Susan C. Davies, EdD, NCSP, is an associate professor in the school psychology program at the University of Dayton, where she also serves as the program and internship coordinator. She is a widely published researcher whose professional interests include: increasing educator awareness of traumatic brain injury incidence, studying the efficacy of specific interventions for traumatic brain injuries, and developing model service plans for students with traumatic brain injuries.
Milton J. Dehn, EdD, NCSP, is a nationally recognized expert on processing assessment, working memory, and children’s long-term memory problems. Dr. Dehn is the author of Essentials of Processing Assessment, Working Memory and Academic Learning, Long-Term Memory Problems in Children and Adolescents, and Helping Children Remember. After working as a school psychologist and training school psychology graduate students for many years, Dr. Dehn is now a private practice school psychologist and the program director for Schoolhouse Tutoring®, an agency in La Crosse, Wisconsin that provides assessment, consultation, and tutoring for children with learning and memory problems.
John E. Desrochers, PhD, ABPP, is a licensed psychologist and certified school psychologist. He has been a practitioner for more than 30 years and has served on the adjunct graduate faculties of Fairfield University, Southern Connecticut State University, Long Island University, and the Massachusetts School of Professional Psychology, teaching courses in behavior therapy, psychotherapeutic techniques, psychopathology, and school psychology. He earned his doctorate in educational psychology at Columbia University and also holds graduate degrees in remedial reading, behavior analysis, and marriage and family therapy. He is board certified in school psychology (ABPP) and applied behavior analysis (BCBA). Dr. Desrochers has written numerous articles on professional issues such as prevention, mental health, special education, ethics, and school psychology. His recent book is entitled Depression in Children and Adolescents: Guidelines for School Practice. He provides staff training and consultation on behavioral assessment/intervention and counseling. He currently serves as editor of Communiqué and is a member of the editorial boards for School Psychology Forum: Research in Practice and the Journal of Applied School Psychology. He is a former president of the Connecticut Association of School Psychologists (CASP) and a former Connecticut Delegate to the National Association of School Psychologists (NASP). He is a recipient of the CASP Distinguished Service Award and two Presidential Awards from NASP. In 2007, he was named the NASP School Psychologist of the Year.
Robert J. Dixon, PhD, NCSP, joined the school psychology program at the University of Wisconsin-La Crosse in 2001 and became the program director in 2003. He practiced as a school psychologist for 3 years in the Turtle Mountain/Antler River School Districts (Manitoba, Canada), 5 years in Casper, WY, and 2 years in La Crescent, MN. He maintains his school psychology license in Wisconsin and Minnesota and is a licensed psychologist in Wisconsin. He started in academia in 1999 at the University of Wisconsin-Superior in the school psychology program. He also has been a member of school improvement efforts in La Crescent, MN; La Crosse, WI; and Onalaska, WI as a mentor through the Wisconsin Department of Public Instruction REACh (Responsive Education for All Children) program. He has been an active member in professional associations. For the National Association of School Psychologists (NASP), he is the elected delegate from Wisconsin and serves as cochair to the NASP Summer Conference Workgroup. For the Wisconsin School Psychologists Association (WSPA), he served as the President of WSPA from 2006–2007 and has been the WSPA Chair of Professional Development since 2003. Dr. Dixon has presented and conducted research on school improvement, response to intervention (RTI), professional practice issues, and academic skills and enablers that impact school success.
Howard M. Knoff is the creator and director of Project ACHIEVE, author of the Stop and Think Social Skills Programs (for school and home/parents), and director of the Arkansas Department of Education's State Personnel Development Grant, which is funding the statewide implementation of Project ACHIEVE. Dr. Knoff was previously a professor of school psychology at the University of South Florida for 20 years and the director of the school psychology program there for 12 years. Dr. Knoff is widely respected for his research and writing on school reform and organizational change, consultation and intervention processes, social skills and behavior management training, response to intervention, and professional issues. He has authored or coauthored 17 books, published over 75 articles and book chapters, and delivered over 500 papers and workshops nationally. A recipient of the Lightner Witmer Award from the American Psychological Association's School Psychology Division in 1989 for early career contributions, and over $15 million in external grants during his career, he was the 21st President of the National Association of School Psychologists.
Kathy McNamara received her PhD in School Psychology in 1985 from Kent State University, and has served as the program director at Cleveland State University since 1996. Kathy has served as chair of the NASP Ethics and Professional Practices Committee and also served two terms as the Ohio Delegate to NASP. Kathy has published research examining system-wide implementation of an RTI model in Ohio, including studies identifying important aspects of the Tier 3 problem-solving process. She authored several chapters in the Best Practices series and is a frequent and popular presenter on topics related to response to intervention and professional ethics.
Kathleen Minke, NCSP, holds degrees in school psychology from James Madison University (EdS, 1984) and Indiana University (PhD, 1991). She has worked as a practitioner in Virginia, Indiana, and Maryland. Since 1991, she has been a professor in the school psychology program at the University of Delaware, where her interests include counseling, family–school collaboration, and social–emotional assessment. She is a licensed psychologist and serves as a consultant to Delaware’s positive behavior supports initiative. She is active in the National Association of School Psychologists and served as president during 2010–11.
Rosario C. Pesce, PhD, NCSP, is a school and clinical psychologist and School Psychology Coordinator of Clinical Training at Loyola University Chicago. He is retired from the J. Sterling Morton High Schools, where he served as Student Assistance Program Coordinator. He was appointed to the Illinois Children’s Mental Health Partnership and serves on the School Age Policy and Practices Committee. Dr. Pesce served on the writing team for the Illinois State Board of Education’s social–emotional learning standards and is a past president of the Illinois School Psychologists Association. He has published on school gang prevention and school/community mental health services. He a member of the NASP PREPaRE Workgroup and is a coauthor of PREPaRE Workshop 1, 2nd Ed.
Jim Wright, MS, is a highly acclaimed national presenter and author on topics related to academic and behavioral intervention. He has worked for over 20 years in public education as a school psychologist and school administrator. He has published several books that outline for school administrators, teachers, and support staff the essential techniques, resources, and guidelines to successfully implement a response to intervention model. Jim also is the developer of www.interventioncentral.org, a premier website that provides valuable, free online resources for school psychologists and other educators.