Publications
Research on clear psychological reports, effective learning interventions, and education policy. Each summary highlights why the work matters in practice.
Peer-reviewed articles
Accessible Communication in Psychological Evaluation Reports: A Systematic Review and Meta-Analysis
CHILD PSYCHIATRY AND HUMAN DEVELOPMENT, 2026
Across 14 experiments involving 1,283 readers, accessible psychological reports were easier to use than traditional formats. The findings support plain language and clear organization as professional practice.
Closing the Gap in Psychological Report Writing: A Cross-Study Synthesis, 1954-2025
PRACTICE INNOVATIONS, 2026
A synthesis of research from 1954 to 2025 finds a persistent preference for accessible psychological reports, highlighting the need to translate established evidence into training and practice.
Parent Experiences with Children’s Psychological Evaluation Reports
DISCOVER PUBLIC HEALTH, 2026
Parents found plain-language, thematically organized reports easier to understand and act on. The study examines how report design can make evaluation findings more useful to families.
Dose-Response Patterns in Mathematics Intervention for At-Risk K-3 Learners
AI, BRAIN AND CHILD, 2026
A reanalysis of 24 studies examines how intervention time and assessment alignment relate to mathematics gains in early elementary learners. It highlights instructional dose when interpreting limited progress.
Evidence Synthesis for Reconceptualizing Learning Disabilities in Children with Autism and Neurodevelopmental Conditions
REVIEW JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, 2026
A review of evidence on learning difficulties in autism and other neurodevelopmental conditions, examining implications for direct academic assessment and the intensity of instruction.
Evaluating the Validity of the Pediatric Behavior Rating Scale for Mood Problems in Children
JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT, 2026
An evaluation of the Pediatric Behavior Rating Scale for identifying mood concerns in children, including how its items and subscales relate to diagnostic criteria and clinical data.
Communiqué, National Association of School Psychologists
Moving Effective Dyslexia Assessment From Theory to Practice
COMMUNIQUÉ 55(1), 2026
Practical implications of the 2025 dyslexia definition for assessment, with an emphasis on direct measures of reading and translating evidence into school practice.
Revisiting a New Normal for Psychological Evaluation Reports
COMMUNIQUÉ 54(8), 2026, WITH SHEILA DESAI
An updated guide to psychological reports that families and educators can use: plain language, clear organization, and specific recommendations.
Professional Practice: A New Normal for Psychological Evaluation Reports
COMMUNIQUÉ 49(3), 2020, WITH SHEILA DESAI
The original case for making psychological reports more accessible to the families and educators they are meant to serve.
Lowering Barriers to Progress at the State Level
COMMUNIQUÉ 40(4), 2011, WITH JAYNE BOULOS
Lessons from Maine’s school psychology legislation on building advocacy, changing professional practice standards, and turning policy goals into law.
Other writing
The Category Error: What We Get Wrong About Learning Disabilities
MEDIUM, FEBRUARY 2026
A parent-focused explanation of learning disabilities, assessment, and why the amount and quality of instruction matter.