Thomas Schanding
(he/him)
PhD
Investigator, BC Children's Hospital
Head, UBC Department of Educational and Counselling Psychology, and Special Education
Training and Education in Professional Psychology
Steven L. Bistricky and Paige Klein and Bailey Pascuzzi and Sophie Oliver and Malena Gimenez-Zapiola and G. Thomas Schanding
DOI: 10.1037/tep000051308 / 2025
Early Childhood Education Journal
Katherine L. Buchanan and Milena Keller-Margulis and Amanda Hut and Weihua Fan and Sarah S. Mire and G. Thomas Schanding, Jr
DOI: 10.1007/s10643-024-01697-708 / 2025
Canadian Journal of School Psychology
G. Thomas Schanding, Jr.
DOI: 10.1177/0829573523122404712 / 2024
LGBTQ+ Family: An Interdisciplinary Journal
MacKenzie Enderwitz and Valerie R. Morgan and Anthony J. Roberson and G. Thomas Schanding Jr.
DOI: 10.1080/27703371.2024.230630505 / 2024
Journal of Bisexuality
Malena Gimenez-Zapiola and Bailey Pascuzzi and Shivani Bathla and Tarryn Pollard and G. Thomas Schanding, Jr and Steven L. Bistricky
DOI: 10.1080/15299716.2023.224813610 / 2023
School Psychology Review
G. Thomas Schanding, Jr. and Gerald G. Strait and Valerie R. Morgan and Rick Jay Short and MacKenzie Enderwitz and Jeeva Babu and Melissa A. Templeton
DOI: 10.1080/2372966X.2021.192783107 / 2023
The Family Journal
Karina A. Turner and Sara R. Elkins and Christine A. P. Walther and Mary B. Short and G. Thomas Schanding, Jr.
DOI: 10.1177/1066480722112355404 / 2023
Assessment for Effective Intervention
Keller-Margulis, M.A. and Matta, M. and Landry Pierce, L. and Zopatti, K. and Reid, E.K. and Schanding, G.T.
DOI: 10.1177/15345084221133559School Psychology Review
Lindsey N. Landry and Milena Keller-Margulis and Michael Matta and Hanjoe Kim and Jorge E. Gonzalez and G. Thomas Schanding, Jr
DOI: 10.1080/2372966X.2021.198417007 / 2022
Sage Open
Gomez, M.M. and Morgan, V.R. and Schanding, G.T. and Cheramie, G.M.
DOI: 10.1177/21582440221085274The Family Journal
Laurel M. Casillas and Sara R. Elkins and Christine A. P. Walther and G. Thomas Schanding, Jr. and Mary B. Short
DOI: 10.1177/106648072096149604 / 2021
Contemporary School Psychology
Samantha E. Malchar and Sarah E. Praytor and Aston C. Wallin and Steven L. Bistricky and G. Thomas Schanding, Jr
DOI: 10.1007/s40688-019-00227-206 / 2020
Journal of Psychoeducational Assessment
G. Thomas Schanding, Jr. and Amy N. Gorniak
DOI: 10.1177/073428291882148010 / 2019
Journal of Applied School Psychology
Reid, E.K. and Keller-Margulis, M.A. and Schanding, G.T. and Tolar, T.D.
DOI: 10.1080/15377903.2019.1568333Journal of Psychoeducational Assessment
Keller-Margulis, M.A. and Ochs, S. and Reid, E.K. and Faith, E.L. and Schanding, G.T.
DOI: 10.1177/0734282918769978Sage Open
Schanding, G.T. and Cheramie, G.M. and Hyatt, H. and Praytor, S.E. and Yellen, J.R.
DOI: 10.1177/2158244017715057Consultant
Faulkner, V.J. and Schanding, G.T. and Fan, W. and Harris, G.E.
Journal of Autism and Developmental Disorders
Nowell, K.P. and Schanding, G.T. and Kanne, S.M. and Goin-Kochel, R.P.
DOI: 10.1007/s10803-014-2356-7Journal of Applied School Psychology
Schanding, G.T. and Nowell, K.P.
DOI: 10.1080/15377903.2013.751479Journal of School Psychology
Wiesner, M. and Schanding, G.T.
DOI: 10.1016/j.jsp.2013.09.001Early Childhood Education A Practical Guide to Evidence Based Multi Tiered Service Delivery
Coffee, G. and Ray-Subramanian, C.E. and Schanding, G.T. and Feeney-Kettler, K.A.
DOI: 10.4324/9780203126875Journal of School Violence
Perez, E.R. and Schanding, G.T. and Dao, T.K.
DOI: 10.1080/15388220.2012.731663Journal of School Violence
Savage, T.A. and Schanding, G.T.
DOI: 10.1080/15388220.2012.724357Creating Safe and Supportive Learning Environments A Guide for Working with Lesbian Gay Bisexual Transgender and Questioning Youth and Families
Komosa-Hawkins, K. and Schanding, G.T.
DOI: 10.4324/9780203807637-5Journal of Autism and Developmental Disorders
Schanding Jr., G.T. and Nowell, K.P. and Goin-Kochel, R.P.
DOI: 10.1007/s10803-011-1412-9School Psychology Quarterly
Newell, M.L. and Nastasi, B.K. and Hatzichristou, C. and Jones, J.M. and Schanding, G.T. and Yetter, G.
DOI: 10.1037/a0021542Journal of Applied School Psychology
Schanding Jr., G.T. and Sterling-Turner, H.E.
DOI: 10.1080/15377900903379448Psychology in the Schools
Schanding Jr., G.T. and Tingstrom, D.H. and Sterling-Turner, H.E.
DOI: 10.1002/pits.20356School Psychology Review
Christ, T.J. and Schanding, G.T.
DOI: 10.1080/02796015.2007.12087957Generally, psychology (as well as school psychology) aligns with medicine in establishing and utilizing evidence-based practices (EBP). More recently, strong calls have been made and advanced to ensure that psychology evolves and incorporates social justice principles to safeguard equity, diversity, and inclusion to benefit all. This essay explores some of the issues surrounding EBP and social justice within school psychology, noting some of the tensions that play out in research and practice. Ultimately, it is the opinion of the author that social justice practices will only enhance EBP, and the field has much work to do.
Examined the acceptability of three types of social, emotional, and behavioural screeners for use in schools. Parents, teachers, school administrators (principals, vice principals, etc.), and school-based mental health professionals (e.g., school psychologists, school counselors, school social workers, etc.) rated three potential screeners – 1) the Strengths and Difficulties Questionnaire (mental health screener), 2) the Social-Emotional Learning Skills Inventory Screener (social and emotional learning screener), and 3) the Center for Youth Wellness Adverse Childhood Events screener (trauma screener).
Autistic adolescents experience higher rates of anxiety and depression than their neurotypical peers, which impacts their social, emotional, and educational functioning. Camouflaging, or masking autistic traits to fit neurotypical norms, is a common coping strategy linked to negative mental health outcomes such as increased anxiety and depression. Emerging research suggests that having other neurodivergent individuals, like autistic parents, in one’s social environment may serve as a protective factor, promoting mental well-being by fostering a sense of belonging and authenticity.
2020 - President’s Distinguished Faculty Research Award, University of Houston – Clear Lake
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