The school psychology program draws upon the teaching and research capabilities of more than 45 members of the Department of Psychology, representing all areas of psychology. Illinois State University has the largest Department of Psychology in Illinois outside of the University of Illinois. This excellent faculty already staffs the master's level sequences in clinical/counseling,, developmental, experimental, industrial/organizational, and quantitative psychology as well as the specialist and doctoral programs in school psychology.

School psychology faculty are active in both research and service. Many are themselves engaged in the practice of school psychology, serving as consultants to school districts and maintaining independent practices in the community. Several school psychology faculty have received federal and state grants to provide services to children and adolescents and additional training opportunities for school psychology graduate students. Faculty are also active in and fulfill leadership roles in local, state, and national professional associations including the American Psychological Association, National Association of School Psychologists, and the Illinois School Psychologists Association. The school psychology faculty also have published books, research articles, and assessment instruments and have presented papers at national and state professional conferences. The major research interests and degree granting institution of the school psychology faculty follow.

Dr. Gary Cates received his Ph.D. in Educational Psychology in an APA- and NASP-approved program in school psychology from Mississippi State University. His research interests include academic instruction and interventions, behavioral consultation, and applied behavior analysis in educational environments. Dr. Cates joined the Illinois State University school psychology program in fall 2004 and currently teaches Principals of Educational Psychology (PSY 215) and Diagnostic Procedures (psychoeducational assessment and intervention) (PSY 435), supervises students as part of the second-year Psychoeducational Assessment and Intervention Practicum (PSY 436.04), and coordinates an academic intervention and research service focusing on students with academic difficulties. Dr. Cates serves on the editorial boards of the Journal of Behavioral Education and Journal of Evidenced-Based Practices for Schools.

Dr. Karla Doepke received her training in child-clinical psychology. Her research and training interests include treatment outcomes, community-based prevention programs, teen suicide, and autism. Dr. Doepke has established an Autism Specialty Service, which she currently coordinates as part of the Psychological Services Center (PSC). She teaches Principles of Behavior Modification (PSY 333) and Theories and Techniques of Counseling (PSY 464) and supervises students in the Psychosocial Assessment and Intervention Practica (PSY 436.05) and the Advanced Practicum Placements (PSY 590) in the Autism Service Center and in public school settings serving children with autism.

Dr. Kathryn E. Hoff received her training from Lehigh University in school psychology. Her research interests include interventions to address behavioral and social/emotional needs of children, peer relations of aggressive youth, and parent training. Dr. Hoff coordinates the Child and Adolescent Intervention Service as part of the PSC and teaches Advanced Behavior Modification (PSY 421) and Principles of Behavior Modification (PSY 333). Additionally, Dr. Hoff supervises students in the Psychosocial Assessment and Intervention Practica (PSY 436.05) and Advanced Practicum Placements (PSY 590) in settings such as the public schools, Head Start, and the Child and Adolescent Intervention Service.

Dr. Steven E. Landau received his training from the University of Iowa in school psychology with a specialty in child psychopathology, particularly ADHD. He conducts research on ADHD, assessment of children's disturbed peer relations, and social reactions to Pediatric-HIV. Dr. Landau received the College of Arts and Science Outstanding Social Science Researcher Award and was Associate Editor of the School Psychology Review from 1990-1995. He currently serves as Associate Editor of the NASP Communiqué, is Co-chair of the NASP Research Committee, and received the School Psychology Review Editorial Excellence Award in 2004. He is the recent recipient of a U.S. Department of Education grant through the Illinois Professional Learners' Partnership designed to enhance teacher training through collaboration among different departments, universities, and high-need public schools. Dr. Landau teaches Behavior Disorders in Children (PSY 347), Research Seminar in School Psychology (PSY 480.19), and Advanced Child Psychopathology (PSY 447).

Dr. Adena B. Meyers received her training in clinical and community psychology. She conducts research in the areas of adolescent pregnancy and parenthood, child maltreatment, and family and community interventions and prevention. Dr. Meyers teaches Mental Health Consultation in the Schools (PSY 474) and Advanced Seminar in Child and Adolescent Psychotherapeutic Interventions (PSY 580). She supervises the Psychosocial Assessment and Intervention Practica (PSY 436.05) and the Advanced Practicum in School Psychology (psychotherapeutic interventions) (PSY 590) in settings such as a school-based health center. She also supervises students who are placed at For Children's Sake, a program for children who have witnessed domestic violence, and The Baby Fold, a residential treatment center for youth.

Dr. Mark E. Swerdlik, the program coordinator, received his training in school psychology with a specialty in psychological assessment and consultation from Michigan State University. His writing and research relate to professional issues in school psychology and psychological assessment. He is a Fellow of the American Psychological Association, Division 16, and a Diplomate in School Psychology of the American Board of Professional Psychology (ABPP) and of the American Board of Assessment Psychology. He teaches Legal, Ethical, and Professional Issues in School Psychology (PSY 472) and Seminar and Practicum in Supervision of School Psychological Services (PSY 536) and provides supervision as part of the Psychoeducational Assessment and Intervention Practica (PSY 436.04). Dr. Swerdlik also coordinates two services (Child and Adolescent Psychoeducational Assessment and Multidisciplinary Psychoeducational Services) at the PSC. Dr, Swerdlik serves on the editorial boards for the Journal of Psychoeducational Assessment and School Psychology Quarterly.

Dr. Renée M. Tobin holds an M.S. in social psychology and a Ph.D. in school psychology with a specialty in personality and social development from Texas A&M University. Dr. Tobin's research interests include personality development, adult-child relationships, linking basic research to clinical practice, and individual differences in emotional experience, regulation, and communication. She teaches Behavior Disorders in Children (PSY 347), Psychodiagnostics II: Behavioral, Social, and Emotional Assessment (PSY 433), and a Professional Practice Seminar for seniors (PSY 395). She also supervises graduate students enrolled in the Psychosocial Assessment and Intervention Practica (PSY 436.05). Dr. Tobin serves as advisor for the Graduate Association of School Psychology (GASP).