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Thomas Schanding

Associate Professor (Under Review)
July 1, 2021 hire
School and Applied Child Psychology
Social and Emotional Learning
Universal Screening
Behavioral/Mental Health Interventions
Autism Spectrum Disorders
LGBTQIA+ Youth
Social Justice

Education:

University of Southern Mississippi, 2006, PhD in School Psychology (APA Accredited)
University of Southern Mississippi, 2004, MA Psychology
Western Kentucky University, 2001, BA Psychology

Scholarly Interests:

My research program focuses on three strands:

1) Social-emotional and mental/behavioral health of students.

2) The social experiences and school functioning of lesbian, gay, bisexual, transgender, queer, intersex, asexual (LGBTQIA+) youth.

3) Assessment and intervention for students with an Autism Spectrum Disorder (ASD).

Awards:

President’s Distinguished Faculty Research Award, University of Houston – Clear Lake , 2020
Group Teaching Excellence Award, University of Houston , 2011
Early Career Scholar, Society for the Study of School Psychology , 2009

Selected Publications:

Reid, E.K., Keller-Margulis, M.A., Schanding, G.T., & Tolar, T.D. (2019). Predicting kindergarten writing achievement using early written expression and behavior screening. Journal of Applied School Psychology, 35(3), 215-233.

Schanding, G.T., & Case, K.A. (2018). Masculine and feminine conformity in lesbian, gay, and bisexual youth. Research and Practice in the Schools, 5(1), 9-18.

Nowell, K.P., Schanding, G.T., Kanne, S.M., & Goin-Kochel, R.P. (2015).  Cognitive profiles in youth with autism spectrum disorder: An investigation of base rate. Journal of Autism and Developmental Disabilities, 45, 1978-1988. doi:10.1007/s10803-014-2356-71

Schanding, G.T. (2014). Academic and behavioral-emotional screenings to enhance prediction of statewide assessment scores in reading. Research and Practice in the Schools, 2(1), 21-30.

Wiesner, M., & Schanding, G.T. (2013). Exploratory structural equation modeling, bifactor models, and standard CFA models: Application to the BASC-2 BESS teacher report form. Journal of School Psychology, 51(6), 751-763. doi:10.1016/j.jsp.2013.09.001

Schanding, G.T., Nowell, K.P., Goin-Kochel, R.P. (2012). Utility of the Social Communication Questionnaire-Current and Social Responsiveness Scale as teacher-report screening tools for autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(8), 1705-1716. doi:10.1007/s10803-011-1412-9

Newell, M.L., Nastasi, B.K., Hatzichristou, C., Jones, J.M., Schanding, G.T., & Yetter, G.P. (2010). Evidence on multicultural training in school psychology: Recommendations for future directions. School Psychology Quarterly, 25(4), 249-278. doi:10.1037/a0021542

Theoretical Orientation:

Ecological/Cognitive-Behavioral
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