Bio:

Daniel Drevon received his Ph.D. in School Psychology from Central Michigan University in 2011. He completed his APA-accredited predoctoral internship at Fort Worth Independent School District (FWISD) in Fort Worth, TX. He completed post-doctoral hours toward licensure as a psychologist at FWISD and Community Mental Health for Central Michigan. He is a Licensed Psychologist in the state of MI and a Nationally Certified School Psychologist. He joined the Department of Psychology at Central Michigan University in Fall 2015.

Research Interests:​

​As a researcher, I am interested in identifying effective and efficient academic and behavioral interventions for school-aged children.  I am pursuing research questions related to this interest in two ways. First, I am engaging in applied research on academic and behavioral interventions using single-case experimental designs. Second, I am engaging in meta-analysis/research synthesis, with a special focus on studies that have employed single-case experimental designs, as this methodology has frequently been overlooked in past quantitative syntheses. Secondary research interests include psychoeducational assessment and natural mentoring relationships.​

Recent Publications:

Fredrick, S. S., Drevon D. D., & Jervinsky, M. (In press). Measurement invariance of the Student Risk Screening Scale across time and gender. School Psychology Quarterly. Advance online publication. doi:10.1037/spq0000278

Drevon, D. D., & Reynolds, J. L. (2018). Comparing the effectiveness and efficiency of response repetition to simultaneous prompting on acquisition and maintenance of multiplication facts. Journal of Behavioral Education, 27, 358-374. doi:10.1007/s10864-018-9298-7

Drevon, D. D., Kim, S. Y., & Fredrick, S. S. (2018). Natural mentoring relationships as a protective factor for victims of bullying. Journal of School Violence, 17, 405-416. doi:10.1080/15388220.2017.1322520

Drevon, D. D., Knight, R. M., & Bradley-Johnson, S. (2017). Nonverbal and language-reduced measures of cognitive ability: A review and evaluation. Contemporary School Psychology, 21, 255-266. doi:10.1007/s40688-016-0114-x

Bruni, T. P., Drevon, D. D., Hixson, M. D., Wyse, R., Corcoran, S. S., & Fursa, S. R. (2017). The effect of functional behavioral assessment on school-based interventions: A meta-analysis of single-case research. Psychology in the Schools, 54, 351-369. doi:10.1002/pits.22007

Drevon, D. D., Fursa, S. R., & Malcolm, A. L. (2017). Intercoder reliability and validity of WebPlotDigitizer in extracting graphed data. Behavior Modification, 41, 323-339. doi:10.1177/0145445516673998

Refereed Professional Presentations:

Drevon, D. D., Radley, K. C., & Rigney A. (2018). A review for the evidence base for sensory-based interventions. Poster presented at the National Association of School Psychologists Annual Convention, Chicago, IL; and Student Research and Creative Endeavors Exhibition Annual Convention, Mt. Pleasant, MI.

Fursa, S. R., Hixson, M. D., Drevon. D. D., & Nutkins, C. (2018). A comparison of prompting methods to teach sight words. Poster presented at the National Association of School Psychologists Annual Convention, Chicago, IL.

Rigney, A., Jervinsky, M., Drevon, D. D., Kanouse, S., Shellady, S., & Fredrick, S. S. (2018). Psychometric properties of the SRSS in three Midwest elementary schools. Poster presented at the National Association of School Psychologists Annual Convention, Chicago, IL; and Student Research and Creative Endeavors Exhibition Annual Convention, Mt. Pleasant, MI.

Reynolds, J. L. Drevon, D. D., Riebe, B., Dailey, N. L., Cai, D. (2018). A comparison of two strategies to teach multiplication facts. Poster presented at the National Association of School Psychologists Annual Convention, Chicago, IL.