,
19(10), 3.
Clarke, M. A., Bray, M. A., Kehle, T. J., & Truscott, S. D. (2001). Reducing tics in children with Tourette’s
syndrome [Summary]. Clinician’s Research Digest - Briefings in Behavioral Science, 19(11), 2.
McCoach, B., Kehle, T. J., Bray, M. A., & Siegle, D. (2001). Best practices for the assessment of gifted students
with learning disabilities. Psychology in the Schools, 38, 403-411.
Zhou, Z., Bray, M. A., Kehle, T. J., & Xin, T. (2001). Similarity of deleterious effects of divorce on Chinese and
American children. School Psychology International, 22, 357-363.
Zhou, Z., Bray, M. A., Kehle, T. J., & Xin, T. (2001). The status of school psychology in China at the millennium.
School Psychology International, 22, 22-28.
Musser, E. H., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Reducing disruptive behaviors in students with
serious emotional disturbance. School Psychology Review, 30, 294-304.
Theodore, L. A., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Randomization and group contingencies to
reduce the disruptive behaviors of adolescent students in special education. Journal of School Psychology, 39,
267-277.
Bray, M. A. & Kehle, T. J. (2001). Long-term effects of self-modeling as an intervention for stuttering.
School Psychology Review, 30, 135-141.
Clarke, M. A., Bray, M. A., Kehle, T. J., & Truscott, S. (2001). A school-based intervention designed to reduce the
frequency of tics in children with Tourette’s syndrome. School Psychology Review, 30, 11-22.
Clare, S. K., Jenson, W. R., Kehle, T. J., & Bray, M. A. (2000). Self-modeling as a treatment for increasing on-task
behavior. Psychology in the Schools, 37, 517-522.
Kehle, T. J., Bray, M. A., Theodore, L. A., Jenson, W. R., & Clark, E. (2000). A multi-component intervention
designed to reduce disruptive classroom behavior. Psychology in the Schools, 37, 475-481.

DeMartini-Scully, D., Bray, M. A., & Kehle, T. J. (2000). A packaged intervention to reduce disruptive behavior in
general education students. Psychology in the Schools, 37, 149-156.
Possell, L. E., Kehle, T. J., McLoughlin, C. S., & Bray, M. A. (1999). Self-modeling as an intervention to reduce
inappropriate classroom behavior. Cognitive and Behavioral Practice, 6, 99-105.
Bray, M. A., & Kehle, T. J. (1998). Self-modeling as an intervention for stuttering. School Psychology Review, 27,
587-598.
Bray, M. A., Kehle, T. J., Spackman, V. S., & Hintze, J. M. (1998). An intervention program to increase reading
fluency. Special Services in the Schools, 14, 105-125.
Kehle, T. J., Madaus, M. M. R., Baratta, V. S., & Bray, M. A. (1998). Augmented self-modeling as a treatment for
children with selective mutism. Journal of School Psychology, 36, 247-260.
Bray, M. A., Kehle, T. J., & Hintze, J. M. (1998). Profile analysis: Why does it persist? School Psychology
International, 19, 209-220.
Bray, M. A. & Kehle, T. J. (1998). Stuttering information for parents and teachers. In A. S. Canter & S. A. Caroll
(Eds.), Helping children at home and school: Handouts from your school psychologist (pp. 607-608). Silver
Spring, MD: National Association of School Psychologists.
Kehle, T. J., & Bray, M. A. (1998). Selective mutism: A handout for parents and teachers. In A. S. Canter & S.
Caroll (Eds.), Helping children at home and school: Handouts from your school psychologist (pp. 263-65).Silver
Spring, MD: National Association of School Psychologists.
Kehle, T. J. & Bray, M. A. (1998). Williams syndrome: Identification and treatments. In L. Phelps (Ed.), Healthrelated
disorders in children and adolescents (pp. 712-716). Washington, D.C.: American Psychological
Association.
Bray, M. A. & Kehle, T. J. (1998). Stuttering: Etiology, assessment, and treatments. In L. Phelps (Ed.), Healthrelated
disorders in children and adolescents (pp. 629-635). Washington, D.C.: American Psychological
Association.
Hartley, E. T., Bray, M. A., & Kehle, T. J. (1998). Self-modeling as an intervention to increase student classroom
participation. Psychology in the Schools, 35, 363-372.
Kehle, T. J. & Hintze, J. M. (1997). School psychology at the University of Connecticut. The Connecticut School
Psychologist, 5, 5-14.
Lee, H., Garrett, G., Kehle, T. J., & Douglas, J. (1997). Use of kinematic feedback and self-modeling intervention
to improve basketball jump shooting skill.[Abstract]. Journal of Sport & Exercise Psychology, 19, 80.
Kehle, T. J., Clark, E. & Jenson, W. R. (1997). Interventions for students with traumatic brain injury: Managing
behavioral disturbances. In E. Bigler, E. Clark, & J. E. Farmer (Eds.), Childhood traumatic brain injury (pp.
135-151). Austin, TX: Pro-Ed. (Adapted from material that previously appeared in the Journal of Learning
Disabilities)
Kehle, T. J., Hintze, J., & DuPaul, G. J. (1997). Selective mutism. In G. Bear, K. Minke, & A. Thomas (Eds.),
Children's needs II, Washington, DC: National Association of School Psychologists.
Gregory, K. M., Kehle, T. J., & McLoughlin, C. S. (1997). Generalization and maintenance of treatment gains using
self-management procedures with behaviorally disordered adolescents. Psychological Reports, 80, 683-690.
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Kehle, T. J., Clark, E., & Jenson, W. R. (1996). Interventions for children with traumatic brain injury. Journal of
Learning Disabilities, 29, 633-642.
Kehle, T. J. (1996). Modeling. In T. Fagan & P. G. Warden (Eds.), Historical encyclopedia of school psychology.
Westport, Connecticut: Greenwood Publishing Group.
Kehle, T. J. (1996). Comprehensive assessment. In T. Fagan & P. G. Warden (Eds.), Historical encyclopedia of
school psychology. Westport, Connecticut: Greenwood Publishing Group.
Kehle, T. J. (1996). Labeling. In T. Fagan & P. G. Warden (Eds.), Historical encyclopedia of school psychology.
Westport, Connecticut: Greenwood Publishing Group.
Bray, M. A., & Kehle, T. J. (1996). Self modeling as an intervention for stuttering. School Psychology Review, 25,
358-369.
Kehle, T. J., Bray, M. A., & Nastasi, B. K. (1996). Problems with the school psychology consultative service
delivery model that affect the implementation of school-based intervention programs. School Psychology
International, 17, 149-158.
Kehle, T. J. (1995). A reference for the mostly never referenced: [Review of Tests in print IV]. Journal of School
Psychology, 33, 357-358.
Kehle, T. J. & Margiano-Lyons, S. (1994). The stimulation of critical thinking: An examination of the Eleventh
mental measurements yearbook. Journal of School Psychology, 32, 211-216.
Walker, H., Severson, H., Nicholson, F. V., Kehle, T. J., Jenson, W. R., & Clark, E. (1994). Replication of the
Systematic Screening for Behavior Disorders Procedure (SSBD) for the identification of at-risk children.
Journal of Emotional and Behavioral Disorders, 2, 66-77.
Kehle, T. J. (1994). [Review of the Norris Educational Achievement Test]. Journal of Psychoeducational
Assessment, 12, 197-201.
Kehle, T. J., Clark, E., & Jenson, W. R. (1993). The development of testing and its influence on the practice of
school psychology. Journal of School Psychology, 31, 143-161.
Kawano, T., Kehle, T. J., Clark, E., & Jenson, W. R. (1993). School psychology journals: Relationship with
related journals and external and internal quality indices. Journal of School Psychology, 31, 407-424.
Clark, E., Beck, D., Sloane, H., Goldsmith, D., Jenson, W., Bowen, J., & Kehle, T. J. (1993). Self-modeling with
preschoolers: Is it different? School Psychology International, 14, 83-89.
Kehle, T. J., Cressy, E. T., & Owen, S. V. (1993). Self-modeling to eliminate elective mutism. In J. J. Cohen & M.
C. Fish (Eds.), Handbook of school-based interventions. San Francisco: Jossey-Bass, pp. 246-247. (Summary
of article published in School Psychology Review, 1990, 19, 113-119)
Kahn, J. S., Kehle, T. J., Jenson, W. R., & Clark, E. (1993). Brief, intense school-based interventions for
depression. In J. J. Cohen & M. C. Fish (Eds.), Handbook of school-based interventions. San Francisco: Joss
Bass, pp. 258-261. (Summary of article published in School Psychology Review, 1990, 19, 196-211)
Kehle, T. J., Jenson, W. R., & Clark, E. (1992). Teacher acceptance of psychological interventions: An allegiance
to intuition? School Psychology International, 13, 307-312.

