Publications

Sherry Mee Bell, Ph.D.

ARTICLES PUBLISHED IN PEER REVIEWED JOURNALS

Bell, S.M., & McCallum, R.S. (in press). Do second language learning, cognitive, and effective variables differ as a function of exceptionality status and gender? Manuscript accepted for publication. International Education.

Windingstad, S., McCallum, R.S., Bell, S.M., & Dunn, P. (2011). Measures of emotional intelligence and social acceptability in children: A concurrent validity study. Canadian Journal of School Psychology, 26(2),120-126.

Judge, S., & Bell, S.M. (2011). Reading achievement trajectories for students with learning disabilities during the elementary school years. Reading and Writing Quarterly, 27(1),  153-178.

Bain, S.K., McCallum, R.S., Bell, S.M., Cochran, J.L., & Choate, S.C. (2010). Foreign language aptitudes, attitudes, attributions and achievement of post-secondary students identified as gifted. Journal of Advanced Academics, 22(1), 13-156.

Cochran, J.L., McCallum, R.S., & Bell, S.M. (2010). Three A’s: How do attributions, attitudes and aptitude contribute to foreign language learning? Foreign Language Annals, 43(4), 566-582.

Bell, S.M., McCallum, R.S., Kirk, E. R., Fuller, E., Brown, K. S., & Scott, K.W. (2009). Psychometric properties of the Foreign Language Attitudes and Perception Survey for college students. Assessment for Effective Intervention, 35(1), 54-60.

Ziegler, M., McCallum, R.S., & Bell, S.M. (2009). Volunteer instructors in adult literacy: Who are they and what do they know about reading instruction? Adult Basic Education and Literacy Journal, 3(3), 131-139.

Axtell, P., McCallum, R.S., Bell, S.M., & Poncy, B. (2009). Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study. Psychology in the Schools, 46(6), 526-538.

Scott, K.W., Bell, S.M., & McCallum, R.S. (2009). Native language reading and spelling abilities and attitudes toward learning a second language.  Preventing School Failure, 54(1), 30-40.

Benner, S.M., McGill-Franzen, A., & Bell, S.M. (2008). Inclusive instruction in English and language arts at the middle and secondary levels. English Leadership Quarterly, 30(4), 2-4.

Bell, S.M. McCallum, R.S., Richardson, E., Fuller, E., & McCane, S. (2007) Investigation of the psychometric attributes of the Test of Silent Contextual Reading Fluency. Assessment for Effective Intervention, 33(1), 39-46.

Sorrell, C.M., Bell, S.M., & McCallum, R. S. (2007). Reading rate and comprehension as a function of computerized versus traditional presentation mode: A preliminary study. Journal of Special Education Technology, 22 (1), 1-12.

Judge, S., Puckett, K., & Bell, S.M. (2006, September/October). Closing the digital divide: An update from the Early Childhood Longitudinal Study. Journal of Educational Research, 100(1), 52-60.

McCallum, R.S., Bell, S.M., Wood, M.S., Below, J.L., Choate, S.M., & McCane, S.J. (2006). What is the role of working memory in reading relative to the big three processing variables (orthography, phonology, and rapid naming)? Journal of Psychoeducational Assessment, 24 (3), 243-259.

Bell, S.M., McCallum, R.S., Burton, B., Gray, R., Windingstad, S., & Moore, J. Concurrent validity of the Test of Silent Word Reading Fluency. (2006). Assessment for Effective Intervention, 31(3), 1-9.

Ziegler, M.F., Bain, S.K., Bell, S.M., McCallum, R.S., & Brian, D.J. (2006). Predicting women’s persistence in adult literacy classes with dispositional variables. Reading Psychology, 27, 59-85.

Hooper, V.S., & Bell, S.M. (2006). Concurrent and predictive validity of the Universal Nonverbal Intelligence Test and the Leiter International Performance Scale – Revised.  Psychology in the Schools, 43(2), 143-148.

Burton, B. Windingstad, S., & Bell, S.M. (June, 2006). Review: Early reading assessment: A practitioners’ handbook by N. Rathvon. Journal of Psychoeducational Assessment24(2), 182-188.

Hayworth, G. & Bell, S.M. (June, 2006). Review: Linking reading assessment to instruction: An application worktext for elementary classroom teachers. (4th Ed.) by A.S. Mariotti & S.P. Homan. Journal of Psychoeducational Assessment, 24(2), 179-182.

Williams, A. & Bell, S.M. (June, 2005). Review: Test of Silent Word Reading Fluency in Journal of Psychoeducational Assessment, 23(2), 182-186.

Bell, S.M. (March, 2005). Review: Classroom Assessment, 2nd Edition, by D. A. Payne in Journal of Psychoeducational Assessment, 23 (1), 76-82.

Bain, S.K. & Bell, S.M. (2004). Social self-concept, social attributions, and peer relationships in fourth, fifth and sixth graders who are gifted as compared to high achievers. Gifted Child Quarterly, 48(3), 167-178.

Bell, S.M., McCallum, R.S., & Doucette, J.A. Relationship of school-based attributions to depression. (2004). Journal of Psychoeducational Assessment, 22(2), 106-123.

McCallum, R.S., Sharp, S., Bell, S.M. & George, T. (2004). Silent versus oral reading comprehension and efficiency. Psychology in the Schools, 41(2), 241-246.

Bell, S.M., Ziegler, M., & McCallum, R.S. (2004). What adult educators know compared to what they say they know about providing research-based reading instruction. Journal of Adolescent & Adult Literacy, 47(7), 542-563.

Bell, S.M. (March, 2004). Review: Classroom Assessment: What Teachers Need to Know, 3rd Edition, by W.J. Popham in Journal of Psychoeducational Assessment, 22(1), 71-75.

