» Dr. Randy Busse

Professor

College of Educational Studies

Office Location:

Reeves Hall 117

Email:

busse@chapman.edu

Education

University of Wisconsin - Madison, Bachelor of Science
University of Wisconsin - Madison, Ph.D.

Biography

I achieved my Doctorate in Educational Psychology in 1996 from the University of Wisconsin-Madison, with a major in School Psychology, a minor in Cognition and Learning, and a minor in Educational Administration. I have been teaching at the university level since 1995 and have achieved tenure at Chapman University and the University of Wisconsin-Whitewater. My research, writing, and presentations include the topics of direct academic assessment, school-based consultation, methods for assessing response to intervention, selective mutism, and child psychopharmacology.

Areas of Scholarly Interests:

•    Development of a direct assessment measure of academic task attack skills
•    Development of a manual and methods for the treatment of selective mutism
•    Development of a measure of other-esteem
•    Meta-analytic applications of single-case outcome effect sizes
•    Validation of criterion based single-case outcome methods
•    Exploration of the validity of cognitive processing assessment

Recent Scholarly Writing:

Busse, R.T., & Yi, M. (in press). Behavioral and academic rating scale applications within the problem-solving model. In R. Brown (Ed.), Assessment for intervention: A problem-solving approach (2nd ed.). New York: Guilford. [student co-author]

Larson, J., & Busse, R.T. (in press). A problem-solving approach to school violence prevention. In. S. Jimerson & M. Furlong (Eds.), Handbook of school violence and school safety (2nd ed.). New York: Guilford.

Busse, R.T., & Downey, J. (2011). Selective mutism: A three tiered approach to prevention and intervention. Contemporary School Psychology, 15, 53-63 [student co-author]

Busse, R.T., Elliott, S.N., Kratochwill, T.R. (2010). Convergent evidence scaling for multiple assessment indicators: Conceptual issues, applications, and technical challenges. Journal of Applied School Psychology, 26, 149-161.

Powers, K., Hagans, K., & Busse, R.T. (2008). School psychologists as instructional consultants in a response to intervention model.  The California School Psychologist, 13, 41-53

Recent Presentations:

McGill, R.J, & Busse, R.T. (2011). A meta-analytic review of social stories research: Examining interventions for decreasing problem behavior. Paper presented at the annual convention of the National Association of School Psychologists, San Francisco, CA. [student directed paper]

McGill, R.J., & Busse, R.T. (2011).  Convergent evidence scaling methods for assessing response to intervention.  Poster presented at the annual convention of the National Association of School Psychologists, San Francisco, CA. [student directed research]

Busse, R.T., & Kennedy, K. (2011). Methods for assessing response to intervention. Workshop presented at the convention of the California School Psychologists Association, Costa Mesa, CA.

Busse, R.T., Hass, M., & Domzalski, S. (2011). Assessment of academic task attack strategies. Workshop presented at the convention of the California School Psychologists Association, Costa Mesa, CA. [student co-presenter]

Busse, R.T. (2011). Selective mutism: School psychologists’ role in assessment and intervention. Workshop presented for the San Bernardino Valley Association of School Psychologists, San Bernardino, CA.

Recent Creative, Scholarly Work and Publications

McGill, R.J., & Busse, R.T. (2017). A rejoinder on the PSW model for SLD identification: Still concerned. Contemporary School Psychology, 21, 23-27.

Busse, R.T., & Flowers, J.M. (in press). Development of a rating scale for the measurement of other-esteem. Contemporary School Psychology, 21.

McGill, R.J., & Busse, R.T. (2016 online). When theory trumps science: A critique of the PSW model for SLD identification. Contemporary School Psychology.

McGill, R.J., Kennedy, K.S., & Busse, R.T. (2016). Data-based decision making in school counseling: Utilizing multiple single-case indicators to evaluate interventions. The Practitioner Scholar: Journal of Counseling and Professional Psychology, 5, 104-121.

Nishimura, T.S., & Busse, R.T. (2016 online). Content validation of the Scale of Teacher Attitudes towards Inclusive Classrooms. International Journal of Special Education

McGill, R.J., & Busse, R.T. (2015/online 2014). Incremental validity of the WJ-III COG: Limited predictive effects beyond the GIA-E. School Psychology Quarterly, 30, 353-365.

Nishimura, T.S., & Busse, R.T. (2015 online). A factor analytic validation study of the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). International Journal of Special Education.

McGill, R.J., & Busse, R.T. (2014). An evaluation of multiple single-case outcome indicators using convergent evidence scaling. Contemporary School Psychology, 18, 13-23. [student co-author]

Brady, J., Busse, R.T., & Lopez, C. (2014). Monitoring school consultation intervention outcomes for data-based decision making: An application of the goal attainment scaling method. Counseling Outcome Research and Evaluation, 5, 63-69.

Busse, R.T., & Lee, C. (2014). Assessment and intervention for academic task attack strategy competencies. Contemporary School Psychology, 18 (online). [student co-author]

Busse, R.T., McGill, R.J., & Kennedy, K.S. (2014). Methods for assessing single-case school-based intervention outcomes. Contemporary School Psychology, 18 (online). [student co-author]

McGill, R.J., Baker, D., & Busse, R.T. (2014). Social Story™ interventions for decreasing challenging behaviours: A single-case meta-analysis 1995-2012. Educational Psychology in Practice (online).