Academic Positions

  • 2007 Present

    Professor and Director

    Rider University, Lawrenceville, NJ

  • 2005 2007

    Associate Professor and Director

    Rider University, Lawrenceville, NJ

  • 2001 2005

    Assistant Professor

    Rider University, Lawrenceville, NJ

  • 5/2004 9/2004

    Visiting Scholar

    Children’s Hospital of Philadelphia, Philadelphia, PA

  • 1994 1996

    Adjunct Assistant Professor

    Passaic County Community College, Paterson, NJ

Education

  • Post Doctoral Fellowship2001

    Post Doctoral Fellowship in Clinical Psychology

    University of California, Davis Medical Center, Sacramento, California Department of Pediatrics, CAARE Diagnostic and Treatment Center


  • Ph.D.2000

    Doctor of Philosophy
    Concentration in School Psychology (APA & NASP approved).
    Minor in Counseling Psychology (APA & CACREP approved).

    The University of Georgia, Athens, Georgia


  • M.B.A.1993

    Master of Business Administration

    The University of Connecticut, Storrs, Connecticut


  • B.A.1991

    Bachelor of Business Administration

    College of William & Mary, Williamsburg, Virginia


Awards & Professional Certifications

  • 2020
    New Jersey Association of School Psychologist's Jane Bostrum Award for Research Contributions
  • 2018
    Article of the year for the Journal of School Psychology
  • 2017
    Elected Member, Society for the Study of School Psychology
  • 2011
    Rider University's Dominick A. Iorio Distinguished Research Award
  • 2001
    Licensed Psychologist - New Jersey (#4206) & Pennsylvania (#15040)
  • 1999
    Certified School Psychologist

    New Jersey, Pennsylvania, Georgia (Inactive), California (Inactive)

Filter by type:

Scholarly Agenda

Dr. Dombrowski’s research interests include evidence-based psychological assessment, scientific decision-making, and quantitative psychology. He also conducts research on prenatal exposures to teratogens in relation to later psychological, behavioral and academic outcomes in youth. Dr. Dombrowski previously conducted research on protecting children from the the adverse effects of child maltreatment. He has published five books and more than 110 articles/chapters, and has presented his scholarship at a variety of national and international conferences.

Book - Psychoeducational assessment and report writing, Second Edition

Dombrowski, S. C.
Book / 2020 Springer Nature | 2020
image

Updates and expands instruction on conducting psychoeducational assessments of children in grades K-12

The second edition of this textbook provides expanded and updated guidance on the process of psychoeducational assessment and report writing for children in grades K-12. It casts the entire process within a newly proposed evidence-based psychoeducational assessment and report writing framework, and explains how to convey results through detailed, well-written reports. The new edition guides readers, step by step, through the assessment process – collecting data, writing reports, and communicating conclusions – for students with conditions spanning the range of IDEA classifications. Chapters offer a broad understanding of assessment and communication skills as well as the ethical, legal, cultural, and professional considerations that come with psychoeducational evaluation. In addition, chapters significantly expand on the coverage of learning disabilities, autism spectrum, intellectual disabilities, gifted, and other health-impaired and emotional disturbance assessment. The text updates sample reports from the previous edition, offering annotated commentary in the report explaining salient points and major decisions, and incorporates additional report samples to demonstrate fully the assessment and report writing process.

Key topics addressed in the revised and expanded edition include:

  • Psychoeducational assessment and report writing in school and clinic settings.
  • Interview formats from various perspectives, including caregivers/parents, teachers, and students.
  • Assessment of culturally and linguistically diverse youth.
  • Assessment of social, emotional, behavioral and mental health difficulties that may affect students’ educational functioning.
  • Common academic difficulties, including reading, writing and mathematics.
  • Common recommendations and accommodations for behavioral, social, emotional, and learning needs.
  • Incorporation of response-to-intervention/curriculum based assessment data into the psychoeducational report.
Psychoeducational Assessment and Report Writing, 2nd Edition, is an essential textbook for graduate students as well as researchers, professors, and professionals in child and school psychology, educational assessment, testing, and evaluation, social work, and related disciplines.