Bell, S.M., McCallum, R.S., & Cox, E. A. (November/December 2003). Toward a research-based assessment of dyslexia: Using cognitive measures to identify reading disabilities. Journal of Learning Disabilities, 36(6), 505-516.

Cox, E. & Bell, S.M. (March, 2002). Review: Learning Disabilities Diagnostic Inventory.  Journal of Psychoeducational Assessment, 20(1), 90-98.

Bell, S.M. (March, 2001). Review: School Testing: What Parents and Educators Need to Know by E.S. Gellman. Journal of Psychoeducational Assessment, 19(1), 81-84.

Bell, S.M. & Allen, B. (June, 2000). Review: Bayley Scales of Infant Development, 2nd edition. Journal of Psychoeducational Assessment, 18(2), 185-195.

Bell, S.M. & McCallum, R.S. (1995).  Development of a scale measuring student attributions and its relationship to self-concept and social functioning.  School Psychology Review, 24, 271-286.

Bell, S.M., McCallum, R.S., Bryles, J., Driesler, K., McDonald, J., & Williams, A. (1994).  Attributions for academic success and failure: An individual difference investigation of academic achievement and gender. Journal of Psychoeducational Assessment, 12(1), 4-13.

Carpenter, M., Cowart, C., Edwards, R., McCallum, R.S., & Bell, S.M. (1990). Effects of antipsychotic medication on discrimination learning for institution­alized adults who have mental retardation. Behavioral Residential Treatment, 5(2), 105-120.

 

ARTICLES PUBLISHED IN PEER REVIEWED ELECTRONIC JOURNALS

Bell, S.M., Miller, K.C., McCallum, R.S., Hopkins, M., & Hilton-Prillhart, A. (2012). Unique screening of reading fluency and comprehension for adolescents and adults. Manuscript   accepted for publication.  Psychology(3), 1, 45-48. (http://www.SciRP.org/journal/psych)   DOI:10.4236/psych.2012.31007.

Bell, S.M., Cihak, D., & Judge. S. (2010). A preliminary study: Do alternative certification route programs develop the necessary skills and knowledge in assistive technology? International Journal of Special Education, 25(3), 23-31.

Bell, S.M., Coleman, M., Cihak, D., Kirk, E., Barkdoll, S., Grim, J., & Benner, S. (2010). How prepared are alternatively licensed special Educators? An investigation of university, LEA, and traditional preparation. Journal of Curriculum and Instruction, 4(1), 33-49.

 

ARTICLES PUBLISHED IN PEER REVIEWED JOURNALS (REGIONAL/STATE)

Vining, A. & Bell, S.M. (2005). The impact of teaching multiple-choice strategies on test scores of eighth grade students: A collaborative action research project. Tennessee Association of Middle Schools Journal, 32, 3-11.

Bell, S.M., Clabo, H., Dunaway, A., & Mantlo, M. (2003). Infusion of technology into inclusive general education middle school classes: Does it improve assessment and instruction? Tennessee Association of Middle Schools Journal, 28, 1-5.

Bell, S.M. (2001-2002).A middle school teacher’s guide: Deciphering psychoeducational reports in five easy steps. Tennessee Association of Middle Schools Journal, 28, 17-21.

BOOKS

Bell, S.M. & McCallum, R.S. (2008). Handbook of reading assessment. Boston: Allyn & Bacon.

CONTRIBUTIONS TO EDITED VOLUMES

BOOK CHAPTERS

Bell, S.M. (2011). Use of nonverbal cognitive assessment to distinguish learning disabilities from second language learning difficulties. In Mather, N., & Jaffe, L. (Eds.) Comprehensive evaluations: Case reports for psychologists, diagnosticians, and special educators. Hoboken, NJ: John Wiley & Sons, pp. 553-561.

Benner, S., Bell, S.M., & Broemmel, A. (2011). Teacher education and reading Disabilities, pp. 68-78. In Allington, R. & McGill-Franzen, A. (Eds.). Handbook of reading disability research.  New York: Routledge.  

Bell, S.M. (2002). Psychoeducational assessment: How to read, understand, and use psychoeducational reports. In Lindop, M. (Ed.), Keys to effective LD teaching practices (pp.24-36). Knoxville, Tennessee: Center for Literacy Studies, the University of Tennessee.

ENCYCLOPEDIA ENTRIES

Bell, S.M. (2011). Biography of Nancy Mather in S. Goldstein & A. Spencer (Eds.). Encyclopedia of child behavior and development. New York: Springer.

Bell, S.M., & Bowlin, T. (2011). Dyslexia in S. Goldstein & A. Spencer (Eds.). Encyclopedia of child behavior and development. New York: Springer.

Bowlin, T., & Bell, S.M. (2011). Learning disabilities. In S. Goldstein & A. Spencer (Eds.). Encyclopedia of child behavior and development. New York: Springer.

Bell, S. M. (2007). Intelligence quotient. In R. S. New & M. Cochran (Eds.), Early childhood education: An international encyclopedia (pp. 449-453). Westport, CT: Praeger

McCallum, R.S. & Bell, S.M. (2004). Dyslexia. In Watson, T. S., & Skinner, C. (Eds.), Encyclopedia of School Psychology. pgs. 102-104. Kluwer Publishing.

OTHER INVITED CONTRIBUTIONS

*Kruidenier, J. R. & Bell, S.M. (Fall, 2007). Theme Editors Summary: Adult reading assessment and instruction: Highlights from the activities of the NIFL/NCSALL adult literacy research working group. Perspectives on Language and Literacy. International Dyslexia Association. pp. 7-8.

*Ziegler, M., McCallum, R. S., & Bell, S. M. (Fall, 2007). Adult educators in the United States: Who are they and what do they know about teaching reading? Perspectives on Language and Literacy. International Dyslexia Association. pp. 50-53

*Bell, S. M. & McCallum, R. S. (Fall, 2007).Tips for assessing the reading of adult learners. Perspectives on Language and Literacy. International Dyslexia Association. p. 53

*Invited Guest Theme Editor for this edition of Perspectives, to be reprinted Fall, 2011.

