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Doctoral
Core Faculty
School Psychology Program
 Dr.
Nina Ellis-Hervey is an
Assistant Professor in the School Psychology program. She completed
her Ph.D. in Educational
Psychology/School Psychology at Oklahoma State University. While
there, she also completed a specialty in Applied Behavioral Analysis
through extended work with child and adolescents with Autism Spectrum
Disorders. Dr. Ellis-Hervey
worked on various studies with faculty, peers and research teams and
presented much of this work at national conferences. Some of these
studies included topics such as various math interventions, peer and
sibling victimization, PTSD and Autism Spectrum Disorders. During her
pre-doctoral internship, Dr. Ellis-Hervey worked tirelessly between three
sites including The Autism Program, The Hope Institute for Children and
Families and Springfield School District 186. During her time there she
worked with staff in group homes, creating and modeling intervention plans,
provided group and individual therapy, implemented and created various social
skills groups and completed weekly diagnostic assessments for children suspected
of having Autism. She also worked served on multi-disciplinary teams along
with clinical psychologists, psychiatrists, nurses, program coordinators and
medical residents to review and present behavioral data of students and monitor
behavioral changes between psychotropic medication changes. Within the
school system, she also served as an integral part of Student Assistance Teams,
IEP teams and worked with students and teachers on various behavioral and
academic interventions. Dr. Ellis-Hervey's dissertation study, The
Comparison of Sensory Integrative Therapy (Specifically Weighted Vests) and
Applied Behavioral Analysis (Specifically a Differential Schedule of
Reinforcement) in the Treatment of Children Who Have Autism Spectrum Disorder, proved
to be quite beneficial and she is currently working to publish the results of
the study while furthering her research in the area.
 Dr. Ginger Kelso is an Assistant Professor in
the School Psychology program. She completed her Ph.D. in Disability Disciplines
(with specialization in Special Education) at
Utah
State
University
. While there, she worked with faculty on multiple federally funded research
projects including Project Need to Read, a study of the differential effects of
two computer-delivered reading interventions and Virtual Home Visits, a study of
the feasibility of web-based early intervention services. Dr. Kelso also worked
as an assistant in the clinical services division of the Center for Persons with
Disabilities at
Utah
State
University
. In this role, she provided educational and behavioral consultations to
families and schools for children with a wide range of disabilities, including
developmental disabilities and autism. She also served on a multidisciplinary
diagnostic team in which children with suspected disabilities were assessed for
educational, behavioral, or health-related disabilities. Dr. Kelso has conducted
research in the area of Relational Frame Theory and language development and has
presented regionally and nationally. She has published research in Infants & Young Children and The Psychological Record (in progress).
Dr. Judith Lauter is
Professor and Director of the Human Neuroscience Laboratory (HNL) in the School
Psychology program. She earned her Ph.D. in Communication Sciences from
Washington
University
in
St. Louis
,
Missouri
. Her research and clinical interests include brain asymmetries, dynamic
neurological relations linking different sides and levels of the nervous system,
the neuro-psycho-biological effects of prenatal hormones, and the neurological
basis for individual differences in academic skills as well as propensity for
conditions such as autism, hyperactivity, chronic ear infections, central
auditory processing disorder, and conduct disorder.
Her directorship of the HNL includes the development of innovative
methodologies for collecting and interpreting data on human brain and behavior, based on the use of HNL
facilities for testing both peripheral and central aspects of brain and body
function. She has written or edited 15 chapters, books, and educational videos,
35 scholarly articles, and presented
more than 160 scholarly presentations, both in the
U.S.
and internationally, on her basic, applied, and theoretical research. She
recently published a book on the brain-shaping effects of prenatal hormones and
implications for a variety of issues in education and psychology. Her laboratory
experience includes working with students at all levels, from public school to
post-doctoral, including directing nine doctoral dissertations at two Research
One universities. Her research has been published in journals from education,
communication sciences and disorders, psychology, and learning disorders,
including Brain and Cognition, Biological
Psychiatry, Speech Communication, Ear and Hearing, Current Opinion in
Otorhinolaryngology and Head & Neck Surgery, Folia Phoniatrica et Logopedica,
Journal of the Acoustical Society of America, Journal of Developmental and
Learning Disorders, Behavioral Research Methods Instrumentation and Computers,
Frontiers in Bioscience, and Annals of the New York Academy of Sciences.
 Dr.
