- Overview
-
Dr. Schanding’s research interests center around social and emotional learning (SEL) and behavioural/mental health (B/MH). His work seeks to promote and enhance the academic, social-emotional, and behavioural/mental health of youth, their families, school, and community. Specific areas of interest include 1) the assessment of SEL and B/MH, 2) interventions to promote/enhance SEL and/or B/MH, and 3) advancing the understanding, inclusion, and promotion of cultural and linguistic considerations for SEL and/or B/MH for youth and families in schools and communities. Clinically, Dr. Schanding has expertise in working with individual with Autism Spectrum Disorders, social, emotional, and behavioural difficulties. He is also very interested in the school experiences of youth identifying as 2SLGBTQIA+.
- Publications
-
Training and maintaining self-care: Recommendations, values, and mental health.
Training and Education in Professional Psychology
Steven L. Bistricky and Paige Klein and Bailey Pascuzzi and Sophie Oliver and Malena Gimenez-Zapiola and G. Thomas Schanding
DOI: 10.1037/tep0000513
08/2025A Systematic Review of Early Writing Assessment Tools
Early Childhood Education Journal
Katherine L. Buchanan and Milena Keller-Margulis and Amanda Hut and Weihua Fan and Sarah S. Mire and G. Thomas Schanding, Jr
DOI: 10.1007/s10643-024-01697-7
08/2025A School Psychology for All: Realizing Evidence-Based Practice Through Social Justice
Canadian Journal of School Psychology
G. Thomas Schanding, Jr.
DOI: 10.1177/08295735231224047
12/2024Perceived Parental Rejection as a Predictor of Psychological Distress in LGBQ + Adults and the Moderating Effects of Self-Acceptance of Sexuality
LGBTQ+ Family: An Interdisciplinary Journal
MacKenzie Enderwitz and Valerie R. Morgan and Anthony J. Roberson and G. Thomas Schanding Jr.
DOI: 10.1080/27703371.2024.2306305
05/2024Sexual Orientation, Mental Health Characteristics, and Self-Care in Professional Psychology Training and Employment
Journal of Bisexuality
Malena Gimenez-Zapiola and Bailey Pascuzzi and Shivani Bathla and Tarryn Pollard and G. Thomas Schanding, Jr and Steven L. Bistricky
DOI: 10.1080/15299716.2023.2248136
10/2023Who’s Included? Diversity, Equity, and Inclusion of Students in School Psychology Literature Over the Last Decade
School Psychology Review
G. Thomas Schanding, Jr. and Gerald G. Strait and Valerie R. Morgan and Rick Jay Short and MacKenzie Enderwitz and Jeeva Babu and Melissa A. Templeton
DOI: 10.1080/2372966X.2021.1927831
07/2023Too Much of a Good Thing? Associations among Parenting Profiles and Helicopter Parenting
The Family Journal
Karina A. Turner and Sara R. Elkins and Christine A. P. Walther and Mary B. Short and G. Thomas Schanding, Jr.
DOI: 10.1177/10664807221123554
04/2023A Comparison of Reading Screeners in Kindergarten: The Texas Primary Reading Inventory and Acadience Reading With English Learners and Monolingual English Speakers
Assessment for Effective Intervention
Keller-Margulis, M.A. and Matta, M. and Landry Pierce, L. and Zopatti, K. and Reid, E.K. and Schanding, G.T.
DOI: 10.1177/15345084221133559
2023Long-Term Validity and Diagnostic Accuracy of Kindergarten Acadience Reading with English Learners
School Psychology Review
Lindsey N. Landry and Milena Keller-Margulis and Michael Matta and Hanjoe Kim and Jorge E. Gonzalez and G. Thomas Schanding, Jr
DOI: 10.1080/2372966X.2021.1984170
07/2022Due Process Case Issues for Students With Emotional Disturbance
Sage Open
Gomez, M.M. and Morgan, V.R. and Schanding, G.T. and Cheramie, G.M.
DOI: 10.1177/21582440221085274
2022Helicopter Parenting Style and Parental Accommodations: The Moderating Role of Internalizing and Externalizing Symptomatology
The Family Journal
Laurel M. Casillas and Sara R. Elkins and Christine A. P. Walther and G. Thomas Schanding, Jr. and Mary B. Short
DOI: 10.1177/1066480720961496
04/2021Evaluating Family-School Collaboration: A Preliminary Examination of the Family-School Collaboration Inventory
Contemporary School Psychology
Samantha E. Malchar and Sarah E. Praytor and Aston C. Wallin and Steven L. Bistricky and G. Thomas Schanding, Jr
DOI: 10.1007/s40688-019-00227-2
06/2020Book Review: Publishing in school psychology and related fields: An insider’s guide
Journal of Psychoeducational Assessment
G. Thomas Schanding, Jr. and Amy N. Gorniak
DOI: 10.1177/0734282918821480
10/2019Predicting kindergarten writing achievement using early written expression and behavior screening
Journal of Applied School Psychology
Reid, E.K. and Keller-Margulis, M.A. and Schanding, G.T. and Tolar, T.D.
DOI: 10.1080/15377903.2019.1568333
2019Validity and Diagnostic Accuracy of Early Written Expression Screeners in Kindergarten
Journal of Psychoeducational Assessment
Keller-Margulis, M.A. and Ochs, S. and Reid, E.K. and Faith, E.L. and Schanding, G.T.
DOI: 10.1177/0734282918769978
2019Analysis of Special Education Due Process Hearings in Texas
Sage Open
Schanding, G.T. and Cheramie, G.M. and Hyatt, H. and Praytor, S.E. and Yellen, J.R.
