Dr. Harold Keller

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University of South Florida
College of Education
Psychological & Social Foundations
Associate Dean, Academic AffairsAppointed: 2006
University of South Florida
College of Education
Psychological & Social Foundations of Education
ProfessorAppointed: 2001

Mailing Address

4202 E. Fowler Ave., EDU162
Professor & Associate Dean, Academic Affairs
College of Education
University of South Florida
Tampa, Florida 33620-5650
United States

Contact Information

Phone: (813) 974-6709
Fax: (813) 974-3826
hkeller@tempest.coedu.usf.edu

Qualifications

Ph.D., Florida State University, Psychology (School Psychology), 1968.
M.S., Florida State University, Psychology (School Psychology), 1967.
B.A., DePauw University, Psychology/Sociology, 1964.

Expertise and Research Interests

1. Home and school collaboration
2. Parental/caregiver involvement
3. Problem-solving team functioning
4. Application of interventions for academic and behavioral/socioemotional problems across multiple ecological contexts
5. Use of multiple measures/sources to identify strengths/problems and to monitor progress
6. Aggression and violence
7. University-Community Collaborative Research Partnerships
8. Diffusion of research into practice

Future Research

Mullen, C. A., Feyten, C. M., Holcomb, C., Kealy, W. A., & Keller, H. (in press). Birthing a new faculty mentoring program in a research culture. In C. A. Mullen (Ed.), Successful faculty mentoring programs. Norwood, MA: Christopher-Gordon Publishers
- Paulk, D. L., & Keller, H. R. Middle level students define bullying and link bullying behavior to acquisition of social status. Poster presented at meetings of the American Psychological Society, Chicago, IL, May 2004. Submitted to Journal for review.
- University/Community Partnership in East Tampa: Asset Mapping, Service Learning and Community Development (with Beverly Ward & USF Collaborative).
- Quality Use of In Church Known Resources (QUICKR): Academic Achievement Centers (AAC). (with Richard Briscoe & Mary Lindsey)

Keywords

COS Keywords:

At-Risk Children or Youth, Behavioral Problems or Disorders, Child Abuse or Neglect, Community Development or Revitalization, Counseling or Guidance, Education, Educational Psychology, Family Services, Handicapped or Disabled (Health or Safety or Medical), Learning Disabled Education, Minority Social or Economic Services, Parent Involvement, Psychology, Sociology, Special Education, Violence, Violent Behavior.

Additional Terms:

Education, School Psychology Practice.

Memberships

American Psychological Association
National Association of School Psychologists
New York Association of School Psychologists
Psi Chi
School Psychology Educators Council of New York State
Sigma Xi
South Carolina Association of School Psychologists
South Carolina Psychological Association

Honors and Awards

1990-1991, School Bell Award, Norfolk VA Public Schools
1986, Fellow, American Psychological Association, Division 16, School Psychology

Previous Positions

2002-2003, Interim Dean, University of South Florida, College of Education
1999-2001, Director, University of Nebraska System, Teachers College, Teachers College Institute
1997-1997, Interim Director, Norfolk VA Public Schools, Special Educational Services
1997-1999, Chair, University of Nebraska System, Teachers College, Educational Psychology
1997-1999, Professor, University of Nebraska System, Teachers College, Educational Psychology
1994-1997, Staff Development, Norfolk VA Public Schools, Special Educational Services
1994-1997, Parent Resource Specialist, Norfolk VA Public Schools, Special Educational Services
1990-1994, School Psychologist, Norfolk VA Public Schools, Special Educational Services
1975-1990, Director, Syracuse University, Arts & Sciences and School of Education, Psychology
1975-1990, Professor, Syracuse University, Arts & Sciences and School of Education, Psychology
1975-1990, Associate Professor, Syracuse University, Arts & Sciences and School of Education, Psychology
1968-1975, Director, University of South Carolina, College of Arts and Sciences, Psychology, School Psychology Program & Psychological Training Service Center
1968-1975, Associate Professor, University of South Carolina, College of Arts and Sciences, Psychology, School Psychology Program & Psychological Training Service Center
1968-1975, Assistant Professor, University of South Carolina, College of Arts and Sciences, Psychology, School Psychology Program & Psychological Training Service Center

