About School Psychology Faculty

About the School Psychology Faculty

Students benefit from classes taught by faculty who are active researchers — a rarity in most graduate programs. Faculty members are also active practitioners, conducting evaluations, consulting with teachers and school districts and offering parent trainings.

Our faculty members are shaping theory and practice within the field, publishing books and authoring articles in top-tier medical, psychological and educational journals, including:

Journal of School Psychology
School Psychology Review
Psychological Assessment
Journal of Applied School Psychology
School Psychology
Contemporary School Psychology
Structural Equation Modeling Assessment
Professional Psychology: Research and Practice Journal of Pediatric Psychology
Birth Defects Research: Teratology
Educational Forum
Journal of Psychoeducational Assessment

Their work has been recognized by leading authorities in medicine, public health, psychology and law, including:

U.S. Assistant Surgeon General
The head of the National Institutes of Health
Federal Bureau of Investigation
American Psychological Association

Recent research and publications

Publications with student co-authors (since 2020):
- Dombrowski, S. C., McGill, R. J. & Casey, C. (in press). The WJ IV Cognitive: Evidence-based assessment and interpretation. In G.L. Canivez (Ed.), Evidenced based interpretation of cognitive ability measures. Rowman & Littlefield.
- Dombrowski, S. C. & Jones, M. (in press). The Phonological Awareness Test, Second Edition: Normative Update (PAT-2: NU). Mental Measurements Yearbook (21st Ed.). Buros Institute.
- Gischlar, K. L., Castro, P., & Dombrowski, S. C. (in press). The Bayley-4 Brief Measure. Mental Measurements Yearbook (21st Ed.). Buros Institute.
- Dombrowski, S. C., & Casey, C. (2022). Test Review: The WIAT-4. Journal of Psychoeducational Assessment, 40(8), 1033-1038. https://doi.org/10.1177/07342829221116808
  Dombrowski, S. C., Engel, S, & Lennon, J. (2022). Test Review: MEZURE. Journal of Psychoeducational Assessment, 40(4), 559-565. https://doi.org/10.1177/07342829211072399
- Dombrowski, S. C., Gischlar, K. L., Green, L., Noonan, K., & Martin, R. P. (2020). Birthweight and psychoeducational outcomes: Investigation of an African-American birth cohort. Journal of Psychoeducational Assessment.
- Dombrowski, S. C. & Gialanella, A. (2020). [Review of The SCERTS Model]. In J. F. Carlson, K. F. Geisinger & J. L. Jonson (Eds.) The twenty-first mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements
- Gischlar, K. L., & Gialanella, A. (2020). [Review of the test SLS Screener for Language and Literacy Disorders]. In J. F. Carlson, K. F. Geisinger & J. L. Jonson (Eds.) The twenty-first mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.
- Gischlar, K. L., & Gialanella, A. (2020). [Review of the test Test of Early Reading Ability, 4 th Edition]. In J. F. Carlson, K. F. Geisinger & J. L. Jonson (Eds.) The twentieth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.
Faculty Only publications (since 2020)
- Dombrowski, S. C., & McGill, R. J. (2024). Clinical Assessment in School Psychology: Impervious to Scientific Reform? Canadian Journal of School Psychology, 0(0). https://doi.org/10.1177/0829573523122405
- Dombrowski, S. C., Beaujean, A. A., McGill, R. J., & Farmer, R. L. (2023). Online cognitive assessment in the era of COVID-19: Examining the validity of the MEZURE. Psychological Assessment, 35(11), 901–910. https://doi.org/10.1037/pas0001216
- Watkins, M. W., Dombrowski, S. C., McGill, R. J., Canivez, G. L., Pritchard, A. E., & Jacobson, L. A. (2023). Bootstrap Exploratory Graph Analysis of the WISC–V with a clinical sample. Journal of Intelligence, 11(137), 1-12. https://doi.org/10.3390/jintelligence110701
- Beaujean, A. A., McGill, R. J., & Dombrowski, S. C. (2022). Financial Conflicts of Interest in School Psychology: A Continuing Problem. Contemporary School Psychology, 1-11.
- Farmer, R. L., McGill, R. J., Lockwood, A. B., Dombrowski, S. C., Canivez, G. L., & Zaheer, I. (2022). Warning signs or hype in school-based assessment: Implications for training and pedagogy. School Psychology: Training & Pedagogy, 39(1), 11-24. https://doi.org/10.31234/osf.io/ypcv
- Dombrowski, S. C., McGill, R. J., Farmer, R. L., Kranzler, J. H., & Canivez, G. L. (2022). Beyond the rhetoric of evidence-based assessment: A framework for critical thinking in clinical practice. School Psychology Review, 51(6), 771-784. https://doi.org/10.1080/2372966X.2021.196012
- Dombrowski, S. C., McGill, R. J., Watkins, M. W., Canivez, G. L., Pritchard, A. E., & Jacobson, L. A. (2022). Will the real theoretical structure of the WISC-V please stand up? Implications for clinical interpretation. Contemporary School Psychology, 26(4), 492-503. https://doi.org/10.1007/s40688-021-00365-
- Watkins, M. W., Canivez, G. L., Dombrowski, S. C., McGill, R. J., Pritchard, A. E., Holingue, C. B., & Jacobson, L. A. (2022). Long-term stability of Wechsler Intelligence Scale for Children-fifth edition scores in a clinical sample. Applied neuropsychology. Child, 11(3), 422-428. https://doi.org/10.1080/21622965.2021.187582
