Brian McKevitt, PhD
Dr. McKevitt teaches primarily graduate-level school psychology courses. He also teaches two undergraduate courses, Educational Psychology and Psychology in the Schools.
PSYC 3510 (Educational Psychology)
PSYC 4510 (Psychology in the Schools)
PSYC 8500 (Professional, Legal, and Ethical Foundations of School Psychology)
PSYC 8520 (Foundations of Assessment)
PSYC 8540 (School Age Assessment)
PSYC 8576 (Behavior Analysis and Intervention)
PSYC 8800 (Ethics & Law for School Psychologists)
PSYC 9780 (Educational and Psychological Consultation)
ResearchDr. McKevitt's research interests are in the areas of school-wide positive behavior support, social skills, and social-emotiona-behavioral interventions.
Past Work Experience
Assistant Professor, School Psychology Program, 2006-2012
School Psychologist, Heartland Area Education Agency 11, Johnston, IA, 2000-2006
Lecturer, Drake University, Des Moines, IA, 2004-2006
Lecturer, Iowa State University, Ames, IA, 2002-2004
Teaching Assistant, CPC Behavioral Healthcare, Morganville, NJ, 1994-1996
PhD, University of Wisconsin-Madison (Educational Psychology), 2001
MS, University of Wisconsin-Madison (Educational Psychology), 1999
BA, Boston College (Psychology, Summa Cum Laude), 1994
Nationally Certified School Psychologist
Licensed School Psychologist in Iowa
Certified School Psychologist in Nebraska
Honors and Awards
2014 School Psychology Review Editorial Appreciation Award
2011 UNO Alumni Outstanding Teaching Award
2009 Society for the Study of School Psychology Early Career Scholar
2008 Psychological Corporation/Trainers of School Psychology Junior Faculty of the Year Professional Development Scholarship
2001 Wisconsin School Psychologists Association Seibel Award for outstanding graduate student
2000 Student Affiliates in School Psychology (APA Division 16 Student Organization) Research Award
2000 Michael Vincent O’Shea Fellowship Recipient, awarded by the Department of Educational Psychology at the University of Wisconsin-Madison
*Denotes student co-author
McKevitt, B.C., Fynaadt, A. (2014). Best practices in developing a positive behavior support system at the school level. In P. Harrison and A. Thomas (Eds). Best practices in school psychology: Data-based and collaborative decision making. Bethesda, MD: National Association of School Psychologists.
McKevitt, B. C., Dempsey, J. N.*, Ternus, J.*, & Shriver, M. D. (2012). Dealing with behavior problems: The use of positive behavior support strategies in summer programs. Afterschool Matters, 15, 16-25.
McKevitt, B. C. (2012) School psychologists’ knowledge and use of evidence-based social-emotional learning interventions. Contemporary School Psychology, 16, 33-45.
McKevitt, B. C., Elliott, S. N., & Kettler, R. J. (2013). Testing accommodations for children with disabilities. In D. Saklofske & V. Schwean (Eds.), Oxford Handbook of Psychological Assessment of Children and Adolescents (pp 722-734). New York: Oxford University Press.
Uvaas, T.* & McKevitt, B. C. (2013). Improving transitions to high school: A review of current research practice. Preventing School Failure, 57, 58-64.
Riley, J. L.*, McKevitt, B. C., Shriver, M. D., & Allen, K. (2011). Increasing on-task behavior using teacher attention delivered on a fixed time schedule. Journal of Behavioral Education, 20, 149-162.
Elliott, S. N., Kratochwill, T. R., McKevitt, B. C., & Malecki, C. K. (2009). The effects and perceived consequences of testing accommodations on math and science performance assessments. School Psychology Quarterly, 24, 224-239.
McKevitt, B. C. & Braaksma, A. (2008). Best practices in developing a positive behavior support system at the school level. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology (Vol. 3; pp. 735-747). Bethesda, MD: National Association of School Psychologists.
McKevitt, B. C., & Elliott, S.N. (2005). Observations and ratings of preschool children’s social behavior: Issues of representativeness and validity. Psychology in the Schools, 42, 13-26.
McKevitt, B. C. (2005). Creating a school-wide system of positive behavior support. NASP Communiqué, 33(6), 1-4 (special insert).
McKevitt, B. C., & Elliott, S. N. (2003). Effects and perceived consequences of using read-aloud and teacher-recommended testing accommodations on a reading achievement test. School Psychology Review, 32, 583-600.
Elliott, S. N., McKevitt, B. C., & DiPerna, J. C. (2002). Best practices in preschool social skills training. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (Vol. 2; pp. 1041-1056). Bethesda, MD: National Association of School Psychologists.
Elliott, S. N., McKevitt, B. C., & DiPerna, J. C. (2002). Promoting social skills and development of socially supportive learning environments. In S. E. Brock, P. J. Lazarus, and S. R. Jimerson (Eds.), Best practices in crisis prevention and intervention in the schools (pp. 151-170). Bethesda, MD: National Association of School Psychologists.
Elliott, S. N., McKevitt, B. C., & Kettler, R. (2002). Testing accommodations research and decision-making: The case of “good” scores being highly valued but difficult to achieve for all students. Measurement and Evaluation in Counseling and Development, 35, 153-156.
McGivern, J. E., & McKevitt, B. C. (2002). Best practices working with students using assistive technology. In A. Thomas and J. Grimes (Eds.), Best practices in school psychology IV (Vol. 2; pp. 1537-1553). Bethesda, MD: National Association of School Psychologists.
Elliott, S. N., Kratochwill, T. R., & McKevitt, B. C. (2001). Experimental analysis of the effects of testing accommodations on the scores of students with and without disabilities. Journal of School Psychology, 39, 3-24.
National Association of School Psychologists
Nebraska School Psychologists Association
Association for Positive Behavior Support
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