Funding Received

  • Syracuse University Senate Research Grant: Behavioral ratings of abused and nonabused children: Measurement generalizability and change with Head Start intervention, $5,000, Sep 1985 to Jun 1986.
  • Syracuse NY City Schools: Psychological Services in the schools: Research and practice, $90,226, Sep 1983 to Jun 1990.
  • Syracuse University Vice Present for Research & Graduate Affairs: The System of Multicultural Pluralistic Assessment (SOMPA): A study of generalizability and concurrent validity of adaptive behavior measures, $2,000, Sep 1981 to Jun 1982.
  • Syracuse University Faculty Grant: Observational approaches to assessment, $3,000, Sep 1975 to May 1977.
  • Virginia Board for People with Disabilities: Parent-assisted consumer education with disabled students (PACEDS), $185,000, Jul 1995 to Jun 1998.
  • University of Nebraska-Lincoln Teaching, Learning, and Technology Roundtable: Integrated Graduate Assessment Sequence, $5,000, Jan 2000 to Dec 2000.
  • New York State Divsion for Youth, Onondaga County Youth Bureau: Aggression Replacement Training, $63,532, Jan 1986 to Dec 1987.
  • University of South Carolina Faculty Research & Productive Scholarship Grant: Parent-child interaction and attachment, $1,000, Jan 1974 to Dec 1974.
  • Nebraska Department of Education: Teacher Shortage Survey, $9,800, Feb 2001 to Jun 2001.
  • Nebraska Department of Education: Retention rate survey: Graduates of teacher education programs in Nebraska, $13,800, Feb 2000 to Dec 2000.
  • National Institutes of Health (NIH): School Psychology Training Program, $199,393, Aug 1979 to Jul 1982.
  • USF Collaborative for Children, Families, & Communities: Building a culturally competent university/ community partnership with East Tampa: Service learning/action research, $2,000, 2005 to 2005.
  • USF Collaborative on Children, Families, and Communities: Central Avenue area community impact assessment, $15,000, 2005 to 2006.
  • USF Collaborative for Children, Families & Communities: Building a Culturally Competent University/Community Partnership with East Tampa: Service Learning/Action Research among the College of Education, Florida Mental Health Institute, and Community Development Corporation of East Tampa, $2,000, 2004 to 2004.
  • USF Community Partnership Center: Summer Tutoring and Parental Involvement: A partnership among Chiles Elementary, University Community Center, and the University of South Florida, $8,433, 2002 to 2002.
  • Syracuse University: The System of Multicultural Pluralistic Assessment (SOMPA), $2,000, 1981 to 1982.
  • Syracuse University Faculty Set-up Grant: Observational approaches to assessment, $3,000, 1975 to 1975.
  • University of South Carolina Faculty Research & Productive Scholarship Grant: Parent-child interaction and attachment, $1,000, 1974 to 1974.

