Director, Psychoeducational Research and Training Centre (PRTC)
Executive Director, BC School Psychology Internship program
Neville Scarfe Building 1120
Louisiana State University, PhD
Dr. William (Bill) McKee is Director of the Psychoeducational Research and Training Centre and Assistant Professor of School Psychology and Special Education in the Faculty of Education at the University of British Columbia. He has been involved in research and graduate training at UBC for the past 12 years.
Bill worked with a broad spectrum of children and youth with special needs as a special education teacher, prior to undertaking doctoral work in School Psychology at Louisiana State University. Following his doctoral study, he worked as a School Psychologist in the Olympia Washington public schools, one of the first districts in the United States to provide full-inclusion in neighborhood schools for all students with disabilities. A major focus of his current work is the planning and delivery of psychological and educational services to students with special needs. A particular emphasis of this work, both in clinical training and research, is the integration of professional services and effective processes for planning and implementation of services for children and youth with special needs (CYSN). Bill has been involved for several years with provincial efforts to respond to needs of research and development of services for CYSN. Of particular interest are the efforts by the Ministry of Education, Ministry of Children & Family Development, and the Ministry of Health to develop a Framework for Action in responding to key issues of Waits, Gaps and Overlaps, Inconsistent Standards and Service Quality, and a Complex and Disjointed Service System.
Wormeli, C., Robinson, G., & McKee, W.T. (In press). Administration and technical manual for the SAASI-HFS, School aged autism screening instrument for high functioning students, 70 pages, Delta, BC: POPARD Press.
Perot, J. A. & McKee, W. T. (1996). How school psychologists think about scoring ambiguous and difficult-to-score responses: Some implications for training and practice. Trainers’ Forum, 15 (1), 12-13.
Bill has a major research project on development and implementation of Individual Education Plans (IEPs) for students identified with special needs. This project involves studies on the planning, implementation and quality of data used in IEPs for students in British Columbia schools who have been identified with special needs.
Bill is also working with the British Columbia Association of Child Development & Intervention (BCACDI) on – the Children and Youth with Special Needs Service and Provider Mapping and Modeling project. Completion of this work will allow for a comprehensive picture of the services for children and youth with special needs and their families within British Columbia through the range of community, regional and provincial specialized and sub-specialized service providers. This will include identification and location of the services being provided, the providers and professions involved, the populations being served by each service and the tier of service (Tier 2 – Community; Tier 3 – Regional, Tier 4 – Provincial) within the three sectors of health, education and social services.
Bill is also involved in ongoing program evaluation projects focused on evaluation school and community prevention programs for at-risk children and youth with Family Services Canada and the National Crime Prevention Centre.