Professors Keith Radley & Aaron Fischer Rank in National School Psychology Activity
The College of Education is proud to share that Professor Keith Radley and Professor Aaron Fischer have been recognized on the list of “Top 50 School Faculty Scholars” through their
contributions and representation to the field of school psychology. The recognition appeared in a research article titled “Scholarly Productivity of School Psychology Faculty 2016–2020,” which addressed scholarly productivity in the field of school psychology and was
published in Psychology in the Schools in December of 2024. The research focuses on faculty members at universities who
have been identified as teaching future school psychology by the National Association
of School Psychologists (NASP). The study analyzed data from 921 faculty members between January 2016 and December
2020, highlighting the top 50 most productive scholars in the field offering relevant
data into high scholarly achievement and productivity.
Radley is the Dee Endowed Professor of School Psychology and Professor and Director of Training in the School Psychology program. Professor Radley’s research focuses on the application of behavior analytic interventions for children and adolescents within school settings. Within this area, his research has focused on the development and evaluation of social skills and peer-mediated behavioral interventions for individuals with autism spectrum disorder. In the article, Radley placed 2nd in total publications, 1st in authorship credit, and 2nd in first author publications.
Fischer is the former Dee Endowed Professor of School Psychology, Associate Professor of Educational Psychology, and Director of the Utah School Mental Health Collaborative. Professor Fischer has been working with individuals with autism spectrum disorder (ASD), and individuals with social-emotional and behavioral problems, and their families, for over 15 years. His clinical interests focus on culturally responsive assessment and treatment to support children and adolescents with social-emotional and behavioral concerns, as well as providing consultation support and training to caregivers and educators. In the article, Fischer ranked 29th overall in total publications, 33rd in authorship credit, and 25th in first author publications.
Congratulations to Professors Radley and Fischer for their astonishing achievements!