| Student | Degree | Title |
| Renee Crane | MS | An investigation of graduate student scoring errors on WJ-R and WIAT test protocols |
| Elizabeth Harwood | MS | Effects of low birth weight and socioeconomic status on children’s behavior in first and second grade |
| Beth Viechnicki | MS | Test-retest reliability of the Leiter-R and its relationship to the Raven’s Progressive Matrices |
| Joy Miller | MS | Representation of male and female characters in children’s illustrated storybooks |
| Tim Runge | MS | Phonemic awareness skills of preschool children |
| Miriam Pacheco | MS | Interobserver agreement in behavioral research |
| Heidi Bonfatti-Carter | MS | Readability levels of empirically validated parenting books |
| Linda Gerhart | MS | Predictive validity of the K-BIT with the WISC-III for gifted referrals |
| Christina Ravert | MS | Meta-analysis of factor analyses of the WISC-III among exceptional children |
| Laura Wyglinski | MS | Stability and equivalence of a test of phonemic awareness |
| Debra Young | MS | A construct validity study of the Motivations for Reading Questionnaire |
| Catherine Marcell | MS | A comparison of the factorial structure of the WISC-III for gifted boys and girls |
| Courtney Zoren | MS | Diagnostic utility of the WISC-III Bannatyne profile |
| Krista Turner | MS | Wechsler’s Block Design: Practice effects from WAIS to WISC-III |
| Kelli Pearson | MS | Internal consistency reliability of scores from students in Trinidad and Tobago on the Mountain Shadows Phonemic Awareness Scale |
| Ellen Borsuk | MS | The relationship between oral reading fluency and cloze scores among elementary school students from the Republic of Trinidad and Tobago |
| Janelle Matesic | MS | The factor structure of the Reynolds Adolescent Depression Scale in adolescents from the Republic of Trinidad and Tobago |
| Sarah Gill | MS | Construct validity of the Learning Behaviors Scale with a sample of primary school students from Trinidad and Tobago |
| Rachel Neuhard | MS | Examining the factor structure of the Motivation to Read Profile among a sample of elementary school students |
| James Kuterbach | MS | Factor structure of the New Imaginary Audience Scale in a sample of female college students |
| Julie FitzGerald | MS | Parents’ rights in special education: The readability of procedural safeguards |
| Kasey Kotz | MS | Predictive validity of the GCA from the Differential Ability Scales in the presence of interfactor variability |
| Laura Hankins | MS | Structural validity of the Homework Performance Questionnaire |
| Faith Miller | MS | WAIS-III factor index profile analysis for postsecondary students with learning disabilities |
| Amanda Fleming | MS | The relative efficacy of using WAIS-III FSIQ scores with significant factor score discrepancies to predict academic achievement of college students |
| James Stephens | MEd | A preliminary analysis of WISC-IV scores among students referred for special education |
| Tim Runge | PhD | The dimensionality of phonemic awareness among children at the end of kindergarten |
| Courtney Smith | PhD | Diagnostic utility of WISC-III profiles |
| Ellen Borsuk | PhD | Long-term stability of membership in WISC-III subtest and factor score core profile taxonomies |
| Joy Miller | PhD | The use of graphs to communicate psychoeducational test results to parents |
| Christiana Ravert | PhD | Construct validity of the Wechsler Intelligence Scale for Children--Third Edition Freedom From Distractibility factor |
| Debra Coffee | PhD | An investigation of the structural validity of the Adjustment Scales for Children and Adolescents-Home (ASCA-H) |
| Heidi MacDonald | PhD | Incremental validity of kindergarten cognitive ability, phonemic awareness, letter knowledge, and rapid serial naming on later reading achievement |
| April Fisher | PhD | Malingering in ADHD diagnoses of college students |
| Janelle Matesic | PhD | Identifying CBM writing indices for eighth grade students |
| Sarah Rochette | PhD | The relationship between parent and teacher ratings on the Adjustment Scales for Children and Adolescents |