CONTRIBUTION TO A BOOK CHAPTER

Bell, S.M. Case Study in McCallum, R.S., & Bracken, B. A. (2005). The Universal Nonverbal Intelligence Test. In D.P. Flanagan, & P.L. Harrison (Eds.), Contemporary intellectual assessment. (pp. 425-440). New York: Guilford.

PAPERS PUBLISHED IN PEER-REVIEWED CONFERENCE PROCEEDINGS

Bell, S.M. Exemplary teaching practices for students with disabilities: Universally designed lesson plans. (July, 2009). Broadening the horizon: Recognizing, accepting, and embracing differences to make a better world for individuals with special needs. Proceedings for the Eleventh Biennial Conference of the International Association of Special Education, Alicante, Spain, pp. 71-73.

Ziegler, M., McCallum, R. S., & Bell, S.M. (2009). Who volunteers to provide reading  instruction for adults and what do they know? Conference Proceedings for the 2009 Annual Meeting of the Adult Education Research Conference, Chicago, IL,.pp. 408-413.

 

ARTICLES IN POPULAR PRESS

Bell, S.M. (1994). Homework! What’s a parent to do? Growing, 2 (4), 12.

Bell, S.M. (1993). Honesty is the best policy: How to deal with a child who lies. Growing, 2 (1), 8.

ARTICLES IN IN-HO– USE ORGANS

Puckett, K., Bell, S.M., Turner, T., Long, V.M., & Winters, J.J. (Fall 2004/Spring 2005). Alternative routes to teacher certification: One university’s response to meeting the needs of the profession. Tennessee Education, 34 (2)/35(1), 5-14.

Davis, J.A., Wooten, D., Bell, S.M. (Fall 2004/Spring 2005). Writing and sharing connections: Valuing children’s voices-An action research implementation of a literacy process in an elementary classroom. Tennessee Education, 34(2)/35(1), 18-24.

Bell, S.M., Threatt, P. T., Schindler, W.J., & Puckett, K. (2003/2004). Current themes in educational action research at a university teacher training program. Tennessee Education, 33/34, 5-14.

Bell, S.M. & Schindler, W.J. (2001-2002). Collaboration at a professional development school: Investigation of variables affecting student achievement and adjustment.  Tennessee  Education, 31/32, 5-10.

ARTICLES IN NON-REFEREED JOURNALS

Bell, S.M., Griffey, L.H., McDonald, J., & McCallum, R.S. (1992). Parents’ understanding of and satisfaction with M-Team meetings.  The Tennessee School Psychologist, 8, (2), 12-13.

Bell, S.M. (1986).  The regression equation method for determining learning disabilities; What school psychologists need to know. The Tennessee School Psychologist, 3, (3), 3-9.  (Reprinted in the 1987 Arkansas School Psychology Associa­tion, 1, (2), 4-8).

RESEARCH/TECHNICAL REPORTS

Bell, S.M., Kirk, E.R., Barkdoll, S., Cihak, D., Grim, J., Coleman, M., & Benner, S. (2009, March). How prepared are alternatively licensed special educators? An investigation of University, LEA, and traditional preparation. Report to the Tennessee State Department of Education.

Ziegler, M., Bell, S.M., McCallum, R.S., & Kruidenier, J. (2007). Assessment of reading instructional knowledge: Adults (ARIK-A). Final project report. Submitted to the National Institute for Literacy.

Ziegler, M., Bell. S.M., & McCallum, R.S. (2003, January). Teaching reading skills to adult learners: What teachers know versus what they think they know. Knoxville: University of Tennessee: Center for Literacy Studies.

Ziegler, M. Bain, S., Bell, S.M., McCallum, R.S., & Brian, D. (2002). Self-beliefs: Predicting persistence of Families First participants in adult basic education. Knoxville: University of Tennessee: Center for Literacy Studies.

 

Rex Cannon, Ph.D.

Publications

Cannon, R., Lubar, J., Thornton, K., Wilson, S., Congedo, M., (2004). Limbic Beta Activation and LORETA: Can Hippocampal and Related Limbic Activity Be Recorded And Changes Visualized In An Affective Memory Condition? Journal of Neurotherapy 8 (4) 5 – 24.

Cannon, R., Lubar, J., Gerke, A., Thornton, K., Hutchens, T., McCammon, V., (2006). Topographical coherence and absolute power changes resulting from LORETA Neurofeedback in the anterior cingulate gyrus. Journal of Neurotherapy, Vol. 10 (1) 5 – 31.

Cannon, R., Lubar, J., Congedo, M., Thornton, K., Hutchens, T., Towler, K., (2007). The effects of Neurofeedback in the cognitive division of the anterior cingulate gyrus. International Journal of Neuroscience. 117 (3) 337 – 357.

Cannon, R (2007). The effects of spatial-specific neurofeedback training in anterior cingulate cortex. An unpublished thesis. University of Tennessee, Knoxville.

Sokhadze,T., Cannon, R., Trudeau, D. (2008). (White Paper) EEG Biofeedback as a Treatment for Substance Use Disorders: Review, Rating of Efficacy and Recommendations for Further Research. Journal of Applied Psychophysiology and Biofeedback, 33 (1), 1 – 28.

Cannon, R., Lubar, J., Clements, J.G., Harvey, E., Baldwin, D. (2008). Practical Joking and cingulate cortex: A neurophysiological examination of practical joking in the cerebral volume using LORETA.  Journal of Neurotherapy 11 (4): 51 – 63.

Cannon, R., Lubar, J., Baldwin, D. (2008). Self-perception and Experiential Schemata in the addicted brain. Applied Psychophysiology and Biofeedback, 33 (4), 223 – 238.

