Department of Psychology

Dr. Elizabeth McKenney

Assistant Professor

(e-mail)

Education: Ph.D., 2010
University of Florida

Specialization: School Psychology

Phone:
(618) 650-3430

Office:
AH-0129b

About Dr. McKenney

Dr. Elizabeth McKenney received her Ph.D. in school psychology from the University of Florida in 2010. Prior to joining the faculty at SIUE, she worked as a predoctoral intern and postdoctoral resident providing school psychology services at Round Rock Independent School District in Round Rock, Texas. Dr. McKenney’s primary research interests are in evaluating the efficacy of school-based services for students with autism spectrum disorders (ASD). Related interests include teacher and systems-wide consultation, school psychological service delivery under a problem-solving model, culturally competent practice, and appropriate use of school psychologists’ skills. Her work has been presented at the annual meeting of the National Association of School Psychologists (NASP) and the Association for Behavior Analysis (ABA).

Dr. McKenney teaches graduate courses in psychological consultation, cognitive assessment of children and issues in school psychology. She also teaches an undergraduate child psychology course.

Mentoring Expertise

Dr. McKenney is available to mentor students interested in intervention services for students with ASD, culturally competent mental health services in schools, applied behavior analysis, and those interested in graduate studies in school or clinical child psychology.

Representative Publications

• McKenney, E. L. W., Waldron, N. A., & Conroy, M. A.  (in press).  The effects of training and performance feedback during behavioral consultation on general education middle school teachers' integrity to functional analysis procedures. Journal of Educational and Psychological Consultation.
• McKenney, E. L. W., Cole, A. M., Young, L. M., Krohn, E. J., Hupp, S. D. A., & Jewell, J. D. (2013). Determining adolescents’ risk for involvement in bullying or cyberbullying: A review of two studies. In Trejos-Castillo, E. (Ed.). Youth: Practices, Perspectives, and Challenges. NOVA Publishers, Hauppauge, NY.
• Hupp, S. D. A., McKenney, E. L. W., Schmittel, M., McCobin, A.., Owens, S. A. (2013). Disseminate, debunk, differentiate: Teaching about evidence-based treatments in a child psychology course. The Behavior Therapist, 36, 14 – 16.
• Boyd B. A., Conroy, M. A., Asmus, J. M., & McKenney, E. L. W. (2011). Direct observation of peer-related social interaction: Outcomes for young children with Autism Spectrum Disorders. Exceptionality, 19, 94-108.
• Boyd, B. A., Conroy, M. A., Asmus, J. M., McKenney, E. L. W., & Mancil, G. R. (2008). Descriptive analysis of classroom setting events on the social behaviors of children with autism spectrum disorder. Education and Training in Developmental Disabilities, 43 (2), 186-197.