Elizabeth L. W. McKenney

Elizabeth L. W. McKenney
Southern Illinois University Edwardsville | SIUE · Department of Psychology

Ph.D.

About

31
Publications
3,745
Reads
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186
Citations
Citations since 2017
20 Research Items
139 Citations
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Introduction
Elizabeth McKenney is an Associate Professor of Psychology at Southern Illinois University Edwardsville, where she directs the Clinical Child and School Psychology graduate program. She studies school-based consultation as implementation support for educators delivering evidence-based services, particularly for students with Autism Spectrum Disorder and students from historically under-served and marginalized populations, and the appropriate, ethical practice of school psychology.
Additional affiliations
August 2011 - present
Southern Illinois University Edwardsville
Position
  • Professor (Assistant)

Publications

Publications (31)
Article
As content literacy intervention is expanded in schools, data-based decision-making practices need to also advance, especially in the areas of science. Vocabulary-Matching Curriculum based measures (VM-CBM) may allow educators to identify students needing additional support in science vocabulary to assist with using and comprehending disciplinary l...
Article
Individuals with ASD display deficits in social interaction and communication across multiple contexts, making social communication a primary intervention target in school and community-based settings. Social narratives (SN) are designed to be implemented easily and flexibly by numerous caregivers and interventionists, provided that correct trainin...
Article
The future of school psychology requires us to examine present challenges, our capacity to address them, and how we might better prepare ourselves for what lies ahead. This piece raises the question of whether school psychology is not only demographically but structurally oriented to the norms of middle-class White women, especially those who demon...
Article
Racist rhetoric blaming the Asian, Asian American, and Pacific Islander (AAAPI) community for the COVID-19 pandemic has precipitated a surge of violence against the AAAPI community in the United States, including the Atlanta mass shooting on March 16, 2021. These incidents resurfaced the ongoing racism against AAAPIs that has largely been unaddress...
Article
Relatively few measures have been examined for their psychometric properties when assessing anxiety among children with autism spectrum disorder (ASD), and the relationship between ASD and anxiety symptoms remains poorly understood. This study examined the relationship between ASD symptoms on the Social Responsiveness Scale ( SRS) and comorbid clin...
Article
Structured peer group supervision (SPGS) supports applied skill growth for novice mental health professionals. Whereas previous SPGS research has focused on counseling, consultation is a core competency for school psychologists, with unique features meriting consideration during SPGS. This case study describes the influence of SPGS on applied commu...
Article
Empirically supported consultation procedures for supporting implementation of evidence-based interventions for Autism Spectrum Disorder (ASD), such as performance feedback, may be challenging to implement in public schools. Educators may find performance feedback aversive, and support personnel may find its directiveness incompatible with their pr...
Article
This study explored whether and to what extent consultation practices specifically focused on culturally responsive instruction provided additive benefit, after establishing strong classroom management. Three teachers leading culturally diverse classrooms participated in two phases of consultation. The first was a traditional, classroom-management...
Article
The current study evaluated the effectiveness of individualized math-to-mastery (MTM) interventions, selected though brief experimental analysis (BEA), at increasing math fluency skills for three elementary-aged females. As MTM has only been investigated as a multicomponent intervention, the present study utilized BEA to identify those specific com...
Article
Full-text available
An exploratory, observation-based study sought to strengthen understanding of the development of social communication skills that facilitate academic success, particularly within general education settings. Sixteen middle and high school students with Autism Spectrum Disorders (ASD), all of whom participated in at least one period per day of core a...
Article
Full-text available
Qualitative metasynthesis (QM) is a research methodology that permits the meaningful integration and interpretation of qualitative research. This study applies a QM approach combined with constructivist grounded theory methods, bolstered by several features of research credibility, to examine the state of consultee-centered consultation (CCC) and r...
Article
Recent years have seen a rise in the number of students identified with autism spectrum disorder (ASD), with increasing estimates of prevalence still emerging from cohorts monitored by the Centers for Disease Control and Prevention. However, dissemination to a school psychology audience about these students’ needs has been disparate, with publicati...
Article
Full-text available
This study evaluated the impact of performance feedback on nine public educators' level of procedural integrity to Discrete Trial Teaching (DTT) procedures for students with Autism Spectrum Disorder (ASD). Procedural integrity was observed during four phases: no feedback, general feedback, performance feedback, and maintenance, in a multiple baseli...
Article
Full-text available
As increasing attention is paid to the issue of bullying and cyberbullying in schoolage populations, additional knowledge is needed regarding groups of students who are most likely to be involved in bullying. Involvement in bullying can include traditional forms of physical and verbal aggression, or can include cyberbullying. This chapter summarize...
Article
This study describes the integrity with which 3 general education middle school teachers implemented functional analyses (FA) of appropriate behavior for students who typically engaged in disruption. A 4-step model consistent with behavioral consultation was used to support the assessment process. All analyses were conducted during ongoing classroo...
Article
Deficits in social relatedness with same-age peers are a defining characteristic of children with Autism Spectrum Disorders and are likely to manifest themselves during social interactions with typically developing peers in classroom settings. Researchers have documented that children with Autism Spectrum Disorders engage in low rates of appropriat...
Article
Children with Autism Spectrum Disorder (ASD) are characterized by extreme deficits in social relatedness with same-age peers. The purpose of this descriptive study was to identify naturally occurring antecedent variables (i.e., setting events) in the classroom environments of children with ASD that promoted their engagement in peer-related social b...

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