Scott Andrew Stage
North Carolina State University
Department of Psychology
625 Poe Hall
Campus Box 7650
Raleigh, North Carolina 27695
919-515-0318
FAX 919-515-1716
email: sastage@ncsu.edu
Biography
Scott Stage, Associate Professor of Psychology, is a member of the School Psychology program faculty. He received his B.A. in Psychology from the University of Colorado in 1981. In 1984, he received a M.A. in Special Education from the University of Northern Colorado with endorsements in teaching students with learning disabilities and emotional disturbance. He earned a M.A. and Ph.D. in school psychology from Florida State University in 1988 and 1991, respectively. He completed a combined internship at the Dozier School for Boys in Marianna, Florida and Leon County Public Schools in Tallahassee, Florida. Prior to joining the faculty at NC State, he was a faculty at the University of Washington in the school psychology program for 13 years. Over the past eight years, he received federal funding for research projects involving functional behavioral assessment and positive behavioral support for students at-risk for or with emotional disturbance. He continues to conduct research with reading assessment and intervention too.
Selected Recent Publications
Walker, B., Cheney, D., & Stage, S. (2009). The validity and reliability of the Self-Assessment and Program Review Survey: Assessing school progress in schoolwide positive behavior support. Journal of Positive Behavior Interventions, 11, 94-109
Stage, S.A., Jackson, H.G., Erickson M.J., Moscovitz, K.K., Bush, J.W., Violette, H. D., Ogier-Thurman, S., Olson, E., Bain, N., Jesse, W., & Pious, C. (2008). A validity study of functionally-based behavior consultation with students with emotional/behavioral disabilities. School Psychology Quarterly, 23, 327-353.
Nelson, J.R., Stage, S.A., Trout A, Duppong-Hurley, & Epstein, M.H. (2008). Which risk factors predict the basic reading skills of children at risk for emotional and behavioral disorders? Behavior Disorders, 33, 75-86.
Nelson, J.R., Stage, S.A., Duppong-Hurley, K., Synhorst, L., & Epstein, M.H. (2007). Risk factors predictive of the problem behavior of children at risk for emotional disturbance. Exceptional Children, 73, 367-379.
Nelson, J.R., Benner, G.J., Neill, S., & Stage, S.A. (2006). The interrelationships among language skills, externalizing behavior, and academic fluency and their impact on the academic skills of students with emotional disturbance. Journal of Emotional and Behavioral Disorders, 14, 209-216.
Stage, S. A., Jackson, H., G., Mocovitz, K., Erickson, M., Ogier-Thurman, S., Olson, E., & Jesse, W. (2006). Using multi-method multi-source functional behavioral assessment with students with behavior disabilities. School Psychology Review, 35, 451-471.
Erickson, M. J., Stage, S. A., & Nelson, J. R. (2006). A naturalistic study of the behavior of students with emotional and/or behavioral disabilities referred for FBA. Journal of Emotional and Behavioral Disorders, 14, 31-40.
Walker, B., Cheney, D., Stage, S. & Blum, C. (2005). School-wide screening and positive behavior supports: Identifying and supporting students at-risk for school failure. Journal of Positive Behavior Interventions, 7, 194-204.
Nelson, J. R., Stage, S. A., Epstein, M. H., & Pierce, C. D. (2005). The effects of pre-reading intervention on the literacy skills and social behavior of kindergarten children at risk for behavioral disorders and reading difficulties. Exceptional Children, 27, 29-45.
Hartman, R. R., Stage, S. A., Webster-Stratton, C. (2003). A growth curve analysis of parent training outcomes: Examining the influence of child risk factors (inattention, impulsivity, and hyperactivity problems), parental and family risk factors. Journal of Child Psychology and Psychiatry, 44, 388-398
Stage, S. A., Abbott, R. D., Jenkins, J. R., & Berninger, V. W. (2003). Predicting response to early intervention using Verbal IQ, reading-related language abilities, attention ratings, and Verbal IQ-word reading discrepancy: Failure to replicate discrepancy model. Journal of Learning Disabilities, 36, 24-33.
Stage, S. A., Cheney, D., Walker, B., & LaRocque, M. (2002). A preliminary discriminant and convergent validity study of the teacher functional behavioral assessment checklist. School Psychology Review, 31, 71-93.
Stage, S. A., & Jacobsen, D. M. (2001). Predicting student success on a state-mandated performance-based assessment using oral reading fluency. School Psychology Review, 30, 407-419.
Berninger, V. W., Stage, S. A., Smith, D. R., & Hildebrand, D. (2001). Assessment for reading and writing intervention: A 3-tier model for prevention and remediation. In J. Andrews, D. Saklofske, & H. Janzen, (Eds.) Handbook of pscychoeducational assessment: Ability, achievement, and behavior assessment. A practical handbook. (pp. 195-223) NY: Academic Press.
Stage, S. A. (2001). Program evaluation using hierarchical linear modeling with curriculum-based measurement reading probes. School Psychology Quarterly, 16, 91-112.
Stage, S. A., Sheppard, J., Davidson, M., & Browning, M. (2001). Prediction of first grader's growth in oral reading using their kindergarten letter-naming and letter-sound fluency. Journal of School Psychology, 39, 225-237.
Selected Recent Presentations
Cheney, D. & Stage, S.A. (2007, June). Response to intervention in the social domain. Paper presentation at the Institute for Education Sciences, Annual Project Director's Meeting, Washington D.C.
Cheney, D. & Stage, S.A. (2007, June). Evaluation of a group intervention using response to intervention methods for students with serious behavior disorders. Poster presentation at the Institute for Education Sciences, Annual Project Director's Meeting, Washington D.C.
Stage, S.A. (2007, March). Conducting valid functionally-based behavioral consultation with students with EBD. Paper presentation for the National Association of School Psychologists, NYC.
Stage, S. A. (2004, March). Hierarchical linear modeling growth curve analysis. Paper presentation for the Center on Behavior, University of Nebraska-Lincoln Stage, S. A. & Jackson, H. G. (2002, February). A case study of a high school student using functional behavior assessment. Paper presentation at the Oregon Conference, Eugene, OR.
Jackson, H. G. & Stage, S. A. (2002, February). Comparing the results of direct and indirect functional assessment strategies. Paper presentation at the Oregon Conference, Eugene, OR.
Stage, S. A. (2001, April). The use of hierarchical linear modeling with curriculum-based measurement. Paper presentation at the National Association of School Psychologists Annual Conference, Washington, D. C.