Cannon, R., Congedo, M., Lubar, J., Hutchens, T. (2008). Differentiating at network of executive attention: LORETA Neurofeedback in anterior cingulate and dorsolateral prefrontal cortices. International Journal of Neuroscience, 119 (3), 401 – 439.

Cannon, R., Lubar, J. (2008). Spectral Power and Coherence: Differentiating effects of Spatial-Specific Neuro-Operant Learning (SSNOL) Utilizing LORETA Neurofeedback Training in the anterior cingulate and bilateral dorsolateral prefrontal cortices. Journal of Neurotherapy, 11 (3), 25 – 44.

Cannon, R., Lubar, J., Sokhadze, E., Baldwin, D. (2008). LORETA Neurofeedback for addiction and the possible neurophysiology of psychological processes influenced: A Case Study and region of interest (ROI) analysis of LNFB in right anterior cingulate cortex (ACC). Journal of Neurotherapy, 12 (4), 227 – 241.

Zhou, Y., Dougherty, J., Hubner, K., Bing, B., Cannon, R., Hutson, K. (2008). Abnormal Connectivity in the Posterior Cingulate and Hippocampus in Early AD and MCI. Alzheimer’s and Dementia, 4, 265 – 270.

Sokhadze,T., Cannon, R., Trudeau, D. (2008). (White Paper) EEG Biofeedback as a Treatment for Substance Use Disorders: Review, Rating of Efficacy and Recommendations for Further Research. Journal of Neurotherapy, 12 (1), 5 – 44.

Cannon, R., Thatcher, R.W., Baldwin, D.R., Lubar, J.F. (2009). EEG Loreta in the            default mode of brain. In Human Behavior-Computational Intelligence Modeling        and Interoperability: Proceedings of the First Conference. Oak Ridge, Tennessee    23-24 June 2009.  Oak Ridge National Laboratory: Oak Ridge, Tenn.

Cannon, R. (2009) Functional Connectivity of EEG LORETA in Core Components of      Self and the Default Network (DNt) of the Brain. Dissertation, University of      Tennessee at Knoxville.

Dougherty, J., Cannon, R., Nicholas, C., Hare, F., Carr, E. et al (2010). The            Computer Self Test: An interactive, internet accessible screening for   dementia. The Journal of Alzheimer’s Disease 20 (1).

Baldwin, D., Jackson, D. Okoh, I., Cannon, R. (2010). Resiliency and Optimism: An        African-American Senior Citizen’s Perspective. Journal of Black Psychology. 1-          18. DOI: 10.1177/0095798410364394

Cannon, R.L., Crane, M.K.; Campbell, P.D.; Dougherty, J.H., Jr., Baldwin, D.R., Effler, J.D., Phillips, L.S., Hare, F., Zachary, M.C., Cox, K.E., DiLoreto, D.J. (2011). A 9-year old male with multifocal Encephalomalacia: EEG LORETA and Lifespan database, Magnetic Resonance Imaging and Neuropsychological agreement. Journal of Neurotherapy: Investigations in Neuromodulation, Neurofeedback and Applied Neuroscience, 15 (1).

Cannon, R., Lubar, J. (2011). Long-term effects of LORETA neurofeedback in anterior cingulate cortex:  Follow-up with two subjects. Journal of Neurotherapy 15 (2).

Baldwin, D., Cannon, R.L., Fisher, S.L. (2011). The Inverse of Psychopathology: A LORETA

EEG and Cortisol Examination. Journal of Neurotherapy 15 (2).

Cannon, R., Kerson, C. Hampshire, A (2011). sLORETA and fMRI Detection of Medial Prefrontal Default Network Anomalies in Adult ADHD. Journal of Neurotherapy 15 (4), 358-373.

Cannon, R.L., Baldwin, D.R. (2012). EEG current source density and the

phenomenology of the default network. EEG and Clinical Neuroscience (in press).  

Cannon, R.L., Baldwin, D.R., Shaw, T.L, Diloreto, D.J., et al (2012). Reliability of quantitative EEG (qEEG) measures and LORETA current source density at 30 days. Neuroscience Letters, http://dx.doi.org/10.1016/j.neulet.2012.04.035

Cannon, Rex (2012). LORETA Neurofeedback: odd reports, observation and findings associated with spatial specific neurofeedback training. Journal of Neurotherapy 16 (2).

Callaway, K. G.; Cannon, R. L.; Baldwin, D.R.; Phillips, K.; Stuart, G.L.; Welsh, D. P.; and DiLoreto, D.J., (2012). State Dependent Neurophysiology: Depression. Psychology Publications and Other Works. http://trace.tennessee.edu/utk_psycpubs/1.

Cannon, R., Kerson, C., Hampshire, A., Garner, C. (2012). Pilot data assessing the functional integrity of the default network in adult ADHD with fMRI and sLORETA. Journal of Neurotherapy 16 (4).

Cannon, R., Shaw, T., Levy, J., Diloreto, D., Phillips, S., Baldwin, D. (in prep). LORETA neurofeedback and basic mechanisms of self-regulation. Biological Psychology.

Cannon, Rex; Baldwin, Debora; Diloreto, Dominic; Phillips, Sherman; Shaw, Tiffany; Levy, Jacob (2014). LORETA Neurofeedback in the Precuneus: Operant Conditioning in Basic Mechanisms of Self-Regulation. In Journal of Clinical EEG and Neuroscience.

 

Books and Chapters

 Trudeau DL, Sokhadze TM, Cannon RL. (2009). Neurofeedback in alcohol and drug dependency. Introduction to Quantitative EEG and Neurofeedback (Second Edition). San Diego: Academic

Press, pp. 239-267.

Little, K., Lubar, J.F. & Cannon, R.L. (2010). Neurofeedback: Research-Based Treatment for ADHD. In Handbook of Integrative Clinical Psychology, Psychiatry, and Behavioral Medicine.

