Dr. John W. Eagle

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John Eagle
Department, Office, or School
Department of Counseling, Educational Leadership, and School Psychology
  • Professor

Dr. John Eagle is a Professor of School Psychology at ΞΆΓάΘ¦. He teaches graduate and undergraduate courses to preservice teachers and school psychologists. Dr. Eagle has over 25 publications and 60 national presentations related to the field of school psychology. His area of expertise is in schoolwide positive behavioral interventions and supports, behavioral consultation, and family-school partnerships. He has served as the RI state representative for national leadership team for schoolwide positive behavior interventions and supports (PBIS). He has served as Project Coordinator for the federal Rhode Island State Personnel Development grant (SPDG). He is a member of the Family School Community Alliance, which is affiliated with the National Center for School Mental Health and the National Technical Assistance Center on Positive Behavioral Interventions and Supports.

Education

2005    Ph.D. Psychological Studies in Education, with a Specialization in
            School Psychology, University Nebraska-Lincoln (APA Accredited)

1997    M.S.W. Clinical Social Work, University of Michigan-Ann Arbor

1993    B.A. Classical Studies/ Economics, Vanderbilt University

Professional Associations

1998-Pres. Member, National Association of School Psychologists  

2018-Pres. Family School Community Alliance

2015-Pres. Association for Positive Behavior Supports

2008-Pres. Member, Rhode Island School Psychologists Association  

Selected Publications

Refereed Journal Articles

Garbacz, A., McIntosh, K., Minch, D., Vatland, C., & Eagle, J. (2018). Identifying and examining family engagement within schoolwide positive behavioral interventions and supports. Journal of Positive Behavior Interventions, 20, 127-137.

Garbacz, A., McIntosh, K., Eagle, J., Dowd-Eagle, S., Hirano, K., & Ruppert, T. (2016). Conceptualizing a paradigm for universal family-school partnerships within school-wide positive behavioral interventions and supports. Preventing School Failure, 60, 60-69.

Eagle, J. W., Dowd-Eagle, S. E., Snyder, A., & Holtzman, E. G. (2015). Implementing a multi-tiered system of support (MTSS): Collaboration between school psychologists and administrators to promote systems level change. Journal of Educational and Psychological Consultation, 25, 160-177.

Power, T. J., Drombowski, S. C., Watkins, M. W., Mautone, J. A., & Eagle, J. W. (2007). Assessing children’s homework performance: Development of multi-dimensional, multi-informant rating scales. Journal of School Psychology, 45, 333-348.

Sheridan, S. M., Eagle, J. W., & Doll, B. J. (2006). An Examination of the efficacy of conjoint behavioral consultation with diverse clients. School Psychology Quarterly, 21, 396-417.

Sheridan, S. M., Meegan, S. P., & Eagle, J. W. (2002). Exploring collaboration in initial interviews in conjoint behavioral consultation: An exploratory analysis investigating processes and outcomes. School Psychology Quarterly, 17, 299-324

Sheridan, S. M., Eagle, J. W., Cowan, R. J., & Mickelson, W. T. (2001). The effects of conjoint behavioral consultation: Results of a 4-year investigation. Journal of School Psychology, 39, 361-385.

Chapters

Eagle, J. & Sheridan, S.M. (in submission). Appreciating and promoting resilience in families. In S. Goldstein & R. Brooks (Eds.), Handbook of resiliency in children; 3rd Edition. New York: Kluwer/Plenum Press.

Eagle, J. W., Furey, J., & Dowd-Eagle, S. E. (2019). Tier 1 family-school partnership programs. In S.A. Garbacz (Ed.), Implementing Family-school Partnerships: Student Success in School Psychology Research and Practice. Routledge.

Eagle, J. W., Dowd-Eagle, S. E., & Garbacz, S. A. (2017). The role of family and situational problems in understanding and reducing impairment. In S. Goldstein, & J. Naglieri (Eds.), Handbook of impairment (2nd ed.). New York, NY: Springer.                                                   

Eagle, J. W., Dowd-Eagle, S. E., & Garbacz, A. (2016). In S. Goldstein and J. Naglieri (Eds.), Assessment of impairment: From theory to practice: Second Edition. Springer Publications.

Eagle, J. W., & Dowd-Eagle, S. E. (2014).  Best practices in school-community partnerships. In A. Thomas and P. Harrison (Eds.), Best practices in school psychology VI. Silver Spring, MD: National Association of School Psychologists.

Dowd-Eagle, S. E., & Eagle, J. W. (2014). Research examining group/team-based school consultation. In W. Erchul & S. Sheridan (Eds.), Handbook of Research in School Consultation: Empirical Foundations for the Field (2nd ed.). Routledge: New York.

Dowd-Eagle, S. E., & Eagle, J. W. (2014). Implementation of ecobehavioral consultation within a response to intervention framework. In S. Lee and C. Niileksela, Ecobehavioral consultation in the schools: Theory and practice for school psychologists, special educators and school counselors. Routledge: New York.

Courses

CEP 215 Introduction to Educational Psychology
CEP 551 Behavioral Assessment and Intervention
CEP 601 Cognitive Assessment
CEP 675 Consultation and Collaboration in School Settings
CEP 629 Internship in School Psychology

Research Interests

Family-School Partnerships

Conjoint Behavioral Consultation (CBC)

Positive Behavioral Interventions and Supports (PBIS)

Multi-Tiered System of Supports (MTSS)