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Drevon, Daniel
Director - School Psychology
FACULTY
Biography
Daniel Drevon 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 and has been School Psychology Program Director since 2020.
More about Daniel Drevon
Publications & Presentations
Publications
(^ denotes student co-author)
^Brand, S.,
Hixson, M. D., Drevon, D. D., & Decker, D. M. (2026). The impact of
the I-Connect self-monitoring intervention on the on-task behavior of
elementary children. Journal of Behavioral Education, Advance online
publication. https://doi.org.10.1007/s10864-026-09644-9
^McGillis, C. K., Decker, D. M., Hixson, M. D., & Drevon, D. D. (2026). A systematic review of professional ethics preparation in school psychology. School Psychology Training and Pedagogy, 41(3), 38-52.
Drevon, D. D., ^Peart, A. M., & ^Koval, E. T. (2025). The relationship between intercoder reliability of data extraction and effect measure calculation in single-case meta-analysis. School Psychology Review, 54(3), 291-298. https://doi.org/10.1080/2372966X.2023.2273822
^Peart, A. M., Drevon, D. D., & Jasper, A. D. (2024). A comparison of single-case effect measures in determining the effectiveness of check-in check-out. Behavior Modification, 48(3), 360-384. https://doi.org/10.1177/01454455241233738
^Rigney, A. M., Drevon, D. D. & Hixson, M. D. (2024). Gaining Headspace: A classroom-based mindfulness intervention to promote attention for primary students. Psychology in the Schools, 61(12), 4449-4464.https://doi.org/10.1002/pits.23285
Presentations
Thompson,
M., Drevon, D. D., Conner, H. M., Misoni, M., & Modrzynski, J. (2026).
Train and retain: School psychologist apprentice program. Workshop presented at
the Michigan Association of Administrators of Special Education Summer
Institute, Acme, MI.
Drevon, D.
D., Thompson, M., Borowicz, G. H., & Conner, H. M. (2026).
Growing school psychologists through local training partnerships. Poster
presented at the National Association of School Psychologists Annual
Convention, Chicago, IL.
Drevon, D.
D., Hixson, M. D., Conner, H. M., Ferguson, A., & Hansen, K. K.
(2026). Quantitative characteristics of academically-engaged and disruptive
behavior in intervention literature. Poster presented at the National
Association of School Psychologists Annual Convention, Chicago, IL.
Thompson, M., & Drevon, D. D. (2025). Increasing interventions while growing future school psychologists. Poster presented at the Michigan Multi-Tiered System of Supports Technical Assistance Center Annual MTSS Conference, Lansing, MI.
Pustejovsky, J. E., & Drevon, D. D. (2025, September). Systematic reviews of single-case research: Aims, challenges, and good practices. Presented at the Association for Behavior Analysis International’s Single Case Conference, Minneapolis, MN.
Koval, E. T., Drevon, D. D., Kanouse, S., & Jasper, A. D. (2024). Teleconsultation for transition troubles: A multiple baseline study. Poster presented at the National Association of School Psychologists Annual Convention, New Orleans, LA.
Belcher, C. K., Decker, D. M., Hixson, M. D., & Drevon, D. D. (2024). A systematic review of professional ethics preparation in school psychology. Poster presented at the National Association of School Psychologists Annual Convention, New Orleans, LA.
Education
Ph.D. in School Psychology, Central Michigan University, 2011
Daniel Drevon 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.
Research Interests
My program of research focuses on identifying evidence-based academic and behavioral interventions and the conditions under which they work for school-age children. I think about interventions within multi-tiered systems of support, a prevention-oriented framework for addressing disparities in academic, behavioral, and mental-health outcomes of students in schools. I conceptualize interventions from a behavior analytic perspective.
Methodologically, I investigate interventions in two ways. First, I have engaged in applied research on academic and behavioral interventions using single-case experimental design (SCEDs). I am experienced in designing and implementing a variety of SCEDs, including adapted alternating treatments designs, multiple baseline designs, and withdrawal designs. Second, I have engaged in systematic reviews/meta-analyses of academic and behavioral interventions, with a special focus on studies that have employed SCEDs. My published meta-analyses often incorporate cutting-edge quantitative analyses, such as using new and improved effect size measures, combining the results of between-groups experiments and SCEDs in the same meta-analysis, and including multiple effect size measures per study while accounting for the resulting dependency among effect size measures from the same study.