Website: Central Assessment Lending Library (CALL)
Sharon Bradley-Johnson received her Ed.D. from Western Michigan University in 1977 and joined the faculty at Central Michigan University in 1976. Previously she worked as a psychologist for the Regional Education and Assessment Center and as a school psychologist for Comstock Public Schools. She is the recipient of a Teaching Excellence Award, a Distinguished Faculty Award from the Michigan Association of Governing Boards, and a Master Lecturer Award from the Michigan Psychological Association. She has served on the editorial boards of School Psychology Review, and Journal of Psychoeducational Assessment, as an Associate Editor for Psychology in the Schools and Education & Treatment of Children, and as Editor of the Infant Mental Health Journal. She is co-director of the Central Assessment Lending Library.
My primary research interest is in cognitive assessment and intervention for infants, toddlers, and preschoolers. Another interest is in psychoeducational assessment of children with vision, hearing, motor, and cognitive disabilities, particularly for the youngest children. In addition, I am interested in the technical adequacy of Curriculum-Based Measurement and DIBELS.
Hough, T. M., Hixson, M. D., Decker, D., & Bradley-Johnson, S. (2012). The effectiveness of an
explicit instruction writing program for second graders. Journal of Behavioral Education (21), 163-174.
Hixson, M. D., Reynolds, J. L., Bradley-Johnson, S., & Johnson, C. M. (2010). Cumulative-hierarchical learning and behavioral cusps. In J. A. Mulick & E. A. Mayville (Eds.), Behavioral foundations of effective autism treatment. Cornwall-on-Hudson, NY: Sloan Publishing.
Swanson, J.R., Bradley-Johnson, S., Johnson, C. M., & O’Dell, A. R. (2009). The Cognitive
Abilities Scale-Second Edition Preschool Form: Studies of concurrent criterion-related, construct, and predictive criterion-related validity. Journal of Psychoeducational Assessment, 27, 46-56.
Bradley-Johnson, S., & Morgan, S.M. (2008). Best practices in instructing students who are visually impaired or blind. In A. Thomas & J. Grimes (Eds.) Best practices in school psychology-V, Silver Springs, MD: National Association of School Psychologists.
Hixson, M., Christ, T., & Bradley-Johnson, S. (2008). Best practices in the analysis of progress monitoring and decision making. In A. Thomas & J. Grimes (Eds.). Best practices inschool psychology-V, Silver Springs, MD: National Association of School Psychologists.
Bradley-Johnson, S., & Johnson, C.M. (2007). Infant and toddler cognitive assessment. In B.A. Bracken & R.J. Nagle, Psychoeducational assessment of preschool children (4th ed.). Nehwah, NJ: Erlbaum.
Bradley-Johnson, S., & Johnson, C.M. (2006). Handbook for writing effective psychoeducational Reports-Second Edition. Austin, TX: PRO-ED.
Bradley-Johnson, S., Johnson, C. M., Swanson, J., & Jackson, A.(2004). Exploratory behavior: A comparison of infants who are congenitally blind and infants who are sighted. Journal of Visual Impairment & Blindness, 98, 496-502 .
Haile Mariam, A., Bradley-Johnson, S., & Johnson, C. (2002). Pediatrician's preferences for ADHD information from schools. School Psychology Review, 31, 94-105.
Bradley-Johnson, S., & Johnson, C.M. (2001). Cognitive Abilities Scale-Second Edition. Austin, TX: PRO-ED.