Brian McKevitt, PhD
Assistant Professor
Department of Psychology
ASH 347Q, 6001 Dodge St.
University of Nebraska at Omaha
Omaha, Nebraska 68182
Biography
Dr. McKevitt received his BA in psychology from Boston College, and his MS and PhD in Educational Psychology from the University of Wisconsin-Madison. Dr. McKevitt worked as a school psychologist for Heartland Area Education Agency 11 in Iowa for 6 years before coming to UNO. There, he provided the full spectrum of school psychology services for children in grades kindergarten through eighth, supervised school psychology practicum students and interns, and coordinated the implementation of school-wide positive behavior support in over 30 schools in central Iowa. Dr. McKevitt also taught educational psychology and educational research courses at Iowa State University and Drake University prior to coming to UNO.
Dr. McKevitt has been on the school psychology faculty at UNO since 2006. He teaches graduate level courses in school psychology and undergraduate educational psychology. He is a Nationally Certified School Psychologist, a certified School Psychologist in Iowa and Nebraska and is a member of NASP, the Nebraska Association of School Psychologists (NSPA), the Iowa School Psychologists Association (ISPA), and the Association for Positive Behavior Support (APBS). Dr. McKevitt’s research and professional interests include school-wide positive behavior support, response to intervention for behavior, evidence-based behavioral interventions, and assessment issues. He is currently working with Lincoln Public Schools as a consultant for their RTI behavior work and has recently been contracted with ESU 3 to provide a series of trainings for schools interested in implementing RTI for behavior.
Recent Publications
Journal Articles
McKevitt, B. C. (2005). Creating a school-wide system of positive behavior support. NASP Communiqué, 33(6), 1-4 (special insert).
McKevitt, B. C., & Elliott, S. N. (2005). Observations and ratings of preschool children’s social behavior: Issues of representativeness and validity. Psychology in the Schools, 42, 13-26
McKevitt, B. C., & Elliott, S. N. (2003). Effects and perceived consequences of using read-aloud and teacher-recommended testing accommodations on a reading achievement test. School Psychology Review, 32, 583-600.
Elliott, S. N., McKevitt, B. C., & Kettler, R. (2002). Testing accommodations research and decision-making: The case of “good” scores being highly valued but difficult to achieve for all students. Measurement and Evaluation in Counseling and Development, 35, 153-166.
Elliott, S. N., Kratochwill, T. R., & McKevitt, B. C. (2001). Experimental analysis of the effects of testing accommodations on the scores of students with and without disabilities. Journal of School Psychology, 39, 3-24.
Book Chapters
McKevitt, B. C., & Braaksma, A. (2008). Best practices in developing a positive behavior support system at the school level. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (Vol. 3; pp. 735-747). Bethesda, MD: National Association of School Psychologists.
Elliott, S. N., McKevitt, B. C., & DiPerna, J. C. (2002). Best practices in preschool social skills training. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (Vol. 2; pp. 1041-1056). Bethesda, MD: National Association of School Psychologists.
Elliott, S. N., McKevitt, B. C., & DiPerna, J. C. (2002). Promoting social skills and development of socially supportive learning environments. In S. E. Brock, P. J. Lazarus, & S. R. Jimerson (Eds.), Best practices in crisis prevention and intervention in the schools (pp. 151-170). Bethesda, MD: National Association of School Psychologists.
McGivern, J. E., & McKevitt, B. C. (2002). Best practices working with students using assistive technology. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology IV (Vol. 2; pp. 1537-1553). Bethesda, MD: National Association of School Psychologists.
