Matthew J.

Profile: Matthew J. Mayer

Associate Professor
Faculty
 

 

Professional Affiliations:
 
American Educational Research Association (AERA)
 
American Psychological Association (APA)
(Division 16, School Psychology)
Associate Editor, School Psychology Quarterly
 
Council for Exceptional Children
(Council for Children with Behavioral Disorders; Division of Learning Disabilities)
 
National Service:
 
2012

Member, American Educational Research Association (AERA) Task Force on Bullying (8 members)

American Educational Research Association

(April, 2010 Capitol Hill Briefing)
2007-2012
President, Board of Directors,
Consortium to Prevent School Violence
2005-2009:   
Member, Advocacy and Governmental Affairs Committee,
Council for Children with Behavioral Disorders
2003-2005:      
Secretary and Archivist-Historian,
Council for Children with Behavioral Disorders
2002-2007:         
Resource Fellow,
The National Center on Education, Disability and Juvenile Justice
 
Research Publications Review
 
2004 to present:     Editorial Board, Behavioral Disorders
2004 to present:     Editorial Board, Journal of School Violence

2012 - 2014            Editorial Board, School Psychology Quarterly
2004 to present:     Reviewer, Behavioral Disorders
2004 to present:     Reviewer, Education and Treatment of Children
2004 to present:     Reviewer, Journal of School Violence
2005 to present:     Reviewer, Child Development
2007 to present:     Reviewer, Exceptional Children
2009 to present:     Reviewer, Journal of Adolescent Health
2009 to present:     Reviewer, Educational Researcher

 
A THOUGHT ON DISABILITY
 
Please listen to this song--Italy and France
by folksinger, Debi Smith
 
It is based on the essay, Welcome to Holland (see below)

 

Welcome to Holland 

by Emily Perl Kingsley
writer and activist for children with special needs

When you’re going to have a baby, it’s like planning a fabulous vacation trip to Italy. You buy a bunch of guide books and make your wonderful plans. The Coliseum, the Sistine Chapel, Gondolas. You may learn some handy phrases in Italian. It’s all very exciting. After several months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later, the plane lands. The stewardess comes in and says, “Welcome to Holland!” “Holland?” you say. “What do you mean, Holland? I signed up for Italy. I’m supposed to be in Italy. All my life I’ve dreamed of going to Italy.” But there’s been a change in the flight plan. They’ve landed in Holland and there you must stay. The important thing is that they haven’t taken you to a horrible, disgusting, filthy place full of pestilence, famine, and disease. It’s just a different place. So, you must go out and buy new guidebooks. And you must learn a whole new language. And you will meet a whole new group of people you would never have met. It’s just a different place. It’s slower paced than Italy, less flashy than Italy. But after you’ve been there for a while and you catch your breath, you look around. You begin to notice that Holland has windmills. Holland has tulips. And Holland even has Rembrandts. But everyone you know is busy coming and going from Italy, and they’re all bragging about what a wonderful time they had there. And for the rest of your life you will say, “Yes, that’s where I was supposed to go. That’s what I had planned.” And the pain of that experience will never, ever, ever, go away. The loss of that dream is a very significant loss. But if you spend your life mourning the fact that you didn’t get to Italy, you may never be free to enjoy the very special, the very lovely things about Holland.

 

Education

Ph.D., University of Maryland, College Park

Expertise & Research Interest

School Violence Prevention

Cognitive-Behavioral Interventions

Emotional Behavioral Disorders

Structural Equation Modeling

Standards for Evidence-Based Practice

Research Work With Students

Dr. Mayer's research interests include school violence and disruption, cognitive-behavioral interventions, emotional-behavioral needs of children and adolescents, structural equation modeling and methodological issues in school violence and related social and behavioral research.

Recent & Selected Publications

American Educational Research Association. (2013). Prevention of bullying in schools, colleges, and universities: Research report and recommendations. Washington, DC: American Educational Research Association. [member, AERA Task Force on the Prevention of Bullying in Schools, Colleges, and Universities, and co-author of four research briefs]

Interdisciplinary Group On Preventing School And Community Violence. (2013). December 2012 Connecticut School Shooting Position Statement. Journal of School Violence, 12(2), 119-133. [facilitator and member of 9-person co-author team]
 
Jimerson, S. R., Nickerson, A., Mayer, M. J., & Furlong, M. J. (Eds.). (2011). Handbook of school violence and school safety: International research and practice (2nd ed.) Routledge.
 
Mayer, M. J.  (2011). Evidence-based standards and methodological issues in school violence and related prevention research across the allied disciplines. In S. R. http://www.fileden.com/files/2012/11/15/3367161/Mayer-Evidence%20Based%20Standards%20and%20Methodological%20Issues-2012.pdfJimerson, A. Nickerson, M. J. Mayer, & M. J. Furlong (Eds.), Handbook of school violence and school safety (2nd ed.) (pp. 227-257). Routledge.
 
