School Psychology Faculty
Michael J Ash, Ph.D. - Professor
(Arizona State University, 1974)
Michael J. Ash-Mike Ash has worked at Texas A&M for over 30 years. During that time he has served as professor, department head and associate dean for graduate studies. His most recent teaching has been in the area of Human Development and supervising the third year practicum in the doctoral program in School Psychology. Dr. Ash has chaired more that 50 doctoral dissertations and many masters programs. He currently is working on a contract with Head Start, providing mental health consulting and supervising two doctoral students.
In the area of research, his most recent activities have been in understanding more about the development of bi-polar disorder in young children and the use of academic screening instruments for pre-school children.
Jamilia Blake, Ph.D. - Assistant Professor
(University of Georgia, 2007)
Dr. Blake is a recent graduate of the University of Georgia School Psychology program. She is a certified school psychologist in the state of Georgia and is board certified in School Crisis Response through the American Academy of Experts in Traumatic Stress. Her research interests surround children's peer relations. Specifically, she is interested in peer-directed aggression in ethnic/minority populations and females, and the relation between peer-directed aggression and children's psychological/ social adjustment, academic achievement, and familial risk and protective factors. She also interested in the application of multivariate analytic approaches to clinical and developmental research.
Nathan H. Clemens, Ph.D. - Assistant Professor
(Lehigh University, 2009)
Nathan Clemens received his Ph.D. in school psychology from Lehigh University in 2009. Dr. Clemens has worked with schools implementing tiered models of prevention and intervention for student academic and behavioral success. His research interests include early literacy and academic skills development, improving systems to help educators make better data-based decisions, and response to intervention models.
Constance J. Fournier, Ph.D. - Clinical Professor
(University of Texas at Austin, 1987)
Constance Fournier, Clinical Professor, received her Ph.D. from The University of Texas at Austin in Educational Psychology. She practiced as a school psychologist in a hospital setting for 10 years, serving children, adolescents, and families with individual, group, and family therapy. She also provided assessment and school consultation with specialty teams including diabetes, craniofacial, and multiple disabilities. She was an assistant professor at the University of Missouri-St. Louis in Educational Psychology before coming to Texas A & M. She has a dual appointment in two programs, School Psychology and Special Education. Her research interests include teacher efficacy, inclusion, and ethics.
Jorge E. Gonzalez, Ph.D. - Assistant Professor
(University of Nebraska - Lincoln, 2001)
Jorge Gonzalez received his Ph.D. in 2001 from the University of Nebraska-Lincoln. His research focuses on oral language and literacy development of low income and other diverse learners that impact reading comprehension. His specific interests are identifying the home literacy environmental (HLE) correlates of language literacy development in very young children, and ways of intervening early. He is an author of numerous refereed journal articles, an emergent literacy curriculum (Stepping Stones to Literacy) highlighted in the Department of Education's What Works Clearinghouse (WWC), and has received substantial funding from the Department of Education and Institute for Education Sciences (IES).
Jan N. Hughes, Ph.D. - Professor
(University of Texas at Austin, 1976)
Professor Jan N. Hughes. Dr. Hughes's research focuses on the development, assessment, and treatment of children's social, emotional, and behavioral disorders and on the prevention of conduct problems in youth. Author of more than 100 refereed journal articles, she has received significant research funding from the NIH and other agencies. A Fellow of the American Psychological Association and a licensed psychologist, she has served in many national leadership roles including President of the American Psychological Association Division of School Psychology. She is one of three individuals to ever receive the APA's Division of School Psychology's highest awards for outstanding contributions in both service and research to school psychology.
Jeffrey Liew, Ph.D. - Assistant Professor
(Arizona State University, 2005)
Jeffrey Liew completed his Ph.D. in 2005 from Arizona State University. His research focuses on socio-emotional and socio-cognitive development and processes that lead to adaptive or maladaptive functioning from early childhood through adolescence. He is particularly interested in the roles of self-regulation and emotional reactivity in children's psychosocial and academic outcomes and trajectories. In his research, Liew incorporates multi-method or multi-informant approaches to assess emotion and self-regulatory responses through molecular genetic, physiological, behavioral, and self-report measures. He is currently conducting a study (Project ABC) with preschool and early grade school children. For more information on his research, please visit http://projectabc.tamu.edu
Anita Sohn McCormick, Ph.D. - Clinical Assistant Professor
(Texas A & M University, 2000)
Dr. Sohn McCormick obtained her doctorate degree school psychology from Texas A&M University in 2000. Her degree included a dual emphasis in child and family issues as well as minority and bilingual populations. She completed her internship at Cypress Fairbanks ISD where she worked with children from preschool to high school. She has taught intellectual, academic and bilingual assessment, assessment of preschoolers, and is currently supervising students providing services in local school districts. Her areas of interest are preschool assessment, bilingual assessment and evidence based practices applied to bilingual and minority populations.
William A. Rae, Ph.D. - Clinical Professor
(University of Texas-Austin, 1975)
William Rae, PhD is a Clinical Professor who teaches courses on Child Psychotherapy, Child Psychopathology, and the Rorschach; he also works with students in preparation for the internship application process. He is the Director of the two Counseling and Assessment Clinics that are used by both the School Psychology Program and the Counseling Psychology Program for training purposes. He is a licensed psychologist with 25 years of clinical experience working in health care settings; he serves as the university supervisor for many students who complete practica in hospital settings. His interest areas are pediatric psychology and ethics.
Cecil R. Reynolds, Ph.D., Emeritus
(University of Georgia, 1978)
Cecil R. Reynolds, PhD, ABPN, earned his Doctoral Degree from the University of Georgia in 1978 under the tutelage of Dr. Alan S. Kaufman, with a major in School Psychology and minors in Statistics and in Clinical Neuropsychology. Prior to joining the Texas A & M University faculty in 1981, Dr. Reynolds was a faculty member at the University of Nebraska‑Lincoln, where he served as Associate Director and Acting Director of the Buros Institute of Mental Measurement. His primary research interests are in all aspects of psychological assessment with particular emphasis on assessment of memory, emotional and affective states and traits, and issues of cultural bias in testing. He maintained a clinical practice treating trauma victims and individuals with Traumatic Brain Injury for 25 years before retiring from clinical work at the end of 2003.
Dr. Reynolds is the author of more than 300 scholarly publications and author or editor of over 45 books including Handbook of School Psychology, the Encyclopedia of Special Education, and the Handbook of Clinical Child Neuropsychology. He is the author of several widely used tests of personality and behavior including the Behavior Assessment System for Children and the Revised Children's Manifest Anxiety Scale. He is also senior author of the Reynolds Intellectual Assessment Scales (RIAS), Test of Memory and Learning, the Clinical Assessment Scales for the Elderly, the forthcoming Elderly Memory Schedule, and co‑author of several computerized test interpretation systems. His service to the profession and to society has been recognized through various professional awards. He is currently a Professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar at Texas A & M University.
Cynthia A. Riccio, Ph.D. - Professor
(University of Georgia, 1993)
Cynthia A. Riccio, Ph.D received her doctorate in Educational Psychology from the University of Georgia in 1993. Her teaching interests include individual assessment, neuropsychology, and multicultural issues. Her research interests include Learning Disabilities, ADHD, Excecutive Function, and Language Disorders. She is actively involved in all aspects of the school psychology training program and currently serves as the Director of Training for the program, as well as the PI for the Doctoral Training Grant.
