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.

Research Interests

  • Assessment
  • Data Analysis
  • Intelligence

Courses Taught




EPSY 5529

Tests and Measurements


EPSY 8825

Advanced Data Analysis


SPSY 9687

Clinical Supervision Seminar in School Psychology


CPSY 5519

Group Counseling


CPSY 5694

Introduction to Assessment


EDUC 8404

Quantitative Analysis, Part I


Selected Publications

  • 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. 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. (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. (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