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Elizabeth McCallum, Ph.D.Assistant Professor 209C Canevin Hall |
Courses Taught
Psychology of Learning
Child & Adolescent Development
Single Subject Methods for School Psychologists
Social Psychology
Child & Adolescent Psychopathology
Directed Research
Education
Ph.D. School Psychology
University of Tennessee, Knoxville, TN
B.A. Psychology
Cornell University, Ithaca, NY
Research Interests
Developing and empirically validating academic interventions for students with and without special education eligibility.
The taped-problems math intervention for building math fluency.
Academic and behavioral interventions that incorporate technology to improve student performance.
Academic accommodations for students with special needs.
Current Projects
Hawkins, R. O., McCallum, E., & Schmitt, A. J. (in submission). Comparing the efficiency of adult-mediated repeated reading and listening-while-reading on reading fluency and comprehension.
McCallum, E., Schmitt, A. J., & Skinner, C. (in submission). The taped-problems intervention: An evidence-based practice to improve math calculation and fluency. Executive summary submitted to Pearson Inc. for product development.
Poncy, B., McCallum, E. & Skinner, C. (in submission). A comparison of class-wide taped problems and cover, copy, and compare for enhancing mathematics fluency.
McCallum, E., Schmitt, A. J., Keener, D., Dingus, K., & Vergari, J. (in preparation). Taped- problems intervention: Improving the math fluency of a student with cognitive impairment.
Schmitt, A. J., Hale, A., & McCallum, E. (in preparation). Accommodating remedial readers in the general education setting: Is a commonly applied accommodation sufficient to improve comprehension?
Professional Affiliations
American Psychological Association
American Psychological Association: Division 16
National Association of School Psychologists
Pennsylvania Psychological Association
Trainers of School Psychologists
Recent Publications
Bliss, S.L., Skinner, C.H., McCallum, E., Saecker, L.B., Rowland, E., & Sager, K.E. (in press). Does a brief post-treatment assessment enhance learning? An investigation of taped-problems on multiplication fluency. Journal of Behavioral Education.
McCallum, E., Poncy, B.C. (in press). Math strategies: Enhancing basic math-fact fluency. In NASP publication Helping Children at Home and School: Handouts for Families and Educators.
McCallum, E., Schmitt, A.J., Keener, D., Rezzetano, K., & Skinner, C.H. (accepted). Extending research on the taped problems intervention: Does adding group rewards enhance fluency development? School Psychology Forum.
Neddenriep, C., Skinner, C.H., Wallace, M., & McCallum, E. (2009). Classwide peer tutoring: Two experiments investigating the generalized relationship between increased oral reading fluency and reading comprehension. Journal of Applied School Psychology, 25, 244-269.
Poncy, B. C., McCallum, E., & Schmitt, A. J. (accepted pending revisions). A comparison of behavioral and constructivist interventions for increasing math fact fluency in a second grade classroom. Psychology in the Schools.
Poncy, B.C., McCallum, E., & Skinner, C.H. (in press). Advocating for effective instruction: School psychologists as instructional leaders. In T. Lionetti, E. Snyder, & R. Christner (Eds.), Building Professional Competencies in School Psychology.
Schmitt, A. J., McCallum, E., Hale, A. D., Obeldobel, E., & Dingus, K. (in press). Can text-to- speech assistive technology improve the reading comprehension of students with severe reading and emotional disabilities? Evidence Based Practices for Schools.
Schmitt, A. J., McCallum, E., Hale, A. D., Obeldobel, E., & Dingus, K. (accepted pending revision). Text-to-speech assistive technology to improve reading comprehension: Implementation guidelines. Journal of Evidence Based Practices for Schools.
Recent Professional Experience & Service
Guest Associate EditorJournal of Evidence Based Practices for Schools
Editorial Advisory Board member
Magination Press
Ad hoc reviewer
Division 16 of the American Psychological Association annual conferences (2007 and 2008)
Ad hoc reviewer
Behavioral sciences group at Routledge Publishers (2007-2008).
Ad hoc reviewer
Psychology in the Schools (2006-2007)