Cannon, Rex (2010). Functional Connectivity of EEG in the default network of the brain: In search of a self-specific cortex. LAP LAMBERT Academic Publishing (3 Jun 2010): ISBN-10: 3838358511; ISBN-13: 978-3838358512.

Cannon, Rex (2012). Low-resolution electromagnetic brain tomography (LORETA): Basic concepts and clinical applications. Behavioral Medicine Press, Corpus Christi, TX. ISBN-13: 978-0-9827498-1-4

 

Laura Crisp, Ph.D.

Publications

Crisp, L.R., Greenberg, K.H. (2006). The Dynamic Assessment of Cognitive Modifiability. [Review of the book:  The Dynamic Assessment of Cognitive Modifiability]. Journal of Psychoeducational Assessment, 24, 19-35.

Papers Presented

“Exploring the Cognitive Enrichment Advantage (CEA) of Peer-Mediated Learning.” International Association of Cognitive Education Conference, Knoxville, TN.  July 2-6, 2007.

“Student Athletes Experiencing the Cognitive Enrichment Advantage.” International Association of Cognitive Education Conference, Knoxville, TN. July 2-6, 2007.

“Experience of College Student Athletes in a CEA Study Hall.” CEHHS Colloquium, Knoxville, TN. March 9, 2007.

“On A Phenomenological Perspective of Listening to Teachers.” American Educational Research Association Annual Meeting, Chicago, IL. April 9-13, 2007.

“Digging Deeper: The Merits of Phenomenological Research in Revealing the Shared Essence of Teachers’ Perceptions of High Stakes Testing.” American Educational Research Association Annual Meeting, San Francisco, California. April 8-12, 2006.

“Defining the Culture of the Classroom: A Comparison of Teachers in Russia and South Africa.” International Association of Cognitive Education Conference, Durham, England. July 10– 14, 2005.

R. Steve McCallum, Ph.D.

PUBLICATIONS

Jordan, K.R., Bain, S.K., McCallum, R.S., & Bell, S.M. (In Press). Comparing Gifted and Nongifted African American and Euro-American Students on Cognitive and Academic Variables Using Local Norms. Journal for the Education of the Gifted.

Jaspers, K. E., Williams, R. L., Skinner, C. H., Cihak, D., McCallum, R. S., & Ciancio, D. J. (2012). How and to what extent do two cover, copy, and compare spelling interventions contribute to spelling, work recognition, and vocabulary development. Journal of Behavioral Education21, 80-98. doi: 10.1007/s10864-011-9137-6

McCallum, R.S., & Bracken, B.A. (2011). The universal Nonverbal Intelligence Test: A multidimensional nonverbal Alternative for cognitive assessment. In D. Flanagan and P. Harrison’s (Eds.) Contempary Intellectual Assessment. (3rd, ed.). Guilford Press, New York.

McCallum, R.S. (2011). Nonverbal intelligence testing.  In S Goldstein and A. Spencer (eds.) Encyclopedia of child behavior and development. New York: Springer.         

Windingstad, S., McCallum, R.S., Bell, S.M., & Dunn, P. (2011). Measures of emotional intelligence and social acceptability in children: A concurrent validity study. Canadian Journal of School Psychology, 2, 107-126.

Fearrington, J. Y., McCallum, R. S., & Skinner, C. H. (2011). Increasing math assignment completion using solution-focused brief counseling. Education and Treatment of Children.

McCallum, R. S., Krohn, K. R., Skinner, C. H., Hilton-Prillhart, A., Hopkins, M., Waller, S., & Polite, F. (2011). Improving reading comprehension of at-risk high-school students: The art of reading program. Psychology in the Schools, 48(1), 78-86

Bain, S. K., McCallum, R. S., Bell, S. M., Cochran, J. L., & Sawyer, S. C. (2010). Foreign language learning aptitudes, attitudes, attributions, and achievement of postsecondary students identified as gifted. Journal of Advanced Academics, 22 (1), 130-156.

Cochran, J. L., McCallum, R. S., & Bell, S. M. (2010). Three A’s: how do attributions, attitudes, and aptitude contribute to foreign language learning? Foreign Language Annals, 43(4), 566-582.

Gray, R. G., McCallum, R.S., & Bain, S. (2009). Language-reduced screening for giftedness. Journal for education of the gifted, 33(1), 38-64.

Bell, S.M., McCallum, R.S., Kirk, E. R., Fuller, E., Brown, K. S., & Scott, K.W. (2009). Psychometric properties of the Foreign Language Attitudes and Perception Survey for college students. Assessment for Effective Intervention, 35,(1), 54-60.

McCallum, R. S. (2010, April). Defining the mother-daughter relationship. Knoxville Area Psychological Association News, www.knoxvilleareapsychology.org

Axtell, P., McCallum, R.S., Bell, S.M., & Poncy, B. (2009). Developing math automaticity using a class-wide fluency building procedure for middle school students: A preliminary study. Psychology in the Schools, 46(6), 526-538.

Scott, K.W., Bell, S.M., & McCallum, R.S. (2009). Native language reading and spelling abilities and attitudes toward learning a second language.  Preventing School Failure, 54(1), 30-40.

Bracken, B. A., & McCallum, R. S. (2009). Universal Nonverbal Intelligence Test. In J. Naglieri & S. Goldstein (Eds.). A practitioner’s Guide to Assessing Intelligence and Achievement. New York: John Wiley & Sons.

McCallum, R. S., & Bracken, B.A. (2009). Intelligent testing of underserved populations. In, J. Kaufman’s (Ed.). Intelligent testing: Integrating Psychological Theory and Clinical Practice. Cambridge University Press. Princeton, NJ.

Ziegler, M., McCallum, R. S., & Bell, S. M. (2009). Volunteer instructors in adult literacy. Who are they and what do they know about reading instruction? Adult Basic Education and Literacy Journal, 3(3), 131-139.

