Scott Graves

Associate Professor, Department of Educational Studies

Program Area: School Psychology

(614) 292-0644

Personal Website


Scott L. Graves, Jr., is an associate professor of School Psychology in the Department of Educational Studies. He earned his doctorate in educational psychology from the University of Kentucky. His interests can be broadly categorized as understanding protective factors that lead to appropriate development in early childhood. His research agenda is focused on identifying strengths in African American children that lead to positive social–emotional and academic outcomes. He is the former Chair of the American Psychological Associations (APA) Committee on Ethnic Minority Affairs (CEMA). 


  • PhD, School Psychology, University of Kentucky
  • MA, Psychology, Marshall University
  • BS, Applied Science (Biology), Bluefield State College

Research Interests

Selected Publications


  • Graves, S., & Blake, J. (2016). Psychoeducational Assessment and Intervention for Ethnic Minority Children: Evidence Based Approaches. American Psychological Association.
  • Graves, S., & McGoey, K. (under contract) Linking Assessment to Intervention: A Strength Based, Culturally Relevant Approach. Guilford Publications. 

Special Journal Issues

  • Graves S., Castro-Olivo, S. (2018). Introduction: Incorporating Culture in School-based Interventions. Psychology in the Schools, 55, 5-7.
  • McGoey, K., & Graves S. (2016). Evidenced-Based Interventions in Urban Schools. School Psychology Forum.
  • Blake, J., Graves, S., & Newell, M. (2016). Diversification of School Psychology: Developing an Evidence-Base from Current Research and Practice. School Psychology Quarterly
  • Miranda, A., Radliff, K., Graves, S., & Worrell, F. (2014). Culture Counts: Preparing school psychologists for working with diverse populations. Psychology in the Schools. 

Peer-Reviewed Journal Articles

Student contributors indicated by (*)

