Steven R. Shaw

Title: 
Associate Professor
Academic title(s): 

Associate Professor, Department of Educational and Counselling Psychology (ECP)

  • Dr. Shaw is Graduate Program Director of the Combined School and Counselling Psychology Program beginning September 1, 2022
  • Director, Resilience, Pediatric Psychology, & Neurogenetic Connections Lab
  • Editor-in-Chief, Canadian Journal of School Psychology
Steven R. Shaw
Contact Information
Address: 

3700 McTavish (Room 549)

Montreal, QC H3A 1Y2

 

Email address: 
steven.shaw [at] mcgill.ca
Department: 
Department of Educational and Counselling Psychology
Biography: 

Steven Shaw is an associate professor in the Department of Educational and Counselling Psychology at McGill University in Montreal, Quebec. 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. 

Before entering academia, he had 16 years of experience as a school psychologist in school, university, hospital, medical school, and independent practice. He served as the 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 the over-representation of minority groups in special education and developing 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, has edited five books, and authored two others. He is on the editorial board of seven international scholarly journals, past editor of School Psychology Forum, and current editor 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: 
Knowledge transfer
Pediatric Psychology
Consultation
Office: 
Room 549, Education Building
Current research: 

The Connections lab develops and evaluates innovative educational practices and the implementation of innovation in classrooms. The over goal is to change the culture of research to be useful for clinical practice in education and psychology. 

Narrowing the research-to-practice gulf in school and clinical psychology

  • Developing and implementing a modern research methods curriculum for school/clinical psychology

  • Developing a workable research consortia/data sharing infrastructure in Canadian school and clinical psychology

  • Converting evidence-based practice and evidence-based interventions from buzzwords into useful constructs

  • Small and large-scale investigations of implementation/de-implementation models 

  • Exploring robustness of interventions as a research construct

  • Creating a seamless scientist-practitioner model of practice

Dr. Shaw also writes a blog for Psychology Today entitled, "How to do Academia", which includes tips and ideas for succeeding in graduate school and academia. He is also active on Twitter 

Awards, honours, and fellowships: 
  • 2018 Editor, Canadian Journal of School Psychology
  • 2016-2017 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 maximum of six active graduate students. Supervision goals are to be competitive for national and provincial competitive fellowships and bursaries, and to 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 via email for a meeting. Also, a time will be arranged to be interviewed by current students. Dr. Shaw will be accepting no graduate students for the 2023-2024 academic year. Please contact him for additional information.

Current graduate students:

2022-present        Neha Varma Masters Student (Tri-council award holder)

2022-present        Yeon Hee Kang Masters Student                     

2021-present        Erika Infantino Masters Student (Tri-council award winner) 

2021-present        Sierra Pecsi Doctoral Student

2018-present        Vincent D'Stefano Doctoral student (MITACS award winner)

2017-present        Ekaterina Lysenko Doctoral student (FQRSC Award winner)

2016-present        Maxime Cousineau-Pérusse Doctoral student (SSHRC CGS Award holder)

2016-present        Joseph D’Intino  Doctoral student (FQRSC Award holder)

2017-present        Kim Abi Zeid Daou Doctoral student (Jackie Kirk Fellowship award holders)

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

2013-present        Michael Clyde Doctoral student (FQRSC Award holder)

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

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

Sarah Khayutin -- 2018

Natalia Manay-Quian -- 2020

Damyan Edwards -- 2020

 

Selected publications: 

Current Projects:

Shaw, S. R., & Infantino, E. (in press). Best Practices in Supporting the Education of Students with Severe and Low Incidence Disabilities. In S. Proctor, P. Harrison, & A. Thomas (eds.), Best Practices in School Psychology-7th edition

Shaw, S. R. & Wang, J. (in press). Antipsychotic medications. In J. L. Matson (Ed.), Handbook of autism and pervasive developmental disorder. Springer. [scheduled for publication in 2022]

Coombs, N. N., Copeland, C., Brown, J., & Shaw, S. R. (in press). Navigating academic incentive structures in social justice research: Research methods, advocacy, and theory building. School Psychology Training and Pedagogy.

