Phone: (512) 245-8682
Fax: (512) 245-8872
Office: ED 4033
Ph.D. School Psychology, University of Northern Colorado
M.A. School Counseling, University of Northern Colorado
The role of neuroimaging in the school-based assessment of children with traumatic brain injury (TBI), increasing educator awareness of TBI, evaluating the efficacy of school-based TBI interventions, and improving service delivery for students who have sustained a TBI. How brain networks contribute to understanding violent acts in children and adults.
Davies, S. C., Tedesco, M. F., Garofano, J. S. & Jantz, P. B. (in-press). The School Psychologist as Concussion Team Leader. NASP Communique, 45(2), 4-7
Bigler, E.D., Jantz, P. B., Freedman, D., & Woods, G. W. (2015). Structural neuroimaging in forensic settings. UMKC Law Review, 84, 1-29.
Bigler, E. D., Jantz, P. B., Farrer, T. J., Abildskov, T. J., Gerhardt, C. A., Dennis, M., Rubin, K. H., Stancin, T., Taylor, H. G., Vannatta, K., & Yeates, K. O., & SOBIK Investigators (2015). Day of injury CT and late MRI findings: Cognitive outcome in a pediatric sample with complicated mild traumatic brain injury. Brain Injury, Early Online: 1–9. doi: 10.3109/02699052.2015.1011234
Jantz, P. B., Bigler, E. D., Froehlich, A. L., Prigge, M. B. D., Cariello, A. N., Travers, B. G., Anderson, J., Zielinski, B. A., Alexander, A. L., Lange, N., & Lainhart, J. E. (2015). Wide Range Achievement Test in autism spectrum disorder: Test-retest stability. Psychological Reports: Disability & Trauma, 116, 1-11. doi:10.2466/03.15.PR0.116k24w8
Jantz, P. B., Comerchero, V. A., Canto, A., & Pierson, E. (2015). Traumatic brain injury and grief: Considerations and practical strategies for school psychologists. Contemporary School Psychology, 19, 218–229. doi: 10.1007/s40688-015-0047-9
Jantz, P. B., & Bigler, E. D. (2014). Neuroimaging and the school-based assessment of traumatic brain injury. Neurorehabilitation 34, 479-492. doi: 10.3233/NRE-141058
Jantz, P.B., Davies, S.C., & Bigler, E.D. (2014). Working with traumatic brain injury in schools: Transition, assessment, and intervention. School Based Practice in Action Series, New York, NY: Routledge Taylor Francis
Jantz, P. B., & Plotts, C. A. (2014). Integrating neuropsychology and school psychology: Potentials and pitfalls. Contemporary School Psychology, 18(1), 69-80. doi: 10.1007/s40688-013-0006-2
Jantz, P. B., Vega, D., Klose, L., M., & Lasser, J. (2014). Field-based practicum experiences in specialist-level school psychology programs: Implications for graduate preparation. Trainers’ Forum, 33(1), 38-47.
Jantz, P. B. (2013). Neuroimaging and tbi: A primer for school psychologists. Research and Practice in the Schools, 2(1), 1-10.
Helfrich, S. R., & Jantz, P. B. (2010). Listening to teachers: Self-efficacy and instructional barriers, supports, and needs. Association of Literacy Educators and Researchers Conference Yearbook, 32, 103-116.
Nunn, G. D., & Jantz, P. B. (2009). Factors within response to intervention implementation training associated with teacher efficacy beliefs. Education, 129, 599-607.
Nunn, G. D., Jantz, P. B., & Butikofer, C. (2009). Concurrent validity between teacher efficacy measures and measures of response to intervention outcomes. Journal of Instructional Psychology. 36, 215-218.
Jantz, P. B. & Coulter, G. A. (2007). Child and adolescent traumatic brain injury: Academic, behavioural, and social consequences in the classroom. Support for Learning, 22, 84-89. doi: 10.1111/j.1467-9604.2007.00452.x