Thomas Kehle

Professor


Titles:

Professor
Director of School Psychology

Academic Degrees:

Ph.D. University of Kentucky, Major: School Psychology
M.A. University of Kentucky, Major: Counseling Psychology
B.A. Florida Atlantic University, Major: Psychology

Areas of Expertise:

Assessment

Data-based Decision Making

Behavioral Intervention

Classroom Discipline

Cognitive Psychology

Depression Intervention

Intelligence

School Climate

School Psychology

Self-modeling

Biography:

Dr. Kehle is a fellow of the American Psychological Association, the Association for Psychological Science, and the American Association of Applied and Preventative Psychology. He is licensed as a psychologist in the States of Connecticut, Utah (inactive), and Ohio (inactive). He is also a member of the National Register of Health Service Providers in Psychology, a charter member of the Society for the Study of School Psychology, and an honorary member of the American Academy of School Psychology. Dr. Kehle serves as an Associate Editor of Psychology in the Schools and on the editorial boards of the Journal of Psychoeducational Assessment, Gifted Child Quarterly, and the International Journal of Educational and School Psychology. He has been involved in state, national, and international professional associations including serving for several years as a folio reviewer for the National Association of School Psychologists, and as a site visitor for the American Psychological Association. Professor Kehle’s publication record is substantial in that he has published or has in press over 185 peer reviewed articles, chapters, and reviews in the professional literature, and has presented over 155 papers at national and international conferences. In a recent study, it was determined that Dr. Kehle was the second most prolific contributor to school psychology journals over the last decade. In addition, in the capacity of principal or co-principal investigator, he has secured over $2,200,000.00 in contracts that primarily have been used to support students. Dr. Kehle’s research interests involve evidence-based interventions to promote children’s academic and social functioning, and their sense of psychological well-being.

Selected Publications/Presentations:

Kehle, T. J., Bray, M. A., Theodore, L. A., Byer-Alcorace, G. F., & Kovac, L.(2012). Augmented self-modeling as an intervention for selective mutism. Psychology in the Schools, 49, 93-103.

Kehle, T. J. & Bray, M. A. (2011). Indiividual differences. In M. A. Bray & T. J. Kehle (Eds.), The Oxford handbookSelf-modeling (pp. 63-78). New York: Oxford University Press.

Bray, M. A. & Kehle, T. J. (Eds.). (2011). The Oxford handbook of school psychology. New York: Oxford University Press.

Kehle, T. J., & Bray, M. A. (2010). Selective mutism. In A. Canter, L. Paige, & S. Shaw (Eds.), Helping children at home and school. Handouts for families and educators III. Bethesda, MD: National Association of School Psychologists. S8H36

Kehle, T. J., & Bray, M. A. (2009). Self-modeling. In A. Akin-Little, S. Little, M. A. Bray, & T. J. Kehle (2009), Behavioral intervention in schools: Evidence-based positive strategies (pp. 231-244). Washington, DC: American Psychological Association.

Akin-Little, A., Little, S. G., Bray, M. A., & Kehle, T. J. (Eds.). (2009). Behavioral intreventions in schools: Evidence-based positive strategies. Washington, DC: American Psychological Association.

Kehle, T. J., & Bray, M. A., & Grigerick, S. E. (2009). R.I.C.H. applications. In B. Mowder, F. Rubinson, & A. Yasik (Eds.). Evidence based practice in infant and early childhood psychology (pp. 687-702). New York: John Wiley & Sons.

Alric, J. M., Bray, M. A., Kehle, T. J., Chafouleas, S. M., & Theodore, L. A. (2007). A comparison of independent, interdependent, and dependent group contingencies withrandomized reinforcers to increase reading fluency. Canadian Journal of School Psychology, 22, 81-93.

Kehle, T. J. & Bray, M. A. (Eds.). (2007). Statistical reform in school psychology (Special Issue). Psychology in the Schools.

Kehle, T. J., Bray, M. A., Chafouleas, S. M., & Kawano, T. (2007). Lack of statistical significance. Psychology in the Schools, 44, 417-422.

Honors/Awards:

Legends in School Psychology Award, National Association of School Psychologists, 2013

Outstanding Contribution to Training Award, National Association of School Psychologists – Trainers in School Psychology, 2012

Faculty Excellence in Research Award, University of Connecticut, 2006

Reviewer of the Year Award, School Psychology Quarterly, 2006

Elected memeber of the Society for the Study of School Psychology

Associations/Committees/Outreach:

American Psychological Association

Association for Psychological Science

International Association of School Psychologists

National Association of School Psychologists

Society for the Study of School Psyhcology

 

Thomas Kehle
Contact Information
Emailthomas.kehle@uconn.edu
Phone860 486 0166
Mailing AddressUnit 3064
Office LocationGentry 011A