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Ann C. Schulte

Biographical Sketch

Dr. Ann C. Schulte is a Professor of Psychology and School Psychology Program Director at NC State University. She earned her BA in Experimental Psychology from the University of California at Santa Barbara, and her PhD in Educational Psychology with a specialization in School Psychology from the University of Texas at Austin. Following graduate school, she worked as a test developer and researcher with Psychometrics, Inc. before joining the faculty at the University of North Carolina at Chapel Hill. She spent 12 years at UNC, both as a School Psychology Program faculty member and later as a researcher and Fellow at the Frank Porter Graham Child Development Center. Just prior to coming to NC State in 1994, she was employed at Duke University Medical Center as a clinician in the Attention Disorders Program and a clinical supervisor on the Multi-modal Treatment of ADHD study. Dr. Schulte’s research interests center on improving the quality of services and educational outcomes for children with learning disorders. Within that area, her interests range from school responses to children with reading difficulties, to consultation, to the inclusion of children with disabilities in high stakes testing programs. She serves or has served on the editorial boards of School Psychology Review, Journal of School Psychology, Journal of Learning Disabilities, and Learning Disabilities Research and Practice, as well as served as Associate Editor of the School Psychology Quarterly. She has directed several federal grants and just completed a training grant focusing on preparing school psychologists to align their services with current reading research and school reform efforts.

Education

• B.A., 1977, University of California at Santa Barbara
• PhD., 1983, Texas at Austin

Current Teaching

• PSY 370 Personality Theories
• PSY 710 Academic Assessment and Remediation
• PSY 641/841 School Psychology Practicum

Current Research Interests

• Children with learning disabilities
• Development of high quality services in the schools to meet the needs of students with disabilities

Selected research papers:

• Schulte, A. C., Easton, J. E., & Parker, J.  Advances in Treatment Integrity Research: Multidisciplinary Perspectives on the Conceptualization, Measurement, and Enhancement of Treatment Integrity.  Manuscript submitted for publication.

• Murray, D., Rabiner, D., & Schulte, A. C., & Newitt, K. (2008). Feasibility and effectiveness of a daily report card intervention for ADHD students. Child & Youth Care Forum, 37, 111-126.

• Schulte, A. C. (2008).  Measurement in school consultation research.  In W. P. Erchul and S. Sheridan (Eds.), Handbook of research in school consultation:  Empirical foundations for the field (pp. 33-61). Mahwah, NJ:  Erlbaum.

• Brown, D., Pryzwansky, W., & Schulte, A. C. (1987, 1991, 1995, 1998, 2001, 2006). Psychological consultation: Introduction to theory and practice (1st- 6th ed.). Boston: Allyn & Bacon.

• Schulte, A. C., & Villwock, D. N. (2004). Using high stakes tests to derive school-level measures of special education efficacy. Exceptionality, 12, 107-126.

• Schulte, A. C., & Osborne, S. S. (2003). When assumptive worlds collide: A review of definitions of collaboration in consultation. Journal of Educational and Psychological Consultation, 14, 109-138.

• Schulte, A. C. (2002). Moving from abstract to concrete descriptions of good schools for children with disabilities. Journal of Educational and Psychological Consultation, 13, 393-402.

• Conners, C. K., & Schulte, A. C. (2002). Learning disorders. In K. Davis, D. Charney, J.T. Coyle, & C. Nemeroff (Eds.), Neuropsychopharmacology - The fifth generation of progress (pp. 597-612). Baltimore MD: Lippincott Williams, & Wilkins.

• Schulte, A. C., Villwock, D. N., Whichard, S. M., & Stallings, C. F. (2001). High stakes testing and expected progress standards for students with learning disabilities: A five year study of one district. School Psychology Review, 30, 487-506.

• Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Torgesen, J. K., Wood, F. B., Schulte, A. & Olson, R. (2001). Learning disabilities: An evidence-based conceptualization.  In C. E. Finn, A. J. Rotherham, C. R. Hokanson (Eds.), Rethinking special education for a new century (pp. 259-287). Thomas B. Fordham Foundation and Progressive Policy Institute, Washington, DC.

• Swanson, J. M., Hanley, T., Simpson, S., Davies, M., Schulte, A., Wells, K., et al. (2000). Evaluation of learning disorders in children with a psychiatric disorder: An example from the Multimodal Treatment Study for ADHD (MTA Study). In L. L. Greenhill (Ed.), Learning disabilities: Implications for psychiatric treatment (Vol. 19, pp. 97-125). American Psychiatry Association, Washington, DC.

• Schulte, A. C., Osborne, S. S., Erchul, W. P. (1998). Effective special education: A United States dilemma. School Psychology Review, 27, 66-76.

• Schulte, A. C., Conners, C. K., & Osborne, S. S. (1999). Linkages between attention disorders and reading disability. In D. Drake (Ed.). Reading and attention disorders (pp. 161-184). New York: York Press.

• March, J. S., Amaya-Jackson, L., Murray, M. C., & Schulte, A. (1998). Cognitive-behavioral psychotherapy for children and adolescents with posttraumatic stress disorder after a single incident stressor. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 585-593.