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 Child 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).
    Awarded University Wide Competitive Presidential Fellowship

    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

    The College of William and Mary, Williamsburg, Virginia


Awards & Professional Certifications

  • 2017
    Nominated for Membership in the Society for the Study of School Psychology (2017)
  • 2016
    Rated as #12 most productive school psychology scholar over the 2004 to 2014 period
  • 2011
    Dominick A. Iorio Distinguished Research Award (2011)
  • Licensed Psychologist - New Jersey & Pennsylvania
  • Certified School Psychologist

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

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Book - Psychoeducational assessment and report writing

Dombrowski, S. C.
Book / 2015 New York: Springer Science | 2015
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Focuses on psychoeducational assessment and report writing for kindergarten through grade 12

This textbook provides in-depth instruction for conducting psychoeducational assessments of children in grades K-12 and conveying results through detailed, well-written reports. It takes 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 such as autism, learning disabilities, emotional disturbances, and conditions covered by Section 504. The book offers not only a broad understanding of assessment and communication skills, but also of the ethical, legal, cultural, and professional considerations that come with psychoeducational evaluation. And its sample reports model clear, well-organized results accessible to parents and caregivers as well as teachers and colleagues.

Key areas of coverage include:

  • Assessment basics: the testing environment and protocols, interviewing, and observation.
  • Report writing section by section, from reason for referral to summary and recommendations.
  • Guidelines for oral reporting, with case examples.
  • Special issues in psychoeducational assessment and report writing.
  • Sample psychoeducational reports using this framework.
Psychoeducational Assessment and Report Writing is an essential text for graduate students, researchers, professors, and professionals in child and school psychology; assessment, testing, and evaluation; social work; and psychological methods/evaluation.

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
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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
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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
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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

2017 Articles

McGill, R. J. & Dombrowski, S. C. (In press). Factor Structure of the CHC Model for the KABC-II: Exploratory Factor Analyses with the 16 Core and Supplementary Subtests. Contemporary School Psychology.

Dombrowski, S. C., McGill, R. J. & Canivez, G. L. (In press). Exploratory and hierarchical factor analysis of the WJ IV Full Test battery. School Psychology Quarterly.

McGill, R. J., & Dombrowski, S. C. (in press). What does the WRAML2 core battery measure? Utilizing exploratory and confirmatory techniques to disclose higher-order structure. Assessment. Advance online publication. doi: 10.1177/1073191116677799

McGill, R. J. & Dombrowski, S. C. (In press). School psychologists as users of research: What school psychologists need to know about factor analysis? Communique.

Dombrowski, S. C., Canivez, G. L. & Watkins, M. W. (2017). Factor Structure of the 10 WISC–V Primary Subtests in Four Standardization Age Groups. Contemporary School Psychology. Advance online publication. doi: 10.1007/s40688-017-0125-2

Shea, E., Dombrowski, S. C., & Silverstein, D. C. (2017). Survival analysis of hypotensive cats admitted to the intensive care unit with or without hyperlactatemia: 39 cases (2005 – 2011). Journal of the American Veterinary Association, 250, 887-893. doi: 10.2460/javma.250.8.887

Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2017). Exploratory and hierarchical factor analysis of the WJ IV Cognitive at school age. Psychological Assessment, 29, 294-407. doi.org/10.1037/pas0000350

Canivez, G. L., Watkins, M. W. & Dombrowski, S. C. (2017). Structural Validity of the Wechsler Intelligence Scale for Children-Fifth Edition: Confirmatory Factor Analyses with the 16 Primary and Secondary Subtests. Psychological Assessment, 29, 458-472. doi.org/10.1037/pas0000358

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. doi: /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. doi: 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. doi: 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. doi: 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. doi: 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

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

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

Dombrowski, S. C. & Gischlar, K. L. (In press). 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.

