Steven R. Shaw

Title: 
Associate Professor, Department of Educational and Counselling Psychology (ECP)
Academic title(s): 
  • Interim Graduate Program Director, Counselling Psychology
  • Director, Resilience, Pediatric Psychology, & Neurogenetic Connections Lab
  • Associate Editor, Candian Journal of School Psychology
Contact Information
Email address: 
steven.shaw [at] mcgill.ca
Address: 

 

 

Biography: 

Steven Shaw is associate professor in the Department of Educational and Counselling Psychology at McGill University in Montreal. He earned a Ph.D. in School Psychology from the University of Florida in 1991. At McGill University he is director of the Resilience, Pediatric Psychology and Neurogenetic Connections Lab and co-director of the McGill Developmental Research Lab. Dr. Shaw is currently the Graduate Program Director of the School/Applied Child Psychology program.

Before entering academia, he had 17 years of experience as a school psychologist in school, university, hospital, medical school, and independent practice. He served as lead psychologist, licensed school psychologist, and associate professor of pediatrics at The Children's Hospital in Greenville, South Carolina and Medical University of South Carolina. Dr. Shaw is a Nationally Certified School Psychologist.

In 2000, the South Carolina Association of School Psychologists recognized him for "Outstanding Contributions to Education" for his work on addressing over-representation of minority groups in special education, and development of teaching techniques for children with borderline intelligence. In 2010, he received the Distinguished Teaching Award from the Faculty of Education at McGill University. In 2012 he received the president’s award from the National Association of School Psychologists for his innovative research-to-practice efforts.

His clinical and research interests include pediatric school psychology, improving education for children with rare genetic disorders, improving implementation of innovation and clinical research in education and psychology, and developing resilience skills in children at risk for academic failure. He has over 210 scholarly publications and presentations and has edited four books. His first authored book (with Prof. Anna M. Jankowska) is entitled, Applying Advances in the Science of Intellectual Developmental Disabilities to Classroom and Clinical Practice (Springer Publishing) will be published in 2018. He is on the editorial board of six international scholarly journals, past-editor of School Psychology Forum, and editor elect of the Canadian Journal of School Psychology.

Degree(s): 
  • Ph.D., University of Florida, School Psychology
  • Ed.S., University of Florida, School Psychology
  • M.Ed., University of Florida, School Psychology
  • B.S., University of Florida, Psychology

 

Research areas: 
Pediatric Psychology
Current research: 

The Connections lab develops and evaluates innovative educational practices and the implementation of innovation in classrooms. The goal is to provide seamless research-to-practice content and processes for school psychologists and teachers. The current focus is the development, implementation, and evaluation of meta-academic interventions to improve school performance for students at risk for academic problems. Of special interest is the use of the Open Source Analogy Implementation Model. These skills include: executive functions, social skills, school adaptation, coping with medical issues, and coping with mental health issues. These interventions are being evaluated for students in primary, secondary, and adult education settings. Work related to the meta-academic model has been applied to children with medical issues, genetic disorders, borderline intelligence, learning disabilities, autism, and other high risk populations. These interventions have been applied in schools throughout Canada and the US. All interventions are free for users and available at Connectionslab/resources.

Dr. Shaw also writes the popular blog, "How not to suck in grad school" , which includes tips and ideas for succeeding in graduate school and academia. He is also active on Twitter 

Awards, honours, and fellowships: 
  • 2017 Editor Elect, Canadian Journal of School Psychology
  • 2016 Associate Editor, Canadian Journal of School Psychology, Donald Saklofke, Editor
  • 2012 National Association of School Psychologists President’s Award for Contributions to the Profession
  • 2010 Faculty of Education Distinguished Teaching Award. McGill University.
  • Selected as editor, School Psychology Forum: Research in Practice. Published by the National Association of School Psychologists. September 2009. Editorial term January 2011-2017
  • 2008-2009 Distinguished Reviewer Award for contributions to the Mental Measurements Yearbook Series. From the Buros Institute of Mental Measurements. October 2008.
  • Named Steve #926 in the Project Steve List of the National Center for Science Education.  September, 2008. http://www.ncseweb.org/resources/articles/3697_the_list_2_16_2003.asp
  • Selected as an Early Career Scholar. School Psychology Research Collaboration Conference. Society for the Study of School Psychology/National Association of School Psychologists. March 25-26, 2007. New York, New York.
  • Recognized by the South Carolina Association of School Psychologists for "Outstanding Contributions in the Field of Education." 2000.
  • Recognized by the South Carolina Association of School Psychologists for "Excellence in regional representation." 1998-1999.