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Kehle, T. J., Nastasi, B. K., Greenspan, S. (1992). School psychology at the University of Connecticut. CASP
Connecticut Association of School Psychologists, December, 17-21.
Nastasi, B. K., & Kehle, T. J. (1992). School psychology training in Connecticut: Alternative model for personality
assessment. CASP Connecticut Association of School Psychologists, September, 6-7.
Clark, E., Jenson, W. R., & Kehle, T. J. (1992). Children and thumbsucking. In H. Knoff (Ed.), Helping children
grow up in the 90's: A resource book for parents and teachers. Silver Spring, Maryland: National Association
of School Psychologists. (reprinted with permission from previously published journal article)
Clark, E., Kehle, T. J., Jenson, W. R., & Beck, D. E. (1992). Evaluation of the parameters of self-modeling
interventions. School Psychology Review, 21, 246-254.
Jenson, W. R., Clark, E., Sloane, H., Kehle, T. J., & Drew, C. J. (1991). Intervention projects in school psychology
at the University of Utah. School Psychology Review, 20, 459-468.
Kehle, T. J. (1991). Self-modeling: An intervention for elective mutism. Communique, 20, 18.
Jenson, W. R., Clark, E., Sheridan, S., Sloane, H. N., & Kehle, T. J. (1991). School psychology at the University of
Utah. School Psychology Quarterly, 6, 147-156.
Kehle, T. J. & Gonzales, F. P. (1991). Self-modeling for emotional and social concerns of childhood. In P. W.
Dowrick (Ed.), A practical guide to video in the behavioral sciences. New York: John Wiley & Sons, Inc.
Jenson, W. R., Walker, H. M., Clark, E., & Kehle, T. J. (1991). Behavior disorders: Training needs for school
psychologists. In. G. Stoner, M. R. Shinn, & H. M. Walker. Interventions for achievement and behavior
problems. Washington, DC: National Association of School Psychologists.
Kehle, T. J., Cressy, E. T., & Owen, S. V. (1990). The use of self-modeling as an intervention in school
psychology: Case study of an elective mute. School Psychology Review, 19, 113-119.
Parsons, J., Kehle, T. J., & Owen, S. V. (1990). Incidence of behavior problems among children of Vietnam war
veterans. School Psychology International, 11, 253-259.
Brandon, K. A., Kehle, T. J., Jenson, W. R., & Clark, E. (1990). Regression, practice, and expectation effects on the
Revised Conners Teacher Rating Scale. Journal of Psychoeducational Assessment, 8, 456-468.
Kahn, J., Kehle, T. J., Jenson, W. R., & Clark, E. (1990). Comparison of cognitive-behavioral, relaxation, and selfmodeling
interventions for depression among middle-school students. School Psychology Review, 19, 196-211.
Kehle, T. J. (1989). [Review of the AH 6 - Group tests of high-level intelligence]. In J. C. Conoley & J. J. Kramer
(Eds.), The tenth mental measurements yearbook, (pp. 27-28). Lincoln, Nebraska: University of Nebraska
Press.
Kehle, T. J. (1989). [Review of the Stetson reading-spelling vocabulary test]. In J. C. Conoley & J. J. Kramer
(Eds.), The tenth mental measurements yearbook, (pp. 778-780). Lincoln, Nebraska: University of Nebraska
Press.
Clark, E., Jenson, W. R., & Kehle, T. J. (1989). Children and thumbsucking. Communique, 18, 24-25.
Gardner, M. K., Clark, E., Miller, L. S., & Kehle, T. J. (1989). A comparison of two theory-based measures of
intelligence: Are they measuring same thing? School Psychology International, 10, 163-171.

Jenson, W. R., Kehle, T. J., & Robison-Awana, P. (1989). Severely emotionally disturbed vs. behavior disordered:
Consideration of a label change. In J. E. Gillian, K. S. Fad, & J. A. Boston (Eds.), Education of the behaviorally
disordered. Austin, Texas: Behavior Learning Center.
Kehle, T. J., Parsons, J., & Owen, S. V. (1988). Behavior profiles and social competence of children of Vietnam
war veterans. Social-Emotional Assessment/Intervention Interest Group - National Association of School
Psychologists, 5, 1-12.
Suter, D., & Kehle, T. J. (1988). Evaluation of the primary mental health project model of early identification and
prevention of school adjustment problems. Special Services in the Schools, 4, 89-108.
Clark, E., Kehle, T. J., & Bullock, D. (1988). Personality Inventory for Children: Profiles for learning disabled,
emotionally disturbed, and intellectually handicapped children. School Psychology International, 9, 43-49.
Kahn, J. S., Kehle, T. J., & Jenson, W. R. (1987). Identification of depressed middle-school students: Descriptive
and correlational analyses [Abstract], Affect, Behavior & Cognition, 4, 14.
Jenson, W. R., Kehle, T. J., & Clark, E. (1987). Thumbsucking behavior in children. In J. Grimes & A. Thomas
(Eds.), Best Practices in School Psychology (Vol. 2). Kent, Ohio: National Association of School
Psychologists.
Kuehne, C., Kehle, T. J., & McMahon, W. (1987). Differences between children with Attention Deficit Disorder,
children with Specific Learning Disabilities, and normal children. Journal of School Psychology, 25, 119-124.
Clark, E., Kehle, T. J., Bullock, D., & Jenson, W. R. (1987). Convergent and discriminant validity of the
Personality Inventory for Children. Journal of Psychoeducational Assessment, 5, 99-106.
Kehle, T. J., Clark, E., Jenson, W. R., & Wampold, B. E. (1986). Effectiveness of self-observation with behavior
disordered elementary school children. School Psychology Review, 15, 289-295.
Robison-Awana, P., Kehle, T. J., & Jenson, W. R. (1986). But what about smart girls? Adolescent self-esteem
and sex-role perceptions as a function of academic achievement. Journal of Educational Psychology, 78, 178-
183.
Jenson, W. R., Reavis, H. K., Clark, E., & Kehle, T. J. (1986). School psychology and infantile autism: An
overview and presentation of a model approach. School Psychology International, 7, 11-19.
Kehle, T. J. (1985). [Review of the Psycho-Epistemological Profile]. In J. V. Mitchell (Ed.), The ninth mental
measurements yearbook, (Vol. 2, pp. 1244-1246). Lincoln, Nebraska: University of Nebraska Press.
Kehle, T. J., & Ostrom, N. N. (1985). [Review of Kerby Learning Modality Test, Revised 1980]. In J. V. Mitchell
(Ed.), The ninth mental measurements yearbook, (Vol. 1, pp. 786-788). Lincoln, Nebraska: University of
Nebraska Press.
Guidubaldi, J., Kehle, T. J., & Murray, J. (1984). Assessment strategies for the handicapped. In R. P. Marinelli &
A. E. Dell Orto (Eds.), The psychological and social impact of physical disability (2nd Ed.). New York:
Springer. (Reprint with permission from an earlier publication)
Kehle, T. J. (1984). An introductory text on school psychology. [Review of The school psychologist: An
introduction]. Contemporary Psychology, 29, 482-483.
Hemmelgarn, T. E., & Kehle, T. J. (1984). The relationship between reaction time and intelligence in children.
School Psychology International, 5, 77-84.
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Hart, D. H., Kehle, T. J., & Davies, M. V. (1983). Effectiveness of sentence completion techniques: A review of the
Hart Sentence Completion Test for Children. School Psychology Review, 12, 428-434.
Brassard, M. R., Tyler, A., & Kehle, T. J. (1983). School programs to prevent intrafamilial child sexual abuse.
Journal of Child Abuse and Neglect, 7, 241-245.
Brassard, M. R., Tyler, A., & Kehle, T. J. (1983). Sexually abused children: Identification and suggestions for
intervention. School Psychology Review, 12, 93-97.
Kehle, T. J., & Guidubaldi, J. (1982). Response to Pfeiffer's escoffier's critique: La soupe de pierre a encore
mauvais gout. Journal of Learning Disabilities, 7, 389.
Kehle, T. J. (1982). Personal impressions of the Olympia Conference: Or, you can't polish an old pair of sneakers.
School Psychologist, 36, 4-5.
Kehle, T. J. (1982). [Review of the Handbook on parent education]. School Psychology Review, 11, 34.
Kehle, T. J. (1981). On respect and classroom discipline: The relevancy of early twentieth century philosophy.
School Psychology International, 2, 7-9.
Kehle, T. J., & Guidubaldi, J. (1980). Do too many cooks spoil the broth?: Evaluation of team placement and
individual educational programs on enhancing the social competence of handicapped students. Journal of
Learning Disabilities, 9, 26-30.
Kehle, T. J. & Barclay, J. R. (1979). Social and behavioral characteristics of mentally handicapped students.
Journal of Research and Development in Education, 12, 45-56.
Barclay, J. R., & Kehle, T. J. (1979). The impact of handicapped students on other students in the classroom.
Journal of Research and Development in Education, 12, 80-92.
Guidubaldi, J., Kehle, T. J., & Murray, J. (1979). Assessment strategies for the handicapped. American Personnel
and Guidance Journal, 58, 245-251.
Perry, J. D., Guidubaldi, J., & Kehle, T. J. (1979). Kindergarten competencies as predictors of third grade classroom
behavior and achievement. Journal of Educational Psychology, 71, 443-450.
Kehle, T. J. (1978). Case study: Aggressive children. Highlights for Children: The Newsletter for Parenting, 1, 5.
Kehle, T. J. (1978). Case study: Allergies the cause? Highlights for Children: The Newsletter of Parenting, 1, 3.
Kehle, T. J., & Guidubaldi, J. (1978). Effects of EMR placement models on children's affective and social
development. Psychology in the Schools, 15, 275-282.
Harper, G., Guidubaldi, J., & Kehle, T. J. (1978). Are classroom behaviors related to achievement? Elementary
School Journal, 78, 203-207.
Fesler, E., Guidubaldi, J., & Kehle, T. J. (1976). Effects of Follow Model: Primary Education Project - Individually
Prescribed Instruction (PEP-IPI) on children's academic competence. Psychology in the Schools, 13, 181-184.
Kehle, T. J., & Guidubaldi, J., & Harper, G. F. (1975). A model for the evaluation of early childhood education
programs through evaluation of graduates. Educational Technology, 15, 58-61.

