Directory » JUSTIN ALLEN
Assistant Professor
Curriculum Vitae
Dr. Justin Allen joined the faculty at Texas A&M’s school psychology program in the fall of 2023. Dr. Allen completed his doctorate in School Psychology with a specialization in quantitative methods at the University of Kansas. Before joining academia, Dr. Allen was a practicing school psychologist in the Leavenworth Unified School District for several years, serving as the lead school psychologist. In that role, he supervised the school psychology internship program and provided consultation services on disputed cases. Dr. Allen is an engaged researcher, and his research interests include examining decision-making practices in manifestation determination reviews and school-based interventions. He has authored or co-authored several research articles in peer-reviewed journals, such as Practices and Perceptions in Manifestation Determination Reviews, The School Psychologists’ Role in Manifestation Determination Reviews: Recommendations for Practice, and Meta-Analyses and Systematic Reviews Advancing the Practice of School Psychology: The Imperative of Bringing Science to Practice. Dr. Allen has presented his findings at numerous national and international conferences, including the American Psychological Association, the American Educational Research Association, the Council for Exceptional Children, the National Association of School Psychologists, and the International School Psychology Association. Dr. Allen is a member of several editorial boards and an editorial fellow with the School Psychology Review. He is also a licensed psychologist and licensed specialist in school psychology in Texas.

Ph.D., Educational Psychology, University of Kansas (2016)
M.A., Psychology, Washburn (2008)
B.A., Psychology, Kansas State University (2003)
SPSY 643. Academic Assessment and Intervention
The academic assessment and intervention course focuses on developing effective and appropriate interventions for school-based academic concerns; collecting and interpreting data from informal academic assessments and observations for intervention development and evaluation; using curriculum-based assessments for monitoring students' academic programs and teacher decision-making; understanding effective instructional strategies and their application to academic interventions.
SPSY 628. Consultation Theory and Techniques
This course introduces theoretical, empirical, and applicable knowledge of indirect service models practiced by school- and child-focused psychologists, specifically evidence-based consultation, collaboration, and supervision. History and theory of various consultation models, including mental health, behavioral, and organizational development are discussed. Skills and techniques necessary for effective consultation and relevant research issues are reviewed.
Federal Challenges to Manifestation Determination Reviews
This project is focused on examining federal litigation related to manifestation determination reviews (MDRs), which are an important part of special education. MDRs are conducted when a student with a disability is facing disciplinary action and the school district needs to determine if the behavior is related to the student's disability. The study will analyze various aspects of the litigation, including plaintiff challenges, judicial interpretations, and trend analyses.

The ultimate goal of this project is to generate insights that can guide decision-making practices for school psychologists and educators involved in MDR decision-making. By understanding the legal landscape and trends related to MDRs, educators and school psychologists can ensure that they are making decisions that are in compliance with federal regulations and that best serve the needs of students with disabilities.
Analysis of Functional Behavioral Assessments Resulting from Manifestation Determination Reviews.
Manifestation determination reviews (MDRs) and Functional behavioral assessments (FBAs) are critical tools in protecting equitable access to education for students with disabilities. Following an MDR, an FBA is often required to identify the underlying reasons for challenging behaviors and potential intervention solutions in students with disabilities.
The quality of FBAs and treatment plans is critical to ensuring that students receive the appropriate support they need to succeed. To improve the quality of these assessments, this project aims to collect de-identified FBAs from participating districts across the country and examine the quality indicators of these assessments and treatment plans.
By identifying common trends and best practices among FBAs and treatment plans, this project can help to improve the quality of assessments and treatments provided to students. This, in turn, can enhance the effectiveness of interventions and support students in achieving their academic and behavioral goals.
Overall, this project has the potential to make a significant impact on the lives of students by improving the quality of FBAs and treatment plans and ensuring that they receive the support they need to succeed in school and beyond.
Meta-Analysis Training Institute Fellowship conferred by Institute of Education Sciences - (Washington D.C., District of Columbia, United States) - Fellowship to support participation in the 5-day meta-analysis workshop in Chicago, IL (2023).
Editorial Fellow - School Psychology Review