Craig Albers

Associate Professor, School Psychology Area

craig.albers@wisc.edu


333 Educational Sciences

1025 West Johnson Street

Madison, WI 53706-1706

Albers, Craig

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I received my doctorate in School Psychology/Educational Psychology from Arizona State University in 2002. I currently serve as Editor of the Journal of School Psychology (https://www.journals.elsevier.com/journal-of-school-psychology), Co-Director of the Rural Education Research and Implementation Center (RERIC), and Chair of UW’s Prevention and Intervention Sciences Minor and Certificate Program. I teach EP/HDFS/Nursing/SW 880 – Introduction to Prevention Sciences and EP/HDFS/Nursing/SW 881 – Prevention Sciences Capstone Seminar. My research examines two areas: (1) Universal screening and early intervention within a prevention framework, with a particular emphasis on linguistically-diverse students; and (2) utilizing community-engaged research to address issues faced by rural schools within the domains of mental and behavioral health; equity and diversity; and educator preparation, recruitment, and retention.

Education

  • PhD School Psychology, Arizona State University, 2002
  • MA Educational Psychology, Arizona State University, 1999
  • BA Psychology, University of Minnesota-Twin Cities, 1994

Select Publications

  • Kuhn, J., & Albers, C. A. (2021). Early literacy intervention for culturally and linguistically diverse students across English language proficiency levels. Journal of Applied School Psychology (Online First) Online Publication/Abstract.
  • Kelly, K., Garbacz, A., & Albers, C. A. (2020). Theoretical foundations of school psychology research and practice. Routledge Online Publication/Abstract.
  • Kelly, K., Garbacz, S., & Albers, C. A. (2020). Theoretical foundations of school psychology research and practice. In K. Kelly, S. A. Garbacz, & C. A. Albers (Eds.), Theoretical foundations of school psychology research and practice (pp. 1-20). New York, NY: Routledge.
  • Albers, C. A., & Martinez, R. (2015). Academic success in English: Using response to intervention as best practice for English language learners. Guilford Online Publication/Abstract.
  • Albers, C. A., & Kettler, R. J. (2014). Best practices in universal screening. In A. Thomas & P. Harrison (Eds.), Best practices in school psychology: Data-based and collaborative decision making (pp. 121-131). Bethesda, MD: National Association of School Psychologists.
  • Kettler, R. J., Glover, T. A., Albers, C. A., & Feeney-Kettler, K. A. (2014). Universal screening in educational settings: Evidence-based decision making for schools. American Psychological Association Online Publication/Abstract.
  • Albers, C. A., & Hoffman, A. (2012). Using flashcard drill methods and self-graphing procedures to improve the reading performance of ELLs. Journal of Applied School Psychology, 28, 367-388.
  • Albers, C. A. (2011). The Alternate ACCESS for ELLs with Significant Cognitive Disabilities. Madison, WI: University of Wisconsin, Wisconsin Center for Education Research.
  • Albers, C. A., Kenyon, D., & Boals, T. (2009). Measures for determining English language proficiency and the resulting implications for instructional provision and intervention. Assessment for Effective Intervention, 34(2), 74-85.
  • Glover, T. A., & Albers, C. A. (2007). Coonsiderations for evaluating universal screening assessments. Journal of School Psychology, 45, 117-135.

Select Presentations

  • Fitzpatrick, S. A., Floyd, R. G., & Albers, C. A. (2021, February). Exploratory factor analysis of the criteria for quality manuscripts survey in school psychology. Poster presented at the annual convention of the National Association of School Psychologists, Virtual.
  • Twombly, T., Latham, A., Godfrey, E., Davis, E., Garbacz, A., & Albers, C. A. (2021, February). Teachers’ perspectives on school mental health practices. Poster presented at the annual convention of the National Association of School Psychologists, Virtual.
  • Hall, G., & Albers, C. A. (2020, February). Assessing triannual mathematics screening grains with Bayesian latent change modeling. Paper presented at the annual convention of the National Association of School Psychologists, Baltimore, MD.
  • Hall, G., & Albers, C. A. (2020, February). Associations of English proficiency and working memory with mathematics growth. Paper presented at the annual convention of the National Association of School Psychologists, Baltimore, MD.
  • Young, K., Godfrey, E., Twombly, T., Porter, J., Collins, B., Latham, A., Wadington, M., Lawlor, K., Li, H., Davis, E., Maggin, D., Albers, C. A., & Garbacz, A. (2020, February). Rural mental and behavioral health: Preliminary results from a meta-analysis. Poster presented at the annual convention of the National Association of School Psychologists, Baltimore, MD.
  • Garbacz, A., Albers, C. A., Carl, B. R., Bartley, C., Im, S., & Doren, B. (2019, November). Aligning and integrating family, school, and community systems to promote mental health in rural communities. Poster presented at the annual conference on Advancing School Mental Health, Austin, TX.
  • Im, S., Garbacz, A., Doren, B., & Albers, C. A. (2019, August). Formative development of a school-based approach to mental health promotion in rural communities. Poster presented at the annual meeting of the American Psychological Association, Chicago, IL.
  • Young, K., Lawlor, K., Im, S., Wadington, M., Markham, M., Hall, G. J., Sullivan, M., Albers, C. A., & Garbacz, A. (2019, February). A systematic review of interventions in rural education. Poster presented at the National Association of School Psychologists Annual Meeting, Atlanta, GA.
  • Hall, G. J., Markham, M. A., McMackin, M., Moore, E. C., & Albers, C. A. (2019, February). Predictive validity of elementary mathematics screeners for English language learners. Paper presented at the National Association of School Psychologists Conference Annual Meeting, Atlanta, GA.
  • Albers, C. A. (2016, September). Facilitating EL achievement through prevention, early intervention, and problem-solving models: Best practices for RTI/MTSS. presented at the Student Support Team Association for Georgia Educators (SSTAGE), Dublin, GA.

Select Awards and Honors

  • Member, Society for the Study of School Psychology, 2012
  • Teaching Academy Fellow, University of Wisconsin-Madison, 2012
  • Catalyst Scholar, Society for the Study of School Psychology, 2011
  • Mid-Career Scholar, School Psychology Research Summit, 2010
  • Early Career Scholar, Society for the Study of School Psychology (SSSP), (2005–2007)