Kehle, T. J., Bramble, W., & Mason, E. (1974). Teacher's expectations: Ratings of student performance as biased
by student characteristics. Journal of Experimental Education, 43, 54-60.
Guidubaldi, J., Wexley, K., & Kehle, T. J. (1974). An evaluation of Montessori and day care programs for
disadvantaged children. Journal of Educational Research, 68, 95-99.
Guidubaldi, J., Kehle, T. J., Bersani, C., & Sexton, S. (1972). Effectiveness of preschool programs as a function of
children's socioeconomic status. School Psychology Digest, 2, 47-51.
Rankin, E., & Kehle, T. J. (1972). A comparison of the reading performance of college students with conventional
versus negative (intra-article) reading flexibility. In F. P. Green (Ed.), Investigations relating to mature reading
(pp. 51-57). Milwaukee, Wisconsin: National Reading Conference, 21st Yearbook.
Kehle, T. J. (1972). Effect of student's physical attractiveness, sex, race, intelligence, and socioeconomic status on
teacher's expectations for students' personality and academic performance. Dissertation Abstracts
International, 33, 1131A. (University Microfilms No. 73-30, 598).
Media Interviews: Television and Print
Theodore, L. A., Bray, M. A., Kehle, T. J. (2006). Class-wide behavior management interventions. Guidance
Channel.
Bray, M. A, & Kehle, T. J. (1997). Edited videotapes helping children who stutter (J. Bell, Chase Producer). In B.
Graham (Producer), Early Edition. Toronto: Canadian Broadcasting Corporation News World.
Bray, M. A., & Kehle, T. J. (1997). Self-modeling as an intervention for stuttering (L. McCoy, Director). In T.
Ryan (Producer), Hourly Broadcast. Chicago, IL: CBS Radio.
Bray, M. A., & Kehle, T. J. (1997). Look I can speak properly. New Scientist, 2097, 20.
Bray, M. A., & Kehle, T. J. (1997). Children who stutter speak more fluently after watching videotapes. Bottom
Line/Health, 12, 16.
Bray, M. A. & Kehle, T. J. (1997). Videotaped self-modeling and stuttering. (Michael Schultz, Director). In
Damian Rabbitt (Producer), Breakfast Program. Perth, Australia: Australian Broadcasting Corporation.
Presentations
Roest, E., Bray, M. A., & Kehle, T. J. (2009, February). Fluency training and discrete trail training in children with
autism. Poster in review for presentation at the annual meeting of the National Association of School
Psychologists: Boston.
Hanley, K. P., Bray, M. A., & Kehle, T. J. (2009, February). Increasing communication in children with autism
spectrum disorder. Poster in review for presentation at the annual meeting of the National Association of School
Psychologists: Boston.
Holzer, M. L., Madaus, J. W., Bray, M. A., & Kehle, T. J. (2008, August). Test-taking strategy intervention for
college students with learning disabilities. Poster presented at the annual meeting of the American Psychological
Association: Boston
Greco, A.., Theodore, L. A., Bray, M. A., & Kehle, T. J. (2008, August). A comparative study of group
contingencies to improve homework performance. Poster presented at the annual meeting of the
American Psychological Association: Boston.
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Kehle, T. J., Bray, M. A., Grigerick, S., Nicholson, H., & Foote, C. (2008, February). Infant and child attachment
as it relates to school based outcomes. Poster presented at the annual meeting of the National Association of
School Psychologists, New Orleans.
Margiano, S. G., Kehle, T. J., & Bray, M. A. (2008, February). Examination of effects of self-modeling on
autobiographical memory. Poster presented at the annual meeting of the National Association of
School Psychologists, New Orleans.
Nicholson, H., Grigerick, S., Bray, M. A., Kehle, T. J. & Chafouleas, S. M. (2008, February). Effects of
antecedent physical activity on academic engagement of children with autism spectrum disorder. Poster
presented at the annual meeting of the National Association of School Psychologists, New Orleans.
Kapoor, V., Kehle, T. J., & Bray, M. A. (2008, February) Relaxation and guided imagery as a school-based
treatment for children with asthma and anxiety disorders. Poster presented at the annual meeting
of the National Association of School Psychologists, New Orleans.
Bray, M. A., Kehle, T. J., Grigerick, S., & Dugolinsky, K. (2007, March). Treating children with asthma in the
schools. Poster presented at the annual meeting of the National Association of School Psychologists, New York.
Kehle, T. J., Seese, L. M., Bray, M. A., & Madaus, J. (2007, March). A state-wide survey of district compliance
with Section 504. Poster presented at the annual meeting of the National Association of School Psychologists,
New York.
Kehle, T. J., Coogan, B., Bray, M. A. (2006, August). Reducing inappropriate behavior. Poster presented at
at the annual meeting of the American Psychological Association, New Orleans, LA.
Bray, M. A., Kehle, T. J., & Theodore, L. A. (2006, March). Written emotional expression as an intervention for
asthma. Poster presented at the annual meeting of the National Association of School Psychologists, Anaheim,
CA.
Kehle, T. J., Dobson, R. L., Bray, M. A., Theodore, L. A. (2005, August). Effect of relaxation and guided
imagery for children with asthma. Poster presented at the annual meeting of the American Psychological
Association, Washington, D.C.
Bray. M. A., Alric, J. M., Kehle, T. J., Chafouleas, S. M., & Theodore, L. A. (2005, August). Comparison of group
contingencies to increase reading fluency. Poster presented at the annual meeting of the American
Psychological Association, Washington, D.C.
Theodore, L. A., Murray, K., Bray, M. A., & Kehle, T. J. (2005, March). Interdependent group-contingency and
randomized reinforcers to reduce preschool disruptive behavior. Poster presented at the annual meeting of the
National Association of School Psychologists, Atlanta, GA.
Theodore, L. A., Evola, M., DioGuardi, R., Bray, M. A., & Kehle, T. J. (2005, March). Relationships among
teacher attitudes, student behaviors, and school connectiveness. Poster presented at the annual meeting of the
National Association of School Psychologists, Atlanta, GA.
Kehle, T. J., Tillman, T., Bray, M. & Chafouleas, S. M. (2004, July). Perceptions of elementary school children
toward overweight peers. Poster presented at the annual meeting of the American Psychological Association,
Honolulu, Hawaii.
Kehle, T. J., Madaus, M. R., Madaus, J., & Bray, M. A. (2004, April). Effectiveness of mystery motivators on

17
promoting homework completion and accuracy. Poster presented at the annual meeting of the National
Association of School Psychologists, Dallas, Texas.
Kehle, T. J., Peck, H. L., Bray, M. A., & Theodore, L. A. (2004, April). Yoga exercises to improve attention to task.
Poster presented at the annual meeting of the National Association of School Psychologists, Dallas, Texas.
Kehle, T. J., Hartley, E. T., & Bray, M. A. (2003, August). Self-modeling as an intervention to increase student
participation. Poster presented at the annual meeting of the American Psychological Association, Toronto,
Canada.
Kehle, T. J., Rickards-Schichting, K. A., & Bray, M. A. (2003, August). Self-modeling as an intervention for
students with public speaking anxiety. Poster presented at the annual meeting of the American Psychological
Association, Toronto, Canada.
Theodore, L. A., Bray, M. A., Kehle, T. J., DioGuardi, R. J. (2003, August). School psychology in Greece. Poster
presented at the annual meeting of the American Psychological Association, Toronto, Canada.
Theodore, L. A., Bray, M. A., Kehle, T. J., DioGuardi, R. J. (2003, August). Contemporary review of group
oriented contingencies for disruptive behavior. Poster presented at the annual meeting of the American
Psychological Association, Toronto, Canada.
Theodore, L. A., Bray, M. A., & Kehle, T. J. (2003, April). A comparative study of group contingencies and
randomized reinforcers to reduce disruptive classroom behavior. Paper presented at the annual meeting of the
National Association of School Psychologists, Toronto, Canada
Bray, M. A., Kehle, T. J., Theodore, L. A., & Zhou, Z. (2003, April). Enhancing subjective well-being in
individuals with asthma. M. A. Bray (Chair), Promoting positive psychological growth in students. Symposium
conducted at the annual meeting of the National Association of School Psychologists, Toronto, Canada.
Kehle, T. J., & Bray, M. A. (2003, April). R.I.C.H. theory and the application of Bertrand Russell's philosophy to
promoting happiness in students. M. A. Bray (Chair), Promoting positive psychological growth in students.
Symposium conducted at the annual meeting of the National Association of School Psychologists, Toronto,
Canada.
Peck, H. L., Bray, M. A., & Kehle, T. J. (2002, August). Effects of relaxation and guided imagery on children’s
asthma. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL.
Bray, M. A., Kehle, T. J., & Theodore, L. A. (2002, February). Classroom-wide user-friendly interventions for
students with serious emotional disorders. M. A. Bray (Chair), Development, assessment, and treatment of
students with behavior disorders. Symposium conducted at the annual meeting of the National Association of
School Psychologists, Chicago, IL
Kehle, T. J. (2002, February). Development, assessment, and treatment of students with behavior disorders.
(Discussant). Symposium conducted at the annual meeting of the National Association of School Psychologists,
Chicago, IL
McCoach, D.B., Kehle, T. J., & Bray, M. A., Siegle, D. (2002, February). Identification of gifted students with
learning disabilities: Best practices. Paper presented at the annual meeting of the National Association of
School Psychologists, Chicago, IL
Kehle, T. J., Bray, M. A., & Chafouleas, S. M. (2001, August). Effectiveness of self-modeling as an intervention for
behavioral change: Or is really the alternation of memory? S. W. Brown (Chair), Research evidence to combat
misconceptions about human memory. Symposium conducted at the annual meeting of the American