Book - Assessing and treating low incidence/high severity psychological disorders and childhood

Dombrowski, S. C., Gischlar, K. & Mrazik, M.
Book / 2011 New York: Springer Science | 2011
image

Provides a single source compilation of topics that typically have been overlooked by broader textbooks on child psychopathology

During the past several decades, interest in children’s psychological disorders has grown steadily within the research community, resulting in a burgeoning knowledge base. The majority of the attention and funding, not surprisingly, has focused on the more prevalent and well-known conditions. Although this raises the odds that young people with more well-known disorders such as ADHD, autism, and learning disorders will receive much-needed professional assessment and intervention, children with less frequently encountered disorders may experience a higher risk of misdiagnosis and inappropriate treatment.

Useful data has been scattered throughout the literature for severe-but-less-frequent childhood psychological disorders, including: fire setting; gender identity disorder; impulse control disorders (i.e., kleptomania, trichotillomania, intermittent explosive disorder); selective mutism; Munchausen by proxy; childhood schizophrenia; gang involvement; sexual offending; self-injurious behavior; and feral children. This concise volume offers up-to-date information on these conditions, which, though relatively rare, may have profound effect not only on the children themselves but also their families, friends, and the community at large. Coverage of each disorder is presented in an accessible format covering:

  • Overview and history
  • Description and diagnostic classification, with proposed changes to the DSM-V
  • Etiology and theory
  • Assessment tools and interview protocols
  • Commonly used psychological and pharmacological treatment options
  • Current research issues and directions for future investigation
Assessing and Treating Low Incidence/High Severity Psychological Disorders of Childhood is a must-have reference for researchers, clinicians, practitioners, and graduate students in clinical child and school psychology, pediatrics, psychiatry, social work, school counseling, education, and public policy.

Book - Maternal fever during pregnancy: Association with infant, preschool and child temperament

Dombrowski, S. C. & Martin, R. P.
Book / 2009 Saarbrucken, Germany: VDM Verlag | 2009
image

This book provides evidence that maternal fever during pregnancy is linked with adverse behavioral, temperamental, and academic outcomes in children. Maternal fever during pregnancy, particularly during the second trimester, is thought to have an adverse impact on the development of the central nervous system (CNS) resulting in abnormalities of behavior and temperament that can be observed in childhood. These outcomes tend to remain clinically silent at birth and often evade detection until later in development when the cognitive, social and language requirements of life become more complex and demanding. This finding is consistent with the gestational influenza-schizophrenia association which is also extensively reviewed in this book. Maternal fever during pregnancy appears to be one prenatal insult among the growing list of prenatal exposures that might contribute to less than optimal developmental effects. With its clear writing style yet rigorous scientific approach, this book is a must-have resource for psychiatrists, psychologists, medical professionals, educational professionals, social workers as well as researchers and graduate students in these areas.

Book - Prenatal Exposures

Martin, Roy P., Dombrowski, Stefan C.
Book / 2008 Springer US
image

Psychological and Educational Consequences for Children

The first attempt to bring together the full range of prenatal events that have been shown to affect childhood psychopathologies

Witten at a technical level that can be assimilated by child psychologists, child psychologists in training, and related personnel from other disciplines

Contains a glossary of medical and neurological terms to aid in making the technical matters more comprehensible for non-specialists

2021 Articles

Dombrowski, S. C., McGill, R. J., Canivez, G. L., Watkins, M. W., & A. A. Beaujean (2021). Factor analysis and variance partitioning in intelligence research: Clarifying misconceptions. Journal of Psychoeducational Assessment, 39(1), 28-38. https://doi.org/10.1177/0734282920961952

Dombrowski, S. C., Watkins, M. W., McGill, R. J., Canivez, G. L., Holingue, C., Pritchard, A. E., & Jacobson, L. A. (2021). Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-subtest primary battery: Can index scores be compared across age, sex, and diagnostic groups? Journal of Psychoeducational Assessment, 39(1), 89-99. https://doi.org/10.1177/073428292095458

Farmer, R. L., McGill, R. J., Dombrowski, S. C., & Canivez, G. L. (2021). Why questionable assessment practices remain popular in school psychology: Instructional materials as pedagogic vehicles. Canadian Journal of School Psychology, 36(2), 98-114. https://doi.org/10.1177/0829573520978111

