Ryan McGill

Profile

Ryan J. McGill is the John W. & Sue H. Gerdelman Associate Professor of Education in School Psychology at William & Mary. Prior to W&M, he was a faculty member in the school psychology programs at Texas Woman's University and Chapman University and was a practicing school psychologist in Southern California for several years. In addition to his current appointment, he is a Nationally Certified School Psychologist (NCSP), and a Board Certified Behavior Analyst (BCBA-D).

Dr. McGill regularly presents his scholarship at international, national and regional conferences and his work has been published in a variety of journals. He is also an editorial board member for several well respected school and assessment psychology related journals. In 2017, he was selected to participate in the School Psychology Research Collaboration Conference (SPRCC), sponsored by the Society for the Study of School Psychology, as an early career scholar and in 2018, he was an invited participant to the Institute of Education Sciences Advanced Training Institute on Single-Case Research Methods. Additionally, he is the recipient of several early career and research related awards.

Education

Ph.D. in Education (School Psychology), Chapman University
CAGS in Higher Education Leadership, The Citadel
CAGS in Behavior Analysis, Saint Joseph's University
Ed.S. in School Psychology, La Sierra University
M.A.Ed. in Counseling and Guidance, Point Loma Nazarene University
B.A. in Political Science, Westmont College

Activities and Honors

Legislative Committee, Virginia Academy of School Psychologists (2022)
Honoree, 160 Years: Faces of Chapman, Chapman University (2022)
Editorial Service Award, APA Division 16 (2022)
Editorial Service Award, National Association of School Psychologists (2021)
Article of the Year, Journal of School Psychology (2019)

Selected Publications

Farmer, R. L., McGill, R. J., Lockwood, A. B., Dombrowski, S. C., Canivez, G. L., & Zaheer, I. (2022). Warning signs for hype in school-based assessment: Implications for training and pedagogy. School Psychology Training and Pedagogy, 39(1), 11-24.

Watkins, M. W., Canivez, G. L., Dombrowski, S. C., McGill, R. J., Pritchard, A. E., Holingue, C. B., & Jacobson, L. A. (2022). Long-term stability of Wechsler Intelligence Scale for Children- Fifth Edition scores in a clinical sample. Applied Neuropsychology: Child, 11(3), 422-428.

Dombrowski, S. C., McGill, R. J., & Morgan, G. B. (2021). Monte Carlo modeling of contemporary intelligence test (IQ) factor structure: Implications for IQ assessment, interpretation, and theory. Assessment, 28(3), 977-993.

McGill, R. J., Ward, T. J., & Canivez, G. L. (2021). On the validation of ability measures in school psychology: Do established psychometric standards matter? School Psychology International, 42(2), 210-216.

McGill, R. J. (2020). An instrument in search of a theory: Structural validity of the Kaufman Assessment Battery for Children-Second Edition Normative Update at school-age. Psychology in the Schools, 57(2), 247-264.

McGill, R. J., Styck, K. M., & Dombrowski, S. C. (2020). Learning disabilities. In E. A. Youngstrom, M. J. Prinstein, E. J. Mash, & R. A. Barkley (Eds.), Assessment of disorders in childhood and adolescence (5th ed., pp. 374-409). Guilford Press.

Download full CV [pdf].