18
Psychological Association, San Francisco, CA.
Bray, M. A., Kehle, T. J., Mottram, L. M., Jenson, W. R., & Broudy, M. (2001, August). A classroom wide
intervention to reduce disruptive behaviors. Poster presented at the annual meeting of the American
Psychological Association, San Francisco, CA.
Bray, M. A., Kehle, T. J., Thoedore, L. A., & Jenson, W. R. (2001, August). Group contingencies and unknown
reinforcers to reduce disruptive behavior. Poster presented at the annual meeting of the American Psychological
Association, San Francisco, CA.
Kehle, T. J. (2001, July). An effective, user-friendly, classroom-based intervention. T. J. Kehle (Chair), Data-based
interventions designed for addressing problematic classroom behaviors. Symposium conducted at the annual
meeting of the International School Psychology Association, Dinan, France.
Kehle, T. J., Bray, M. A., & Theodore, L. A. (2001, April). Group contingencies and mystery motivators to improve
classroom behavior. W. R. Jenson (Chair), Mystery motivators: A symposium on the development and research
validation of an effective technique. Symposium conducted at the annual meeting of the National Association of
School Psychologists, Washington, D.C.
Kehle, T. J., Bray, M. A., & Chafouleas, S. (2001, February). Alternative funding sources to support field-based
Experiences. Paper presented at the annual meeting of the Council for Directors of School Psychology Programs,
Deerfield Beach, Florida.
Kehle, T. J., Bray, M. A., & Theodore, L. A. (2000, August). Further support for the use of self-modeling as a
treatment for selective mutism. Paper presented at the annual meeting of the American Psychological
Association, Washington. DC.
Kehle, T. J. (2000, April). Proposed goals of counseling and psychotherapy in the practice of school psychology. J.
Kaufman (Chair), Trainers view counseling: To teach or not to teach, and if so, how? Symposium conducted at
the annual meeting of the National Association of School Psychologists, New Orleans, LA.
Bray, M. A., Musser, E. H., Kehle, T. J., & Jenson, W. R. (2000, April). Reduction of disruptive behaviors in
students with social/emotional disorders. Paper presented at the annual meeting of the National Association of
School Psychologists, New Orleans, LA.
Bray, M. A., & Kehle, T. J. (2000, April). Enduring effects of self-modeling on stuttering. Paper at the annual
meeting of the National Association of School Psychologists, New Orleans, LA.
Popeli, P., Bray, M. A., Theodore, L. A., & Kehle, T. J. (April, 2000). Humor as an intervention for depression.
Paper presented at the annual research meeting, St. John’s University, Queens, New York.
Kehle, T. J. (1999, August). RICH-based interventions. Invited address at the annual meeting of the American
Psychological Association, Boston, MA.
Bray, M. A., De Martini-Scully, D., & Kehle, T. J. (1999, August). Employing precision requests and antecedent
strategies to reduce disruptive behavior. Paper presented at the annual meeting of the American Psychological
Association, Boston, MA.
Bray. M. A., & Kehle, T. J. (1999, July). Enduring effects of self-modeling as a treatment for children’s stuttering.
In T. J. Kehle (Chair), Symposium: Tough kids are tough to deal with: Dealing with behaviors that are resistant
to treatment. Symposium conducted at the annual meeting of the International School Psychology Association,
Konstanz, Switzerland.

19
Kehle, T. J., Possell, L. E., McLoughlin, C. S., Bray, M. A. (1999, April). Self-modeling as an intervention to
reduce disruptive classroom behavior. Paper presented at the annual meeting of the National Association of
School Psychologists, Las Vegas, NV.
Kehle, T. T. & Nastasi, B. N. (1999, February). Changing jobs. In. T. Fagan (Chair), Career development for
school psychology faculty: Pre-tenure to retirement. Symposium conducted at the annual meeting of the Council
for Directors of School Psychology Programs, Deerfield Beach, Florida.
Kehle, T. J. & Bray, M. A. (1998, October). Dealing with behaviors that have been historically resistant to
intervention: A self-modeling approach. Invited presentation at the annual meeting of the Berkshire Association
of Behavior Analysis and Therapy, Amherst, MA.
Hartley, E., Bray, M. A. & Kehle, T. J. (1998, August). Increasing classroom participation. Poster presented at the
annual meeting of the American Psychological Association, San Francisco, CA.
Clarke, M. A., Bray, M. A., Kehle, T. J., & Truscott, S. (1998, August). School-based Intervention for children
with Tourette’s Syndrome. Poster presented at the annual meeting of the American Psychological Association,
San Francisco, CA.
Kehle, T. J. (1998, February). The accreditation experience. In E. Clark (Chair), Symposium: The changing face of
accreditation. Symposium conducted at the annual meeting of the Council of Directors of School Psychology
Programs, Deerfield Beach, Florida.
Bray, M. A., & Kehle, T. J. (1997, November). Self-modeling as an intervention to increase fluency. Paper
presented at the annual meeting of the American Speech-Language-Hearing Association, Boston, MA.
Bray, M. A., & Kehle, T. J. (1997, August). Self-modeling as a treatment for stuttering. Poster session presented at
the annual meeting of the American Psychological Association, Chicago, IL.
Lee, H., Garrett, Kehle, T. J., & Douglas, J. (1997, May). Use of kinematic feedback and self-modeling intervention
to improve basketball jump shooting skill. Paper presented at the North American Society for the Psychology of
Sport and Physical Ability, Denver, Colorado.
Bray, M. A., Kehle, T. J., & Spackman, V. L. (1997, April). An intervention program to increase reading fluency.
Paper presented at the annual meeting of the National Association of School Psychologists, Anaheim, CA.
Bray, M. A., Lawless, K. A., Kehle, T. J., & Owen, S. V. (1996, August). Differences in self-efficacy between
adolescents who stutter and fluent speakers. Poster presented at the annual meeting of the American
Psychological Association, Toronto, Canada.
Kehle, T. J., & Bray, M. A. (1996, July). A theory of assessment and intervention designed to promote students'
academic and social functioning regardless of their intellectual capabilities. Paper presented at the XIX
International School Psychology Colloquium, Eger, Hungary.
Kehle, T. J. & Bray, M. A. (1996, March). An intervention implemented through the consultative model for
students with social and emotional disorders exhibiting inappropriate behaviors. Paper presented at the annual
meeting of the National Association of School Psychologists, Atlanta, GA.
Kehle, T. J., Bray, M. A., & Root, M. (1995, August). Treatment of a social isolate child with restricted speech.
Poster session presented at the annual meeting of the American Psychological Association, New York.
Kehle, T. J., Bray, M. A., Root, M., Spackman, V., & Scope, C. (1995, July). School-family collaboration to
remediate adolescent stuttering and selective mutism. In T. J. Kehle (Chair), Symposium: School-based