Ianni, L., Camden, C., Anaby, D., Gauvin, C., Campbell, W., Berbari, J., Rivard, L., & Shaw, S. R. (in press). Perceptions of response-to-intervention practices: Results from a cross-sectional survey of school-board directors and support service professionals. Support for Learning.

Shaw, S. R., Infantino, E., Dickson, L., Mir-Orefice, A., & Claveau, V.-A. (in prepration). An Integrated Clinical Model of Research Utility: Narrowing the Research-to Practice Gap

Shaw, S. R. (in preparation). Advances in registered reports: Reconsidering evidence and research in evidence-based school psychology.

Recent Publications:




Ianni, L., Camden, C., Anaby, D., Gauvin, C., Campbell, W., Berbari, J., Rivard, L., & Shaw, S. R. (in press). Perceptions of response-to-intervention practices: Results from a cross-sectional survey of school-board directors and support service professionals. Support for Learning.

Shaw, S. R. (2022). Reaching and teaching students who don’t qualify for special education: Strategies for the inclusive education of diverse learners. Routledge. 9780367677398

Roberson, A. J., Farmer, R. L., Shaw, S., Upton, S., & Zaheer, I. (2021). Opening doors to open science and scholarship for school psychology research, training, and practice. PsyArXiv https://doi.org/10.31234/osf.io/su53p

Andrews, J. A. C., Shaw, S. R., McMorris, C., & Domene, J. F. (Eds.) (2022). Mental Health Assessment, Prevention, and Intervention: Promoting Child and Youth Well-Being. Springer. 978-3-030-97207-3

Shaw, S. R. (2021). Implementing evidence-based practices in school psychology:  Excavation by de-implementing the disproved. Canadian Journal of School Psychology, 36 (2). 91-97. https://doi.org/10.1177/08295735211000513 [preprint: Shaw, S. (2020, December 7). De-implementing Evidence-Based Practices in School Psychology: Excavation by De-Implementing the Disproved. https://doi.org/10.31234/osf.io/m2c3k]

Shaw, S. R., & Pecsi, S. (2021). When is the evidence sufficiently supportive of real-world application? Evidence-based practices, open science, clinical readiness level. Psychology in the Schools, 58, 1891– 1901. https://doi.org/10.1002/pits.22537

Bergmame, L., & Shaw, S. (2021). Clinical Utility of Psychoeducational Interventions for Youth with Type 1 Diabetes: A Scoping Review. Continuity in Education, 2(1), 76–108. DOI: http://doi.org/10.5334/cie.28

Shaw, S. R. (2021). Review of the Test of Variables of Attention (version 9.0) . In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds), In the Twenty-first mental measurements yearbook (pp. 803-806). Buros.

Shaw, S. R. (2021). Review of the Reynolds Interference Test. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds), In the Twenty-first mental measurements yearbook (pp. 628-630). Buros.

Shaw, S. R. (2021). Contributing to an evidence-based practice in Canadian school psychology. Canadian Journal of School Psychology, 36 (1), 3-8. https://doi.org/10.1177/0829573520977398

Claro, A., Dostaler, G. & Shaw, S.R. (2020). Clarifying the relationship between executive function and risky behavior engagement in adolescents. Contemporary School Psychology. https://doi.org/10.1007/s40688-020-00287-9

Shaw, S. R. (2020). Infection control and prevention for school psychologists: A self-care primer. NASP Communique, 48, 5, 1, 29-30.

Anaby, D., Campbell, W., Missiuna, C., Shaw, S. R., Bennet, S., Khan S., Bonnard M., Kalubi, J. C., Camden C., & GOLDs (2019). Recommended practices to organize and deliver school-based services for children with disabilities: A scoping review. Child: Care, Health & Development, 45, 15-27. doi: 10.1111/cch.12621

Shaw, S. R., D’Intino, J., & Lysenko, E. (2019). Registered reports, replication, and the Canadian Journal of School Psychology: Improving the evidence in evidence-based school psychology. Canadian Journal of School Psychology. doi10.1177/0829573519843027

Shaw, S. R., & Edwards, M. D. (2019). Integrating diagnostic systems in school psychology: DSM-5, IDEA, and ICD-10 (pp. 274-299). School psychology: controversies and current practice (M. K. Burns, Ed.). Oxford University Press. ISBN: 0190619325

D’Intino, J., Lysenko, E., & Shaw, S. R. (2018). Questionable research practices and evidence-based practices in school psychology. NASP Communique, 47, 8-11.