- Farmer, R. L., McGill, R. J., Dombrowski, S. C., & Canivez, G. L. (2021). Why questionable assessment practices remain popular in school psychology: Instructional materials as pedagogic vehicles. Canadian Journal of School Psychology, 36(2), 98-114. https://doi.org/10.1177/082957352097811
- Dombrowski, S. C., Gischlar, Karen L., Green, L., Noonan, K., & Martin, R. P. (2021). Low birthweight and psychoeducational outcomes: Investigation of an African American birth cohort. Journal of Psychoeducational Assessment, 29(3), 346-353. https://doi.org/10.1177/073428292096596
- Farmer, R. L., McGill, R. J., Dombrowski, S. C., Benson, N. F., Smith-Kellen, S., Lockwood, A. B., Powell, S., Pynn, C., & Stinnett, T. A. (2021). Conducting psychoeducational assessments during the COVID-19 crisis: The danger of good intentions. Contemporary School Psychology, 25, 27-32. https://doi.org/10.1007/s40688-020-00293-x
- Canivez, G. L., McGill, R. J., & Dombrowski, S. C. (2021). Factor structure of the Differential Ability Scales-Second Edition core subtests: Standardization sample confirmatory factor analyses. Journal of Psychoeducational Assessment, 38(7), 791-815. https://doi.org/10.1177/073428292091479
- Dombrowski, S. C., McGill, R. J. & Morgan, G. W. (2021). Monte Carlo Modeling of Contemporary Intelligence Test (IQ) Factor Structure: Implications for IQ Assessment, Interpretation and Theory. Assessment, 28(3), 977-993. https://doi.org/10.1177/107319111986982
- Dombrowski, S. C., Watkins, M. W., McGill, R. J., Canivez, G. L., Holingue, C., Pritchard, A. E., & Jacobson, L. A. (2021). Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-subtest primary battery: Can index scores be compared across age, sex, and diagnostic groups? Journal of Psychoeducational Assessment, 39(1), 89-99. https://doi.org/10.1177/073428292095458
- Dombrowski, S. C., McGill, R. J., Canivez, G. L., Watkins, M. W., & A. A. Beaujean (2021). Factor analysis and variance partitioning in intelligence research: Clarifying misconceptions. Journal of Psychoeducational Assessment, 39(1), 28-28. https://doi.org/10.1177/073428292096195
- Farmer, R. L., McGill, R. J., Dombrowski, S. C., McClain, M. B., Harris, B., Lockwood, A. B., Powell, S. L., Pynn, C., Smith-Kellen, S., Loethen, E., Benson, N. F., & Stinnett, T. A. (2020). Teleassessment with children and adolescents during the coronavirus (COVID-19) pandemic and beyond: Practice and policy implications. Professional Psychology: Research and Practice, 51(5), 477–487. https://doi.org/10.1037/pro000034
- Canivez, G. L., McGill, R. J., Dombrowski, S. C., Watkins, M. W., Pritchard, A. E., & Jacobson, L. A. (2020). Construct validity of the WISC–V in clinical cases: Exploratory and confirmatory factor analyses of the 10 primary subtests. Assessment, 27, 274-296. https://doi.org/10.1177/107319111881160
- Dombrowski, S.C. (2020). Psychoeducational assessment and report writing, Second Edition. Springer Nature. https://doi.org/10.1007/978-3-030-44641-3
- Psychoeducational Assessment and Report Writing, 2nd edition, by Stefan Dombrowski, Ph.D., professor and director of Rider’s Ed.S. in School Psychology with two chapters written by Karen Gischlar, Ph.D., associate professor of school psychology; the topic of the book is psychoeducational assessment.
- "Ten years of response to intervention: Trends in the school psychology literature,” by Dr. Gischlar and co-authors
- "Item construction using reflective, formative, or Rasch measurement models: Implications for group work,” by Dr. Gischlar, Christina Peterson, Psy.D., chair and professor of the Department of Graduate Education, Leadership, and Counseling, and Andrew Peterson, Rutgers University professor
- "Learning on the move: Making meaning through movement," by Dr. Gischlar and Tricia Nolfi, program director and assistant professor II, Organizational Leadership Program and Higher Education Assessment, Analytics and Change Management at Rider University; the paper provides instructors in higher education with creative means for presenting course concepts and skills
- Psychoeducational Assessment and Report Writing, 2nd edition, by Stefan Dombrowski, Ph.D., professor and director of Rider’s Ed.S. in School Psychology with two chapters written by Karen Gischlar, Ph.D., associate professor of school psychology; the topic of the book is psychoeducational assessment.
- "Ten years of response to intervention: Trends in the school psychology literature,” by Dr. Gischlar and co-authors
- "Item construction using reflective, formative, or Rasch measurement models: Implications for group work,” by Dr. Gischlar, Christina Peterson, Psy.D., chair and professor of the Department of Graduate Education, Leadership, and Counseling, and Andrew Peterson, Rutgers University professor
- "Learning on the move: Making meaning through movement," by Dr. Gischlar and Tricia Nolfi, program director and assistant professor II, Organizational Leadership Program and Higher Education Assessment, Analytics and Change Management at Rider University; the paper provides instructors in higher education with creative means for presenting course concepts and skills