Scholarly Agenda

Dr. Dombrowski is a versatile researcher, employing statistical and research methodology from the psychological, medical and educational fields. He has published over 70 articles/chapters and four books on issues in children's development and psychological assessment. Dr. Dombrowski's research has been cited by significant authorities including the U.S. Assistant Surgeon General, the former Chief of the Disability and Health Branch at the Centers for Disease Control and Prevention, the United States Department of Justice in its 2010 Annual Report to Congress, several American Psychological Association presidents, and the Federal Bureau of Investigation. Dr. Dombrowski was the 2011 recipient of the Dominick A. Iorio distinguished faculty research award at Rider University. He was recently rated as the twelfth most productive researcher among specialist level school psychology programs across the 2004 to 2014 period. Dr. Dombrowski is a member in the Society for the Study of School Psychology.

Issues in Child Development, Psychological Assessment and Applied Psychometric Measurement. This research agenda subsumes three related strands: 1) the measurement and assessment of children’s learning, behavior and mental health; 2) prenatal exposures to teratogens in relation to psychological, behavioral and learning outcomes in children; and 3) protecting children from the adverse consequences of child maltreatment including online threats.

  1. Issues in the assessment and measurement of children’s learning, behavior and mental health
    • Published theoretical/conceptual works on LD classification, the need for ethical standards regarding the use of IQ tests with outdated norms, and an article that synthesized the literature regarding the strengths and limitations of norm-referenced and curriculum-based measurement.
    • Co-authored an assessment instrument, the Homework Performance Scales, which assists the profession in more fully assessing and understanding children’s homework needs.
    • Has investigated and continues to investigate the theoretical and factor structure of widely used assessment instruments including the Stanford-Binet 5, the WISC-IV, the WISC-V, the Woodcock-Johnson Tests of Cognitive Ability and Achievement, the Differential Abilities Scale, Second Edition, the KABC-II, and the Reynolds Intellectual Assessment Scales.
    • Measurement research offers a perspective regarding cognitive ability test interpretation.
    • Published a book on assessing and treating extreme disorders of childhood.
    • Created the Child Development Questionnaire (CDQ).
    • Published a book on psychoeducational assessment and report writing.
    • Utilizes frequentist (i.e., traditional exploratory and confirmatory factor analysis) and Bayesian structural equation modeling to explore the structure of various psychological assessment instruments.
  2. Pre and Perinatal exposure to teratogens in relation to children’s educational, behavioral, and psychological development
    • Has contributed to the literature in this area by researching the relationship between pre and perinatal exposures to teratogens and later, more subtle educational and behavioral outcomes. These outcomes tend to remain clinically silent until later in development.
    • Guest edited a Special Journal Issue on this topic for School Psychology Quarterly.
    • Published a co-authored book on prenatal exposures in relation to psychological, educational & behavioral outcomes.
    • Published several articles on pre/perinatal factors such as fever, low birth weight, and smoking in relation to adverse psychological and behavioral outcomes that are not evident at birth but present at a later stage of development such as school entry when the cognitive, social, emotional, and language demands become more complex.
    • Received comment from the U.S. Assistant Surgeon General for my work on this topic.
    • Published a second book on maternal fever during pregnancy in relation to child outcomes.
    • Created a prenatal exposures paradigm in regard to dual exceptionality model of giftedness.
  3. Protecting children from the adverse psychological, behavioral, and academic/cognitive consequences of child maltreatment
    • Completed scholarly publications on protecting youth from online threats including sexual predators and pornography.
    • Published an article and a book chapter on a novel adaptation of a behavioral parenting skills training program for maltreated toddlers (Parent-Child Interaction Therapy).
    • Published articles on the process of mandated child abuse reporting as well as the need for school district policies on the process.
    • Published an article on mandated child abuse reporting within a multicultural context.
    • Several articles on protecting children from online threats have been referenced by the Department of Justice and also cited by the FBI.
    • Published an article and book chapter on a behaviorally-based parent training program for preschool aged children.