Bell, S.M. McCallum, R.S., Kirk, E., Fuller, E., & McCane-Bowling, S. (2007).

Investigation of the psychometric attributes of the Test of Silent Contextual Reading Fluency. Assessment for Effective Intervention, 33, 39-46.

Sorrell, C., Bell, S.M., & McCallum, R.S. (2007). Reading rate and comprehension as a function of computerized versus traditional presentation and processing speed: A preliminary study. Journal of Special Education Technology

Lee, Y.J., McCallum, R.S., and Bain, S.L. (2007). Effects of explicit instructions and training on the creativity of Korean Children. School Psychology International, 28, 449-463.

Ziegler, M., McCallum, R. S., & Bell, S. M. (2007). Adult educators in the United States: Who are they and what do they know about teaching reading? Perspectives on Language and Literacy,  pp. 50-53

Bell, S. M. & McCallum, R. S. (2007).Tips for assessing the reading of adult learners. Perspectives on Language and Literacy, p. 53

Williams, R.L., Bliss, S.L., & McCallum, R.S. (2006). Christian fundamentalism and sociopolitical views. Review of Religion Research, 48, 17-32.

McCallum, R.S., Bell, S.M., Scruggs Wood, M., Below, J.L., Choate, M., & McCane, S.J., (2006). What is the role of working memory in reading relative to the big three processing variables (orthography, phonology, and rapid naming)? Journal of Psychoeducational Assessment, 24 (3), 243-259.

Bell, S.M., McCallum, R.S., Burton, B., Gray, R., Windingstad, S., & Moore, J., (2006), Concurrent Validity of the Test of Silent Word Reading Fluency. Assessment for Effective Intervention, 31 (3), 1-9.

Ziegler, M.F., Bain, S.K., Bell, S.M., McCallum, R.S., & Brian, D. (2006) Predicting women’s persistence in adult literacy classes with dispositional variables.  Reading Psychology, 27, 59-85.

Hays, S. & McCallum, R.S. (2005).  A comparison of the pencil-and-paper and computer-administered Minnesota Multiphase Inventory – Adolescent (MMPI-A).  Psychology in the Schools, 42, 605-613.

McCallum, R.S. & Bracken, B.A.  (2005).  The universal nonverbal intelligence test: A multi-dimensional measure of intelligence.  In D.P. Flanagan & P. L. Harrison’s Contemporary Intellectual Assessment: Theories, Tests, and Issues (2nd  Ed.).  New York: Guilford Press.

Sharp, S. R. & McCallum, R.S. (2005). A rational emotive behavioral approach to improve anger management and reduce office referrals in middle school children: A formative investigation and evaluation. Journal of Applied School Psychology, 21, 39-59.

Bell, S.M., McCallum, R.S., & Doucette, J.A. (2004). Relationship of school-based attributions to depression. Journal of Psychoeducational Assessment, 22, (2), 106-123.

Bell, S.M., Ziegler, M., & McCallum, R.S. (2004). What adult educators know compared to what they say they know about providing research-based reading instruction. Journal of Adolescent & Adult Literacy, 47 (7), 542-563.

McCallum, R.S. (2004). The Universal Nonverbal Intelligence Test in S.T. Watson and C.H. Skinner (Eds.). Encyclopedia of School Psychology. Boston: Kluwer Academic/Plenum Publishers.

McCallum, R.S., & Bell, S.M. (2004). Dyslexia. In S.T. Watson and C.H. Skinner (Eds.) Encyclopedia of School Psychology. Boston: Kluwer Academic/Plenum Publishers.

McCallum, R.S., Sharp, S., Bell, S.M.  & George, T. (2004). Silent versus oral reading comprehension and efficiency. Psychology in the Schools, 41, (2), 241-246

Bell, S.M., McCallum, R.S., & Cox, E. A. (November/December 2003). Toward a research-based assessment of dyslexia: Using cognitive measures to identify reading disabilities. Journal of Learning Disabilities, 36, (6), 505-516.

McCallum, R.S. (2003). Context for nonverbal assessment of intelligence and related constructs. In R.S. McCallum (Ed.) Handbook of Nonverbal Assessment. Boston: Kluwer Academic/Plenum Publishers

McCallum, R.S. (Ed.). (2003). Handbook of Nonverbal Assessment. Boston: Kluwer Academic/Plenum Publishers.

McCallum, R.S. (2003).  Physiological and psychological influences on multicultural and nonverbal assessment. In R.S. McCallum (Ed.) Handbook of Nonverbal Assessment. Boston: Kluwer Academic/Plenum Publishers.

McCallum, R.S. (2003). The Universal Nonverbal Intelligence Test in R.S. McCallum (Ed.) Handbook of Nonverbl Assessment. Boston: Kluwer Academic/Plenum Publishers

Wilhoit, B.E. McCallum, R.S. (2003). Cross-battery assessment of nonverbal cognitive abilities. In R.S. McCallum (Ed.) Handbook of Nonverbal Assessment. Boston: Kluwer Academic/Plenum Publishers.

individuals with mental retardation.  Behavioral Residential Treatment, 5, 105-120.

McCallum, R.S.  (1990). Determining the factor structure of the Stanford-Binet:  Fourth Edition – The Right Choice.  Journal of Psychoeducational Assessment, 8, 436-442.

McCallum, R.S.  (1990). Models of training in school psychology:  Fact or Fiction?  NASP Communiqué, 19 (4), 13

McCallum, R.S. & Karnes, F.A.  (1990). Use of a Brief Form of the Stanford-Binet IV for Gifted Children.  Journal of School Psychology, 28, 279-283.

Bain, S.K., Holliman, B., & McCallum, R.S.  (1989). Childrens’ self-predictions and teachers’ predictions of basic concept mastery:  Effects of socioeconomic status, locus of control, and achievement.  Journal of Psychoeducational Assessment, 7, 235-245.