  • *Aston, C., Graves, S., McGoey, K., Townsend, T.,  Lovelace, T. (2018). Promoting sisterhood: The impact of a culturally focused program to address verbally aggressive behaviors in Black girls. Psychology in the Schools, 55, 50-62.
  • Graves, S., *Aston C. (2018). A mixed-methods study of a social emotional curriculum for Black male success: A school-based pilot study of the Brothers of Ujima. Psychology in the Schools, 55, 76-84.
  • *Nichols, K., Graves, S. (2018). Training in strength-based intervention and assessment methodologies in APA-accredited psychology programs. Psychology in the Schools, 55, 93-100.
  • *Beeks, A., & Graves, S. (2017) Academic leadership’s views of school psychology: The case of Historically Black Colleges and Universities. Psychology in the Schools, 54, 612-623.
  • *Brown, S., McGoey, K., Graves, S., & Schreiber, J. (2017). Influences of childcare quality for children with disruptive behavior disorders. Journal of Early Childhood and Infant Psychology, 2, 61-84. 
  • Graves, S., & Ye, F. (2017). Are Special Education Labels Accurate for Black Children: Racial Differences in Academic trajectories of youth diagnosed with specific learning and intellectual disabilities. Journal of Black Psychology, 43, 192-213.
  • Graves, S., *Sobalvarro, A., *Nichols, K., *Ryan, A., *Aston, C.,* Blefari, A., *Schutte, K., *Schachner, A., *Vicoria, L, Prier, D. (2017). Examining the Effectiveness of a Culturally Adapted Social Emotional Intervention for African American Males in an Urban Setting. School Psychology Quarterly, 32, 62-74.
  • Blake, J. J., Graves, S., Newell, M., & Jimerson, S. R. (2016). Diversification of school psychology: Developing an evidence base from current research and practice. School Psychology Quarterly, 31, 305-310.
  • *Smith, L. V., Blake, J. J., Graves, S. L, *Vaughan-Jensen, J. E., *Pulido, R., & *Banks, C.
(2016). Promoting diversity through program websites: A multicultural content analysis of School Psychology program websites. School Psychology Quarterly, 31, 327-339.
  • *Ryan, A., Graves, S., *Sobalvarro, A., *Nichols, K., *Schutte, K., *Aston, C., (2016). An Evaluation of Strong Kids in an Urban African American Female Sample: The Need for Gender-Specific and Culturally Focused Interventions. School Psychology Forum, 10, 157-164.
  • *Aston, C. & Graves, S. (2016). Promoting Positive Self Identity in Urban Schools: The Impact of a Gender Specific Afrocentric Intervention. School Psychology Forum. 10, 165-176.
  • *Beeks, A., & Graves, S. (2016). The Effects of the Mystery Motivator Intervention in an Urban Classroom. School Psychology Forum, 10, 142-156.
  • McGoey, K., & Graves, S. (2016). Evidence-Based interventions in urban schools: Unique implications for implementation: Introduction to the special issue. School Psychology   Forum, 10, 131-133.
  • *Sobalvarro, A., Graves, S., & Hughes, T. (2016). The effects of check-in/check-out on kindergarten students in an urban setting. Contemporary School Psychology, 20, 84-92
  • Miranda, A., Radliff, K., Graves, S., & Worrell, F. (2014). Culture Counts: Preparing school psychologists for working with diverse populations. Psychology in the Schools, 51, 329-331.
  • Graves, S., Proctor, S., & *Aston, C. (2014). Professional roles and practices of urban school psychologists. Psychology in the Schools, 51, 384-394.
  • Graves, S., & Serpell, Z. (2013). Racial Differences in Medication Use in a National Sample
of Children with ADHD Enrolled in Special Education. School Mental Health, 5, 175-182.
  • *Smith, L., Blake, J., & Graves, S. (2013). School psychology programs effort to recruit culturally diverse students. Trainers Forum 32 (1), 4-23.
  • Brown-Wright, L., Tyler, K., Graves, S., Thomas, D., Stevens-Watkins, D., & Mulder, S. (2013). Examining the associations among home-school dissonance, motivation, and classroom disruptive behavior for urban high school students. Education and Urban Society, 45, 142- 162.
  • Graves, S. & Brown-Wright, L. (2013). A qualitative study of ethnically diverse school psychology faculty experiences in the professoriate: Implications for diversifying higher education. Trainers Forum, 31(2), 29-46.
  • Graves, S., Blake, J., Kim, E. (2012). Differences in parent and teacher ratings of preschool  problem behavior in a national sample: The significance of gender and SES. Journal of Early Intervention, 34, 151-165.
  • Proctor, S. L., Graves, S., & *Esch, R. C. (2012). Assessing African American students for specific learning disabilities: The promises and perils of Response to Intervention. Journal of Negro Education, 81, 268-282.
  • Graves, S. (2011). School and Child level predictors of academic success for African American children in 3rd grade: Implications for No Child Left Behind. Race, Ethnicity, and Education, 14, 675-697.
  • Graves, S., & Mitchell, A. (2011). Is the Moratorium Over? African American Psychology Professionals’ Views on Intelligence Testing in Response to Changes to Federal Policy. Journal of Black Psychology, 37, 407-425.
  • Graves, S. & Howes, C. (2011). Ethnic Differences in Behavioral Problems in Preschool: The impact of Teacher Child Relationships, Ethnic Match, and Classroom Quality. School Psychology Quarterly, 26, 202- 214.
  • Stevens-Watkins, D., & Graves, S. (2011). Differences between African American males who are and are not involved in the Criminal Justice System: Evidence from a National Sample. Ethnicity in Criminal Justice, 9, 136-151.
  • Graves, S., & Wright, L. (2011). Parent Involvement at School Entry: A National Examination of group differences and Achievement. School Psychology International, 32, 35-48.
  • Harris, T. & Graves, S. (2010). The influence of cultural capital transmission on reading achievement in African American fifth grade boys. Journal of Negro Education, 79, 447-457.
  • Graves, S. (2010). Are we neglecting African American males: Parental involvement differences between African American males and females during elementary school? Journal of African American Studies, 14, 263-276.
  • Graves, S. & Wright, L. (2009). HBCU students’ and faculties’ views of School Psychology: Implications for increasing diversity in higher education. Psychology in the Schools, 46, 616-626.

  • Graves, S. & *Frohwerk, A. (2009). Multilevel Modeling and School Psychology: A review and    practical example. School Psychology Quarterly, 24, 84-94.
Graves, S. (2009). Albert       Sidney Beckham: The first African American school psychologist. School Psychology International, 30, 5-23.

  • Sullivan, A. L., A’Vant, E., Baker, J., Chandler, D., Graves, S., et al. (2009, October). Confronting inequity in special education: Promising practices for addressing disproportionality. NASP Communiqué, 38(2), 1.
  • Sullivan, A. L., A’Vant, E., Baker, J., Chandler, D., Graves, S., et al. (2009, September). Confronting inequity in special education: Understanding the problem of disproportionality: Part I. NASP Communiqué, 38(1), 1, 16.
  • Graves, S., & Wright, L. (2007). Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology. Psychology in the Schools, 44, 865-872.