Program Faculty

John M. Hintze (B.A., Psychology, Cortland State, 1982; M. A. School Psychology, Alfred University, 1984; Ph.D., School Psychology, Lehigh University 1994).

Dr. Hintze is an Associate Professor and Director of the School Psychology Program. Prior to entering university training he was a practicing school psychologist in New York and New Jersey for 10 years. He is known for his work in curriculum-based measurement, assessment, and data-based decision making. He is currently a consultant for the National Center for Student Progress Monitoring, an Office of Special Education funded project sponsored by the U.S. Department of Education. Dr. Hintze is an Associate Editor of School Psychology Review and is on the editorial board of 10 other journals in school psychology and special education. He was the 1999 recipient of the Lightner Witmer Award of Division 16 (School Psychology) of the American Psychological Association for outstanding early career research contributions to the field. His current research interests are in curriculum-based measurement, data-based decision making, research design and data analysis, program evaluation, education leadership, and school reform.

William J. Matthews (B.A., Psychology, University of Massachusetts, 1974; Ph.D., Clinical Psychology, University of Connecticut, 1980).

Dr. Matthews is a Professor of School Psychology and teaches courses in the history of psychology, research methods, school-based consultation, practica, and advanced approaches in consultation. Dr. Matthews has a wide range of research interests. In the intial part of his career, he had achieved international recognition for his research on hyponitic phenomena and their applications to the clinical setting. He continues as a research consultant for the American Journal of Clinical Hypnosis. Over the last 10 years Dr. Matthews has turned his research interests to the area of school psychology. He has done research on various aspects of curriculum-based measurement and behavioral observations. Currently he is working with a number of local school districts to help school staffs develop effective school-based intervention teams to improve both academic and behavioral outcomes for elementary school children.

Gary Stoner (B.A., Psychology, Kent State University, 1979; Ph.D., Psychology (concentration in School Psychology), University of Rhode Island, 1986).

Upon finishing his doctoral program. Dr. Stoner completed two years of post-doctoral training in applied behavior analysis, behavioral pediatrics, and developmental disabilities at the Kennedy Institute for Handicapped Children/Johns Hopkins University School of Medicine, and the University of Massachusetts - Amherst, respectively. He is known for his professional work in the areas of attention deficit hyperactivity disorder, interventions for achievement and behavior problems, and scientist-practitioner approaches to professional school psychology. He is co-editor of the book Interventions for Achievement and Behavior Problems (1991, National Association of School Psychologists; and 2nd ed. 2002); and co-author of the book ADHD in the Schools: Assessment and Intervention Strategies (1994, Guilford; and 2nd ed. 2003). Dr. Stoner has served the profession of school psychology as an officer of the Council of Directors of School Psychologists, and as President of Division 16 of the American Psychological Association. His current professional interests are focused on the study and promotion of early school success with children at-risk for learning and behavior problems, as well as on methods of effective school-based prevention and intervention for such problems.

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