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. ​

Recent Publications:

(^ denotes student co-author) 

Collins, T. A, Drevon, D. D., ^Brown, A. M, ^Villareal, J., ^Newman, C., & ^Endres, B. (Accepted). Say something nice: A meta-analytic review of peer reporting interventions. Journal of School Psychology. 

Gadke, D. L., & Drevon, D. D. (2020). Toward incorporating efficiency data in brief experimental analysis decision-making. School Psychology Review. doi:10.1080/2372966X.2020.1717370 

^Rigney, A. M., Hixson, M. D., & Drevon, D. D. (2020). Headsprout: A systematic review of the evidence. Journal of Behavioral Education, 29, 153-167. doi:10.1007/s10864-019-09345-6    

Drevon, D. D. & Hixson, M. D. (2019). Reductive interventions. In K. C. Radley & E. H. Dart (Eds.), Handbook of behavioral interventions in schools: Multi-tiered systems of supports. (pp. 286-307). New York, NY: Oxford University Press. 

Drevon, D. D., Hixson, M. D., ^Wyse, R. D., & ^Rigney, A. M. (2019). A meta-analytic investigation of the evidence for check-in check-out. Psychology in the Schools, 56, 393-412. doi:10.1002/pits.22195 

^Drivas, M. K., & Drevon, D. D. (2019). The effect of a sounding out step for cover-copy-compare on spelling word acquisition. Behavior Analysis in Practice, 12, 514-522. doi:10.1007/s40617-018-00322-5 

Fredrick, S. S., Drevon D. D., & ^Jervinsky, M. (2019). Measurement invariance of the Student Risk Screening Scale across time and gender. School Psychology, 34, 159-167. doi:10.1037/spq0000278  

^Klaus, S., Hixson, M. D., Drevon, D. D., & Nutkins, C. (2019). A comparison of prompting methods for teaching sight words. Behavioral Interventions, 34, 352-362. doi:10.1002/bin.1667 

Refereed Professional Presentations:

(^ denotes student co-presenter) 

^Brown, A. M., Drevon D. D., & Hixson, M. D. (2020). Is check-in check-out an evidence-based practice? Poster presented at the National Association of School Psychologists Annual Convention, Baltimore, MD. 

Collins, T. A, Drevon, D. D., ^Brown, A. M., ^Villareal, J., ^Newman, C., & ^Endres, B. (2020). "Say something nice:" Examining the effectiveness of peer reporting interventions. Paper presented at the National Association of School Psychologists Annual Convention, Baltimore, MD. 

Drevon, D. D., ^Chapman, B., Kanouse, S., & Jasper, A. D. (2020). The effect of the QCG in middle school classrooms. Poster presented at the National Association of School Psychologists Annual Convention, Baltimore, MD. 

Drevon, D. D., ^DeRoo, M. E., & ^Croley, K. E. (2020). Formative graphing with Microsoft Excel®. Mini-skills presented at the National Association of School Psychologists Annual Convention, Baltimore, MD.