Dr. W. Joel Schneider earned his doctoral degree at Texas A&M University before working as a professor of psychology at Illinois State University. His research interests explore the validity of psychological assessment, the discovery of statistical procedures to increase diagnostic accuracy, and the creation of software to facilitate better clinical decision making. His decision to come to Temple University was largely based on opportunities to collaborate with other scholars with diverse areas of expertise on large-scale projects that will likely influence public policy. Further, he is inspired by the enthusiasm of the graduate students in the counseling psychology program and is invested in their training.

Google Scholar: Google Scholar

ResearchGate: ResearchGate

Research Interests

  • Assessment
  • Data Analysis
  • Intelligence

Courses Taught




CPSY 5691

Diagnosis in Counseling Psychology


EDUC 5325

Introduction to Statistics and Research


SPSY 9687

Clinical Supervision Seminar in School Psychology


SPSY 9688

Psychoeducational Clinic


EPSY 5529

Tests and Measurements


EPSY 8825

Advanced Data Analysis


Selected Publications

  • Dowdy, A., Peltier, C., Tincani, M., Schneider, W.J., Hantula, D.A., & Travers, J.C. (2021). Meta-analyses and effect sizes in applied behavior analysis: A review and discussion. Journal of Applied Behavior Analysis, 54(4), pp. 1317-1340. doi: 10.1002/jaba.862

  • Dowdy, A., Tincani, M., & Schneider, W.J. (2020). Evaluation of publication bias in response interruption and redirection: A meta-analysis. Journal of Applied Behavior Analysis, 53(4), pp. 2151-2171. doi: 10.1002/jaba.724

  • Dombrowski, S.C., Beaujean, A.A., McGill, R.J., Benson, N.F., & Schneider, W.J. (2019). Using Exploratory Bifactor Analysis to Understand the Latent Structure of Multidimensional Psychological Measures: An Example Featuring the WISC-V. Structural Equation Modeling, 26(6), pp. 847-860. doi: 10.1080/10705511.2019.1622421

  • Schneider, W.J. & McGrew, K.S. (2019). Process Overlap Theory is a Milestone Achievement Among Intelligence Theories. Journal of Applied Research in Memory and Cognition, 8(3), pp. 273-276. doi: 10.1016/j.jarmac.2019.06.006

  • Schneider, W.J., Lichtenberger, E.O., Mather, N., & Kaufman, N.L. (2018). Essentials of Assessment Report Writing. John Wiley & Sons.

  • Schneider, W.J. & Roman, Z. (2018). Fine-Tuning Cross-Battery Assessment Procedures: After Follow-Up Testing, Use All Valid Scores, Cohesive or Not. Journal of Psychoeducational Assessment, 36(1), pp. 34-54. doi: 10.1177/0734282917722861

  • Schneider, W.J. & McGrew, K. (2018). The Cattell-Horn-Carroll theory of cognitive abilities. In D. Flanagan & E. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 73-163). New York: Guilford. Retrieved from

  • Schneider, W.J. & Kaufman, A.S. (2017). Let's not do away with comprehensive cognitive assessments just yet. Archives of Clinical Neuropsychology, 32(1), pp. 8-20. doi: 10.1093/arclin/acw104

  • Magoon, M.A., Critchfield, T.S., Merrill, D., Newland, M.C., & Schneider, W.J. (2017). Are positive and negative reinforcement “different”? Insights from a free-operant differential outcomes effect. Journal of the Experimental Analysis of Behavior, 107(1), pp. 39-64. doi: 10.1002/jeab.243

  • Schneider, W.J. & Kaufman, A.S. (2016). Commentary on current practices and future directions for the assessment of child and adolescent intelligence in schools around the world. International Journal of School & Educational Psychology, 4(4), pp. 283-288. Informa UK Limited. doi: 10.1080/21683603.2016.1206383

  • Flanagan, D.P. & Schneider, W.J. (2016). Cross-Battery Assessment? XBA PSW? A case of mistaken identity: A commentary on Kranzler and colleagues' “Classification agreement analysis of Cross-Battery Assessment in the identification of specific learning disorders in children and youth”. International Journal of School and Educational Psychology, 4(3), pp. 137-145. doi: 10.1080/21683603.2016.1192852

  • Gadke, D.L., Tobin, R.M., & Schneider, W.J. (2016). Agreeableness, conflict resolution tactics, and school behavior in second graders. Journal of Individual Differences, 37(3), pp. 145-151. doi: 10.1027/1614-0001/a000199

  • Schneider, W.J., Mayer, J.D., & Newman, D.A. (2016). Integrating hot and cool intelligences: Thinking broadly about broad abilities. Journal of Intelligence, 4(1), pp. 1-25. doi: 10.3390/jintelligence4010001

  • Schneider, W.J. (2016). Strengths and Weaknesses of the Woodcock-Johnson IV Tests of Cognitive Abilities: Best Practice from a Scientist-Practitioner Perspective. In WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives (pp. 191-210). doi: 10.1016/B978-0-12-802076-0.00007-4

  • Schneider, W.J. (2016). Why Are WJ IV Cluster Scores More Extreme Than the Average of
    Their Parts? A Gentle Explanation of the Composite Score Extremity Effect.
    , pp. 1-22. Itasca, IL: Houghton Mifflin Harcourt.