Dombrowski, S. C., McGill, R. J. & Morgan, G. W. (2021). Monte Carlo modeling of contemporary intelligence test (IQ) factor structure: Implications for IQ assessment, interpretation and theory. Assessment, 38(3), 977-993. https://doi.org/10.1177/1073191119869828

Dombrowski, S. C., Gischlar, Karen L., Green, L., Noonan, K., & Martin, R. P. (2021). Low birthweight and psychoeducational outcomes: Investigation of an African-American birth cohort. Journal of Psychoeducational Assessment, 29(3), 346-353. https://doi.org/10.1177/0734282920965962

Farmer, R. L., McGill, R. J., Dombrowski, S. C., Benson, N. F., Smith-Kellen, S., Lockwood, A. B., Powell, S., Pynn, C., & Stinnett, T. A. (2021). Conducting psychoeducational assessments during the COVID-19 crisis: The danger of good intentions. Contemporary School Psychology, 25, 27-32. https://doi.org/10.1007/s40688-020-00293-x

2019 Articles

Dombrowski, S. C., McGill, R. J., Benson, N. & Beaujean, A. A. (2019). The Woodcock-Johnson IV Tests of Achievement provides too many scores for clinical interpretation. Journal of Psychoeducational Assessment, 37(7), 819-836. https://doi.org/10.1177/0734282918800745

Dombrowski, S. C., & McGill, R. J. (2019). Book Review: Assessment of Children: Cognitive Foundations and Applications, by Sattler, J. M. Journal of Psychoeducational Assessment, 37(8), 48-51. https://doi.org/10.1177/0734282919830217

Dombrowski, S. C., Beaujean, A. A., Schneider, J. W. & McGill, R. J. & Benson, N. (2019). Using exploratory bifactor analysis to understand the latent structure of multidimensional psychological measures: An applied example featuring the WISC-V. Structural Equation Modeling: A Multidisciplinary Journal, 26(6), 847-860. https://doi.org/10.1080/10705511.2019.1622421

McGill, R. J., & Dombrowski, S. C. (2019). Critically reflecting on the origins, evolution, and impact of the Cattell-Horn-Carroll (CHC) Model. Applied Measurement in Education, 32(3), 216-231. https://doi.org/10.1080/08957347.2019.1619561

Benson, N. F., Beaujean, A. A., McGill, R. J., & Dombrowski, S. C. (2019). Rising to the challenge of SLD identification: A rejoinder. The DiaLog, 48(1), 17-18.

Dombrowski, S. C., McGill, R. J., Canivez, G. L., & Peterson, C. H. (2019). Investigating the theoretical structure of the Differential Ability Scales—Second Edition through hierarchical exploratory factor analysis. Journal of Psychoeducational Assessment, 37(1), 94-104. https://doi.org/10.1177/0734282918760724

2018 Articles

McGill, R. J., Dombrowski, S. C. & Canivez, G. L. (2018). Cognitive profile analysis in school psychology: History, issues, and continued concerns. Journal of School Psychology, 71, 108-121. https//doi.org/10.1016/j.jsp.2018.10.007

Benson, N. F., Beaujean, A., McGill, R. J., & Dombrowski, S. C. (2018). Critique of the Core- Selective Evaluation Process. The DiaLog, 47(2), 14-18.

Watkins, M. W., Dombrowski, S. C., & Canivez, G. L. (2018). Reliability and factorial validity of the Canadian Wechsler Intelligence Scale for Children–Fifth Edition. International Journal of School and Educational Psychology, 6(4), 252–265. https://doi.org/10.1080/21683603.2017.1342580

McGill, R. J., & Dombrowski, S. C. (2018). Factor structure of the CHC model for the KABC II: Exploratory factor analyses with the 16 core and supplemental subtests. Contemporary School Psychology, 22, 279-293. https://doi.org/10.1007/s40688-017-0152-z

Benson, N. F., Beaujean, A. A., McGill, R. J., & Dombrowski, S. C. (2018). Revisiting Carroll’s survey of factor-analytic studies: Implications for the clinical assessment of intelligence. Psychological Assessment, 30, 128-138. https://doi.org/10.1037/pas0000556

Beaujean, A. A., Benson, N., McGill, R. J. & Dombrowski, S. C. (2018). A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for identifying specific learning disabilities. Journal of Intelligence, 6, 1-25. https://doi.org/10.3390/jintelligence6030036