Shaw, S. R. (2018). CJSP: On reaffirming a Canadian school psychology. Canadian Journal of School Psychology, 33, 3-7. doi.org/10.1177/0829573517748212

Bergmame, L., & Shaw, S. R. (2018). Psychoeducational interventions to improve adolescents’ medical management of diabetes: A comprehensive review. Health Psychology Reports. 6, 10-39. doi: https://doi.org/10.5114/hpr.2018.70357

Shaw, S. R., & Jankowska, A. M. (2018). Pediatric intellectual disabilities at school: Translating research into practice. New York: Springer. ISBN:978-3-030-02992-0

Sattler, J. M., Shaw, S. R., Schultz, E., D’Intino, J., Abi Zeid Daou, K., & Cousineau-Perusse, M. (2018). Woodcock-Johnson IV Tests of Cognitive Ability. In J. Sattler (Ed.), Assessment of children: Cognitive foundations and applications (6th edition) (pp. 667-704). San Diego: Sattler. 978-0-9861499-3-1

Shaw, S, R., & Sattler, J. M. (2018). Comprehensive test of nonverbal intelligence: 2nd edition. In J. Sattler (Ed.), Resource guide to accompany assessment of children: Cognitive foundations and applications (6th edition) (pp. 249-250). San Diego: Sattler. 978-0-9861499-3-1

Sattler, J. M., & Shaw, S. R. (2018). Reynolds intellectual assessment scales: 2nd edition. In J. Sattler (Ed.), Resource guide to accompany assessment of children: Cognitive foundations and applications (6th edition) (pp. 258-259). San Diego: Sattler. 978-0-9861499-3-1

Shaw, S. R., & Sattler, J. M. (2018). Test of nonverbal intelligence: 4th edition. In J. Sattler (Ed.), Resource guide to accompany assessment of children: Cognitive foundations and applications (6th edition) (pp. 259-260). San Diego: Sattler. 978-0-9861499-3-1

Shaw, S. R., & Sattler, J. M. (2018). Universal nonverbal intelligence test: 2nd edition. In J. Sattler (Ed.), Resource guide to accompany assessment of children: Cognitive foundations and applications (6th edition) (pp. 260-261). San Diego: Sattler. 978-0-9861499-3-1

Shaw, S. R., & Sattler, J. M. (2018). Wechsler abbreviated scale of intelligence: 2nd edition. Resource guide to accompany assessment of children: Cognitive foundations and applications (6th edition) (pp. 261-262). San Diego: Sattler. 978-0-9861499-3-1

Sattler, J. M., Shaw, S. R., & Dumont, R. (2018). Wechsler intelligence scale for children: 5th edition integrated. Resource guide to accompany assessment of children: Cognitive foundations and applications (6th edition) (pp. 262-264). San Diego: Sattler. 978-0-9861499-3-1

Edwards, O. W., & Shaw, S. R. (2018). Publishing in School Psychology Forum: Research in Practice. In R. Floyd (Ed.), Publishing in School Psychology and Related Fields: An Insider’s Guide. NY: Routledge.

Bergmame, L., & Shaw, S. R. (2018) Psychoeducational interventions to improve adolescents’ medical management of diabetes: A comprehensive review, Health Psychology Reports, 6, 10-39. doi: https://doi.org/10.5114/hpr.2018.70357

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.

D'Intino, J. S. (2017). Learning disabilities in Canada: Definitions and accommodations. Canadian Psychology/Psychologie canadienne, 58(3), 228-237. http://dx.doi.org/10.1037/cap0000116

Shaw, S. R. (2017). How not to suck at being a tough scholar (pp. 96-100). Reflections on academic lives (S. Zavattaro & S. Orr, Eds.). New York: Palgrave Macmillan.