  • Schneider, W.J. (2016). Chapter 7 Strengths and Weaknesses of the Woodcock–Johnson IV Tests of Cognitive Abilities Best Practice from a Scientist–Practitioner Perspective. In WJ IV Clinical Use and Interpretation (pp. 191-210). doi: 10.1016/b978-0-12-802076-0.00007-4

  • Schneider, W.J. (2015). Case 1—Liam, age 9: Emotionally Intelligent Testing with the
    WISC-V and CHC Theory. In A.S. Kaufman, S.E. Raiford, & D.L. Coalson (Eds.), Intelligent Testing with the WISC-V (pp. 265-282). John Wiley & Sons.

  • Schneider, W.J. & Newman, D.A. (2015). Intelligence is multidimensional: Theoretical review and implications of specific cognitive abilities. Human Resource Management Review, 25(1), pp. 12-27. doi: 10.1016/j.hrmr.2014.09.004

  • Schneider, W.J. & Flanagan, D.P. (2015). The relationship between theories of intelligence and intelligence tests. In Handbook of Intelligence: Evolutionary Theory, Historical Perspective, and Current Concepts (pp. 317-340). doi: 10.1007/978-1-4939-1562-0_21

  • Abney, D.H., Wagman, J.B., & Schneider, W.J. (2014). Changing grasp position on a wielded object provides self-training for the perception of length. Attention, Perception, and Psychophysics, 76(1), pp. 247-254. doi: 10.3758/s13414-013-0550-x

  • Pornprasertmanit, S. & Schneider, W.J. (2014). Accuracy in parameter estimation in cluster randomized designs. Psychological Methods, 19(3), pp. 356-379. doi: 10.1037/a0037036

  • Tobin, R., Schneider, W.J., & Landau, S. (2014). Best Practices in the Assessment of Youth With Attention Deficit Hyperactivity Disorder Within a Multitiered Services Framework. In P. Harrison & A. Thomas (Eds.), Best Practices in School Psychology: Data-based and collaborative decision making (pp. 391-404). NASP.

  • Herbstrith, J.C., Tobin, R.M., Hesson-McInnis, M.S., & Schneider, W.J. (2013). Preservice teacher attitudes toward gay and lesbian parents. School Psychology Quarterly, 28(3), pp. 183-194. doi: 10.1037/spq0000022

  • Kahn, J.H. & Schneider, W.J. (2013). It's the Destination and It's the Journey: Using Multilevel Modeling to Assess Patterns of Change in Psychotherapy. Journal of Clinical Psychology, 69(6), pp. 543-570. doi: 10.1002/jclp.21964

  • Schneider, W.J. (2013). Principles of assessment of aptitude and achievement. In L. McKee, D.J. Jones, R. Forehand, & J. Cuellar (Eds.), The Oxford Handbook of Child Psychological Assessment (pp. 286-330). New York: Oxford University Press.

  • Schneider, W.J. (2013). What If We Took Our Models Seriously? Estimating Latent Scores in Individuals. Journal of Psychoeducational Assessment, 31(2), pp. 186-201. doi: 10.1177/0734282913478046

  • Schneider, W.J. & McGrew, K.S. (2013). Individual differences in the ability to process information. In B. Irby, G. Brown, R. Lara-Aiecio, & S. Jackson (Eds.), The Handbook of Educational Theories (pp. 767-782). Information Age Pub Incorporated.

  • Decker, S.L., Schneider, W.J., & Hale, J.B. (2012). Estimating base rates of impairment in neuropsychological test batteries: A comparison of quantitative models. Archives of Clinical Neuropsychology, 27(1), pp. 69-84. doi: 10.1093/arclin/acr088

  • Jones, G. & Schneider, W.J. (2010). IQ in the production function: Evidence from immigrant earnings. Economic Inquiry, 48(3), pp. 743-755. doi: 10.1111/j.1465-7295.2008.00206.x

  • Kahn, J.H., Vogel, D.L., Schneider, W.J., Barr, L.K., & Herrell, K. (2008). The emotional content of client disclosures and session impact: An analogue study. Psychotherapy, 45(4), pp. 539-545. doi: 10.1037/a0014337

  • Barr, L.K., Kahn, J.H., & Schneider, W.J. (2008). Individual differences in emotion expression: Hierarchical structure and relations with psychological distress. Journal of Social and Clinical Psychology, 27(10), pp. 1045-1077. doi: 10.1521/jscp.2008.27.10.1045

  • Schneider, W.J. (2008). Playing statistical Ouija board with commonality analysis: Good questions, wrong assumptions. Applied Neuropsychology, 15(1), pp. 44-53. doi: 10.1080/09084280801917566

  • Jones, G. & Schneider, W.J. (2006). Intelligence, human capital, and economic growth: A Bayesian Averaging of Classical Estimates (BACE) approach. Journal of Economic Growth, 11(1), pp. 71-93. doi: 10.1007/s10887-006-7407-2

  • Schneider, W.J., Cavell, T.A., & Hughes, J.N. (2003). A sense of containment: Potential moderator of the relation between parenting practices and children's externalizing behaviors. Development and Psychopathology, 15(1), pp. 95-117. doi: 10.1017/S0954579403000063

  • Schneider, W.J. Can’t decide which IQ is best? Make a composite IQ score.

  • Jones, G. & Schneider, W.J. Intelligence, Human Capital, and Economic Growth: A Bayesian Averaging of Classical Estimates (BACE) Approach. SSRN Electronic Journal. Elsevier BV. doi: 10.2139/ssrn.552481