Thomas Schanding


Associate Professor
SACP Area Coordinator


Scarfe Office Block 2416

Scholarly Interests:

Social and Emotional Learning, Universal Screening, Behavioral/Mental Health Interventions, Autism Spectrum Disorders, LGBTQIA+ Youth, Social Justice

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).

Theoretical Orientation:



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


University of Southern Mississippi, 2006, PhD in School Psychology (APA Accredited)

University of Southern Mississippi, 2004, MA Psychology

Western Kentucky University, 2001, BA Psychology

Selected Publication

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 Schools5(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