collaboration to remediate adolescent stuttering and selective mutism. Symposium conducted at the meeting of
the International School Psychology Association, Dundee, Scotland.
Kehle, T. J. & Jenson, W. R. (1995, March). Dealing with unusual and tough kids. Paper presented at the meeting
of the National Association of School Psychologists, Chicago.
Bray, M. A. & Kehle, T. J. (1995, March). Self-modeling as an intervention for stuttering. In T. J. Kehle (Chair),
Employing augmented self-modeling as an intervention to enhance academic, communicative, and social
functioning: Research and case studies. Symposium conducted at the meeting of the National Association of
School Psychologists, Chicago.
Kehle, T. J., Root, M., Spackman, V., Boyer, C., & Conte, C. (1995, March). Augmented self-modeling
intervention for selective mutism. In T. J. Kehle (Chair), Employing augmented self-modeling as an intervention
to enhance academic, communicative, and social functioning: Research and case studies. Symposium
conducted at the meeting of the National Association of School Psychologists, Chicago.
Lawless, K. A., Woldbeck, T. F., Kehle, T. J., & Kulikowich, J. M. (March, 1995). Analyzing complex, computerbased
reading environments. Paper presented at the meeting of the Eastern Educational Research Association,
Hilton Head, South Carolina.
Kehle, T. J., Root, M. M., & Spackman, V. S. (1994, October). Employing an augmented self-modeling
intervention with an selectively mute child. In T. J. Kehle (Chair), Employing augmented self-modeling as an
intervention to enhance academic and social functioning: Research and case studies. Symposium conducted at
the meeting of the Northeastern Educational Research Association, Ellenville, New York.
Bray, M. A., & Kehle, T. J. (1994, October). Employing self-modeling to reduce stuttering. In T. J. Kehle (Chair),
Employing augmented self-modeling as an intervention to enhance academic and social functioning: Research
and case studies. Symposium conducted at the meeting of the Northeastern Educational Research Association,
Ellenville, New York.
Lawless, K. A., Woldbeck, T., Kehle, T. J., & Kulikowich, J. M. (1994, October). Understanding complex reading
environments: Domain knowledge, interest, and intelligence. Paper presented at the meeting of the Northeastern
Educational Research Association, Ellenville, New York.
Kehle, T. J. (1994, July). Self-modeling as a least restrictive intervention to enhance social functioning. Invited
symposium presented at the annual meeting of the American Psychological Society, Washington, D.C.
Kehle, T. J., Sutilla, H., & Visnic, M. (1994, March). Augmentation of self-modeling with behavioral strategies:
Case study of an intentional enuretic and electively mute child. Paper presented at the annual meeting of the
National Association of School Psychologists, Seattle, Washington.
Kehle, T. J., Clark, E., & Jenson, W. R. (1993, August). Improving the reliability of self-modeling interventions.
Paper presented at the annual meeting of the American Psychological Association, Toronto.
Kehle, T. J., & Nastasi, B. K. (1993, April). Things to avoid when implementing intervention programs in school
systems. Paper presented at the annual meeting of the National Association of School Psychologists,
Washington, D.C.
Parsons, J. P., Owen, S. V., Froman, R., Kehle, T. J., & Donkervoet, J. (1992, November). Evaluation of an
outward bound program for combat veterans with post traumatic stress disorder. Paper presented at the annual
meeting of the Association for the Advancement of Behavior Therapy, Boston.
Kehle, T. J., Nastasi, B. K., Jenson, W. R., Lieberman, J. D., Galey, L. D., Cormier, J., Herfkens, C., Tules, C.,
20

21
Montorsi, C., & Verissimo, C. J. (1992, August). Using social skills training and self-modeling to promote
social skills in students with behavior disorders. Paper presented at the annual meeting of the American
Psychological Association, Washington, DC.
Kehle, T. J., Nicholson, F., Clark, E., Jenson, W. R., Walker, H., Severson, H., & Pfohl, W. (1992, March).
Identification and treatment of behavior disordered children. Paper presented at the annual meeting of the
National Association of School Psychologists, Nashville, Tennessee.
Campo, T., Kehle, T. J., & Owen, S. V. (1992, March). The influence of group self-modeling on academic and
social self-efficacy. Paper presented at the annual meeting of the National Association of School Psychologists,
Nashville, Tennessee.
Jenson, W. R., Clark, E., Nicholas, P., & Kehle, T. J. (1992, January). A model education program for autistic and
developmentally disabled students: Core behavior management and peer tutoring integration. Paper presented
at the annual meeting of the Council for Exceptional Children, Division of Mental Retardation, Honolulu,
Hawaii.
Parsons, J., Kehle, T. J., & Owen, S. V. (1991, November). Behavior problems among children of Australian
Vietnam war veterans. Paper presented at the annual meeting of the Association for the Advancement of
Behavior Therapy, New York.
Suen, H. K., Owen, S. V., Kehle, T. J., & Campo, T. P. (1990, November). Group means as the unit of analysis.
Paper presented at the annual meeting of the Northeastern Educational Research Association, Ellenville, New
York.
Kehle, T. J. & Owen, S. V. (1990, August). Self-modeling as the least restrictive intervention for elective mutes.
Paper presented at the annual meeting of the American Psychological Association, Boston.
Kehle, T. J. & Jenson, W. R. (1990, April). Self-modeling and behavioral interventions to enhance academic and
social functioning: Things that work. Paper presented at the annual meeting of the National Association of
School Psychologists, San Francisco.
Kehle, T. J. (1990, April). The use of self-modeling with elective mutes. Paper presented at the annual meeting of
the National Association of School Psychologists, San Francisco.
Kehle, T. J. & Jenson, W. R. (1990, March). Interventions for behavior disordered children: Things that work.
Invited presentation to the Western Massachusetts Psychological Association, Amherst, Massachusetts.
Dowrick, P. W., Perry, S., Flarity-White, L, & Kehle, T. J. (1989, November). Video feedback and feedforward:
Clinical, rehabilitative, and advanced training applications. Paper and workshop presented at the annual
meeting of the Association for the Advancement of Behavior Therapy, Toronto.
Kehle, T. J., Cressy, E., & Owen, S. V. (1989, August). Self-modeling as an intervention for elective mutism. Paper
presented at the annual meeting of the International School Psychology Colloquium, Ljubljana, Yugoslavia.
Gardner, M. E., Clark, E., Miller, L. S., & Kehle, T. J. (1989, August). Analogical reasoning versus reaction time:
Are they measuring IQ?. Paper presented at the annual meeting of the American Psychological Association,
New Orleans.
Hemmelgarn, T. E., & Kehle, T. J. (1989, August). Relationship between expected versus actual academic
performance and reaction time. Paper presented at the annual meeting of the American Psychological
Association, New Orleans.

22
Kehle, T. J. (1989, March). Maximizing the effectiveness of interventions: The RICH model. Paper presented at
the National Association of School Psychologists, Boston.
Kahn, J. S., Kehle, T. J., Jenson, W. R., & Clark, E. (1989, March). Analysis of interventions for the treatment of
adolescent depression. Paper presented at the National Association of School Psychologists, Boston.
Clark, E., Gardner, M. E., & Kehle, T. J. (1989, March). Effects of ritalin on attention of head injured children.
Paper presented at the National Association of School Psychologists, Boston.
Kehle, T. J. (1989, March). Applied behavior analysis and school psychology. Invited symposium presented at the
Northern California Association for Behavior Analysis, San Francisco.
Kehle, T. J. & Jenson, W. R. (1988, December). Interventions for school psychologists: Competencies to insure
effective interventions. Invited presentation to the Connecticut Association of School Psychologists Fall
Institute, Waterbury, Connecticut.
Kahn, J. S., Kehle, T. J., & Jenson, W. R. (1988, November). Preventing suicide: A comparison of three
treatments for adolescent depression. Paper presented at the 22nd annual meeting of the Association for the
Advancement of Behavior Therapy, New York.
Kahn, J. S., Jenson, W. R. & Kehle, T. J. (1988, November). Assessment and treatment of depression among early
adolescents. Paper presented at the 22nd annual meeting of the Association for the Advancement of Behavior
Therapy, New York.
Dowrick, P. W., Perry, S. & Kehle, T. J. (1988, November). Video feedback and feedforward: Clinical,
rehabilitative, and advanced training applications. Paper and workshop presented at the 22nd annual meeting of
the Association for the Advancement of Behavior Therapy, New York.
Kehle, T. J. (1988, August). Rationale for accreditation of combined counseling and school psychology programs.
Paper presented at the annual meeting of the American Psychological Association, Atlanta.
Kehle, T. J., Parsons, J., & Owen, S. V. (1988, July). Behavior profiles and social competence of children of
Vietnam war veterans. Paper presented at the Eleventh International School Psychology Colloquium, University
of Bamberg, Bamberg, Germany.
Kehle, T. J. & Parsons, J. (1988, June). Secondary traumatization: Children of Vietnam war veterans. Paper
presented at Region II Conference on Readjustment Counseling Services, Veterans Administration, Laredo,
Texas.
Sloane, H., Underwood, S., Jenson, W. R., & Kehle, T. J. (1988, May). Salicylates and hyperactivity. Paper
presented at the annual meeting of the Association for Behavior Analysis, Philadelphia.
Kehle, T. J., & Parsons, J. (1988, April). Children of Vietnam Combat Veterans: Psychological and Social
Characteristics. Paper presented at the annual meeting of the National Association of School Psychologists,
Chicago.
Robison-Awana, P. Kehle, T. J., Jenson, W. R., Clark, E., & Sloane, H. E. (1988, April). Smart girls are different:
But a boy is a boy is a boy. Paper presented at the annual meeting of the National Association of School
Psychologists, Chicago.
Kahn, J., Kehle, T. J., & Jenson, W. R. (1988, April). Analysis of treatment strategies for adolescent depression.
Paper presented at the annual meeting of the National Association of School Psychologists, Chicago.

