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Oklahoma State University

School Psychology Research Teams

The school psychology program at Oklahoma State University actively encourages graduate students to join research teams. The school psychology program utilizes the Science-Based Child/Learner Success Model in preparing graduate students to become highly competent, empirically-based psychologists. Typically, research teams consist of a faculty member and several students who are in varying stages of their academic degree program. Students who have been in the program for several years may mentor new students in the research process, creating an educational environment of support and efficiency. The school psychology faculty hold weekly research team meetings with students with the end result being one of continuous productivity for the students.

The school psychology students and faculty at OSU continuously publish and submit articles for publication, including the following "Big Five" school psychology journals:

  • School Psychology Review
  • School Psychology Quarterly
  • The Journal of School Psychology
  • Psychology in the Schools
  • The Journal of Psycho-Educational Assessment

In addition, the students and faculty have presented research in recent years at conferences held by the following organizations:

  • The American Psychological Association
  • The National Association of School Psychologists
  • The Oklahoma School Psychological Association
  • The Rocky Mountain Educational Research Association
  • The International Association of Trauma Studies

The students and faculty have also written recent articles for the following publications:

  • The School Psychology Trainers Forum
  • The School Psychologist
  • OSPA Today

Faculty Research Interests

Terry A Stinnett, Associate Professor, Co-Director of Training

  • University of Southern Mississippi
  • Issues in child psychopathology, psychoeducational assessment, labeling bias

Gary J. Duhon, Assistant Professor

  • Louisiana State University
  • Treatment based assessment procedures, functional assessment of academic deficits, examination of variables associated with treatment integrity

Georgette P. Yetter, Assistant Professor

  • University of Nebraska-Lincoln
  • Disparities in educational opportunities and outcomes among low-SES and linguistic-minority children, development and refinement of psychological measures, examining the effectiveness of school-based interventions for children with autism. 

Benjamin G. Solomon, Assistant Professor

  • University of Massachusetts Amherst
  • Evidence-based behavioral prevention, teacher consultation, measurement of effective teaching behaviors, statistics