Dr. James McDougal, co-author of the BIMAS-2 is an Associate Professor and Director of the School Psychology Program at the State University of New York at Oswego. Dr. McDougal teaches courses in assessment and intervention for academics and behavior, and consultation, and supervises field-based practicum and internship experiences. He is the former Mental Health Coordinator for the Syracuse City School District, where he integrated mental health services in the schools and provided mental health, behavioral, and academic consultation services to over forty schools and programs.
Dr. McDougal has 20 years of experience as a practicing school psychologist, and has considerable experience consulting students with academic and behavioral problems and conducting staff development for educators. He has conducted well over 200 training seminars at state and national forums in the areas of academic and behavioral assessment/intervention, and the implementation of response to intervention (RTI) models in the schools to improve the academic, behavioral, and socio-emotional functioning of students.
Dr. McDougal also has a considerable record of scholarly publication, including two recently released co-authored books entitled A Practitioner’s Guide to Functional Assessment and Behavior Intervention Planning in the Schools (McDougal, Chafouleas, & Waterman, 2006), and RTI in Practice: A Practical Guide to Implementing Effective Evidenced-Based Interventions in Your Schools” (McDougal, Graney, Wright, & Ardoin, 2009). In addition, he has published peer-reviewed articles in School Psychology Review, School Psychology Quarterly, Psychology in the Schools, the Canadian Journal of School Psychology, and the Communique.
Achilles N. Bardos, Ph.D., co-author of the BIMAS-2 is a graduate of The Ohio State University and is a Professor in the Department of School Psychology at the University of Northern Colorado. Dr. Bardos’ teaching and research interests include educational and psychological assessment, program evaluation, and computer applications in psychology. He has published many articles and book chapters, and presented over 200 papers and workshops at national and international conferences.
Dr. Bardos co-authored , the General Ability Measure for Adults (Naglieri & Bardos, 1997), a non-verbal intelligence test, the Draw A Person: Screening Procedure for Emotional Disturbance (Naglieri, McNeish, & Bardos, 1991), and the Basic Achievement Skills Inventory–Comprehensive and Survey (BASI, 2004), a series of self-administered achievement tests that can be used in schools and other settings such as corrections, public safety, and other personnel selection areas. Currently, Dr. Bardos is also co-authoring the forensic-Reading Competency Inventories (f-RCI), a series of reading vocabulary tests especially designed to assist with a client’s reading comprehension skills in a personality evaluation (Bardos, A. N. & Naglieri, J. A., in press).
Scott T. Meier, co-author of the BIMAS-2 is a Professor at the University at Buffalo in the Department of Counseling, School, and Educational Psychology. Dr. Meier is also a licensed psychologist who received his Ph.D. in Counseling Psychology from Southern Illinois University, Carbondale. Dr. Meier focuses his research and teaching on psychological measurement (particularly outcome assessment), research methods (particularly program evaluation), and counseling skills (particularly the integration of case conceptualization and assessment with intervention).
Dr. Meier has conducted numerous program evaluations and has worked with organizations such as the Veterans Administration, Child and Adolescent Treatment Services of Western New York, the Society for Prevention of Cruelty to Animals, and numerous school systems in Western and Central New York. Dr. Meier is a member of the American Evaluation Association, the Association for Psychological Science, the Association for Behavioral and Cognitive Therapies, and the Psychological Association of Western New York.
Dr. Meier is either the author or co-author of five books (including Measuring Change in Counseling and Psychotherapy and Elements of Counseling) and has published work in the American Psychologist, Canadian Journal of School Psychology, Journal of Counseling Psychology, Measurement and Evaluation in Counseling and Development, and the American Journal of Evaluation.
Dr. Cohen earned her doctorate at Indiana State University, completed her internship at McLean Hospital and has served as a school psychologist in the Boston Public Schools (BPS) for over 20 years. In her current role, she has been involved in the conceptualization and implementation of BPS Comprehensive Behavior Health Model (CBHM), a multi-tiered system of support (MTSS) that aims to create safe and supportive schools. In this capacity, Dr. Zortman Cohen coaches school psychologists, principals and school staff through content coaching and technical assistance. The work of the CBHM has been featured at numerous local and national conferences. Dr. Cohen has delivered many trainings and professional workshops in conferences such as the National Association of School psychologists and for three consecutive years at the Children’s School Mental Health Conference sponsored by the University of Maryland, Medical school.
Mrs. Leong received her graduate degree from Boston College in School Psychology and Counseling. She worked as a monolingual and bilingual school psychologist providing services to students from early intervention through high school. In addition, she taught high school students with moderate and special needs, academic and behavioral needs. Since her retirement of 5 years ago, she has been working as a consultant and coach with the Boston Public Schools Behavioral Health department implementing comprehensive behavioral health services focusing on the changing role of the school psychologist and coaching behavioral health staff, school staff and administration to adopt system wide positive prevention and intervention practices.