Clark, E., Goldsmith, D., Gardner, M., Pompa, J., & Kehle, T. J. (1988, April). Neuropsychological consequence of
shunt dysfunction: Hydrocephalic children. Paper presented at the annual meeting of the National Association
of School Psychologists, Chicago.
Kehle, T. J. (1987, August). Effectiveness of self-modeling with behavior disordered elementary children. Paper
presented at the Tenth Annual Colloquium of the International School Psychology Association, Interlaken,
Switzerland.
Kahn, J. S., Kehle, T. J., & Jenson, W. R. (1987, August). Identification of depressed middle-school students:
Descriptive and correlational analyses. Paper presented at the annual meeting of the American Psychological
Association, New York.
Kehle, T. J. (1987, March). Contact PTSD: Children of veterans with posttraumatic stress disorder. Paper
presented at the meeting of the National Association of School Psychologists, New Orleans.
Kahn, J., Kehle, T. J., & Jenson, W. R. (1987, March). Depression among middle-school students: Descriptive and
correlational analyses. Paper presented at the meeting of the National Association of School Psychologists,
New Orleans.
Jenson, W. R., Sloane, H. N., & Kehle, T. J. (1986, May). Graduate training in behavior analysis in school and
instructional psychology at the University of Utah: The autism training program. Paper presented at the
meeting of the Association for Behavior Analysis, Milwaukee, Wisconsin.
Kehle, T. J. (1986, April). The R.I.C.H. theory of intervention. Paper presented at the meeting of the National
Association of School Psychologists, Hollywood, Florida.
Jenson, W. R., Clark, E., & Kehle, T. J. (1986, April). School psychology and infantile autism: A comprehensive
training model. Paper presented at the meeting of the National Association of School Psychologists,
Hollywood, Florida.
Jenson, W. R., Kehle, T. J., & Clark, E. (1985, August). School psychology and infantile autism: A comprehensive
treatment model. Paper presented at the meeting of the American Psychological Association, Los Angeles.
Beck, D. E., Kehle, T. J., & Jenson, W. R. (1985, August). Predicting academic and social competence of low birth
weight infants. Paper presented at the meeting of the American Psychological Association, Los Angeles.
Kehle, T. J. (1985, August). Invited address. The R.I.C.H. theory of intervention. Paper presented at the meeting of
the Eighth Annual International Colloquium in School Psychology, Southampton, England.
Kehle, T. J. (1985, April). Invited chair and discussant. Symposium: Temperament as a mediating construct in
educational and counseling interventions. Symposium presented at the meeting of the American Educational
Research Association, Chicago.
Clark, E., Kehle, T. J., & Jenson W. R. (1985, April). Follow-up of the effects of the self-modeling procedure with
behaviorally disturbed elementary school children. Paper presented at the meeting of the American Educational
Research Association, Chicago.
Robison-Awana, P. & Kehle, T. J. (1985, April). Adolescent self-esteem and sex-role perceptions as a function of
academic achievement. Paper presented at the meeting of the National Association of School Psychologists, Las
Vegas.
Clark, E., Kehle, T. J., & Jenson, W. R. (1985, April). Durability of the self-modeling procedure within a
self-contained, special education classroom setting. Paper presented at the meeting of the National Association
23

24
of School Psychologists, Las Vegas.
Kehle, T. J. (1984, August). Invited discussant. Effects of divorce on children: NASP-KSU two-year longitudinal
study. Symposium presented at the meeting of the American Psychological Association, Toronto.
Kehle, T. J., Clark, E., Jenson, W., & Wampold, B. E. (1984, April). Effectiveness of the self-modeling procedure
with behaviorally disturbed elementary school children. Paper presented at the meeting of the National
Association of School Psychologists, Philadelphia.
Kehle, T. J. (1983, August). Factors affecting the adjustment of children from divorced families: Methodological
problems and reliable conclusions. Paper presented at the meeting of the American Psychological Association,
Anaheim, CA.
Barclay, J. R., & Kehle, T. J. (1983, April). Using socio-affective measures in evaluating special education
placement effectiveness. Paper presented at the meeting of the American Educational Research Association,
Montreal.
Kehle, T. J., & Roid, G. H. (1983, March). Assessing social competence in elementary students. Paper presented at
the meeting of the National Association of School Psychologists, Detroit.
Guidubaldi, J., Cleminshaw, H., Perry, J., & Kehle, T. J. (1983, March). The impact of parental divorce on
children: A report of the nationwide NASP study. Paper presented at the meeting of the National Association of
School Psychologists, Detroit.
Brassard, M. R., & Kehle, T. J. (1983, March). A family assessment paradigm for school psychologists. Paper
presented at the meeting of the National Association of School Psychologists, Detroit.
Brassard, M. R., Tyler, A., & Kehle, T. J. (1982, September). Sexually abused children: Identification and
suggestions for intervention. Paper presented at the meeting of the IV International Congress on Child Abuse
and Neglect, Paris, France.
Kehle, T. J., & Brassard, M. R. (1982, August). Enhancing the professional role commitment among school
psychology students. Paper presented at the meeting of the American Psychological Association, Washington,
D. C.
Guidubaldi, J., Kehle, T. J., Perry, J., & Cleminshaw, H. (1982, August) National survey of the impact of divorce on
children. Paper presented at the meeting of the American Psychological Association, Washington, D. C.
Kuehne, C., Kehle, T. J., & Hemmelgarn, T. (1982, March). Identification of "normal" kindergarten children at risk
for early school failure. Paper presented at the meeting of the National Association of School Psychologists,
Toronto.
Rinebold, S., Kehle, T. J., & Elster, A. (1982, March). The effects of maternal age and family income on children's
cognitive, academic, and psychosocial competence. Paper presented at the meeting of the National Association
of School Psychologists, Toronto.
Kehle, T. J., Guidubaldi, J., Perry, J., & Cleminshaw, H. (1982, March). Effects of divorce on children's academic
and social functioning. Paper presented at the meeting of the National Association of School psychologists,
Toronto.
Guidubaldi, J., Cleminshaw, H., Kehle, T. J., Perry, J., & McLoughlin, C. (1982, May). Impact of family support
systems on coping strategies for families of divorce. Paper presented at the meeting of the Fifth National
Symposium on Building Family Strengths, Lincoln, NE.

25
Kehle, T. J. (1981, April). School psychology in rural Utah. Paper presented to the meeting of the National
Association of School Psychologists, Houston.
Hemmelgarn, T., & Kehle, T. J. (1981, April). The relationship between the WISC-R subtests and parameters of
reaction time. Paper presented to the meeting of the National Association of School Psychologists, Houston.
Barclay, J. R., & Kehle, T. J. (1980, April). Using a classroom diagnostic system for preventive consultation.
Paper presented at the meeting of the National Association of School Psychologists, Washington, D. C.
Kehle, T. J. (1979, April). On respect and classroom discipline: The relevancy of early twentieth century
philosophy. Paper presented at the meeting of the National Association of School Psychologists, San Diego, CA.
Kehle, T. J., & Guidubaldi, J. (1979, April). Evaluation of the Selective Re-entry Management System in identifying
and integrating special education children into normal class settings. Paper presented at the meeting of the
National Association of School Psychologists, San Diego, CA.
Kehle, T. J. (1979, May). Preventive strategies to promote classroom discipline. Invited address to the meeting of
the Ohio School Psychologists Association, Cleveland, OH.
Bersani, C., Kehle, T. J., & Lambert, D. (1979, April). Evaluation of two strategies for the development of cognitive
skills in preschool children. Paper presented to the meeting of the American Educational Research Association,
San Francisco.
Guidubaldi, J., & Kehle, T. J. (1978, September). An innovative early childhood school psychology training
program. Paper presented to the meeting of the American Psychological Association, Toronto.
Kehle, T. J., Brockrath, D., & Wood, P. (1978, March). Effects of main-streaming on the social development of
special education students. Paper presented to the meeting of the National Association of School Psychologists,
New York.
Parsons, J., Guidubaldi, J., & Kehle, T. J. (1978, March). Follow-up study on the effects of Montessori and day care
programs for disadvantaged children. Paper presented to the meeting of the National Association of School
Psychologists, New York.
Irilli, J. P., Kehle, T. J., & Guidubaldi, J. (1978, March). Student expectations: Ratings of teacher performance as
biased by teacher's physical attractiveness. Paper presented at the meeting of the American Educational
Research Association, Toronto.
Perry, J., Guidubaldi, J., & Kehle, T. J. (1978, March). Kindergarten competencies as predictors of third grade
achievement related behaviors and academic achievement. Paper presented to the meeting of the American
Educational Research Association, Toronto.
Kehle, T. J. (1977, March). Matching needs to intervention strategies: An ecological approach for elementary
school. Paper presented to the meeting of the American Personnel and Guidance Association, Dallas.
Harper, G. F., Kehle, T. J., & Guidubaldi, J. (1977, April). Relationship between two measures of classroom
behavior to academic achievement of kindergarten, first, and second grade children. Paper presented to the
meeting of the American Educational Research Association, New Orleans.
Kehle, T. J., & Guidubaldi, J. (1976, March). Effect of EMR placement models on affective and social
development. Paper presented to the meeting of the National Association of School Psychologists, Kansas City.

