George Noell, Professor and Interim Chair
Dr. Noell is not accepting new graduate students.
My work focuses on interventions for you children who are at-risk and who have disabilities, My team works with challenging behaviors, academic problems, and social/adaptive behavior concerns exhibited by children. My team commonly works in the public schools, the psychological services clinic at LSU, and specialized centers off campus. We have been worked with a local foundation to develop a specialized preschool program for children with Autism. My doctoral students and I collaborate with that program. My doctoral students, colleagues, and I have focused primarily on two problems in child behavior therapy of the past 10 years:
- Identifying procedures that lead to implementation of treatment plans by children’s care providers.
- The development of practical assessment tools that identify effective treatments.
We are currently engaged in new research looking at how the emergence of language effects learning and behavioral control in young children. We are seeking new findings around these developmental processes that will allow us to improve developmental outcomes for children with Autism, intellectual disabilities, and mental health concerns.
I have also been extensively involved in educational policy in the areas of program evaluation, teacher preparation, and educator effectiveness. I have worked with colleagues in a number of states and at the national level. As part of my educational policy work, I have conducted research using value added models to examine the impact of new teachers’ preparation program on K-12 student achievement.
The doctoral students on my team are actively involved in developing leadership, practice, and research skills. Many of my articles in scholarly journals include student co-authors. My former students are pursuing diverse careers including roles as leaders, policy makers, faculty members, researchers, and practitioners.
I received the Lightner Whitmer Award from the Division of School Psychology of the American Psychological Association for early career scholarship. I received the LSU Distinguished Faculty Award in 2005. I serve on the editorial boards of several journals.
DR. NOELL is conducting research on interventions for children’s behavioral, educational, and social/adaptive concerns. His work focuses on preschool and elementary aged children. His research examines ways of identifying effective treatments, varying treatment options, and ways to assure that interventions are implemented. For more information, see Dr. Noell in room 233 Audubon Hall, 578-4119.
Noell, G. H., Volz, J. R., Henderson, M. Y., & Williams, K. L. (2017). Evaluating an integrated support model for increasing treatment plan implementation following consultation in schools. School Psychology Quarterly. doi:10.1037/spq0000195
Brabeck, M. M.,Dwyer, C. A., Geisinger, K. F., Marx, R. W., Noell, G. H., Subotnik, R. F., & Worrell, F. C. (2016). Assessing the assessments of teacher preparation. Theory into Practice, 55, 160-167. doi: : 10.1080/00405841.2015.1036667
Noell, G. H., & Gansle, K. A. (2016). Assuring the Response to Intervention Process has Substance: Assessing and Supporting Intervention Implementation. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of Response to Intervention: The Science and Practice of Multi-Tiered Systems of Support (2nd ed., pp 407-420). New York: Springer Science.
Noell, G. H., & Gansle, K. A. (2014). A general case framework for academic intervention. In S. G. Little & A. Akin-Little (Eds.), Academic assessment and intervention (pp 7-26). New York: Routledge.
Noell, G. H. & Gansle, K. A. (2014). Research examining the relationships among consultation procedures, treatment integrity, and outcomes. In W. P. Erchul & S. M. Sheridan (Eds.) Handbook of research in school consultation: Empirical foundations for the field 2nd Edition (pp 386-408). New York: Routledge.
Noell, G. H., Gansle, K. A., Mevers, J. L., Knox, R. M., Mintz, J. C., & Dahir, A. (2014). Improving treatment plan implementation in schools: A meta-analysis of singe subject designs. Journal of Behavioral Education, 23, 168-191. doi: 10.1007/s10864-013-9177-1.
Williams, K. L., Noell, G. H., Jones, B., & Gansle, K. (2012). Modifying Students’ Classroom Behaviors Using an Electronic Daily Report Card. Child and Family Behavior Therapy, 34,269-289 .
Gansle, K. A., Noell, G. H., & Burns, J. M. (2012). Do student achievement outcomes differ across teacher preparation programs? An analysis of teacher education in Louisiana. Journal of Teacher Education, 63, 304-317.
Noell, G. H., Call, N. A., & Ardoin, S. P. (2011). Building complex repertoires from discrete behaviors by establishing stimulus control, behavioral chains, and strategic behavior. In W. W. Fisher, C. C. Piazza, & H. S. Roane (Eds.), Handbook of applied behavior analysis. pp. 250-269. New York: Guilford.
Noell, G. H. (2010). Empirical and pragmatic issues in assessing and supporting intervention implementation in schools. In G. G. Peacock, R. A. Ervin, E. J. Daly, III, & K. W. Merrell (Eds.), Practical Handbook of School Psychology: Effective Practices for the 21st Century. Pp. 513-530. New York: Guilford.
Noell, G. H., & Gansle, K. A. (2008). Moving from good ideas in educational systems change to sustainable program implementation: Coming to terms with some of the realities. Psychology in the Schools, 46, 79-89.
American Psychological Association (Fellow)
National Association of School Psychologists
Association for Behavior Analysis
Society for the Study of School Psychology