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Thomas Schanding

G. Thomas Schanding, Ph.D.

Associate Professor of School Psychology,
College of Human Sciences and Humanities

Contact number: 281-283-3484
Email: schandingjr@uhcl.edu
Office: B2529.04

Biography

Dr. Schanding is an associate professor of school psychology. He received his Ph.D. from the University of Southern Mississippi and completed his doctoral internship at Cypress-Fairbanks Independent School District. He is a licensed psychologist in the State of Texas, a licensed specialist in school psychology, and a nationally certified school psychologist. He is also the associate director of leadership and a core faculty member for special education for the University of Texas Health Science Center's Leadership Education in Neurodevelopmental Disabilities program.

Dr. Schanding has an active research lab open to undergraduate and graduate research assistants. His research interests include 1) the assessment, prevention, and intervention for social, emotional, and behavioral disorders of children (universal and targeted screening, 2) assessment and intervention of Autism Spectrum Disorders, and 3) the experiences of lesbian, gay, bisexual, transgender, questioning, and gender nonconforming youth in schools.

He has extensive clinical experiences working with early childhood populations (HeadStart, Preschool Programs for Children with Disabilities, youth with neurodevelopmental disabilities such as ASD and attention deficit/hyperactivity disorder, as well as students with an emotional disturbance. See Dr. Schanding's vitae for more information. Dr. Schanding will not be accepting doctoral students for the 2021-2022 academic year.

Curriculum Vitae                                            


Areas of Expertise

  • Social and emotional learning
  • Social, emotional, behavioral assessment and intervention
  • Autism Spectrum Disorders
  • School-based experiences of LGBTQIA+ youth


Publications

Selected recent publications:

  • Casillas, L.M., Elkins, S.R., Walther, C.A.P., Schanding, G.T., & Short, M.B. (Accepted). Helicopter parenting style and parental accommodations: The moderating role of internalizing and externalizing symptomatology. The Family Journal.
  • Hussain, H., Schanding, G.T., & Elkins, S.R., Short, M.B. (Accepted). The relationship between helicopter parenting and social emotional learning. Research and Practice in the Schools.
  • Strait, G., Strait, J.E., Schanding, G.T., Anderson, J.R., Cook, D., Schmidt, S., & Kim, S.Y. (2020). Ethical considerations for using school-based motivational interviewing with parents, teachers, and students. Journal of Applied School Psychology 36(1), 62-75. doi:10.1080/15377903.2019.1665606
  • Balderas, J.C., Schield, S., Harper, K.L., Schanding, G.T., Ingram, R.E., Atchley, R.A., & Bistricky, S.L. (2019). Current dysphoria, past major depression, and memory for affective facial expressions. Current Psychology, 1-8. doi:10.1007/s12144-019-00321-x
  • Reid, E.K., Keller-Margulis, M.A., Schanding, G.T., & Tolar, T.D. (2019). Predicting kindergarten writing achievement using early written expression and behavior screening. Journal of Applied School Psychology, 35(3), 215-233. doi:10.1080/15377903.2019.1568333
  • Schanding, G.T., & Gorniak, A.N. (2019). Book review: Publishing in school psychology and related fields: An insider’s guide by R.G. Floyd. Journal of Psychoeducational Assessment, 1-3. doi:10.1177/0734282918821480
  • Malchar, S.E., Praytor, S.E., Wallin, A.C., Bistricky, S.L., & Schanding, G.T. (2019). Evaluating family-school collaboration: A preliminary examination of the family-school collaboration inventory. Contemporary School Psychology. doi:10.1007/s40688-019-00227-2
  • Keller-Margulis, M.A., Ochs, S., Reid, E.K., Thomas, E., & Schanding, G.T. (2018). Validity and diagnostic accuracy of early written expression screeners in kindergarten. Journal of Psychoeducational Assessment, 1-14. doi:10.1177/0734282918769978
  • Schanding, G.T., & Case, K.A. (2018). Masculine and feminine conformity in lesbian, gay, and bisexual youth. Research and Practice in the Schools, 5(1), 9-18.
  • Faulkner, V.J., Schanding, G.T., Fan, W., & Harris, G.E. (2017). Individuals with autism spectrum disorder: A study of the age of attaining daytime dryness. Consultant, 56(7), 394-398.


Courses (Current Academic Year)

  • PSYC 5111 Orientation to School Psychology
  • PSYC 6111 Student Diversity in Learning
  • PSYC 6121 Ethics and Law in School Psychology
  • PSYC 6132 Seminar in Professional School Psychology
  • PSYC 6133 Personality Assessment of the Child
  • PSYC 6230 Intervention II: Behavior Interventions
  • PSYC 6666 Internship
  • PSYC 7038 Practicum I
  • PSYC 7039 External Practicum/Internship
  • PSYC 6138/7331 Design/Evaluation of School Health Programs


Research Projects

  • Assessment and intervention of social and emotional learning competencies
  • Assessment and intervention of Autism Spectrum Disorders
  • Social, emotional, and behavioral screening, assessment, and intervention
  • School-based experiences of LGBTQIA+ youth


Awards and Accomplishments

  • President's Distinguished Faculty Research Award (University of Houston - Clear Lake, 2020)
  • Group Teaching Excellence Award (University of Houston, 2011)
  • Early Career Scholar (Society for the Study of School Psychology, 2009)