Cowart, C.A. & McCallum, R.S.  (1988). Multi-trait multi-method investigation of the simultaneous-successive-planning model.  Journal of Psychoeducational Assessment, 6, 55-66.

McCallum, R.S., Karnes, F.A., & Crowell, M.  (1988). Factor structure the Stanford-Binet Intelligence Scale (4th) for Gifted Children.  Contemporary Educational Psychology, 13, 331-338.

McCallum, R.S., Merritt, F.M., Dickson, A.L., Oehler-Stinnett, J., & Spencer, T.R.  (1988). Planning ability across ranges of intellectual ability:  An examination of the Luria-DAS information processing model.  Journal of School Psychology, 26, 405-411.

Sterner, A.G. & McCallum, R.S.  (1988). The relationship of the Gessell Developmental Exam and the Bracken Basic Concept Scale for Academic Achievement.  Journal of School Psychology, 26, 297-300.

Clark, P., McCallum, R.S., Edwards, R.P., & Hildman, L.  (1987). Use of the Slosson Intelligence Test for gifted screening.  Journal of School Psychology, 25, 189-192.

Garlock, J. & McCallum, R.S.  (1987). Processing and academic improvement as a function of processing training.  Educational and Psychological Research, 7, 227-242.

McCallum, R.S. & Karnes, F.A.  (1987). Comparison of the Stanford-Binet Intelligence Scale (4th ed.), the British Ability Scales, and the Wechsler Intelligence Scale for Children-Revised.  School Psychology International, 8, 133-139.

McCallum, R.S. & Karnes, F.A.  (1987). The relationship between cognitive processing and intelligence among gifted students. Educational and Psychological Research, 7, 310-312.

McKinney, C.W., Gilmore, A.C., Peddicord, H.Q., & McCallum, R.S.  (1987). Effects of a best example and critical attributes on a prototype formation in the formation of a concept.  Theory and Research in Social Education, 15, 189-201.

Bain, S.K. & McCallum, R.S.  (1986). Student and teacher predictors of kindergarten’s basic concept mastery:  How valid are they?  Journal of Psychoeducational Assessment, 4, 163-168.

Karnes, F.A., Edwards, R.P., & McCallum, R.S.  (1986). Normative achievement assessment of gifted children:  Comparing the K-ABC, WRAT, and CAT.  Psychology in the Schools, 23, 346-352.

McCallum, R.S., Helm, H.W., Jr., & Sanderson, C.E.  (1986). Local norming and validation of an adaptive behavior screening instrument.  Educational and Psychological Measurement, 46, 709-718.

Novellino, G., Edwards, R.P., & McCallum, R.S. (1986).  Use of microcomputers to copy information:  Effects on free recall.  Computers in Human Behavior, 2, 117-126.

Karnes, F.A., McCallum, R.S., & Oehler, J.J.  (1985). The relationship between learning styles preference and personality variables with gifted students. Gifted Child Quarterly, 29, 172-174.

McCallum, R.S., Karnes, F.A., & Oehler, J.J.  (1985). Construct validity of the K-ABC for gifted children. Psychology in the Schools, 22, 254-259.

McCallum, R.S., McKinney, W., Gilmore, A.C., & Ledford, T.  (1985). Adults’ metacognitive ability: An examination of the age-deficient hypothesis.  Journal of Applied Gerontology, 4, 71-78.

Anderson, H., Merritt, F.M., McCallum, R.S., Bynum, T.S., & Bourg, T.  (1984). Simultaneous and successive processing in American and Hispanic college students.  Journal of Human Behavior and Learning, 1, 30-38.

Bracken, B.A., McCallum, R.S., & Prasse, D.P.  (l984). Peabody Picture Vocabulary Test-Revised:  An appraisal and overview.  School Psychology Review, 13, 49-60.

Cowart, C.A. & McCallum, R.S.  (1984). Simultaneous-successive processing across the life span:  A cross-sectional examination of stability and efficiency.  Experimental Aging Research, 10, 1988, 225-229.

McCallum, R.S., Karnes, F.A., & Edwards, R.P.  (l984).  The test of choice for assessment of gifted children: A comparison of the K-ABC, WISC-R, and S-B.  Journal of Psychoeducational Assessment, 2, 57-63.

Merritt, F.M. & McCallum, R.S.  (l984).  The relationship between simultaneous-successive processing and academic achievement.  Alberta Journal of Educational Research, 30, l26-l32.

Whorton, J.E., Siders, J.A., & McCallum, R.S. (1984).  Identification and placement of exceptional students:  An educational perspective.  Education, 104, 405-408.

Karnes, F.A. & McCallum, R.S.  (l983). Evidence for the Luria-Das Model of information processing for gifted students: A preliminary investigation.  Educational and Psychological Research, 3, l33-l37.

McCallum, R.S. & Merritt, F.M.  (l983).  Simultaneous and successive processing among college students.  Journal of Psychoeducational Assessment, 1, 85-93.

Merritt, F.M. & McCallum, R.S.  (l983).  Sex-related differences in simultaneous-successive information processing.  Clinical Neuropsychology, 5, ll7-ll9.

Alberts, F.L., Jr., & McCallum, R.S.  (l982). The relationship among three measures of cognitive style.  Clinical Neuropsychology, 4, 70-71.

McCallum, R.S., Karnes, F.A., & Bracken, B.A.  (l982).  Comparison of the PPVT, PPVT-R and the WISC-R with gifted students.  Journal of Education of the Gifted, 5, 274-281.

McCallum, R.S., Mims, M.G., & Bracken, B.A.  (l982).  Comparability of the PPVT, PPVT-R and the Stanford-Binet for trainable mentally retarded individuals.  Educational and Psychological Research, 2, 255-260.

