Karen Gischlar
Assistant Professor Email: kgischlar@rider.edu
Phone Number: (609) 896-7751
Department Name:
Graduate Education, Leadership, & Counseling
Office Location:
Memorial Hall 202N

Faculty Office Hours

Mailing Address:
2083 Lawrenceville Road, Lawrenceville, NJ 08648
Role: 
Faculty
Title: 
Assistant Professor
Email: 
kgischlar@rider.edu
Phone Number: 
(609) 896-7751
Department Name: 
Graduate Education, Leadership, & Counseling
Mailing Address: 
2083 Lawrenceville Road, Lawrenceville, NJ 08648
Office Location: 
Memorial Hall 202N

Academic Background

  • Ph.D., School Psychology, Lehigh University
  • Ed.S., School Psychology, Rider University
  • M.A., School Counseling, The College of New Jersey
  • B.S., Early Childhood/Elementary Education, The College of New Jersey

Scholarship
Current research focuses on emergent literacy skill assessment and intervention and the implementation of Response to Intervention models.

Scholarly Projects
Peer Reviewed Journals

  • Dombrowski, S. C., & Gischlar, K. L. (2014). Ethical and empirical considerations in the identification of learning disabilities. Journal of Applied School Psychology, 30, 68-82.
  • Gischlar, K. L. (in press). Research to practice summary: Assessing young children's emergent literacy skills. NHSA Dialog: The Research-to-Practice Journal for the Early Childhood Field.
  • Gischlar, K. L., & Shapiro, E. S. (in press). Efficiency in assessing emergent literacy skills in students attending Head Start. NHSA Dialog: The Research-to-Practice Journal for the Early Childhood Field.
  • Keller-Margulis, M. A., & Gischlar, K. L. (in press). Response to intervention and retention for children with specific learning disabilities: Differences in academic achievement between retained and non-retained students. Contemporary School Psychology.
  • Vesay, J. P., & Gischlar, K. L. (2013). The big 5: Teacher knowledge and skill acquisition in early literacy. Reading Horizons, 52, 281-303.
  • Shapiro, E. S., Hilt-Panahon, A., Gischlar, K. L., Devlin, K. T., Leichman, E. S., & Bowles, S. A. (2012). An analysis of consistency between team decisions and reading assessment data within an RTI model. Remedial and Special Education, 33, 335-347.
  • Hojnoski, R. L., Caskie, G. I. L., Gischlar, K. L., Key, J. M., Barry, A., & Hughes, C. L. (2009). Data display: Preference, acceptability,and accuracy among urban Head Start teachers. Journal of Early Intervention, 32, 38-53.
  • Gischlar, K. L., Hojnoski, R. L., & Missall, K. N. (2009). Improving child outcomes with data-based decision making: Interpreting and using data. Young Exceptional Children, 13 (1), 2-18.
  • Hojnoski, R. L., Gischlar, K. L., & Missall, K. N. (2009). Improving child outcomes with data-based decision making: Graphing data. Young Exceptional Children, 12 (4), 15-30.
  • Hojnoski, R. L., Gischlar, K. L., & Missall, K. N. (2009). Improving child outcomes with data-based decision making: Collecting data. Young Exceptional Children, 12 (3), 32-44.
  • Zirkel, P.A., & Gischlar, K. L. (2008). Due process hearings under the IDEA: A longitudinal frequency analysis. Journal of Special Education Leadership, 21, 19-28.
  • Dombrowski, S. C., Gischlar, K. L., & Clinton, A. (2007). Mandated child abuse reporting in a multicultural environment. Directions in Mental Health Counseling, 17, 31-39.
  • Dombrowski, S. C., Gischlar, K. L., & Durst, T. (2007). A major dilemma of the Internet: Safeguarding young people from cyber pornography and cyber sexual predation. Child Abuse Review, 16, 153-170.
  • Dombrowski, S. C., & Gischlar, K. L. (2006). Supporting school professionals through the establishment of a school district policy on child maltreatment. Education, 127, 234-243.
  • Gischlar, K. L. (2006, December) [Review of the book Strategy instruction for students with learning disabilities.] Communiqué, 35 (4), 42.
  • Gischlar, K. L., & Dombrowski, S. C. (2005, October) [Review of the book Child abuse and culture: Working with diverse families.] Communiqué, 34 (2), 40.
  • Dombrowski, S. C., & Gischlar, K. L. (2005, October). Keeping children safe from online sexual victimization. Communiqué, 34 (2), 18-19.
  • Dombrowski, S. C., & Gischlar, K. L. (2005, October). Keeping children safe on the Internet: Guidelines for parents. Communiqué, 34 (2), insert 1-2.