Recent awards and accomplishments

Dr. Dombrowski was recognized as one of the top 25 most productive researchers in his field out of 931 doctoral and non-doctoral programs, according to authorship credit metrics published in Psychology in the Schools by Geissler, Demir, and Walsh (2024). Notably, he was one of only three school psychologists from non-doctoral programs to earn this distinction.
Dr. Dombrowski served as keynote speak at the Australian Psychological Society presenting on the topic of evidence-based psychological assessment practices in 2023
Dr. Dombrowski’s article, “Cognitive profile analysis in school psychology: History, issues, and continued concerns” published in the Journal of School Psychology won article of the year in 2019.
Dr. Dombrowski’s article, “Warning signs for hype in school-based assessment: Implications for training and pedagogy,” published in School Psychology: Training & Pedagogy received honorable mention accommodation for article-of-the-year.
Dr. Dombrowski recently received the Jane Bostrum Service to School Psychology award, which is a state level award from the New Jersey Association of School Psychologists for his research contributions to the field of school psychology
Dr. Gischlar was elected as the Central Delegate to the New Jersey Association of School Psychologists

Stefan Dombrowski, Ph.D.
609-895-5448
sdombrowski@rider.edu
Karen Gischlar, Ph.D.
609-896-7751
kgischlar@rider.edu

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About School Psychology Faculty

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