Dr. Kathy L. Bradley-Klug is Associate Professor and Coordinator of Graduate Programs in School Psychology at the University of South Florida. Dr. Bradley-Klug graduated with her Ph.D. from Lehigh University. Prior to that time, she worked as a school psychologist in Pennsylvania, and completed a clinical internship in Pediatric Psychology at the University of Pennsylvania School of Medicine, Division of Child Development and Rehabilitation Medicine. Her research interests include assessment and intervention strategies for children and adolescents with pediatric health issues, methods for improving the communication/collaboration between educators and health care professionals, and the use of Curriculum-Based Assessment to improve academic success.
Courses Taught
Grants
Honors and Awards
Publications
Courses Taught
- Assessment of Child and Adolescent Personality
- Psychoeducational Assessment
- Psychoeducational Interventions with Children and Adolescents I: Curricular Interventions
- Psychoeducational Interventions with Children and Adolescents II: Behavioral Interventions
- Pediatric Health Issues In The Schools: A Web-based Course
- Pediatric Psychopharmacology
- Personality Assessment
- Seminar in School PSychology
- Practicum in Psychoeducational Interventions
- Internship Seminar
- Learning and The Developing Child
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Grants
Co-principal investigator for a grant entitled “Web-based Transdisciplinary Training: Problem Solving Model and Response to Intervention” funded by the Florida Department of Education. August 2005. Amount Awarded = $29, 856.00.
Co-principal investigator for funded research entitled “Individual Differences in FCAT Performance.” Subcontract grant provided by the Florida Center for Reading Research. March 2003. Amount Awarded = $49,580.33.
Co-Principal investigator (along with Dr. Richard Briscoe, Florida Mental Health Institute) for a grant entitled “Hop To It: A Program Evaluation For Children With Sickle Cell Disease” funded by the University of South Florida Collaborative for Children, Families, & Communities. June 2002. Amount Awarded = $15,000.
Principal investigator for a grant entitled “Early Intervention Program” funded by the Grants to the States for Education of Children with Disabilities-IDEA, Part B, Special Project. December 2001. Amount Awarded = $120,000.
Principal investigator for a grant entitled “Early Intervention Program” funded by the Grants to the States for Education of Children with Disabilities – IDEA, Part B, Special Project. June 2001. Amount Awarded = $40,000
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Honors and Awards
Executive Editorial Liaison, School Psychology Review, 2002 to 2005.
Editorial Board Member, Journal of Behavioral Education, 2001 to present.
Editorial Board Member, School Psychology Review, 1999 to present.
Guest Reviewer, American Psychological Association Division 16 (Papers and Posters), Annual Conference 2001and 2002.
Ad hoc Reviewer, School Psychology Review, 1997 to 1999.
State Consultant for Florida Department of Education on Attention-Deficit/Hyperactivity Disorders
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Publications
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Chapters in Books
Bradley-Klug, K. L., Grier, E. C., & Ax, E. E. (2006) Chronic illness. In G. Bear & K. Minke (Eds.), Children’s needs III (pp. 857-869). Bethesda, MD: National Association of School Psychologists.
Clarke, S., Worcester, J., Dunlap, G, Murray, M., & Bradley-Klug, K. (2004). Using multiple measures to evaluate positive behavior support: A case example. In L. M. Bambara, G. Dunlap, & I. S. Schwartz (Eds.), Positive behavior support: Critical articles on improving practice for individuals with severe disabilities (pp. 238-252). Pro-Ed.
Bradley-Klug, K. L. & Shapiro, E. S. (2003). Treatment of academic problems. In M. A. Reinecke, F. M. Datillio, & A. Freeman (Eds.), Cognitive therapy with children and adolescents (2nd ed.). New York: Guilford Press.
Bradley-Klug, K. L., Crawford, K. M., & DuPaul, G. J. (2000). Attention-Deficit Hyperactivity Disorder. In C. Radnitz (Ed.), Cognitive-behavioral Interventions for Persons with Disabilities. Northvale, NJ: Aronson Inc.
