Nominees must have successfully completed their dissertation defense by Dec. 31 of the year prior to the award year. Nominees must also be a member or affiliate of Division 16 at the time of nomination.

2022:
Dr. Aijah Baruti-Goodwin, Louisiana State University 

2021:
Dr. Ben Paly 

2020:
Dr. Christa Copeland

2019:
Kala Taylor

2018:
Tyler E. Smith

2017:
Paige Lauren Mission

2016:
Chunyan Yang

2015:
Bridget O. Hier

2014:
Sarah A. Fefer

2013
Angie Pohl
“The Personal Readiness Evaluation for Postsecondary (PREP):  A development and validation study”
Dissertation Chair: Sandra Christenson

2012
Steve Kilgus
“Diagnostic accuracy of direct behavior rating as a screener of elementary school students”
Dissertation Chair: Sandra M. Chafouleas

2011
Julie Herbstrith
“A multi-method investigation of pre-service teacher attitudes toward gay and lesbian parents”
Dissertation Chair: Renee Tobin

2010
Jamie Zibulsky, University of California, Berkeley
“Preschoolers at risk of developing concurrent academic and behavioral difficulties
Dissertation Chair: Anne Cunningham

2010
Nathan Clemens, Lehigh Univerisity
“Toward consensus on CBM measures”
Dissertation Chair: Edward Shapiro

2009
Kelly Feeney-Kettler, University of Wisconsin–Madison
“Early Identification of Preschool Students At-Risk for Emotional and Behavioral Disorders: Development and Validation of a Parent-Teacher Screener”
Dissertation Chair: Thomas Kratochwill

2008
Milena Keller-Margulis, Lehigh University
“General Outcome Measures and Performance on High Stakes Tests: A Further Examination of Long-Term Predictive Validity in Pennsylvania”
Dissertation Chair: Ed Shapiro

2008
Brandy Clarke, University of Nebraska–Lincoln
“Parental Self-Efficacy: Examination of a Protective Factor for Parents of Low-Income with Young Children”
Dissertation Chair: Susan Sheridan

2007
Kara Giron Wisniewski, Duqesne University
“Delinquency, Academic Underachievement, and Attention Deficit Hyperactivity Disorder: A Longitudinal Investigation of Developmental Sequencing and Interrelated Risk Factors”
Dissertation Chair: Tammy Hughes

2006
Brian C. Poncy, University of Tennessee–Knoxville
“An Investigation of the Dependability and Standard Error of Measurement of Words Read Correctly Per Minute Using Curriculum-Based Measurement”
Dissertation Chair: Christopher Skinner

Honorable Mention
Alex Beaujean, University of Missouri
“Using Item Response Theory to Assess the Lynn-Flynn Effect”
Dissertation Chair: Craig Frisby and Rick Short

2005
Elisa Steele Shernoff, University of Wisconsin–Madison
“Transporting an Evidence-Based Classroom Management Program for Preschoolers with Disruptive Behavior Problems to a School: An Analysis of Implementation, Outcomes, and Contextual Variables”
Dissertation Chair: Thomas Kratochwill

2004
Marsha Luginbuehl, University of South Florida
“The initial development and validation of the sleep disorders inventory for students”
Dissertation Chair: Kathy Bradley-Klug and George Batche

2003
Amanda Heidgerken
“An exploration of the relations between parenting, children’s social cognitions, and aggressive behavior”
Dissertation Chair: Jan Hughes

2002
Kevin Fenstermacher, University of Utah
“An Interactive, Computer-based Social Skills Training Program: Development and Use with Children with Attention Deficit Hyperactivity Disorder”
Dissertation Chair: Susan Sheridan

2001
Aleta Ann Gilbertson Schulte, University of Wisconsin–Madison
“Effects of testing accommodations on standardized mathematics test scores: An experimental analysis of performance of students with and without disabilities”
Dissertation Chair: Steve Elliot

Honorable Mention
Mary R. Levinsohn, PhD, University of Maryland
“Evaluating Instructional Consultation Teams for Student Reading Achievement and Special Education Outcomes”
Dissertation Chair: Sylvia Rosenfield

2000
Heather Sterling-Turner, Mississippi State University
“The effects of direct training, treatment acceptability, and treatment integrity on treatment outcomes in school consultation”
Dissertation Chair: T. Steuart Watson

1999
Clynita Jefferson, Texas A & M University
“Factors that Impact Parents Engagement and Treatment outcome in a School-Linked Parent Consultation Intervention for Aggressive Children”
Dissertation Chair: Jan N. Hughes

1998
Kimberly Ray, Mississippi State University
“Experimental analysis of the effects of temporally distant events on school behavior”
Dissertation Chair: T. Steuart Watson

1997
Robin Weiner – University of Utah
“Efficacy of conjoint behavioral conservation with a combined homework model to increase math homework completion and accuracy in junior high students”
Dissertation Chair: Susan Sheridan

1996
Janet M. Drew, University of Iowa
“Stimulus control of clinician instructions on parent behavior via a component analysis statement”
Dissertation Chair: Randy Kamphaus

1996
Jennifer M. Asmus, University of Iowa
“Use of tasks, persons, and settings to identify the stimulus control of aberrant behavior in young children”
Dissertation Chair: David Wacker and Gregg Macmann

1995
Mary M. Chittooran, Mississippi State University
“ADHDEXPERT: The Development of a Prototype Expert for the Identification of Attention Deficit Hyperactivity Disorder”
Dissertation Chair: David T. Morse

1994
Jacqueline Lemme Cunningham, University of Texas
“A Contextual Investigation of the International Development of Psychology in the Schools”
Dissertation Chair: Thomas D. Oakland

Honorable Mention
William David Carlyon, University of South Florida
“The Development and Testing of a Model to Explain Elementary School Staff Motivation and Preference for Consultation with School Psychologists to Remediate Specific Student Behavioral Problems”
Dissertation Chair: Howard M. Knoff

Pamela Burri Grossman, Texas A & M University
“Attachment Style and History of Parents of Aggressive Children: Effects on Response to Intervention”
Dissertation Chair: Jan N. Hughes

1993
Daniel E. Olympia, University of Utah
“Homework Completion and Accuracy: Using Student Management Interventions”
Dissertation Chair: William R. Jenson

Honorable Mention
Ruth Kaminski, University of Oregon
“Assessment for the Primary Prevention of Early Academic Problems: Utility of Curriculum-Based Measurement Pre-Reading Tasks”
Dissertation Chair: Roland H. Good III