Canivez, G. L., Dombrowski, S. C., & Watkins, M. W. (2018). Factor structure of the WISC– V for four standardization age groups: Exploratory and hierarchical factor analyses with the 16 primary and secondary subtests. Psychology in the Schools, 55, 741-769. https://doi.org/10.1002/pits.22138

Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2018). An alternative conceptualization of the theoretical structure of the Woodcock-Johnson IV Tests of Cognitive Abilities at school age: A confirmatory factor analytic investigation. Archives of Scientific Psychology, 6, 1-13. https://doi.org/10.1037/arc0000039

McGill, R. J., & Dombrowski, S. C. (2018). What does the WRAML2 core battery measure? Utilizing exploratory and confirmatory techniques to disclose higher-order structure. Assessment, 25, 729-743. https://doi.org/10.1177/1073191116677799

Dombrowski, S. C., Golay, P., McGill, R. J., & Canivez, G. L. (2018). Investigating the theoretical structure of the DAS-II core battery at school age using Bayesian structural equation modeling. Psychology in the Schools, 55, 190-207. https://doi.org/10.1002/pits.22096

Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2018). Hierarchical exploratory factor analyses of the Woodcock-Johnson IV full test battery: Implications for CHC application in school psychology. School Psychology Quarterly, 33, 235-250. https://doi.org/10.1037/spq0000221

2007 Articles

Dombrowski, S. C., Noonan, K., & Martin, R. P. (2007) Birth weight and cognitive outcomes: Evidence for a gradient relationship in an urban poor African-American birth cohort. School Psychology Quarterly, 22(1), 26-43. https://doi.org/10.1037/1045-3830.22.1.26

Polizzi, N., Martin, R.P. & Dombrowski, S. C. (2007). Season of birth of students receiving special education services under a diagnosis of emotional and behavioral disorder. School Psychology Quarterly, 22(1), 44-57. https://doi.org/10.1037/1045-3830.22.1.44.44.

Dombrowski, S. C. & Martin, R. P. (2007). Pre and perinatal exposures in later psychological, behavioral, and cognitive disability. School Psychology Quarterly, 22(1), 1-7. https://doi.org/10.1037/1045-3830.22.1

Dombrowski, S. C., Gischlar, K., Durst, T. (2007). Safeguarding youth from cyber pornography and cyber sexual predation: A major dilemma of the Internet. Child Abuse Review, 16(3), 153-170. https://doi.org/10.1002/car.939

Dombrowski, S. C., Ambrose, D. A., & Clinton, A. (2007). Dogmatic insularity in learning disabilities diagnosis and the critical need for a philosophical analysis. International Journal of Special Education, 22(1). 3-10.

Power, T. J., Dombrowski, S. C., Mautone, J., & Watkins, M. (2007). Assessing children's homework performance: Development of a multi-dimensional, multi-informant rating system. Journal of School Psychology, 45(3), 333-348. https://doi.org/10.1016/j.jsp.2007.02.002

Dombrowski, S. C., Gischlar, K., & Clinton, A. (2007). Mandated child abuse reporting in a multicultural environment. Directions in Mental Health Counseling, 17, 31-39.

Book Chapters


Dombrowski, S. C. & McGill, R. J. (in press). The WJ IV Cognitive: Evidence-based assessment and interpretation. In G.L. Canivez (Ed.), Evidenced based interpretation of cognitive ability measures. Rowman & Littlefield: New York, NY.

McGill, R. J. & Dombrowski, S. C. (in press). Evidenced based assessment of the KABC-II. In G.L. Canivez (Ed.), Evidenced based interpretation of cognitive ability measures. Rowman & Littlefield: New York, NY.

Dombrowski, S. C., & Gialenella, A. (2020). The SCERTS Model. Mental Measurements Yearbook (20th Edition). Buros Institute: Lincoln, NE.

McGill, R. J., Styck, K. M., & Dombrowski, S. C. (2020). Learning disabilities. In E. A. Youngstrom, M. J. Prinstein, E. J. Mash, & R. A. Barkley (Eds.), Assessment of disorders in childhood and adolescence (5th ed., pp. 374-409). Guilford Press.

Dombrowski, S. C. (2020). Purpose of Psychoeducational assessment and report writing. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 3-8). Springer Nature.

