PRINCIPAL INVESTIGATORS
Thomas R. Kratochwill PhD
 Dr.
Kratochwill received his PhD in Educational Psychology from the University
of Wisconsin-Madison in 1973 with a specialization in school psychology.
He joined the faculty at the University of Arizona in 1973 in the Department
of Educational Psychology. In 1983 he returned to the University of
Wisconsin-Madison to direct the School Psychology Program and the Psychoeducational
Clinic. He is director of the Educational and Psychological
Training Center, an interdisciplinary unit for clinical and research
training for counseling psychology, rehabilitation psychology and special
education, and school psychology. Currently, he is also co-director of the
Child and Adolescent Mental Health and Education Resource Center.
Dr. Kratochwill has been an active researcher and contributor to the
scientific psychological literature in a number of areas. He is the
author of over 150 journal articles, book chapters, and monographs.
He has written or edited 25 books and has made over 100 presentations
at professional meetings. Among his books are Single Subject Research:
Strategies for Evaluation Change (1978); Selective Mutism: Implications
for Research and Treatment (1981); Advances in School Psychology
(Volumes I-VIII, 1981-1995); a series devoted to advances in research,
theory, and practice in school psychology, with Richard J. Morris,
Treating Children's Fears and Phobias: A Behavioral Approach,
(1983); The Practice of Child Therapy (3rd ed., 1998); and,
with John R. Bergan, Behavioral Consultation and Therapy (1990). He
is also the co-editor of the Handbook of Group Interventions in
Children and Families (1998).
Dr. Kratochwill's research has received recognition from national
and state organizations. In 1977, he received the Lightner Witmer Award
from Division 16 of the American Psychological Association. In 1981,
he received the Outstanding Research Contributions Award from the Arizona
State Psychological Association, and in 1995, an award for Outstanding
Contributions to the Advancement of Scientific Knowledge in Psychology
from the Wisconsin Psychological Association. He was the recipient
of the Senior Scientist Award from Division 16 of the American Psychological
Association in 1995. In 1995, the Wisconsin Psychological Association
selected his research for its Margaret Bernauer Psychology Research
Award and in 1996, 2001, and 2003, the APA Division 16 journal School
Psychology Quarterly selected on of his articles as best research of
the year. He received the Distinguished Service Award from the School
of Education at the University of Wisconsin-Madison. He has been associate
editor of Behavior Therapy, The Journal of Applied behavior
Analysis, School Psychology Review, and a guest editor of
Behavioral Assessment. He was selected as the founding editor
of the American Psychological Association Division 16 journal School
Psychology Quarterly from 1984 to 1992. He was co-editor of the
special section of School Psychology Quarterly devoted to evidence-based
intervention research. He is past president of the Society for the
Study of School Psychology and co-chair of the Task Force on Evidence-Based
Interventions in School Psychology.
Stephen N. Elliott PhD
Dr. Elliott received his doctorate at Arizona State University in 1980 and is currently a professor of Special Education and the Dunn Family chair of Educational and Psychological Assessment at Vanderbilt University-Peabody College. Prior to moving to Vanderbilt, Dr. Elliott was on faculty at the University of Wisconsin-Madison where he was the Associate Director of the Wisconsin Center for Education Research and a member of the leading School Psychology Program in the country. He currently co-directs two USDOE research grants concerning testing accommodations and interventions for students with disabilities.
Dr. Elliott's research focuses on assessment of children's social skills and academic competence; development of testing accommodations and alternate assessment methods for evaluating the academic performance of students with disabilities; and the design and evaluation of school-based interventions for students at risk academically.
Dr. Elliott has been a productive scholar authoring more than 115 journal articles, 20 books, and 4 widely used behavior-rating scales. His scholarly and professional contributions have been recognized by his colleagues in school psychology as evidenced by being the 1984 recipient of the Lightner Witmer Award from Division 16 within the American Psychological Association, by being elected to Fellow status in four APA divisions, and being appointed Editor of School Psychology Review (1984-1990) for two terms. Steve frequently consults with educators on the assessment and instruction of K-12 students and served on the National Academy of Sciences' Committee on Education Goals 2000 and Students with Disabilities during 1995-1997. He also has served as a member of the APA/NASP Inter-Organizational Committee and was the Program Chairmanship for AERA's 2002 Annual Convention.
Melissa Clements PhD
 Dr.
Clements received her PhD in Developmental Psychology from Wayne State
University in 2001. Melissa completed her post-doctoral training at
the Waisman Center at the University of Wisconsin-Madison in 2003 and
is currently an assistant research scientist at the University of Wisconsin-Madison. Her research focuses
on (a) child socio-emotional, behavioral, and academic development, (b) contextual
influences (i.e., family, school), and (c) the development and evaluation
of prevention/intervention programs for high-risk populations (i.e.,
children with disabilities, children from economically disadvantaged
backgrounds). Melissa's research was recognized in 2000 with the Steven
A. Lewis Memorial Research Award and in 2001 with the Wayne State Dissertation
Fellowship Award. Her research has been presented at professional conferences
and published in peer-reviewed journals.
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