Bradley, K. L., & DuPaul, G. J. (1997). Attention Deficit Hyperactivity Disorder. In G. Bear, K. Minke, & A. Thomas (Eds.), Children's Needs II. Bethesda, MD: National Association of School Psychologists.
Shapiro, E. S., & Bradley, K. L. (1996). Treatment of academic problems. In M. A. Reinecke, F. M. Datillio, & A. Freeman (Eds.), Cognitive therapy with children and adolescents. New York: Guilford Press.
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Technical Reports and Media Productions
Bradley-Klug, K. L., Sussman, B., & Freidman, C. (2004). Team ADD - An interactive CDRom for teachers, parents, and students who are coping with Attention-Deficit/Hyperactivity Disorder.
Schatschneider, D., Buck, J., Torgeson, J., Wagner, R., Hecht, S., Powell-Smith, K. A., & Bradley-Klug, K. L. (2004). A multivariate study of individual differences in performance on the reading portion of the Florida Comprehensive Assessment Test: A preliminary report. Technical Report prepared for the Florida Center for Reading Research.
Shapiro, E. S., DuPaul, G. J., Bradley, K. L., & Bailey, L. T. (1995). A school-based consultation program for service delivery to middle school students with ADD (manual and videotape). Austin, TX: Pro-Ed.
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Journal Articles and Other Scholarly Activity
Luginbuehl, M., Batsche, G., & Bradley-Klug, K. L. (2004). The initial development and validation study of the Sleep Disorders Inventory for Students (SDIS). Sleep, 27, Abstract Supplement.
Skinner, C. H., Neddenriep, Bradley-Klug, K. L., Ziemann, J. M. (2002). Advances in Curriculum-Based Measurement: Alternative rate measures for assessing reading skills in pre- and advanced readers. The Behavior Analyst Today, 3, 270-281.
Bradley-Klug, K. L., & Blair, J. X. (2002, October). Research briefs: Risk and recommendations for students with Sickle Cell Disease. Communique, pp. 33-34.
Clarke, S., Worcester, J., Dunlap, G., Murray, M., & Bradley-Klug, K. (2002). Using multiple measures to evaluate positive behavior support: A case example. Journal of Positive Behavior Interventions, 4, 131-145.
Powell-Smith, K. A., & Bradley-Klug, K. L. (2001). Another look at the "C" in CBM: Does it really matter if Curriculum-based Measurement reading probes are "curriculum-based?" Psychology In The Schools.
Bradley-Klug, K. L., & Grier, J. E. Chesno (2000). Adolescents and their families: Coping with ADHD. School Psychology Quarterly, 15, 480-485.
Shapiro, E. S., DuPaul, G. J., & Bradley-Klug, K. L. (1998). Self-management as a strategy to improve the classroom behavior of adolescents with ADHD. Journal of Learning Disabilities, 31, 545-555.
Bradley-Klug, K. L., Shapiro, E. S., Lutz, J. G., & DuPaul, G. J. (1998). Evaluation of oral reading rate as a curriculum-based measure within literature-based curriculum. Journal of School Psychology, 36, 183-197.
Blum, N. J., Kell, R., Starr, H. L., Lloyds-Lender, W., Bradley-Klug, K. L., Osborne, M., & Dowrick, P. (1998). Audio feedforward treatment of selective mutism. Journal of the American Academy of Child and Adolescent Psychiatry, 37, 40-43.
Bradley-Klug, K. L., Shapiro, E. S., & DuPaul, G. J. (1997). Attention Deficit Disorder and kids in the middle: A field test of a school-based consultation model. Teacher Education and Special Education, 20, 179-188.
Shapiro, E. S., DuPaul, G. J., Bradley, K. L., & Bailey, L. T. (1996). A school-based consultation program for service delivery to middle school students with Attention-Deficit/Hyperactivity Disorder. Journal of Emotional and Behavioral Disorders, 4, 73-81.
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