 

 

 

 

Graduate supervision: 

The connections lab under the supervision of Dr. Shaw hosts a large number of graduate students. The goals of supervision are to be competitive for national and provincial competitive fellowships and bursaries, and graduate in a timely manner. Detailed information concerning graduate supervision is contained on his website. Students interested in being under the supervision of Dr. Shaw should contact him for a meeting. Also, a time will be arranged to be interviewed by current students.  

Current graduate students:

2017-present        Ekaterina Lysenko Master's student

2016-present        Maxime Cousineau-Pérusse Master’s student

2016-present        Joseph D’Intino  Doctoral student

2016-present        Kim Abi Zeid Daou Master's student

2015-present        Paul Gomes Doctoral student

2014-present        Damyan Edwards (Master’s level SSHRC Award Holder) Doctoral student

2013-present         Lana Bergmame (FRSQ Award Holder) Doctoral student

2013-present         Laura Varona Prevez Doctoral student

2013-present        Michael Clyde Doctoral student

2013-present        Marie-Michelle Boulanger (FQRSC Award Holder) Doctoral student

2013-present        Natalia Manay-Quian (co-supervised with Delphine Collins-Vezina) Doctoral student

2012-present        Sarah Khayutin (co-supervised with Ada Sinecor) Doctoral student

2011-present        Shalaka Shah (FRSQ Award Holder) Doctoral student

2009-present        Anna Takagi, M. A. (Master’s level SSHRC Award winner) Doctoral student

                             Master’s Thesis – Functional Imitation for Children with Autism: Social and Linguistic Issues

2007-present        Akanksha Sharma, M. A. Doctoral student (co-supervised with Jacob Burack)

                             Master’s Thesis – Dual Diagnosis in 22q13 Deletion Syndrome: An Examination of Mental

                             Health Issues.

Recent doctoral graduates:

Amira Rahman -- 2011 -- FQRSC fellowship winner

Tia Ouimet -- 2013 -- SSHRC CGS doctoral award winner

Sarah Glaser -- 2013 -- Vanier Award winner

Sandra Mansour -- 2014

Anna Polotskaia -- 2015 -- Vanier Award winner

Anthony Claro -- 2016 -- FQRSC Award Holder

Selected publications: 

Forthcoming publications:

Bergmame, L., & Shaw, S. R. (in press). Implementation of independent diabetes self-management tasks for adolescents: A model and pilot project. Health Psychology Reports

Shaw, S. R. (in press). [Review of Delis Rating of Executive Functions]. In J. F. Spies, J. F. Carlson, & K. F. Geiseinger (Eds.), The twentieth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.

Shaw, S. R. (in press). [Review of Scales for Assessing Emotional Disturbance—Second Edition (SAED- 2)]. In J. F. Spies, J. F. Carlson, & K. F. Geiseinger (Eds.), The twentieth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.

Shaw, S. R., & Edwards, M. D. (in press). Integrating diagnostic systems in school psychology: DSM-5, IDEA, and ICD-10. School Psychology: Controversies and Current Practice (Matthew K. Burns, Ed.). Oxford University Press. (Invited book chapter).

Shaw, S. R., & Jankowska, A. M. (signed book contract—book in preparation). Intellectual Disabilities at School: Translating Research into Practice. New York. Springer.

Shaw, S. R., & Edwards, O. (in press). Publishing in School Psychology Forum. Publishing in school psychology and related fields: An insider’s guide. (Randy Floyd, Ed.). Routledge. (Invited book chapter)

Shaw, S. R., Boulanger, M. M., & Tilley, M. (under revision). Challenges and Opportunities for Meeting the Educational and Mental Health Needs of an Increasingly Diverse Canada: Innovations in Implementation

Shaw, S., Jankowska, A. M., & Shah, S. (in preparation). Improving Mental Health Service Delivery for Children with Borderline Intellectual Functioning: A Framework to Address Counselling Challenges

Gomes, P., Boulanger, M. M., & Shaw, S. R. (in revision). The Effectiveness of Working Memory Interventions for Typically and Atypically Developing School-Age Children: A Meta-Analysis

Scholarly Articles in Refereed Journals:

Shaw, S. R. (2016). Research-to-practice for school psychologists: Advances in evidence-based practice, clinical research, and implementation. School Psychology Forum, 10, 340-348.

