Dr. Craig A. Albers

Dr. Albers is an assistant professor in the School Psychology Program in the UW Department of Educational Psychology. Dr. Albers received his doctorate in educational psychology with a specialization in school psychology at Arizona State University. Before joining the Wisconsin Center for Education Research as a postdoctoral research associate in August 2003 and the UW as a faculty member in August 2004, Dr. Albers worked as a school psychologist in the Kyrene School District in Phoenix, Arizona. He was selected as an Early Career Scholar by the Society for the Study of School Psychology, and will be serving as the co-chair for the 2007 and 2009 School Psychology Research Collaboration Conference (http://www.education.ucsb.edu/sssp.sprcc/). He recently guest-edited a special issue of the Journal of School Psychology on universal screening and the connection to improved educational and mental health outcomes. He has conducted additional research in the areas of universal screening and progress monitoring, prevention and early intervention relating to academic and behavioral difficulties, language proficiency and academic interventions for ELL students, and functional behavioral assessment. Additionally, Dr. Albers is directing the development of the Alternate ACCESS for ELLs for the 15 state WIDA Consortium (http://www.wida.us/). The Alternate ACCESS is an assessment instrument designed to measure the English language proficiency of ELL students with significant disabilities. Dr. Albers is an affiliate faculty member and the department representative of the interdisciplinary Prevention Sciences Program (http://www.preventionscience.wisc.edu/faqs.htm).

"One of my current research lines examines the critical components of universal screening and progress monitoring as part of prevention and early intervention models. Consequently, I have been examining the psychometric properties and utility of universal screening instruments, and how these procedures should be implemented in school settings. A second line of research is focused on increasing the recognition of ELL-related issues among educators and other human service providers and to further the knowledge base regarding how to improve long-term outcomes among this population. This consists examining the connection between language acquisition, literacy, social emotional functioning, and health outcomes; examining academic and emotional functioning instruments and procedures that can be used as universal screening measures to identify ELLs in need of additional supports at an early stage of difficulty development; and examining potential academic and emotional interventions for ELLs. A final line of research is the development of the Alternate ACCESS, which is an alternate language proficiency measure for ELL students with significant disabilities."

Albers, C. A., Elliott, S. N., Kettler, R. J., & Roach, A. T. (2005). Evaluating intervention outcomes. In R. Brown-Chidsey (Ed.), Problem-solving based assessment for educational intervention (pp. 329-351). New York: Guilford Publications.

Albers, C.A., Glover, T.A., & Kratochwill, T.R. (in press). How can academic, behavioral, and social-emotional screening procedures enhance educational outcomes? Journal of School Psychology.

Albers, C.A., Glover, T.A., & Kratochwill, T.R. (in press). Where are We, and Where Do We Go Now? Universal Screening for Enhanced Educational and Mental Health Outcomes. Journal of School Psychology.

Albers, C. A., & Kratochwill, T. R. (2006). Teacher and principal consultations: Best practices. In C. Franklin, M.B. Harris, & P. Allen-Meares (Eds.), The school services sourcebook: A guide for school-based professionals (pp. 971-976). New York: Oxford University Press.

Dicerbo, K., Oliver, J., Albers, C. A., & Blanchard, J. (2004). Effects of reducing attentional demands on performance of reading comprehension tests by third graders. Perceptual and Motor Skills, 98(2), 561-574.

Glover, T.A., & Albers, C.A. (in press). Considerations for evaluating universal screening assessments. Journal of School Psychology.

Kratochwill, T.R., Albers, C.A., & Shernoff, E. (2004). School-based interventions. Child and Adolescent Psychiatric Clinics of North America, 13, 885-903.

Nelson, J. R., Roberts, M. L., Bullis, M., Albers, C., & Ohland, B. (1999). Functional behavioral assessment: Looking beyond applied behavior analysis. Communique, 27(5), 1, 8-9.

Roberts, M. L., Marshall, J., Nelson, J. R., & Albers, C. A. (2001). Curriculum-based assessment procedures embedded within a functional behavioral assessment analysis: Identifying escape-motivated behaviors in a classroom setting. School Psychology Review, 30, 264-277.

VanDerHeyden, A.M., & Albers, C.A. (2006). The School Psychology Research Collaboration Conference: Supporting early-career scholars. Communiqué, 34(6), 10-11.

Dr. Albers’ full vita is here: albers_cv.pdf

Address: Room 316E Educational Sciences Building

Phone: (608) 262-4586

Email: caalbers@wisc.edu