Publications

  • Briscoe, R. V. (2009) A culturally competent community-based research approach with African-American neighborhoods: Critical components and examples, African Americans and Community Engagement, New York, SUNY Press, In Press (bookchapter)
  • Worcester, J. (2008) Giving voice to parents of young children with challenging behavior, Exceptional Children, 74, 509-525
  • Mullen, C.A. (2008) Launching a new faculty mentoring program in a research culture, The Handbook of Formal Mentoring in Higher Education: A Case Study Approach, Norwood, MA, Christopher-Gordon Publishers, 25-53 pages (bookchapter)
  • Henry, W. (2007) When the dialogue becomes too difficult: A case study of resistance and backlash, College Student Affairs Journal, 26, 160-168
  • Ersing, R. L. (2007) Community engagement's role in creating institutional change within the academy: A case study of East Tampa and the University of South Florida., From Passion to Objectivity: International and Cross-Disciplinary Perspectives on Service Learning (Advances in Service-Learning Research, Volume 7), Volume 7 Edition, Greenwich, CT, Information Age, 177-195 pages (bookchapter)
  • Keller, H. R, Review of the Boehm Test of Basic Concepts, Third Edition (Boehm-3), The Fifteenth Mental Measurements Yearbook, Lincoln, NE, Buros Institute of Mental Measurements, 2005
  • Keller, H. R., Review of the Temperament and Atypical Behavior Scale, The Fifteenth Mental Measurements Yearbook, Lincoln, NE, Buros Institute of Mental Measurements, 2005
  • Keller, H. R., & Tapasak, R. C, Classroom-based approaches, 103-130, 2004
  • Keller, H. R, Review of the Gray Silent Reading Tests, 2003
  • Keller, H. R, Review of Youth's Inventory-4, 2003
  • Sanger, D., Moore-Brown, B. J., Montgomery, J., Rezac, C., & Keller, H. R (2003) Female incarcerated adolescents with language problems talk about their own communication behaviors and learning, Journal of Communication Disorders, 36, 465-486
  • Keller, H. R, Review of the Early Childhood Attention Deficit Disorders Evaluation Scale, 2001
  • Keller, H. R, School psychology and schools: Training and practice tracks with no ties?, 7-12, 1998
  • Keller, H. R., & Tapasak, R. C, Classroom management, 107-126, 1997
  • Tapasak, R. C., & Keller, H. R (1995) A reaction to 'Where will...?' and suggestions for 'how to': The need to address systems-level variables in school psychology role/function change efforts, Journal of School Psychology, 33, 201-208
  • Keller, H. R., & Tapasak, R. C (1994) Packaging, presentation, delivery -- not; heuristics -- yes. Review of Handbook of school-based interventions: Resolving student problems and promoting healthy educational environments, by J. J. Coh, Journal of School Psychology, 32, 415-418
  • Gross, A. B., & Keller, H. R, Long-term consequences of childhood physical and psychological maltreatment, Aggressive Behavior, 18, 171-185, 1992
  • Costenbader, V. K., & Keller, H. R (1990) Behavioral ratings of emotionally handicapped, learning disabled and nonreferred children: Scale and source consistency, Journal of Psychoeducational Assessment, 8, 485-496
  • Keller, H. R, Review of Waksman Social Skills Rating Scale, 1989
  • Keller, H. R, Review of Personal Problems Checklist for Adults, 1989
  • Keller, H. R, Strategies for implementing a blueprint. Review of Behavioral assessment in school psychology by E. S. Shapiro, Hillsdale, NJ: Lawrence Erlbaum Associates, 1987, Contemporary Psychology, 33, 610-611, 1988
  • Keller, H. R (1988) Children's adaptive behavior: Measure and source generalizability, Journal of Psychoeducational Assessment, 6, 371-389
  • Martens, B. K., & Keller, H. R, Training school psychologists in the scientific tradition, School Psychology Review, 16, 329-337, 1987
  • Keller, H. R, Cognitive and intellectual development, 98-162, 1987
  • Goldstein, A. P., & Keller, H. R, Aggressive behavior: Assessment and intervention, 1987
  • Keller, H. R, Behavioral observation approaches to assessment of personality, 353-397, 1986
  • Keller, H. R (1986) In-school adaptive behavior: Assessment domains of behavior ratings scales and child characteristics, Journal of Psychoeducational Assessment, 4, 1-12
  • Goldstein, A. P., Keller, H. R., & Erne, D, Changing the abusive parent, 1985
  • Hiltonsmith, R. W., & Keller, H. R, What happened to the setting in person-setting assessment: Current status and future directions in the assessment of settings, Professional Psychology: Research and Practice, 14, 419-434, 1983
  • Keller, H. R, Assessment, 312-346, 1983
  • Keller, H. R., & Erne, D, Child abuse: Toward a comprehensive model, 1-36, 1983
  • Goldstein, A. P., & Keller, H. R, Aggression prevention and control: Multi-targeted, multi-channel, multi-process, multi-disciplinary, 338-350, 1983
  • Keller, H. R., Review of Child abuse: An agenda for action, edited by G. Gerbner, C. J. Ross, & E. Zigler, New York: Oxford University Press, Aggressive Behavior, 8, 298-301, 1982
  • Keller, H. R, Behavioral consultation, 59-99, 1981
  • Keller, H. R, Preface to behavioral assessment, School Psychology Review, 90, 3-4, 1980
  • Keller, H. R, Issues in the use of observational assessment, School Psychology Review, 9, 21-30, 1980
  • Keller, H. R., Behavioral assessment, School Psychology Review, 9(1), 1980
  • Keller, H. R, Working and parenting: The male and father role, 197-207, 1980
  • Diamond, S. R., Keller, H. R., & Mobley, L. A, Adults' performance on formal operations: General ability or scientific interest, Perceptual and Motor Skills, 44, 249-250, 1977
  • Keller, H. R., Deysach, R. E., Hiers, T. G., Ross, A. W., & Moore, L.L (1976) Interrelationships among decentering and behavioral ratings in a therapeutic camp setting, Journal of Genetic Psychology, 129, 113-120
  • Ballard, B., & Keller, H. R (1976) Development of racial awareness: Task consistency, reliability and validity, Journal of Genetic Psychology, 129, 3-11
  • Deysach, R. E., Keller, H. R., Ross, A. W., & Hiers, T. G (1975) Social decentering and locus of control in children, Journal of Psychology, 90, 229-235
  • Chaplin, M. V., & Keller, H. R (1974) Decentering and social interaction, Journal of Genetic Psychology, 124, 269-275
  • Keller, H. R., & Hunter, M. L (1973) Task differences on conservation and transitivity problems, Journal of Experimental Child Psychology, 15, 287-301
  • Figurelli, J. C., & Keller, H. R, The effects of training and socioeconomic class upon the acquisition of conservation concepts, Child Development, 43, 293-298, 1972
  • Keller, H. R., & Parker, R. K, Effects of event schedules and external incentives on discriminatin of acquisition and extinction phases of learning under state instructions, Psychological Reports, 30, 839-845, 1972
  • Parker, R. K., & Keller, H. R, Effects of event schedules, event values, and instructions on ability of college males to discriminate acquisition from extinction, Psychological Reports, 30, 959-965, 1972
  • Keller, H. R (1971) Children's acquisition and reversal behavior in a probability learnig situation as a function of programmed instruction, internal-external control, and schedules of reinforcement, Journal of Experimental Child Psychology, 11, 281-295
  • Stimbert, V. E., Frazier, J. R., Keller, H. R., & King, F. J (1969) The effects of tangible reinforcement n the learning and retention of programmed material in academically retarded children, Journal of School Psychology, 6, 246-269

Profile Details

Last Updated: 2/6/2009

COS Expertise ID #340083
Reference this profile directly: http://myprofile.cos.com/hrkeller