Shaw, S. R., Boulanger, M. M., Gomes, P. (2015). Enhancing treatment integrity: A proposed model for improving implementation and supporting teachers. Communique, 44, 1-18. 

Jankowska, A. M., Włodarczyk, A., Campbell, C., & Shaw, S. R. (2015). Parental attitudes and personality traits, self-efficacy, stress, and coping strategies among mothers of children with cerebral palsy. Health Psychology Reports. DOI: 10.5114/hpr.2015.51903

Claro, A., Boulanger, M. M., & Shaw, S. R. (2015). Targeting vulnerabilities to risky behavior: An intervention for promoting adaptive emotional regulation in adolescents. Contemporary School Psychology. DOI 10.1007/s40688-015-0063-9

Shaw, S. R. (2015). Challenging the Assumptions of Multicultural School Psychology: How Best to Meet the Psychoeducational Needs of Ethnic Minority Students. School Psychology Forum. 9, 2, 71-73.

Shaw, S. R., Gomes, P., Polotskaia, A., & Jankowska, A. M. (2015). The relationship between student health and academic performance: Implications for school psychologists. School Psychology International, 36, 115-134.

Shaw, S.R., Clyde, M.A.J. & Sarrasin, M. (2014). Homebound instruction for students with chronic illness: reducing risk outside of the box. Health Psychology Report, 2(1), 1–9. DOI: 10.5114/hpr.2014.42786

Sharma, A., & Shaw, S. R. (2012). Efficacy of risperidone for managing maladaptive behaviors for children with autistic spectrum disorder: A meta analysis. Journal of Pediatric Health Care. 26, 291-299 DOI: 10.1016/j.pedhc.2011.02.008

Ritzema, A., & Shaw, S. R. (2012). Grade retention and borderline intelligence: Social emotional costs. School Psychology Forum, 6, 1-14.

Jankowksa, A. M., Bogdanowicz, M., & Shaw, S. R. (2012). Strategies of memorization and their influence on the learning process among individual with borderline intellectual functioning. Acta Neuropsychologica, 10, 271-290.

Jankowska, A. M., & Shaw, S. R. (2012). Uczen z inteligencja nizsza niz przecietna w domu, szkole i w swiecie (Students with intelligence lower than the average in the home, school and in the world). Dysleksja, 14, 12-15.

Shaw, S. R., & Brown, M. B. (2011). Advances in collaboration with medical professionals: Theory and applications. Journal of Educational and Psychological Consultation, 21, 79-87. DOI: 10.1080/10474412.2011.571549 .

Shaw, S. R.. Rahman, A., & Sharma, A. (2011). Behavioural profiles in Phelan-McDermid Syndrome: Focus on mental health. Journal of Mental Health Research in Intellectual Disabilities, 4, 1-18. DOI: 10.1080/19315864.2011.554615

Shaw, S. R., Glaser, S., & Ouimet, T. (2011). Developing the medical liaison role in school settings. Journal of Educational and Psychological Consultation, 21, 106-117. DOI: 10.1080/10474412.2011.571479

Glaser, S. E., & Shaw, S. R. (2011). Emotion regulation and development in children with autism and 22q13 deletion syndrome: Evidence for group differences. Research in Autism Spectrum Disorders, 5, 926-934. DOI: 0.1016/j.rasd.2010.11.001

Shaw, S. R., Glaser, S. E., Chiu, T., Khing, S., & Ouimet, T. (2010). Complementary and alternative medicine: Implications for special education policy and school psychology service delivery. School Psychology Forum, 4 (3), 38-49.

Shaw, S. R., & Glaser, S. (2010). School Psychology Forum: NASP’s Frontier for Bridging Research to Practice. School Psychology Forum, 4 (4), 50-56.

Shaw, S. R., Bruce, J., Sharma, A., Ouimet, T., & Glaser, S. (2009). Children with autistic spectrum disorders and atypical anti-psychotic medications: Debate, differences and dual diagnosis. Journal of Early Childhood and Infant Psychology, 5, 37-55.