Kehle, T. J., Guidubaldi, J., & Ware, L. (1976, April). Effect of physical attractiveness, sex, and intelligence on
expectations for students' academic competence and personality: A replication. Paper presented to the meeting
of the American Educational Research Association, San Francisco.
Guidubaldi, J., Kehle, T. J., Irilli, J., Perry, J., & Harper, G. F. (1975, March). An analysis of family background
and child-rearing practices as related to academic and social competence in kindergarten students. Paper
presented to the meeting of the National Association of School Psychologists, Atlanta.
Fesler, E., Guidubaldi, J., & Kehle, T. J. (1975, March). The academic effects of Follow Through on (PEP-IPI) on
disadvantaged children. Paper presented to the meeting of the National Association of School Psychologists,
Atlanta.
Guidubaldi, J., Kehle, T. J., & Cleminshaw, H. (1975, April). Individual interventions for disadvantaged
pre-kindergarten and kindergarten children: A model project. Paper presented to the meeting of the American
Educational Research Association, Washington, D. C.
Kehle, T. J. (1974, April). Model for the evaluation of early childhood graduates. Paper presented to the meeting
of the American Educational Research Association, Chicago.
Guidubaldi, J., Kehle, T. J., Bersani, C., & Sexton, S. (1974, April). Effectiveness preschool programs as a function
of the children's socioeconomic status. Paper presented at the meeting of the American Educational Research
Association, Chicago.
Kehle, T. J., Bramble, W., & Guidubaldi, J. (1974, September). Determination of teachers' impressions concerning
students' ability and personality. Paper presented to the meeting of the American Psychological Association,
Washington, D. C.
Guidubaldi, J., Kaplan, M., Kehle, T. J., Murray, J., & Wonderly, D. (1974, September). Specialization in school
psychology training programs. Paper presented to the American Psychological Association, Washington, D. C.
Kehle, T. J. (1974, October). Behavior modification in early childhood: Philosophical origins, justifications, and
applications. Paper presented to the meeting of the Midwest Association for the Education of Young Children,
Cleveland, OH.
Santoro, D., & Kehle, T. J. (1972, November). An integrated decision making model. Paper presented to the
meeting of the Northcentral Association for Counselor Education and Supervision, Chicago.
Grant and Contract Activity
Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding sources: Glastonbury Public Schools, Glastonbury, CT;
Sterling Memorial School, Oneco, CT; Waterford Public Schools, Waterford, CT; and Tolland Public Schools,
Tolland, CT. Duration of funding: September, 2008 to June, 2009. Total amount funded: $64,872.00.
Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding sources: Glastonbury Public Schools, Glastonbury, CT,
Willington Public Schools, Willington, CT; Vernon Public Schools, Vernon, CT; Futures, Inc., Middletown, CT;
Waterford Public Schools, Waterford, CT; Winchester Public Schools, Winchester, CT; Marblehead Public
Schools, Marblehead, MA., Duration of funding: September, 2007 to June, 2008. Total amount funded:
$154,283.00.
Co-Principal Investigator. Psychological origins of asthma. Funding source: Sandler Program for Asthma
Research, San Francisco. Duration of funding: July 2007 to July 2010. Total amount requested: $750,000.00.
26

27
Status: Not funded.
Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding sources: Glastonbury Public Schools, Glastonbury, CT,
Willington Public Schools, Willington, CT; Portland Public Schools, Portland, CT; Tolland Public Schools,
Tolland, CT; Futures, Inc., Middletown, CT. Duration of funding: September, 2006 to June, 2007. Total
amount funded: $73,938.00.
Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding sources: Willington Public Schools, Willington, CT; Sterling
Memorial School, Oneco, CT; Glastonbury Public Schools, Glastonbury, CT, Waterford Public Schools,
Waterford, CT, Cheshire Public Schools, Cheshire, CT, and Eastconn, Hampton, CT, Futures, Inc. Duration of
funding: September, 2005 to June, 2006. Total amount funded: $141,942.00.
Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding sources: E. O. Smith High School, Storrs, CT; Willington
Public Schools, Willington, CT; Winstead Public Schools, Winstead, CT; Sterling Memorial School, Oneco, CT;
Project Genesis, Willimatic, CT; and, Sprague Board of Education, Baltic, CT. Duration of funding:
September, 2004 to June, 2005. Total amount funded: $104,235.00.
Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding sources: E. O. Smith High School, Storrs, CT; Voluntown
Public Schools, Voluntown, CT; Futures, Inc., Middletown, CT; Glastonbury Public Schools, Glastonbury, CT;
Willington Public Schools, Willington, CT; Winstead Public Schools, Winsted, CT; Sterling Memorial School,
Oneco, CT; Project Genesis, Willimantic, CT; East Haven Public Schools, East Haven, CT; Preston Public
Schools, Preston, CT; and, Sprague Board of Education, Baltic, CT. Duration of funding: September, 2003 to
June, 2004. Total amount funded: $234,949.00.
Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding sources: River Street School, Windsor, CT; Voluntown
Public Schools, Voluntown, CT; Lebanon Public Schools, Lebanon, CT; Futures, Inc., Middletown, CT;
Glastonbury Public Schools, Glastonbury, CT; Willington Public Schools, Willington, CT; Winstead
Public Schools, Winsted, CT; Sterling Memorial School, Oneco, CT; Mansfield Middle School, Storrs, CT; and,
Sprague Board of Education, Baltic, CT. Duration of funding: September, 2002 to June, 2003. Total amount
funded: $237,707.00.
Co-Principal Investigator. Preparation of School Psychologists to Conduct Functional Behavior Assessments
Relative to the Implementation of Academic and Social Interventions for Students with High Incidence Behavior
Disorders/Emotional Disturbance (CFDA No. 84.325H). Funding source: U.S. Office of Education. Duration
of funding: August, 2002 to August 2006. Total amount requested: $800,000.00. Status: Not funded.
Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding sources: Institute for Community Research, Hartford, CT;
Ashford Public Schools, Ashford, CT; Willington Public Schools, Willington, CT; Futures, Inc., Middletown, CT;
Winsted Public Schools, Winsted, CT; Glastonbury Public Schools, Glastonbury, CT; and, River Street School,
Windsor, CT. Duration of funding: January 2002 to September, 2002. Total amount funded: $153,377.00.
Co-Principal Investigator. Woodcock-Johnson III Tests of Cognitive Abilities. Funding source: Riverside
Publishing Company, Itasca, IL. Awarded, June 6, 2001. Total amount funded: $5000.00
Co-Principal Investigator. The use of self-modeling to promote appropriate school behavior in adolescents with
serious emotional disorders. Funding source: United States Department of Education. Duration of funding:
August 2001 to August 2004. Total amount requested: $359,062.00. Status: Not funded.

28
Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the States of Connecticut and Massachusetts. Funding sources: Futures Program, Middletown,
CT; Norwich Free Academy, Norwich, CT; Glastonbury Public Schools, Glastonbury, CT; Millbury Public
Schools, Millbury, MA; Unified School District 19 (E.O. Smith High School); and, Windham Public Schools,
Windham, CT. Duration of funding: September 2000 to June 2001. Total amount funded: $128,157.00
Co-Principal Investigator. Self-modeling to reduce classroom disruptive behavior. Funding source: National
Institute of Mental Health. Duration of funding: September, 2000 to September, 2003. Total amount requested:
$1,250,000.00. Status: Not funded.
Principal Investigator. University of Connecticut, School Psychology Program and participating school districts and
agencies in the State of Connecticut. Funding sources: Norwich Free Academy, Norwich, CT; and,Windham
Public Schools, Windham, CT. Duration of funding: September 1999 to June 2000. Total amount funded:
$33,040.00.
Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding sources: Unified School District #19 (E. O. Smith High
School, Storrs, CT); and Windham Public Schools, Windham, CT. Duration of funding: September 1998 to
June 1999. Total amount funded: $44,804.00.
Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding source: Windham Public Schools, Windham, CT; and,
Hebron Public Schools, Hebron, CT. Duration of funding: August 1997 to June 1998. Total amount funded:
$34,935.00
Co-Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding source: Putnam Public Schools, Putnam, CT.; Windham
Public Schools, Windham, CT; Sterling Memorial School, Oienda, CT; Hebron Public Schools, Hebron, CT;
and, Griswold Public Schools, Griswold, CT. Duration of funding: August 1996 to May 1997. Total amount
funded: $83,202.00.
Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding sources: Windham Public Schools, Windham, CT; Regional
School District #8, Hebron Public Schools, Hebron, CT; and, Capitol Region Education Council, Hartford, CT;
Duration of funding: September, 1995 to June, 1996. Total amount funded: $46,069.00.
Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding sources: Regional School District #8, Hebron Public Schools,
Hebron, CT; and, Windham Public Schools, Windham, CT. Duration of funding: August, 1994 to June, 1995.
Total amount funded: $35,368.00.
Principal Investigator. University of Connecticut, School Psychology Program and participating school districts
and agencies in the State of Connecticut. Funding sources: Bloomfield Public Schools, Bloomfield, CT; and
Griswold Public Schools, Griswold, CT. Funding source: Duration of funding: September, 1992 to June, 1993.
Total amount funded: $40,017.00
Principal Investigator. The use of self-modeling and the spacing effect to promote learning of appropriate school
behavior in adolescents with serious emotional disturbance. Funding source: United States Department of
Education, Office of Educational Research and Improvement. Duration of funding: September, 1992 to 1995.
Total amount requested: $88,823. Status: Not funded.
Principal Investigator. University of Connecticut, School Psychology Program and participating school districts