Dombrowski, S. C. (2020). A Newly Proposed Framework and a Clarion Call to Improve Practice. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 9-59). Springer Nature.

Dombrowski, S. C. (2020). The Psychoeducational assessment and report writing Process: A General Overview. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 61-70). Springer Nature.

Dombrowski, S. C. (2020). Interviewing and Gathering Data. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 71-108). Springer Nature.

Dombrowski, S. C. (2020). General Guidelines on Report Writing. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 131-142). Springer Nature.

Dombrowski, S. C. (2020). Identifying Information and Reason for Referral. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 145-150). Springer Nature.

Dombrowski, S. C. (2020). Assessment Methods and Background Information. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 151-157). Springer Nature.

Dombrowski, S. C. (2020). Assessment Results. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 159-172). Springer Nature.

Dombrowski, S. C. (2020). Conceptualization and Classification. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp 173-190). Springer Nature.

Dombrowski, S. C. (2020). Summary and Recommendations. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 191-217). Springer Nature.

Dombrowski, S. C. (2020). Learning Disabilities. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 221-289). Springer Nature.

Dombrowski, S. C. (2020). Autism. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 291-347). Springer Nature.

Dombrowski, S. C. (2020). Emotional Disturbance. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 349-387). Springer Nature.

Dombrowski, S. C. (2020). Intellectual Disabilities. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 389-412). Springer Nature.

Dombrowski, S. C. (2020). Other Health Impaired. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 413-431). Springer Nature.

Dombrowski, S. C. (2020). Miscellaneous IDEA Categories and Section 504. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 433-458). Springer Nature.

Dombrowski, S. C. (2020). Oral Reporting. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 539-553). Springer Nature.

Dombrowski, S. C. (2020). Special Issues in Psychoeducational assessment and report writing. In S. C. Dombrowski, Psychoeducational assessment and report writing (2nd. ed., pp. 555-570). Springer Nature.

Gischlar, K. G. & Dombrowski, S. C. (2017). Test of word finding difficulty, third edition. Mental Measurements Yearbook (20th Edition). Buros Institute: Lincoln, NE.

Dombrowski, S. C. & Gischlar, K. L. (2017). Conners continuous performance test, third edition. Mental Measurements Yearbook (20th Edition). Buros Institute: Lincoln, NE.

Dombrowski, S. C. & Gischlar, K. L. (2017). Developmental assessment of young children, second edition. Mental Measurements Yearbook (20th Edition). Buros Institute: Lincoln, NE.

Dombrowski, S. C. (2013). Review of the Nonverbal IQ test. Mental Measurements Yearbook (19th Edition). Buros Institute: Lincoln, NE.

Dombrowski, S. C. & Tanguay, W. (2011). Review of the Capute Scales. Mental Measurements Yearbook (18th Edition). Buros Institute: Lincoln, NE.

Dombrowski, S. C. (2010). Pervasive developmental disorders. In Magill’s Encyclopedia of Psychology. Salem Press: Pasadena, CA.

Dombrowski, S. C. (2010). Prenatal Development. In Magill’s Encyclopedia of Psychology. Salem Press: Pasadena, CA.

Dombrowski, S. C. (2010). Review of the Developmental Scoring System (DSS) for the Rey-Osterrieth Complex Figure. Mental Measurements Yearbook (18th Edition). Buros Institute: Lincoln, NE.

Dombrowski, S. C., Timmer, S. M. & Zebel, N. (2008). Parent Child Attunement Therapy: A behavioral parent training program for toddlers. In C. E. Shaefer (Ed), Play therapy for young children.

Encyclopedia Entries

Dombrowski, S.C. (2007). Prenatal physical development. In N. A. Piotrowski (Ed.)., Magill’s Encyclopedia of Social Science: Psychology. (pp. 1177-1183). Salem Press: Pasadena, CA.

Dombrowski, S. C. (2007). Birth: Effects of development. In N. A. Piotrowski (Ed.)., Magill’s Encyclopedia of Social Science: Psychology. (pp. 255-260). Salem Press: Pasadena, CA.

Dombrowski, S. C. (2007). Pervasive developmental disorders. In N. A. Piotrowski (Ed.)., Magill’s Encyclopedia of Social Science: Psychology. (pp. 255-260). Salem Press: Pasadena, CA.