Bracken, B.A. & McCallum, R.S.  (l98l). Comparison of the PPVT and PPVT-R for white and black preschool males and females.  Educational and Psychological Research, 1, 79-85.

Karnes, F.A., Bracken, B.A., & McCallum, R.S.  (l98l).  Comparison of the PPVT and the PPVT-R as possible instruments for screening gifted children.  Psychological Reports, 51, 591-594.

McCallum, R.S.  (l98l). Cognitive style as a function of ability.  Perceptual and Motor Skills, 52, 955-958.

McCallum, R.S. & Bracken, B.A.  (l98l).  Alternate form reliability of the PPVT-R for white and black preschool children.  Psychology in the Schools, 18, 422-425.

Whorton, J.E., Siders, J.A. & McCallum, R.S.  (l98l).  Repeated student ratings: Course improvement now, not later.  College Student Journal, 15, 343-346.

Bracken, B.A., Ledford, T.L., & McCallum, R.S.  (l979). Effects of cerebral dominance on college-level achievement.  Perceptual and Motor Skills, 49, 445-446.

McCallum, R.S. & Glynn, S.M.  (l979). Hemispheric specialization and creative behavior.  The Journal of Creative Behavior, 13, 263-273

Hamm, H., Wheeler, J., McCallum, R.S., Herrin, M.S., Hunter, D., & Cato, C.  (l976). A comparison of the WISC and WISC-R among EMR students.  Psychology in the Schools, 12, 4-8.

Lois Prislovsky, Ph.D.

Publications:

Prislovsky, Lois, Barb Rentenbach, and Rachael Gabriel. “Valuing differences: Neurodiversity in the classroomJournal of Experiential Education 12.3 (2017): 1-4. Phi Delta Kappa Online. Phi Delta Kappa Online, 1 May 2017.

Rentenbach, Barb, and Lois Prislovsky. I Might Be You: An Exploration of Autism and Connection. Knoxville, TN: Mule and Muse Productions, 2012.

Rentenbach, Barb, and Lois Prislovsky. Neurodiversity: A Humorous and Practical Guide to Living with ADHD, Anxiety, Autism, Dyslexia, the Gays, and Everyone Else. Knoxville, TN: Mule and Muse Productions, 2016.

Prislovsky, Lois. “Embracing Differences and Strengths Will Help Your Child Manage ADHD.” ExpertBeacon. ExpertBeacon, n.d.

Prislovsky, Lois. “Learning to connect with nonverbal kids on the autism spectrum” ExpertBeacon. ExpertBeacon, n.d.

Prislovsky, Lois. “Helping your child overcome anxiety is not an impossible task” ExpertBeacon. ExpertBeacon, n.d.

Rentenbach, Barb, and Lois Prislovsky. “Life Is a Balance of Two B’s: Just Being, Being Just.” Zoom! Autism Magazine 4 Dec. 2015: 46-50.

Rentenbach, Barb, and Lois Prislovsky. “Autism Is My Prism Not My Prison!” Zoom! Autism Magazine 13 June 2015: 24-36.

Leslie M. Smith, Ph.D.

Publications:

Smith, L.M., C.M. Silver, and C.A. Oviatt. 2012.  Quantifying variation in water column photosynthetic quotient with changing field conditions in Narragansett Bay, RI, USA.  Journal of Plankton Research 34:437-442.

 Smith, L.M. 2011. Impacts of spatial and temporal variation of water column production and respiration on hypoxia in Narragansett Bay.  PhD Dissertation.  University of Rhode Island, Kingston, RI.

Smith, L.M., S. Whitehouse, and C.A. Oviatt. 2010. Impacts of climate change on Narragansett Bay. Northeastern Naturalist 17:77-90.

Anthony, A., J. Atwood, P. August, C. Byron, S. Cobb, C. Foster, C. Fry, A. Gold, K. Hagos, L. Heffner, D. Kellogg, K. Lellis-Dibble, J. Opaluch, C.A. Oviatt, A. Pfeiffer-Herbert, N. Rohr, L. Smith, T. Smythe, J. Swift, and N. Vinhateiro. 2009. Coastal lagoons and climate change: ecological and social ramifications in U.S. Atlantic and Gulf Coast ecosystems.  Ecology and Society 14:8.

Smith, L.M., J. Blue, J. Carlson, G. Metz, J. Haywood, D. Bush, and C.J. Paradise. 2009. Density-dependent predation of a dominant species does not facilitate increased diversity in treeholes.  The Open Ecology Journal 2:91-99.

Melrose, D.C., M.S. Berman, L.M. Smith, and C.A. Oviatt. 2009. The ecological effects of climate change on the Narragansett Bay estuary. ICES Conference Manuscript 2009/(G:07).

Paradise, C.J., J.D. Blue, J.Q. Burkhart, J. Goldberg, L. Harshaw, K. Hawkins, B. Kegan, T. Krentz, G. Metz, L. Smith, and S. Villalpando. 2008. Local and regional factors influence the structure of treehole metacommunities.  BMC Ecology 8:22.

Harshaw, L., C. Chrisawn, B. Kittinger, J. Carlson, G. Metz, L. Smith, and C.J. Paradise. 2007. Decaying invertebrate carcasses increase growth of Aedes triseriatus (Diptera: Culicidae) when leaf litter resources are limiting. Journal of Medical Entomology 44:589-596.

Paradise, C.J., J.Q. Burkhart, C. Chrisawn, L. Harshaw, B. Kittinger, and L. Smith. 2007. Prior occupation by scirtid beetles does not affect mosquito and midge populations in treeholes. Journal of Negative Results 4:15-22.

Burkhart J.Q., L. Smith, S. Villalpando, and C.J. Paradise. 2007. Scirtid beetles, leaf litter, and treeholes: Is there evidence of facilitation in the field? Southeastern Naturalist 6:597-614.