Dr. Tanya L. Eckert

Associate Professor
Area Director, School Psychology Program

Education

:

Ph.D., Lehigh University, School Psychology
M.Ed., Lehigh University, Education in Human Development
B.A., Hood College, Psychology

Certification/ licensure

:

Certified School Psychologist (Pennsylvania)

Recent Awards

:

2007 Associate Professor Alumni Award, Department of Psychology, Syracuse University

2006, Member, Society for the Study of School Psychology

2006 Outstanding Faculty Advisor of the Year, College of Arts and Sciences, Syracuse University

Research Interest

:

Examining new procedures for assessing academic and behavior problems and developing classroom-based interventions to improve children's academic and behavioral functioning.

Representative Publications

:

Eckert, T. L., Codding, R. M., Truckenmiller, A. J., & Rheinheimer, J. L. (in press). Improving children's fluency in reading, mathematics, spelling, and writing: A review of evidence-based academic interventions. In A. Akin-Little, S. G. Little, M. Bray, & T. Kehle (Eds.), Handbook of Behavioral Interventions in Schools. Washington, DC: American Psychological Assocation.

Codding, R. S., Eckert, T. L., Fanning, E., Shiyko, M., & Solomon, E. (2007). Comparing mathematics interventions: Effects of cover-copy-compare alone and combined with performance feedback on digits correct and incorrect. Journal of Behavioral Education, 16, 125-141.

Martens, B. K., Eckert, T. L., Begeny, J. C., Lewandowski, L. J., DiGennaro, F. D., Montarello, S. A., Arbolino, L. A., & Reed, D. D. (2007). Effects of a fluency-building program on the reading performance of low-achieving second and third grade students. Journal of Behavioral Education, 39-54.

Eckert, T. L., Dunn, E. K., & Ardoin, S. P. (2006). The effects of alternate forms of performance feedback on elementary-aged students' oral reading fluency. Journal of Behavioral Education, 15, 149-162.

Eckert. T. L., Dunn, E. K., Codding, R. S., Begeny, J. C., & Kleinmann, A. E. (2006). Assessment of mathematics and reading performance: An examination of the correspondence between direct assessment of student performance and teacher report. Psychology in the Schools, 43, 247-266.

Eckert, T. L., Lovett, B. J., Rosenthal, B. D., Jiao, J., Ricci, L. J., & Truckenmiller, A. J. (2006). Class-wide instructional feedback: Improving children's academic skill development. In. S. V. Randall (Ed.), Learning Disabilities: New Research (pp. 271-285). Hauppauge, NY: Nova Sciences.

Eckert, T. L. (2005). Improving children's educational outcomes by advancing assessment and intervention practices: An overview of the special series. School Psychology Review, 34, 4-8.

Eckert, T. L, & Arbolino, L. A. (2005). The role of teacher perspectives in diagnostic and program evaluation decision-making (pp. 65-81). In R. Brown-Chidsey (Ed.), Beyond labels: Noncategorical individualzed assessment methods. New York: Guilford Press.

Eckert, T. L., Martens, B. K., & DiGennaro, F. D. (2005). Increasing the accuracy of functional assessment methods: Describing antecedent-behavior-consequence relations using conditional probabilities. School Psychology Review, 4, 520-528.