David Lawson is a
Professor in both the School Psychology program and in the graduate Counseling
program. He earned his Ph.D. in Counseling from the
University
of
North Texas
. Dr. Lawson is a licensed psychologist in
Colorado
, and is also a licensed marriage and family therapist. Dr. Lawson’s research
and clinical interests involve the treatment and understanding of intimacy
violence and related trauma and its effects on women and children, clinical
counseling, family systems analysis and therapy, and cognitive-behavioral
therapy. His current research has identified psychological profiles for both
male and female partner abusers, forms of integrated treatment approaches with
perpetrators and victims, and the effects of attachment styles (e.g., secure or
insecure) on treatment effectiveness. Currently, he is examining treatment
effects on children who have been exposed to interparental violence in school,
home, and community settings. His past research focused on implementing and
testing the effects of school family groups on middle school students. Dr.
Lawson provides group supervision and seminars for students during their
practicum experiences. He has been
published in several prominent journals including Psychotherapy,
Research and Practice, Psychology of Men & Masculinity, Professional
Psychology, Interpersonal Violence, Victims and Violence, Journal of Marital
& Family Therapy, and Family
Process.
 Dr.
Glen McCuller
is a professor in the School Psychology program. Upon earning his Bachelor’s
degree and teacher certification, he began his career teaching students with
severe developmental disabilities (aged 3-21 years) in a self-contained school.
Dr. McCuller then earned both his Master's degree in Special Education with an
emphasis in transition programming and his Ph.D. in Special Education
emphasizing Applied Behavior Analysis and educational research methodology from
Utah
State
University
. Upon completing his graduate work, Dr. McCuller served as the coordinator for
a supported employment program for students with learning disabilities,
emotional disturbance, and mental retardation. He has worked as a teacher
trainer at
Tennessee
Technological
University
and at SFASU. Dr. McCuller has served as an educational and behavioral
consultant to school districts and human services programs. His interests
include: applied behavior analysis, developmental disabilities, autism, direct
instruction, behavior management, and single-subject research design. Dr.
McCuller has directed two U.S. Department of Education OSERS Personnel
Preparation training grants, supervised graduate research, presented regionally
and nationally, and has been published in several prominent journals including
the Journal of Applied Behavior Analysis, Research in Developmental
Disabilities, the Journal of Special Education, and the Journal of
Rehabilitation.
 Dr.
Chris Ninness is
professor and director of the School Psychology program at SFA. He has Ph.
D.’s from the
University
of
North Texas
and Texas Woman’s University, and a Post-Doctorate in Behavioral Pediatrics
from The Johns Hopkins University School Kennedy Krieger Institute. Dr. Ninness
has a special interest in behavioral software development and systems,
functional analysis and treatment, human-computer interaction, design of
artificial neural networks, and data-based treatment strategies. His
school/clinical activities provide the foundation for his research endeavors,
including development of
computer-based observation techniques to systematically evaluate dysfunctional
behaviors. Recently, Dr.
Ninness received funding to develop a series of online neural network
algorithms that are applicable to a wide range of investigations within school
psychology and related disciplines. He and his colleagues have published a
series of studies that identify and remediate various types of learning problems that occur during
computer-interactive instruction. He has developed and continues to expand his
online neural networking system and statistical Web server that allows SFA and
other scholars throughout the
country to identify behavior patterns that are not possible to obtain by using
traditional statistical procedures. Dr. Ninness has served as an associate
editor for the Journal of Applied Behavior
Analysis and has served on the board of reviewers for The
Psychological Record and Behavior and
Social Issues.
Dr. Robin Rumph is an Associate Professor in the
School Psychology doctoral program.
He earned his Ph.D. in Educational Psychology/School
Psychology from Texas Woman’s University in
Denton
,
Texas
. Dr. Rumph is a board certified behavior analyst, a licensed psychologist, and a
licensed specialist in school psychology. His academic and research
interests include scientific research-based educational practices in regular and
special education, the use of relational frame theory to produce computer-based
math instruction, the use of relational frame theory to analyze language and
social problems such as discrimination and prejudice, the analysis of
macro-contingencies and meta-contingencies affecting educational and other
societal practices, verbal behavior, autism, direct instruction, public school
reform, and behaviorism. Dr. Rumph has also served as a guest reviewer or
a member of the editorial boards of other journals, he is an active member of
the Trainers’ Committee in the Texas Association of School Psychologists, and
was a council member from 2003-2006 for the Texas Association for Behavior
Analysis, of which he was fundamental in founding. He
has served as past President of the Texas Association of Behavior Analysis, and
continues to be instrumental in the development of behavior analysis within the
State of
Texas
. Dr. Rumph sits on the editorial board of Behavior and Social Issues.
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