Drevon, Daniel
Director - School Psychology
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. His interests include psychoeducational assessment and intervention based on the principles of applied behavior analysis.
More about Daniel Drevon
Publications & Presentations
Publications
(^ denotes student co-author)
^Croley, K.
E., Drevon, D. D., Decker, D. M., Hixson, M. D., & Radley, K. C.
(2022). The effect of the Fidget Cube™ on classroom behavior among students
with perceived attention difficulties. Behavior Analysis in Practice. Advance
online publication. https://doi.org/10.1007/s40617-022-00734-4
Fledderman, N., ^Slavin, L., Drevon D., & Soares, N. (2022). Mixed methods analysis of reflective statements of residents following the developmental-behavioral pediatric rotation. Pediatric Medicine. Advance online publication. https://doi.org/10.21037/pm-21-116
Collins, T. A, Drevon, D. D., ^Brown, A. M, ^Villareal, J., ^Newman, C., & ^Endres, B. (2020). Say something nice: A meta-analytic review of peer reporting interventions. Journal of School Psychology, 83, 89-103.
Drevon, D. D., Hixson, M. D., Campbell, A., ^Brown, A. M., & ^Rigney, A. M. (2020). Check-in check-out/behavior report card. In M. I. Axelrod, M. Coolong-Chaffin, & R. O. Hawkins (Eds.), School-based behavioral intervention case studies: Effective problem-solving for school psychologists (pp. 290-301). Routledge.
Gadke, D. L., & Drevon, D. D. (2020). Toward incorporating efficiency data in brief experimental analysis decision-making. School Psychology Review, 49(2), 195-208.
^Rigney, A. M., Hixson, M. D., & Drevon, D. D. (2020). Headsprout: A systematic review of the evidence. Journal of Behavioral Education, 29(1), 153-167.
Presentations
Drevon, D. D., DeRoo, M. E., Kanouse, S., & Decker, D. M. (2022). Using efficiency data in brief experimental analysis of reading fluency. Poster presented at the National Association of School Psychologists Annual Convention, Boston, MA.
Koval, E. T., Drevon D. D., & Hixson, M. D. (2022). A meta-analysis of behavior specific praise interventions in PK-12 settings. Poster presented at the National Association of School Psychologists Annual Convention, Boston, MA; and Student Research and Creative Endeavors Exhibition Annual Convention, Mt. Pleasant, MI.
Koval, E. T., Peart, A. M., & Drevon, D. D. (2022). A database for quantitative analysis of data from single-case designs. Poster presented at the National Association of School Psychologists Annual Convention, Boston, MA.
Peart, A. M., Koval, E. T., & Drevon, D. D. (2022). Does data extraction unreliability impact effect measure calculations? Poster presented at the National Association of School Psychologists Annual Convention, Boston, MA; and Student Research and Creative Endeavors Exhibition Annual Convention, Mt. Pleasant, MI.
Rigney, A. M., Hixson, M. D., Drevon, D. D., & Davoli, C. C. (2022). A meta-analysis of mindfulness-based interventions in schools. Poster presented at the National Association of School Psychologists Annual Convention, Boston, MA; and Student Research and Creative Endeavors Exhibition Annual Convention, Mt. Pleasant, MI.
Drevon, D. D. (2021). A database to support aggregation of evidence from single-case experimental designs. Lightning talk presented at the Metascience 2021 Conference.
Collins, T. A., & Drevon, D. D. (2020). Say something nice: A meta-analytic review of peer reporting interventions. Paper accepted for symposium Advancing Applied Behavior Analysis with Meta-Analysis at the Association for Behavior Analysis International Annual Convention, Washington, DC. [Not presented due to COVID-19 pandemic]
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.
Rigney, A. M., Hixson, M. D., Drevon, D. D., & Brown, A. M. (2020). The effectiveness of Headsprout Early Reading for improving basic reading skills. Poster presented at the National Association of School Psychologists Annual Convention, Baltimore, MD.
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.