and agencies in the State of Connecticut. Funding source: Norwich Free Academy, Norwich, CT. Duration of
funding: September, 1991 to June, 1992. Total amount funded: $17,096.00
Co-Principal Investigator. Prevention of alcohol-related problems among Hispanics. Funding source: United
States Department of Health and Human Services, Public Health Service. Duration of funding: September,
1992 to September 1995. Total amount requested: $977,642. Status: Not funded.
Principal Investigator. Using self-modeling to promote self-management skills in behaviorally disordered children.
Funding source: Research Foundation, University of Connecticut. Duration of funding: September, 1991 to
May, 1993. Total amount funded: $13,545.00.
Principal Investigator. Investigation of the long-term effects of self-modeling to facilitate the integration of children
with serious emotional disturbance into regular class settings. Funding source: U.S. Department of Education,
Office of Special Education and Rehabilitative Services. Duration of funding: September 1991 to September
1994. Total amount requested: $449,800. Status: Not funded.
Co-Author. Preparation of related services personnel: Training school psychologists to be intervention-oriented
practitioners. Funding source: U.S. Department of Education, Office of Special Education and Rehabilitative
Services. Personnel preparation grant. Duration of funding: September, 1987 to September, 1990. Total
amount funded: $206,301.00.
Co-Author. Training school psychologists to work with autistic and severely multiply handicapped children: An
integrative approach. Funding source: U. S. Department of Education, Office of Special Education and
Rehabilitative Services. Personnel preparation grant. Duration of funding: September 1985 to September 1988.
Total amount funded: $150,549.00.
Principal Investigator. Relationship between choice reaction time and intelligence. Funding source: Graduate
School, University of Utah. Duration of funding: September, 1981 to September, 1982. Total amount funded:
$3000.00.
Honors, Certifications, Memberships, and Associations
Recipient of the University of Connecticut Faculty Excellence in Research Award, 2006.
Recipient, Reviewer of the Year Award, School Psychology Quarterly, 2006.
Recipient of the Neag School of Education Outstanding Research Award, 2004.
Fellow, American Psychological Association
Fellow, American Psychological Society
Fellow, American Association of Applied and Preventive Psychology
Honorary Member, American Academy of School Psychology.
Charter Member, Society for the Study of School Psychology.
Charter Member, Clinical Psychology in the Schools.
Licensed Psychologist by the Boards of Psychology in the following States: State of Connecticut
(#001585, issued 5-16-90); State of Ohio (#1511, issued 9-18-74, inactive); State of Utah (#391,
issued 12-14-81, inactive).
29

30
Professional Certification in School Psychology, Division of Special Education, Ohio State Office of
Education (1973-present).
National Certification in School Psychology, National School Psychology Certification Board (#11041,
issued 5-8-89)
American Association of Applied and Preventive Psychology
American Educational Research Association
American Psychological Association
American Psychological Society
Association for Advancement of Behavior Therapy
Connecticut Association of School Psychologists
Council for the Directors of School Psychology Programs
International School Psychology Association
National Association of School Psychologists
National Register for Health Service Providers in Psychology
Trainers of School Psychologists
Significant University Assignments and Committees
Chair, Self-Study Report Committee, Committee on Accreditation, American Psychological Association,
2005-2007.
Chair, Self-Study Report Committee, National Association of School Psychologists (NCATE), 2006.
Member, NCATE Steering Committee, Neag School of Education
Chair, Faculty Search Committee in School Psychology, Department of Educational Psychology,
University of Connecticut, 2006 - 2007.
Representative, Graduate Faculty Council, University of Connecticut, 2006-2008.
Chair, Dean's Promotion, Tenure, and Reappointment Committee, Neag School of Education, 2001, 2002,
and 2003.
Chair, Promotion, Tenure, and Reappointment Committee, Department of Educational Psychology, 2000-
2001.
Member, Annual Research Awards Committee, Neag School of Education, University of Connecticut,
2006.
Member, Search Committee for Head, Department of Educational Psychology, 2000-2001.

31
Member, Search Committee for Counseling Psychology, 2000-2001.
Member, Graduate Faculty Council, University of Connecticut, 2000-2003.
Member, Merit Committee, Department of Educational Psychology, University of Connecticut, 1997-1999.
Member, Colloquium Committee, Department of Educational Psychology, 1996-98.
Representative, Graduate Faculty Council, University of Connecticut, 1989-1994.
Member, Graduate Area Review Committee, University of Connecticut, 1987-1994.
Member, Dissertation Proposal Review Committee, University of Connecticut, 1987-1989.
Director of the College of Education's Honors Program, Kent State University, 1975-79.
Chairperson, NCATE - Curriculum for Advanced Programs Committee, University of Utah, 1980-82.
Chairperson, Graduate Research Fellowship Committee, University of Utah, 1980-81.
Chairperson, Retention, Promotion, & Tenure Committee, Department of Educational Psychology,
University of Utah, 1983.
Member, Executive Committee, College of Education, University of Utah, 1983-85.
Significant Professional Committees and Activities
Member, Review Committee, Early Career Award Program, Society for the Study of School Psychology,
2007.
Member, Professional Advisory Board, The Selective Mutism Group - Childhood Anxiety Network.
Member, Journal of School Psychology, Best Article Award Committee, 2003.
Member, Society for the Study of School Psychology Membership Committee, 2002-present.
Member, Editor Selection Committee, School Psychology Quarterly, 2001-2002.
Convention proposal reviewer, American Psychological Association, Division 16: 1999, 2000, 2001, 2002,
2003.
Secretary, Society for the Study of School Psychology, 1995-1999.
Co-Chair, Professional Development Committee, Executive Committee, Connecticut Association of School
Psychologists, 1988-94.
Member, Long Range Planning Committee, Executive Committee, Connecticut Association of School
Psychologists, 1988-94.
Site Visitor, Committee on Accreditation, American Psychological Association, 1986-present.

32
References
President, Division of School and Child Psychology, Utah Psychological Association, 1984-85.
Guest Co-Editor, Childhood obesity, Psychology in the Schools, 2009.
Guest Co-Editor, Statistical reform in school psychology, Psychology in the Schools, 2007.
Guest Co-Editor, Individual and group counseling in the practice of school psychology, Psychology in the
Schools, 2008.
Member, American Psychological Association, Division 16 Book Series.
Associate Editor, Psychology in the Schools, 2008-present.
Member, Editorial Board, School Psychology Quarterly, 2002-2007.
Member, Editorial Board, Psychology in the Schools, 1999-2008.
Member, Editorial Board, Journal of Psychoeducational Assessment, 1990-present.
Member, Editorial Board, Journal of School Psychology, 1991-2007.
Member, Board of Directors, Journal of School Psychology, 1984-present.
ad hoc Reviewer, Journal of Adolescent Research, 1992-present.
ad hoc Reviewer, School Psychology Review, 1984-present.
ad hoc Reviewer, Journal of Applied Behavior Analysis, 1990-present.
ad hoc Reviewer, Personality and Individual Differences
Secretary-Treasurer, Council for the Directors of School Psychology Programs, 1984-1986.
Member, Executive Committee, Council of Directors of School Psychology Programs, 1983-1986.
Newsletter Editor, Council for Directors of School Psychology Programs, 1984-1985.
Chairperson, Research Committee, National Association of School Psychologists, 1981-82.
Member, Publications Committee, American Psychological Association (Division 16), 1981-1984.
Member, Awards Committee (Division E), American Educational Research Association, 1980-83.
Member, Editorial Board, School Psychology Review, 1975-1984.
Associate Editor, School Psychology Digest (now the School Psychology Review), 1973-75.
Member, Research Committee, National Association of School Psychologists, 1982-83.
William R. Jenson, Ph.D., Professor
Department of Educational Psychology

33
327 Milton Bennion Hall
University of Utah
Salt Lake City, Utah 84112
(801 581-6508)
Elaine Clark, Ph.D., Professor and Director, School Psychology
Department of Educational Psychology
327 Milton Bennion Hall
University of Utah
Salt Lake City, Utah 84112
(801 581-7968)
Melissa A. Bray, Ph.D., Associate Professor
Department of Educational Psychology
University of Connecticut
Storrs, Connecticut 06269-2064
(860 486-0167)