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Elizabeth McCallum, Ph.D.

Associate Professor
School of Education
School Psychology

102B Canevin Hall
Phone: 412.396.1874

Education:

Ph.D., School Psychology, University of Tennessee, 2006
B.A., Psychology, Cornell University, 2000
Publications

Hawkins, R, McCallum, E., Musti-Rao, S., McGuire, S., Berry, L., & Barkley, E. (2011). Adding listening previewing to decrease reading errors during peer tutoring and increase reading fluency and comprehension. Journal of Evidence-Based Practices for Schools, 12, 151-175.

Hawkins, R, McCallum, E., Musti-Rao, S., McGuire, S., Berry, L., & Barkley, E. (2011). Implementation guidelines: Adding listening previewing to decrease reading errors during peer tutoring and increase reading fluency and comprehension. Journal of Evidence-Based Practices for Schools, 12, 176-178.

McCallum, E. & Schmitt, A. (2011). Using technology in schools to enhance student performance. Journal of Evidence-Based Practices for Schools, 12, 129-130.

McCallum, E. & Schmitt, A. (in press). The taped problems intervention: Increasing the math fact fluency of a student with an intellectual disability. International Journal of Special Education.

Poncy, B. C., McCallum, E. & Skinner, C. H. (in press). A comparison of class-wide taped problems and cover, copy, and compare for enhancing mathematics fluency. Psychology in the Schools.

Schmitt, A., McCallum, E., Rubinic, D., & Hawkins, R. O. (2011). Reading pen decoding and vocabulary accommodations: Impact on student comprehension accuracy and rate. Journal of Evidence-Based Practices for Schools, 12, 223-241.

Schmitt, A., McCallum, E., & Lovelace, T. (in press). Use of reading pen assistive technology to accommodate post-secondary students with reading disabilities. Assistive Technology.

Bliss, S. L., Skinner , C. H., McCallum, E., Saecker, L. B., Rowland-Brown, E., & Brown, K. S. (2010). A comparison of taped -problems with and without a brief post-treatment assessment on multiplication fluency. Journal of Behavioral Education, 19, 156-168.

McCallum, E., Schmitt, A. J., Schneider, D. L., Rezzetano, K., & Skinner, C. H.(2010). Extending research on the taped-problems intervention: Do group rewards enhance math fact fluency development? School Psychology Forum, 4, 44-61.

Poncy, B. C., McCallum, E., & Schmitt, A. J. (2010). A comparison of behavioral and constructivist interventions for increasing math-fact fluency in a second-grade classroom. Psychology in the Schools, 47, 917-930.

Schmitt, A. J., Hale, A., & McCallum, E., & Mauck, B. (2010). Accommodating remedial readers in the general education setting: Is listening-while-reading sufficient to improve factual and inferential comprehension? Psychology in the Schools, 48, 37-45.

Neddenriep, C., Skinner, C., Wallace, M., & McCallum, E. (2009). Classwide peer tutoring: Two experiments investigating the generalized relationship between increased oral reading fluency and reading comprehension. Journal of Applied School Psychology, 25, 244-269.

Schmitt, A. J., McCallum, E., Hale, A. D., Obeldobel, E., & Dingus, K.
(2009). Can text-to-speech assistive technology improve the reading comprehension of students with severe reading and emotional disabilities? Journal of Evidence-Based Practices for Schools, 10, 95-119.

Schmitt, A. J., McCallum, E., Hale, A. D., Obeldobel, E., & Dingus, K.
(2009). Using text-to-speech assistive technology to improve the reading comprehension of students with severe reading and emotional disabilities. Journal of Evidence-Based Practices for Schools, 10, 120-123.

Carroll, E., Skinner, C., Turner, H., McCallum, E., & Woodland, S. (2006). Evaluating and comparing responsiveness to two interventions designed to enhance math-fact fluency. School Psychology Forum: Research in Practice, 1, 1-18.

McCallum, E., Skinner, C., Turner, H., & Saecker, L. (2006). The taped-problems intervention: Increasing multiplication fact fluency using a low-tech, class-wide, time-delay intervention. School Psychology Review, 35, 419-434.

Bain, S., Rheams, T., Lee, Y., & McCallum, E. (2004). Generalization and maintenance efforts in social integration interventions for preschool and kindergarten aged children. Journal of Applied School Psychology, 20, 1, 103-130.

McCallum, E., Skinner, C., & Hutchins, H. (2004). The taped-problems intervention: Increasing division fact fluency using a low-tech self-managed time-delay intervention. Journal of Applied School Psychology, 20, 129-147.