Books

  • Dombrowski, S.C., Gischlar, K. L. & Mrazik, M. (2011). Assessing and treating low incidence/high severity psychological disorders of childhood. New York, NY: Springer Science.

Chapters in Books

  • Gischlar, K. L. (in preparation). Observing the child. To appear in S. C. Dombrowski Psychoeducational assessment and report writing.
  • Shapiro, E.S., Benson, J. L., Clemens, N. H., & Gischlar, K. L. (2011). Academic assessment. In M. Bray & T. Kehle (Eds.), Oxford Handbook of School Psychology. New York, NY: Oxford University Press.
  • Hilt-Panahon, A. M., Shapiro, E. S., Clemens, N. H., & Gischlar, K. L. (2011). The structure and context of the RtI model. In E. S. Shapiro, N. Zigmond, T. Wallace, & D. Marston (Eds.) Models for Implementing Response to Intervention: Tools, Outcomes, and Implications. New York, NY: Guilford Publications.
  • Gischlar, K. L., Hilt-Panahon, A. M., Clemens, N. H., & Shapiro, E. S. (2011). The process of implementation and design for sustainability. In E. S. Shapiro, N. Zigmond, T. Wallace, & D. Marston (Eds.) Models for Implementing Response to Intervention: Tools, Outcomes, and Implications. New York, NY: Guilford Publications.
  • Clemens, N. H., Shapiro, E. S., Hilt-Panahon, A. M., & Gischlar, K. L. (2011). Student achievement outcomes. In E. S. Shapiro, N. Zigmond, T. Wallace, & D. Marston (Eds.) Models for Implementing Response to Intervention: Tools, Outcomes, and Implications. New York, NY: Guilford Publications.
  • Shapiro, E. S., Hilt-Panahon, A. M., & Gischlar, K. L. (2010). Implementing proven research to school -based practices: Progress monitoring within a response-to-intervention model. In M. Shinn & H. Walker (Eds.). Interventions for Achievement and Behavior in a Three-Tier Model Including RtI. Washington DC: National Association of School Psychologists.

Technical Reports

  • Shapiro, E.S., Clemens, N. H., Hilt-Panahon, A., Devlin, K., Gischlar, K. L., & Bowles, S. (2010, August). Outcomes of benchmark assessment across two years of RtI implementation in MP3 schools. Technical Report #1.

Magazines and Newsletters

  • Gischlar, K. L., & Parisi, D. (2013, Fall). Response to intervention in New Jersey: Current knowledge and future directions. The New Jersey School Psychologist, 5-9.
  • Gischlar, K. L., & Glasberg-Katz, B. (2013, June). Supporting siblings of children with autism spectrum disorders. Oz:Autism iMagazine, 5, 82-84. http://www.autismoz.com

Teaching
Courses taught at Rider University:

  • EDPS510 Assessment & Intervention II: Curriculum Based Measures
  • EDPS584 Practicum in Curriculum Based Measures
  • EDPS515 Assessment & Intervention IV: Behavioral & Social/Emotional Needs
  • EDPS582 Practicum in Social/Emotional Needs
  • CNPY515 Consultation in School & Agency Settings
  • EDPS583 Practicum in Consultation in School & Agency Settings
  • EDPS590/591 Internship in School Psychology I & II
  • SPED514 Positive Behavior Support
  • EDAD521 Research & Data-Based Decision Making

Certifications

  • School Psychologist #00424212 (NJ)
  • Student Personnel Services #00119044 (NJ)
  • Elementary School Teacher #00016485 (NJ)
  • Nursery School Teacher #00016486 (NJ)
  • Nursery/Kindergarten Teacher, Private Academic (PA)