Kara E. McGoey, Ph.D.Associate Professor
School of Education
Counseling Psychology and Special Education
209A Canevin Hall
Education:Ph.D., School Psychology, Lehigh University, 1998
Dr. McGoey is currently an Associate Professor of School Psychology at Duquesne University where she teaches courses on behavioral assessment and intervention, child and adolescent development and early childhood assessment and intervention. Dr. McGoey received her PhD from Lehigh University and completed an internship and post-doctoral fellowship at Children's Hospital of Philadelphia. Her research interests include translating scientifically sound interventions into the school setting to improve the social emotional functioning of children, reducing the barriers to intervention fidelity and preschool mental health. Dr. McGoey is the author of 27 published journal articles and book chapters and over 50 scholarly presentations given at international, national, regional or local conferences.
GPSY 619 Child and Adolescent Development
GPSY 625 Behavior Interventions
GPSY 808 Early Childhood Assessment and Intervention
GPSY 815 Standards and Ethics in School Psychology
McGoey, K.E., Schneider, D.L, Rezzetano, K., Clark, B. & Novak, K. (in press). The Effect of a Preschool Consultation Model: The TOTS Program. Journal of Educational and Psychological Consultation.
McGoey, K.E., Rezzetano, K, Schneider, D. & Tankersley, M. (2010). Class- wide Intervention to Manage Disruptive Behavior in the Kindergarten Classroom. Journal of Applied School Psychology.
McGoey, K. E., Cowan, R.J., Rumrill, P.P., & LaVogue, C. (2010). Understanding the psychometric properties of reliability and validity in assessment. Work: A Journal of Prevention, Assessment and Rehabilitation, 36, 105-111.
Altman, C., Sommers, J.l., McGoey, K.E., (2009) Anxiety in Early Childhood: What do we know? Journal of Infant and Child Psychology, 5, 157-176
Cowan, R. J., McGoey, K. E., & Quallick, C. (2007). The Side Effects of Inclusion for Students with Learning Disabilities: Their Impact on the Role of the Practicing School Psychologist: Past, Present and Future Directions. Learning Disabilities-Multicultural Journal, 14, 167-176.
McGoey, K. E., DuPaul, G. J., Haley, E., & Shelton, T. L. (2007). Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder in Preschool: The ADHD Rating Scale-IV Preschool Version. Journal of Psychopathology and Behavioral Assessment, 29, 269-276.
McGoey, K. E., Prodan, T., & Condit, N. (2007). Examining the effects of teacher and self-evaluation of disruptive behavior via school-home notes for two young children in kindergarten. Journal of Early and Intensive Behavior Intervention, 3, 365-376 .
Staples, L., McGoey, K. E., Cowan, R. J., Crist, N., & Tankersely, M. J. (2006). Collaborating with kindergarten teachers to increase student compliance with classroom rules. Journal of Evidence Based Practice for School. 7, 142-164.
McGoey, K. E., Lender, W. L., Buono, J., Blum, N. J., Power, T. J., & Radcliffe, J. R. (2006). A model for assessing preschool children with attention and activity regulation problems. Journal of Infant and Child Psychology, 2, 117-138.
Tankersley, M., McGoey, K. E., Dalton, D., Rumrill, P. D., & Balan, C. M. (2006). Single subject research methods in rehabilitation. Work: A Journal of Prevention, Assessment and Rehabilitatin, 26, 85 -92.
McGoey, K. E., DuPaul, G. J., Eckert, T. L., Volpe, R. J., & Van Brackle, J. (2005). Outcomes of a multi-component intervention for preschool children at-risk for attention-deficit/hyperactivity disorder. Child and Family Behavior Therapy, 27, 33-56.
McGoey, K. E., Eckert, T. L., & DuPaul, G. J. (2002). Early intervention for preschool-age children with ADHD: A literature review. Journal of Emotional and Behavioral Disorders, 10, 14-28.
Boyajian, A. E., DuPaul, G. J., Handler, M. W., Eckert, T. L., & McGoey, K. E. (2001). The use of classroom-based brief functional analysis with preschoolers at-risk for ADHD. School Psychology Review, 30, 278-293.
DuPaul, G. J., McGoey, K. E., Eckert, T. L., & VanBrackle, J. (2001). Preschool children with Attention-Deficit/Hyperactivity Disorder: Impairments in behavioral, social, and school functioning. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 508-515.
McGoey, K. E., & DuPaul, G. J. (2000). Token reinforcement and response cost interventions: Reducing the disruptive behavior of preschool children with ADHD. School Psychology Quarterly, 15, 330-343.