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Scott Graves

Associate Professor
School of Education
Counseling, Psychology and Special Education

G3A Canevin Hall
Phone: 412.396.4477


Ph.D., Educational and Counseling Psychology: School Psychology emphasis, University of Kentucky
M.A., Psychology, Marshall University
B.S., Applied Science: Biology, Bluefield State College

My interests can be broadly categorized as understanding protective factors that lead to appropriate development in early childhood. Specifically, my research agenda is focused on identifying strengths in African American children that lead to positive socio-emotional and academic outcomes.



Graves, S., & Blake, J. (2016). Psychoeducational Assessment and Intervention for Ethnic Minority Children: Evidence Based Approaches. American Psychological Association.

Graves, S., & McGoey, K. (under contract) Linking Assessment to Intervention: A Strength Based, Culturally Relevant Approach. Guilford Publications.

Journal Articles

*Indicates Student Contribution

Graves, S., & Ye, F. (accepted for publication). Are Special Education Labels Accurate for Black Children: Racial Differences in Academic trajectories of youth diagnosed with specific learning and intellectual disabilities. Journal of Black Psychology.

*Smith, L. V., Blake, J. J., Graves, S. L, *Vaughan-Jensen, J. E., *Pulido, R., & *Banks, C. (accepted for publication).Promoting diversity through program websites: A multicultural content analysis of School Psychology program websites. School Psychology Quarterly.

Blake, J., Graves, S., Newell, M., & Jimerson, S. (accepted for publication). Diversification of School Psychology: Developing an Evidence from Current Research and Practice. School Psychology Quarterly.

Graves, S., *Sobalvarro, A., *Nichols, K., *Ryan, A., *Aston, C.,* Blefari, A., *Schutte, K., *Schachner, A., *Vicoria, L, Prier, D. (accepted for publication). Examining the Effectiveness of a Culturally Adapted Social Emotional Intervention for African American Males in an Urban Setting. School Psychology Quarterly.

*Ryan, A., Graves, S., *Sabalvarro, A., *Nichols, K., *Schutte, K., *Aston, C., (2016). An Evaluation of Strong Kids in an Urban African American Female Sample: The Need for Gender-Specific and Culturally Focused Interventions. School Psychology Forum, 10, 157-164.

*Aston, C. & Graves, S. (2016). Promoting Positive Self Identity in Urban Schools: The Impact of a Gender Specific Afrocentric Intervention. School Psychology Forum. 10, 165-176.

*Beeks, A., & Graves, S. (2016). The Effects of the Mystery Motivator Intervention in an Urban Classroom. School Psychology Forum, 10, 142-156.

McGoey, K., & Graves, S. (2016). Evidence-based interventions in urban schools: Unique implications for implementation: Introduction to the special issue. School Psychology Forum, 10, 131-133.

*Sobalvarro, A., Graves, S., & Hughes, T. (2016). The effects of check-in/check-out on kindergarten students in an urban setting. Contemporary School Psychology, 20, 84-92

Miranda, A., Radliff, K., Graves, S., & Worrell, F. (2014). Culture Counts: Preparing school psychologists for working with diverse populations. Psychology in the Schools, 51, 329-331.

Graves, S., Proctor, S., & *Aston, C. (2014). Professional roles and practices of urban school psychologists. Psychology in the Schools, 51, 384-394.

Graves, S., & Serpell, Z. (2013). Racial Differences in Medication Use in a National Sample of Children with ADHD Enrolled in Special Education. School Mental Health, 5, 175-182.

Smith, L., Blake, J., & Graves, S. (2013). School psychology programs effort to recruit culturally diverse students. Trainers Forum 32 (1), 4-23.

Brown-Wright, L., Tyler, K., Graves, S., Thomas, D., Stevens-Watkins, D., & Mulder, S. (2013). Examining the associations among home-school dissonance, motivation, and classroom disruptive behavior for urban high school students. Education and Urban Society, 45, 142- 162.

Graves, S. & Brown-Wright, L. (2013). A qualitative study of ethnically diverse school psychology faculty experiences in the professoriate: Implications for diversifying higher education. Trainers Forum, 31(2), 29-46.

Graves, S., Blake, J., Kim, E. (2012). Differences in parent and teacher ratings of preschool problem behavior in a national sample: The significance of gender and SES. Journal of Early Intervention. 34, 151-165.

Proctor, S. L., Graves, S., & Esch, R. C. (2012). Assessing African American students for specific learning disabilities: The promises and perils of Response to Intervention. Journal of Negro Education, 81, 268-282.

Graves, S. (2011). School and Child level predictors of academic success for African American children in 3rd grade: Implications for No Child Left Behind. Race, Ethnicity, and Education, 14, 675-697.

Graves, S., & Mitchell, A. (2011). Is the Moratorium Over? African American Psychology Professionals Views on Intelligence Testing in Response to Changes to Federal Policy. Journal of Black Psychology. 37, 407-425.

Graves, S. & Howes, C. (2011). Ethnic Differences in Behavioral Problems in Preschool The impact of Teacher Child Relationships, Ethnic Match, and Classroom Quality. School Psychology Quarterly, 26, 202- 214.

Stevens-Watkins, D., & Graves, S. (2011). Differences between African American males who are and are not involved in the Criminal Justice System Evidence from a National Sample. Ethnicity in Criminal Justice, 9, 136-151.

Graves, S., & Wright, L. (2011). Parent Involvement at School Entry: A National Examination of group differences and Achievement. School Psychology International, 32, 35-48

Harris, T. & Graves, S. (2010). The influence of cultural capital transmission on reading achievement in African American fifth grade boys. Journal of Negro Education, 79, 447-457.

Graves, S. (2010). Are we neglecting African American males: Parental involvement differences between African American males and females during elementary school? Journal of African American Studies, 14, 263-276.

Graves, S. & Wright, L. (2009). HBCU students and faculties views of School Psychology: Implications for increasing diversity in higher education. Psychology in the Schools, 46, 616-626.

Graves, S. & Frohwerk, A. (2009). Multilevel Modeling and School Psychology: A review and practical example. School Psychology Quarterly, 24, 84-94.

Graves, S. (2009). Albert Sidney Beckham: The first African American school psychologist. School Psychology International, 30, 5-23.

Sullivan, A. L., AVant, E., Baker, J., Chandler, D., Graves, S., et al. (2009, October). Confronting inequity in special education: Promising practices for addressing disproportionality. NASP Communique, 38(2), 1.

Sullivan, A. L., A-Vant, E., Baker, J., Chandler, D., Graves, S., et al. (2009, September). Confronting inequity in special education: Understanding the problem of disproportionality: Part I. NASP Communique, 38(1), 1, 16.

Graves, S., & Wright, L. (2007). Comparison of individual factors in school psychology graduate students Why do students pursue a degree in school psychology. Psychology in the Schools, 44, 865-872.