Dr. Shinn and Dr. Brock

Mark R. Shinn, Ph.D. is currently Professor and Coordinator of the School Psychology at National Louis University (NLU) in Chicago. Prior to joining NLU in 2003, he was Professor of School Psychology and Special Education at the University of Oregon (1984-2003). He was awarded the 2003 APA School Psychology Division Jack Bardon award for career service achievements and remains an APA Fellow, awarded 1994. Dr. Shinn received his Ph.D. from the University of Minnesota, where he studied with Dr. James Ysseldyke and Dr. Stanley L. Deno at the University of Minnesota Institute for Research on Learning Disabilities (IRLD).

Dr. Shinn is a nationally recognized consultant to schools and state departments of education across the country on implementation of MTSS /RTI. He began working in the first urban school district sites (St. Paul and Minneapolis Public Schools) that evolved into an RTI model in the early 1980s and has worked with schools and state departments of education in more than 40 states.  Among these consultation activities, he served 5 years as the Project Director for the Northern Region of IASPIRE, an USDE/OSEP and Illinois State Board of Education Personnel Preparation Grant for supporting implementation of RTI in a Multi-Tier Intervention model in Illinois. In the past 2 years, he has supported other state department efforts in Virginia, Tennessee, and North Dakota.   

His areas of specific expertise are scientifically based basic skills progress monitoring and screening, particularly when applied in a Multi-Tier System of Supports (MTSS) or Response to Intervention (RtI). Dr. Shinn has edited 2 books on Curriculum-Based Measurement (CBM) and published almost 100 journal articles and book chapters on basic skills progress monitoring and screening. In addition, he has contributed to the software development of aimsweb, and the progress monitoring components of Jamestown Reading Navigator and Vmath. As part of his contributions to the knowledge base of evidence-based interventions, he co-edited three editions of Interventions for Achievement and Behavior Problems in a Three-Tier Model, including RtI published by NASP.  For 4 years, he was 1 of 6 members of the USDE/OSEP National Center for Student Progress Monitoring Technical Review panel for judging whether progress monitoring tests met professional standards. In his career, he has been the principal or co-principal investigator on more than $4 million in federal personnel preparation and research grants.


Dr. Stephen E. Brock is a Professor and the School Psychology Program Coordinator in the College of Education at California State University, Sacramento (CSUS). His professional preparation includes undergraduate and graduate degrees in psychology, and a Ph.D. in Education (with an emphasis in psychological studies) at the University of California, Davis, where he researched Attention-deficit/Hyperactivity Disorder. University courses taught have included Educational Research, Functional Assessment of Behavior, Preventive Psychological Interventions, Psychology in the Schools, and Human Development and Learning. He was selected by the College of Education's faculty to receive the 2012-2013 Outstanding Scholarly and Creative Activities Award. 

A Nationally Certified School Psychologists (NCSP) and Licensed Educational Psychologist (LEP), Dr. Brock worked for 18 years as a school psychologist with the Lodi (CA) Unified School District (the last 6 of which included assignment as Lead Psychologist) before joining the CSUS faculty. As a school psychologist he helped to develop the district's school crisis response protocol, served on an autism specialty team, and specialized in functional behavioral assessment.    

A member of the National Association of School Psychologists (NASP) since 1985, Dr. Brock currently serves as a Contributing Editor to the Communiqué (the NASP newsletter), is on the Editorial Advisory Board of the School Psychology Review, is a member of the National Emergency Assistance Team, is co-chair of the PREPaRE Crisis Prevention and Intervention Training Curriculum workgroup, and was recently elect NASP President. In addition, he previously served as the California representative to the NASP Delegate Assembly, the Western Region Representative to the NASP Executive Council, and Coordinator of the Crisis Management Interest Group. He is the lead editor of the NASP publication Best Practices in School Crisis Prevention and Intervention (2nd ed.) and lead author of School Crisis Prevention and Intervention: The PREPaRE Model. Dr. Brock received NASP's Presidential award in 2004 and 2006, and the Crisis Management Interest Group's Award of Excellence in 2006 and 2007.

At the state level, Dr. Brock is a past president of the California Association of School Psychologists (CASP).Previously, he served CASP as the Region X representative, the Employment Relations Specialist, the Convention Chairperson, was on the editorial board ofCASP Today (the CASP newsletter), and was an Associate Editor of The California School Psychologist. In 1997 he received CASP’s Outstanding School Psychologist award, and in 2012 he received CASP's highest award; the Sandra Goff Memorial Award. 

Dr. Brock's academic work has included study of school-based crisis intervention; system level school crisis response; suicide prevention, intervention, and postvention; ADHD; functional behavioral assessment; violence prevention; threat assessment; reading; and autism. His curriculum vitae lists over 230 publications and over 150 invited or refereed state/national/international conference presentations. He is on the editorial board of the Journal of School Violence, and along with Dr. Shane R. Jimerson, is editor of a book series for Springer Science+Business Media titled Developmental Psychopathology Scientist Practitioner at School Series. Books from this series, which find Dr. Brock also playing an authorship role, include: Identifying, Assessing, and Treating Autism at School; Identifying, Assessing, and Treating Bipolar Disorder at School; Identifying, Assessing, and Treating Posttraumatic Stress Disorder at School; Identifying, Assessing, and Treating Dyslexia at School; Identifying, Assessing, and Treating ADHD at School; and Identifying, Assessing, and Treating Self-Injury at School. His books have been translated into Greek, Japanese, and Chinese.

 


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