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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

(^ denotes student co-author) 

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

^McGillis, C. K., Decker, D. M., Hixson, M. D., & Drevon, D. D. (2025). A systematic review of professional ethics preparation in school psychology. School Psychology Training and Pedagogy. Manuscript accepted for publication.

^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

^Chapman, B. N., Drevon, D. D., & Jasper, A. D. (2023). The impact of the Quiet Classroom Game on on-task behavior and classroom noise level in three middle school classrooms. Journal of Behavioral Education, 32(1), 109-126. https://doi.org/10.1007/s10864-021-09444-3

^Croley, K. E., Drevon, D. D., Decker, D. M., Hixson, M. D., & Radley, K. C. (2023). The effect of the Fidget Cube on classroom behavior among students with perceived attention difficulties. Behavior Analysis in Practice, 16(2), 547-557.https://doi.org/10.1007/s40617-022-00734-4

Fledderman, N. M., ^Slavin, L. J., Drevon D. D., & Soares, N. S. (2023). Mixed methods analysis of reflective statements of residents following the developmental-behavioral pediatric rotation. Pediatric Medicine, 6(2). https://doi.org/10.21037/pm-21-116

Presentations

Pustejovsky, J. E., & Drevon, D. D. (2025, September). Systematic reviews of single-case research: Aims, challenges, and good practices. Presentation to be given 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.

Berger, O. E., Schultz, A. P., & Drevon, D. D. (2023). A review of single-case graph construction in school psychology journals. Poster presented at the National Association of School Psychologists Annual Convention, Denver, CO; and Student Research and Creative Endeavors Exhibition Annual Convention, Mt. Pleasant, MI.

Peart, A. P., Drevon, D. D., & Hixson, M. D. (2023). Assessing reproducibility of school-based behavior intervention studies. Poster presented at the National Association of School Psychologists Annual Convention, Denver, CO. 

Rigney, A. M., Drevon, D. D., Hixson, M. D., & Davoli, C. C. (2023). Gaining Headspace: A classroom-based mindfulness intervention to promote attention for primary students. Poster presented at the National Association of School Psychologists Annual Convention, Denver, CO.

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.

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.