Anthony Roberson, Ph.D.

Assistant Professor of School & Health Service Psychology,
College of Human Sciences and Humanities

Biography

Anthony "Tony" Roberson, Ph.D., is an assistant professor in the department of Clinical, Health, and Applied Sciences. He obtained his doctoral degree from Louisiana State University’s School Psychology program and currently holds credentials as a licensed psychologist (LP) and licensed specialist in school psychology (LSSP) in the state of Texas and as a nationally certified school psychologist (NCSP).

Dr. Roberson has worked as a school psychologist full-time in Cypress-Fairbanks ISD, where he was involved in assessment, intervention, and consultation work with early childhood, elementary, and secondary students and staff. Beyond schools, he also has experience delivering a variety of services in clinic and residential treatment settings.

His research interests and expertise broadly concern improving school-based psychological and behavioral measurement practices to make data more practically useful for efficiently monitoring risk and wellbeing at both the student and systems levels (e.g., whole classroom, whole school). His current work focuses on refining positively-oriented behavior rating scales for universal screening to help reduce systemic barriers to accessing quality care and promote student behavioral and mental health more equitably across diverse and resource-limited school systems.

When Dr. Roberson is not professing, he can likely be found watching an old movie or playing the bass. He never learned how to ride a bike but has grown to accept that with self-compassion and kindness.

Curriculum Vitae

Areas of Expertise

School-based universal mental health screening
Systems-level prevention and intervention services to promote student wellbeing
Youth wellbeing measurement
Clinical behavior analysis and acceptance and mindfulness-based therapeutic interventions (e.g., ACT)
Quantitative research methods and data analysis with R, particularly related to behavior rating scale development/refinement, factor analysis, and correlational designs

Publications

Roberson, A. J., & Renshaw, T. L. (2022). Dominance of general versus specific aspects of wellbeing on the Student Subjective Wellbeing Questionnaire. School Psychology, 37, 399–409. https://doi.org/10.1037/spq0000513
Renshaw, T. L., Weeks, S. N., Roberson, A. J., Upton, S. R., Barr, J. D., Phan, M. L., & Farley, C. D. (2022). Cultivating mindfulness in schools to promote well-being. In K. Allen, M. J. Furlong, D. Vella-Brodrick, & S. Suldo (Eds.), Handbook of positive psychology in schools: Supporting process and practice (3rd ed; pp. 135–148). Routledge. https://doi.org/10.4324/9781003013778-11. PsyArXiv preprint: https://psyarxiv.com/6gp8y
Goodwin, A. K. B., Roberson, A. J., Watson, A., Chen, G. L., & Long, A. C. J. (2022). The impact of COVID-19, mental health distress, and school-based sociocultural protective factors among elementary-aged children and their caregivers. School Psychology International, Advance online publication. https://doi.org/10.1177/01430343221128192
Renshaw, T. L., Weeks, S. N., Roberson, A. J., & Vinal, S. (In Press). ACT in schools: A public health approach. In M. P. Twohig, M. E. Levin, & J. M. Peterson (Eds.), Oxford handbook of acceptance and commitment therapy. Oxford. PsyArXiv preprint: https://psyarxiv.com/ar3m8
Weeks, S. N., Renshaw, T. L., & Roberson, A. J. (2021). Screening depression and anxiety via brief measures of psychological inflexibility. Journal of Psychoeducational Assessment, 40, 255–270. https://doi.org/10.1177/07342829211050739
Roberson, A. J., & Renshaw, T. L. (2019). Initial development and validation of the Student Wellbeing Teacher-Report Scale. School Mental Health, 11, 578–599. https://doi.org/10.1007/s12310-018-09305-x
Roberson, A. J., & Renshaw, T. L. (2017). Structural validity of the HBSC bullying measure: Self-report rating scales of youth victimization and perpetration behavior. Journal of Psychoeducational Assessment, 36, 628–643. https://doi.org/10.1177/0734282917696932
Renshaw, T. L., Hammons, K. N., & Roberson, A. J. (2016). General versus specific methods for classifying U.S. students’ bullying involvement: Investigating classification agreement, prevalence rates, and concurrent validity. School Psychology Review, 45, 400–416. https://doi.org/10.17105/SPR45-4.400-416
Renshaw, T. L., Roberson, A. J., & Hammons, K. N. (2016). The functionality of four bullying involvement classification schemas: Prevalence rates and associations with mental health and school outcomes. School Mental Health, 8, 332–343. https://doi.org/10.1007/s12310-015-9171-y

Courses (Current Academic Year)

PSYC 6039 Practicum in School Psychology
PSYC 6130 Psychological Measurement
PSYC 6138 Design & Evaluation of School Health Programs
PSYC 6230 Intervention II (Social & Behavioral Skills)
PSYC 7130 Experimental Methodology
PSYC 7131 Quantitative Statistical Analysis I
PSYC 7132 Quantitative Statistical Analysis II