Braden, J. P., & Shaw, S. R. (2009). Intervention validity of cognitive assessment: Knowns, unknowns, and unknowables. Assessment for Effective Intervention, 34, 106-115.

Shaw, S. R., Khing, S., Chiu, T., Stern, M., & Rezazedeh, S. M. (2009). Misuse and abuse of prescription medications: Prevalence, risk, and effects. Journal of Early Childhood and Infant Psychology, 5, 101-120.

Shaw, S. R., & McCabe, P. (2009). The evolution of medication use and misuse for young children and infants: How the roles of early childhood specialists and educators are changing to meet new challenges and concerns. Journal of Early Childhood and Infant Psychology, 5, 1-11.

Shaw, S. R. (2008). An educational programming framework for a subset of students with diverse learning needs: Borderline intellectual functioning. Intervention in School and Clinic, 43, 291-299.

Shaw, S. R. (2008). Borderline intellectual functioning: Rejecting an outmoded classification or ignoring critical challenges? Revista Psihologie. Pedagogie specială. Asistentă socială (Journal of Psychology, Special Education, and Social Work), 3, 53-78.

Shaw, S. R., & McCabe, P. (2008). Hospital to school transition for children with chronic illness: Meeting the new challenges of an evolving health care system. Psychology in the Schools, 45, 74-87.

Shaw, S. R., & Paéz, D. (2007). Reactive attachment disorder: Recognition, action and considerations for school social workers. Children & Schools, 29, 69-75.

Books and monographs

McCabe, P., & Shaw, S. R. (Eds.), (2010). Genetic and acquired disorders: Current topics and interventions for educators. Thousand Oaks, CA: NASP/Corwin Press. ISBN: 1412968712
Link: Genetic and acquired disorders: Current topics and interventions for educators.

Canter, A. S., Paige, L., & Shaw, S. R. (Eds.). (2010). Helping children at home and school III: Handouts for families and educators. Bethesda, MD: National Association of School Psychologists. ISBN: 978 0 932955-73-9

McCabe, P., & Shaw, S. R. (Eds.), (2010). Pediatric disorders: Current topics and interventions for educators. Thousand Oaks, CA: NASP/Corwin Press. ISBN: 1412968739
Link: Pediatric disorders: Current topics and interventions for educators.

McCabe, P., & Shaw, S. R. (Eds.), (2010). Psychiatric disorders: Current topics and interventions for educators. Thousand Oaks, CA: NASP/Corwin Press. ISBN: 1412968755
Link: Psychiatric disorders: Current topics and interventions for educators.

Articles / chapters in books and monographs

Shaw, S. R. (2017). How not to suck at being a tough scholar. Reflections on academic lives (S. Zavattaro & S. Orr, Eds.). Palgrave Macmillan. 

Shaw, S. R., & D’Intino, J. (2017). Evidence-based practice and the reproducibility crisis in psychology: Relevance for practitioners. NASP Communique, 46, 1, 23-24.

Shaw, S. R. (2014). Academically at-risk students and mental health issues: Information for educators. NASP Communiqué, 43, 23.

Shaw, S. R., Varona Prevez, L., & Shah, S. (2014). Evidence-based interventions: Necessary, but not sufficient for a profession of scientist-practitioners. NASP Communique, 43, 1, 17-18.

Glaser, S. E., & Shaw, S. R. (2014). Best practices in collaborating with medical professionals (pp. 375- 388). In A. Thomas & P. Harrison (Eds.), Best practices in school psychology-VI: Systems-level services. Bethesda, MD: National Association of School Psychologists.

Shaw, S. R. (2014). [Review of Autism Spectrum Rating Scales]. In J. F. Spies, J. F. Carlson, & K. F. Geiseinger (Eds.), The nineteenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.

Shaw, S. R. (2014). [Review of PDD Screening Inventory—Screening Version]. In J. F. Spies, J. F. Carlson, & K. F. Geiseinger (Eds.), The nineteenth mental measurements yearbook. Lincoln, NE: Buros Institute of Mental Measurements.

 

 

Quote: 

The Connections Lab welcomes students, postdocs, and visiting scholars regardless of ethic group, national origin, religion, gender identification, sexual orientation, age, or disability status. The more reflective of Canadian society's diversity the lab is, the better the quality of our thought will be. It is through diverse perspectives that we can see multiple possible questions and answers to a problem.