James Ysseldyke

Professor Emeritus

Educational Psychology
250 Education Sciences Bldg.
56 East River Road
Minneapolis, MN 55455
jim@umn.edu

Degrees

Ph.D., University of Illinois

Biography

Jim Ysseldyke is Emeritus Professor of Educational Psychology. Ysseldyke educated School Psychologists and researchers for more than 43 years. He advised and mentored more than 100 doctoral and Ed.S. students who have gone on to leadership positions in universities, school systems, government agencies and research organizations. He served the University of Minnesota as Birkmaier Professor of Educational Leadership, Director of the School Psychology Program, Director of the Minnesota Institute for Research on Learning Disabilities, Director of the National School Psychology Network, Director of the National Center on Educational Outcomes, and Associate Dean for Research.

Professor Ysseldyke's research and writing have focused on enhancing the competence of individual students and enhancing the capacity of systems to meet student’s needs. He is an author of major textbooks and more than 300 journal articles. He is conducting a set of investigations on the use of technology-enhanced progress monitoring systems to track the performance and progress of students in urban environments. Ysseldyke chaired the task forces that produced the three Blueprints on the Future of Training and Practice in School Psychology.

Ysseldyke has received awards for his research from the School Psychology Division of the American Psychological Association, the American Educational Research Association, and the Council for Exceptional Children. The University of Minnesota presented him a distinguished teaching award, and he received a distinguished alumni award from the University of Illinois.

In 1973 Ysseldyke was the first recipient of the Lightner Witmer Award from the School Psychology Division of the American Psychological Association. This is an early career research award. In 1995 he received the Council for Exceptional Children Research Award and in 2009 he was the recipient of the CEC Wallace Wallin Lifetime Achievement Award. In 2009 he received the NASP Legends in School Psychology award. The University of Minnesota presented him a distinguished teaching award, and he received a distinguished alumni award from the University of Illinois. He received awards for contributions to the profession of School Psychology from the Trainers of School Psychologists and from the Council of Directors of School Psychology Associations. In 2016 he received the Lifetime Achievement Award from the National Association of School Psychologists.

Publications

Books and chapters

Taylor, B.M. & Ysseldyke, J.E. (2007). Educational interventions for struggling readers. New York, NY: Teachers College Press.

Salvia, J.S., Ysseldyke, J.E., & Witmer, S. (2017). Assessment in special and inclusive education (13th Edition). Boston, MA: Cengage Publications.

Ysseldyke, J.E. & Burns, M. (2009). Functional assessment of instructional environments for the purpose of making data-driven instructional decisions. In C. Reynolds & T. Gutkin (Eds.), The handbook of school psychology (fourth edition), pp. 410-433. New York: John Wiley.

Ysseldyke, J.E. & Reschly, D. (2014). The Evolution of School Psychology: Origins, Contemporary Status, and Future Directions. In A. Thomas & P. Harrison (Eds.). Best Practices in School Psychology VI. Bethesda, MD: National Association of School Psychologists.

Recent journal articles

Bolt, D.M., Ysseldyke, J.E., & Patterson, M.J. (2010). Students, teachers, and schools as sources of variability, integrity and sustainability in implementing progress monitoring. School Psychology Review. 39(4), 612-630.

Burns, M.K., Klingbeil, D. & Ysseldyke, J.E.(2010). The effects of technology enhanced formative evaluation on student performance on state accountability math tests. Psychology in the Schools. 47(6), 582-591.

Burns, M.K., Klingbeil, D., Ysseldyke, J. & Peterson-Brown, S. (2012). Trends in methodological rigor in intervention research published in school psychology journals. Psychology in the Schools.49(9), 843-851.

Burns, M. Ysseldyke, J.E., Nelson, P. & Kanive, R. (2015). Number of repetitions required to retain single-digit multiplication facts for elementary students. School Psychology Quarterly, 30(3), 398-405.

Cormier, D., McGrew, K. & Ysseldyke, J. (2014). The influences of linguistic demand and cultural loading on cognitive test scores. Journal of Psychoeducational Assessment. 32(7), 610-623. Early online version published June 4, 2014. DOI: 10.1177/0734282914536012

Kanive, R., Nelson, P., Burns., & Ysseldyke, J. (2014). Comparison of the Effects of Computer-Based Practice and Conceptual Understanding Interventions on Math Fact Retention and Generalization. Journal of Educational Research, 107(2), 83-87.

Lazarus, S. S., Thurlow, M.L. Ysseldyke, J.E. & Price, L.M. (2013). An analysis of the rise and fall of the AA-MAS. Journal of Special Education. 48 (4), 231-242. Published as an early online version on January 29, 2013 as doi: 10.1177/0022466912472237.

Lekwa, A. & Ysseldyke, J. (2010). Dissertation research in school psychology: Changes in topics and methods over the past 25 years.. Journal of Applied School Psychology, 26(1), 17-37.

McBride, J., Ysseldyke, J.E., Milone, M. & Stickney, E. (2010). Technical adequacy and cost benefit of four measures of early literacy. Canadian Journal of School Psychology.25(2), 189-204.

Nelson, P,. Burns, M., Kanive, R. & Ysseldyke, J., (2013). Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency among students with math difficulty. Journal of School Psychology, 6, 659-667.

Thurlow, M., Larsen, S., Ysseldyke, J., & Wu, Y. (2016). Special education-non-special education achievement gap in math: Effects of reporting methods, analytical techniques, & reclassification. Exceptionality. 24(1), 32-44.

Ysseldyke, J., Burns, M. K., Scholin, S. E., & Parker, D. C. (2010). Instructionally valid assessment within RtI. Teaching Exceptional Children, 42 (4), 54-61.

Ysseldyke, J., Lekwa, A., Klingbeil, D. & Cormier, D. (2012). Assessment of ecological factors as an integral part of academic and mental health consultation. Journal of Educational and Psychological Consultation. 22: 1-2, 21-43