Thomas J. Kehle
Professor
Director of School Psychology

Dr. Kehle is a fellow of the American Psychological Association, the Association for Psychological Science, and the American Association of Applied and Preventative Psychology. He is licensed as a psychologist in the States of Connecticut, Utah (inactive), and Ohio (inactive). He is also a member of the National Register of Health Service Providers in Psychology, a charter member of the Society for the Study of School Psychology, and an honorary member of the American Academy of School Psychology. Dr. Kehle serves as an Associate Editor of Psychology in the Schools and on the editorial board of the Journal of Psychoeducational Assessment. He has been involved in state, national, and international professional associations including serving for several years as a folio reviewer for the National Association of School Psychologists, and as a site visitor for the American Psychological Association. Professor Kehle's publication record is substantial in that he has published or has in press over 180 peer reviewed articles, chapters, and reviews in the professional literature, and has presented over 150 papers at national and international conferences. In a recent study, it was determined that Dr. Kehle was the second most prolific contributor to school psychology journals over the last decade. In addition, in the capacity of principal or co-principal investigator, he has secured over $2,200,000.00 in contracts that primarily have been used to support students. Dr. Kehle's research interests involve evidence-based interventions to promote children's academic and social functioning, and their sense of psychological well-being.

•Ph.D. University of Kentucky, 1972 Major: School Psychology

•M.A. University of Kentucky, 1970 Major: Counseling Psychology

•B.A. Florida Atlantic University, 1968 Major: Psychology

« Full C.V. »

Contact Information: 

Gentry - Garden Level

Phone: (860) 486-0166
Fax: (860) 486-0180

Email: thomas.kehle@uconn.edu

Office Hours:
By appointment

Mailing Address:
Department of Educational Psychology
University of Connecticut

Current Courses Taught:

EPSY 5402 - Individual Differences

EPSY 5491 - School Psychology Internship

EPSY 6491 - Doctoral Internship in School Psychology

Honors/Awards:

Faculty Excellence in Research Award, University of Connecticut Alumni Association, 2006

Outstanding Research Award, Neag School of Education, University of Connecticut, 2004

Fellow, American Psychological Association

Fellow, Association for Psychological Science

Elected Member, Society for the Study of School Psychology

Associations/Committees/Outreach:

American Psychological Association

Association for Psychological Science

International Association of School Psychologists

National Association of School Psychologists

International Association of School Psychologists

Areas of Expertise:

Assessment

Data-based Decision Making

Behavioral Intervention

Classroom Discipline

Cognitive Psychology

Depression Intervention

Intelligence

School Climate

School Psychology

Self-modeling

Selected Publications/Presentations:

Kehle, T. J., Bray, M. A., Chafouleas, S. M., & Kawano, T. (2007). Lack of statistical significance. Psychology in the Schools, 44, 417-422.

Kehle, T. J., Bray, M. A. (2007). On such a full sea and we still are not aflout: Introduction to statistical reform in school psychology. Psychology in the Schools, 44, 415.

Kehle, T. J., Bray, M. A., Grigerick, S. E., Nicholson, H., & Foote, C. (2007). Infant and child attachment as it relates to school based outcomes. JHournal of Early Childhood and Infant Psychology, 3, 47-60.

Peck, H. L., Kehle, T. J., Bray, M. A., & Theodore, L. A. (2005). YOGA as an intervention for children with attention problems. School Psychology Review, 415-424.

Dobson, R. L., Bray, M. A., Kehle, T. J., Theodore, L. A., & Peck, H. L. (2005). Relaxation and guided imagery as an intervention for children with asthma: A replication. Psychology in the Schools, 42, 707-720.

Rickards-Schlichting, K. A., Kehle, T. J., & Bray, M. A. (2005). A self-modeling intervention for high school students with public speaking anxiety. Journal of Applied School Psychology, 20, 47-60.

Hong, L., Chong-De, L., Bray, M. A., & Kehle, T. J. (2005). The measurement of stressful events in Chinese college students. Psychology in the Schools, 42, 315-323.

Clark, E., Olympia, D. E., Jenson, W. R., & Kehle, T. J. (2005). Emotional disturbance in children with intellectual and developmental disabilities. In P. Wehman (Eds.), Mental retardation and psychological disabilities (3rd ed.) (pp.295-308). Austin, TX: ProEd.

Kehle, T. J. & Bray, M. A. (in press). Self-modeling. In A. Akin-Little, S. Little, M. Bray, & T. J. Kehle (Eds.), Handbook of behavioral interventions in schools. Washington, DC: American Psychological Association.

Kehle, T. J., & Bray, M. A. (2004). RICH Theory: The promotion of happiness. Psychology in the Schools, 41, 43-49.