DOI: 10.1177/2158244017715057
2017Individuals with autism spectrum disorder: A study of the age of attaining daytime dryness
Consultant
Faulkner, V.J. and Schanding, G.T. and Fan, W. and Harris, G.E.
2017Cognitive Profiles in Youth with Autism Spectrum Disorder: An Investigation of Base Rate Discrepancies using the Differential Ability Scales—Second Edition
Journal of Autism and Developmental Disorders
Nowell, K.P. and Schanding, G.T. and Kanne, S.M. and Goin-Kochel, R.P.
DOI: 10.1007/s10803-014-2356-7
2015Universal Screening for Emotional and Behavioral Problems: Fitting a Population-Based Model
Journal of Applied School Psychology
Schanding, G.T. and Nowell, K.P.
DOI: 10.1080/15377903.2013.751479
2013Exploratory structural equation modeling, bifactor models, and standard confirmatory factor analysis models: Application to the BASC-2 Behavioral and Emotional Screening System Teacher Form
Journal of School Psychology
Wiesner, M. and Schanding, G.T.
DOI: 10.1016/j.jsp.2013.09.001
2013EARLY CHILDHOOD EDUCATION: A Practical Guide to Evidence-Based, Multi-Tiered Service Delivery
Early Childhood Education A Practical Guide to Evidence Based Multi Tiered Service Delivery
Coffee, G. and Ray-Subramanian, C.E. and Schanding, G.T. and Feeney-Kettler, K.A.
DOI: 10.4324/9780203126875
2013Educators' Perceptions in Addressing Bullying of LGBTQ/Gender Nonconforming Youth
Journal of School Violence
Perez, E.R. and Schanding, G.T. and Dao, T.K.
DOI: 10.1080/15388220.2012.731663
2013Creating and Maintaining Safe and Responsive Schools for Lesbian, Gay, Bisexual, Transgender, and Queer Youths: Introduction to the Special Issue
Journal of School Violence
Savage, T.A. and Schanding, G.T.
DOI: 10.1080/15388220.2012.724357
2013Promoting Resilience in Lesbian, Gay, Bisexual, Transgender, and Questioning Youth
Creating Safe and Supportive Learning Environments A Guide for Working with Lesbian Gay Bisexual Transgender and Questioning Youth and Families
Komosa-Hawkins, K. and Schanding, G.T.
DOI: 10.4324/9780203807637-5
2013Utility of the Social Communication Questionnaire-Current and Social Responsiveness Scale as teacher-report screening tools for autism spectrum disorders
Journal of Autism and Developmental Disorders
Schanding Jr., G.T. and Nowell, K.P. and Goin-Kochel, R.P.
DOI: 10.1007/s10803-011-1412-9
2012Evidence on Multicultural Training in School Psychology: Recommendations for Future Directions
School Psychology Quarterly
Newell, M.L. and Nastasi, B.K. and Hatzichristou, C. and Jones, J.M. and Schanding, G.T. and Yetter, G.
DOI: 10.1037/a0021542
2010Use of the mystery motivator for a high school class
Journal of Applied School Psychology
Schanding Jr., G.T. and Sterling-Turner, H.E.
DOI: 10.1080/15377900903379448
2010Evaluation of stimulus preference assessment methods with general education students
Psychology in the Schools
Schanding Jr., G.T. and Tingstrom, D.H. and Sterling-Turner, H.E.
DOI: 10.1002/pits.20356
2009Curriculum-based measures of computational skills: A comparison of group performance in novel, reward, and neutral conditions
School Psychology Review
Christ, T.J. and Schanding, G.T.
DOI: 10.1080/02796015.2007.12087957
2007 - Research
-
A School Psychology for All: Realizing Evidence-based Practice Through Social Justice
Generally, psychology (as well as school psychology) aligns with medicine in establishing and utilizing evidence-based practices (EBP). More recently, strong calls have been made and advanced to ensure that psychology evolves and incorporates social justice principles to safeguard equity, diversity, and inclusion to benefit all. This essay explores some of the issues surrounding EBP and social justice within school psychology, noting some of the tensions that play out in research and practice. Ultimately, it is the opinion of the author that social justice practices will only enhance EBP, and the field has much work to do.Acceptability of Social, Emotional, and Behavioural Screeners in Schools
Examined the acceptability of three types of social, emotional, and behavioural screeners for use in schools. Parents, teachers, school administrators (principals, vice principals, etc.), and school-based mental health professionals (e.g., school psychologists, school counselors, school social workers, etc.) rated three potential screeners – 1) the Strengths and Difficulties Questionnaire (mental health screener), 2) the Social-Emotional Learning Skills Inventory Screener (social and emotional learning screener), and 3) the Center for Youth Wellness Adverse Childhood Events screener (trauma screener).Parental Influence: Exploring the Role of Intergenerational Autism on the Mental Health and Identity of Autistic Adolescents
Autistic adolescents experience higher rates of anxiety and depression than their neurotypical peers, which impacts their social, emotional, and educational functioning. Camouflaging, or masking autistic traits to fit neurotypical norms, is a common coping strategy linked to negative mental health outcomes such as increased anxiety and depression. Emerging research suggests that having other neurodivergent individuals, like autistic parents, in one’s social environment may serve as a protective factor, promoting mental well-being by fostering a sense of belonging and authenticity.Honours & Awards2020 - President’s Distinguished Faculty Research Award, University of Houston – Clear Lake
Is prenatal antidepressant exposure safe for the developing child?
Long-term studies reveal that prenatal antidepressant exposure alone does not determine a child’s development. Instead, ongoing maternal mental health and supportive environments play the biggest role in shaping outcomes across childhood and adolescence.