Shaw, S. R. (2017). [Review of Delis Rating of Executive Functions]. In J. F. Carlson, K. F., Geiseinger, & J. L. Jonson (Eds.), The twentieth mental measurements yearbook (pp. 263-265). Lincoln, NE: Buros Institute of Mental Measurements.

Shaw, S. R. (2017). [Review of Scales for Assessing Emotional Disturbance—Second Edition (SAED-2)]. In J. F. Carlson, K. F. Geiseinger, & J. L. Jonson (Eds.), The twentieth mental measurements yearbook (pp. 628-630). Lincoln, NE: Buros Institute of Mental Measurements.

Shaw, S. R., & D'Intino (2017). Evidence-based practice and the reproducibility crisis in psychology, NASP Communique, 45, 23-24.

 

 

 

 

Book images: 
Selected talks and presentations: 

Farmer, R. L., Howell, M., Loethen, E., Lockwood, A. B., & Shaw, S. (2022, February). Replication in school psychology [poster session]. National Association of School Psychology annual conference, Boston, MA

Coombs, N., & Shaw, S. R. (2022, February). Developing social justice research programs: Thriving despite university incentive systems. Mini-skills Workshop for the National Association of School Psychologists. Boston.

Shaw, S. R. (October 22, 2021). Reaching students who are low achieving: Focusing on teaching students with low general mental ability. One-half day workshop to the Manitoba Association of School Psychologists. [remote]

Shaw, S. R. (February 2021). De-Implementation of disproved practices and myths in education. Poster presented to the National Association of School Psychologists annual convention. Virtual conference. 

Shaw, S. R. (February 2021). Intervention research in the COVID-19 era: Disrupting power of possibilities. Poster presented to the National Association of School Psychologists annual convention. Virtual conference.

DiStefano, V., Boulanger, M.M., Shaw, S. (2020). Long-Term Athlete Development: Does the current model meet the needs of Canadian football coaches? Poster presented at Canadian Psychological Association Conference, Montreal, QC

Boulanger, M. M., DiStefano, V., Pecsi, S., Shaw, S. (2020) Coach-Athlete Relationships and PYD: Exploring Alternative Avenues to Academic Success. Poster presented at Canadian Psychological Association Conference, Montreal, QC.

Pecsi, S., Boulanger, M. M., DiStefano, V., Shaw, S. (2020) Examining the Link Between the Ecological Context of Sports Programs and Positive Youth Development. Poster presented at Canadian Psychological Association Conference, Montreal, QC.

Shaw, S. R. (June 2019). Registered Reports, Replication, and the CJSP: Improving the Evidence in Evidence-Based School Psychology. Poster presented at the conference of the Canadian Psychological Association. Halifax, NS. 

Shaw, S. R. (June 2019). Statistical Power in School Psychology Journals (2008-2018): Implications for Quality of Research and Evidence-Based Interventions. Poster presented at the conference of the Canadian Psychological Association. Halifax, NS.

Shaw, S. R. (May 16, 2019). Educational and Mental Health Resilience for Students with Mild Cognitive Disabilities: Translating Research into Practice. Full day workshop presented to community and sponsored by Integrated Services in Education (ISE). University of Calgary. Calgary, AB.

Shaw, S. R. (May 15, 2019). Steering educational psychology research toward relevance: Revising research culture with lessons from implementation and open sciences. Colloquium presented to the faculty and students of the Werklund School of Education, University of Calgary. Calgary, AB. 

Shaw, S. R. (February 26, 2019). Implementing innovation: real world evidence-based interventions in the classroom. Miniskills workshop accepted to be presented to the National Association of School Psychologists. Atlanta, GA

Shaw, S. R. (February 27, 2019). Analyzing questionable research practices: how evidence based is school psychology? Poster accepted to be presented to the National Association of School Psychologists. Atlanta, GA.

 

 

Quote: 

The Connections Lab welcomes students, postdocs, and visiting scholars emphasizing diversity of ethic group, national origin, religion, gender identification, sexual orientation, age, and 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.

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