 
Note: Educational Researcher recently received high Impact Factor (2.931). Ranked: 4 out of 203 in Education & Educational Research. Source: 2011 Journal Citation Reports® (Thomson Reuters, 2012)
 
Cornell, D. G., & Mayer, M. J. (2010). Why does school order and safety matter? Educational Researcher, 39, 7-15. 
 
Mayer, M. J., & Furlong, M. J. (2010). How safe are our schools? Educational Researcher, 39, 16-26. 
 
 
Mayer, M. J., Van Acker, R., Lochman, J. E., & Gresham, F. M. (Eds.). (2008). Cognitive-behavioral interventions for emotional and behavioral disorders: School-based practice. New York: Guilford Press
 
Mayer, M. J., & Van Acker, R. (2008). Historical roots, theoretical and applied developments, and critical issues in cognitive-behavioral modification. In M. J. Mayer, R. Van Acker, J. E. Lochman, & F. M. Gresham (Eds.), Cognitive-behavioral interventions for emotional and behavioral disorders: School-based practice (pp. 3-28). New York: Guilford Press 
 
Van Acker, R., & Mayer, M. J. (2008). Cognitive-behavioral interventions and the social context of the school: A stranger in a strange land. In M. J. Mayer, R. Van Acker, J. E. Lochman, & F. M. Gresham, (Eds.), Cognitive-behavioral interventions for emotional and behavioral disorders: School-based practice (pp. 82-108). New York: Guilford Press 
 
Mayer, M. J. (2008). School violence and disruption. Encyclopedia of educational psychology (pp. 880-888). Thousand Oaks, CA:Sage. 
 
Mayer, M. J., & Leone, P. E. (2007). School violence and disruption revisited: Establishing equity and safety in the school house. Focus on Exceptional Children, 40(1), 1-28.  
 
Mayer, M. J., & Patriarca, L. A. (2007). Behavioral scripts and instructional procedures for students with learning and behavioral problems. Preventing School Failure, 52(1), 3-12
 
Mayer, M. J. (2006). The current state of methodological knowledge and emerging practice in evidence-based evaluation: Applications to school violence prevention research. In S. Jimerson and M. J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 171-190). Hillsdale, NJ: Erlbaum.  
 
Mayer, M. J., Lochman, J. E., & Van Acker, R. Guest Editors for Special Issue of Behavioral Disorders. on Cognitive-Behavioral Interventions.  May, 2005. 
 
Mayer, M. J., Lochman, J. E., & Van Acker, R. (2005). Introduction to the special issue: Cognitive-behavioral interventions with students with EBD. Behavioral Disorders, 30(3), 197-212. 
 
Mayer, M. J. (2004). Structural equation modeling of school violence data: Methodological considerations. Journal of School Violence, 3(2/3), 131-148. 
 
Leone, P. E., & Mayer, M. J. (2004). Safety, diversity, and disability: “Goodness of Fit” and the complexities of the school environment. In M. J. Furlong, M. P. Bates, & P. Kingery (Eds.), Best practices in school-based threat assessment (pp. 135-163). Hauppauge, NY: Nova Science Publishers. 
 
Gagnon, J. C., & Mayer, M. J.  (2004). Educating Juveniles with Disabilities in Correctional Settings. (Fifth CCBD Mini-Library Series).  Arlington, VA: Council for Children with Behavioral Disorders. 
 
Mayer, M. J., & Leone, P. E. (2002). Hypermedia and students with E/BD: Developing untapped talents and fostering success. In L. Wilder & Sharon Black (Eds.) Integrating Technology in Program Development for Children/Youth with E/BD. (Fourth CCBD Mini-Library Series). Arlington, VA: Council for Children with Behavioral Disorders. 
 
Leone, P. E., Mayer, M. J., Malmgren, K., & Meisel, S. M. (2000). School violence and disruption: Rhetoric, reality, and reasonable balance. Focus on Exceptional Children,  33(1), 1-20. 
 
REPRINTED in the following by decision of the publisher:
- In T. M. Skrtic, K. R. Harris, & J. G. Shriner (Eds.) Special education policy and practice: Accountability, instruction, and social challenges (pp. 471-502).  Denver: Love Publishing.
- In J. Miller & I. R. Martin, & G. Schamess (Eds.) School violence and children in crisis: Community and social interventions for social workers and counselors (pp. 51-83). Denver: Love Publishing.
- In J. Carlson & J. Lewis (Eds.) Counseling the adolescent (4th ed., pp. 535-568). Denver: Love Publishing.
- In Counseling and Human Development, 33(8), 1-16.
 
Mayer, M. J., & Leone, P. E. (1999). A structural analysis of school violence and disruption: Implications for creating safer schools. Education and Treatment of Children, 22, 333-358.  

 

  • Phone: 
    (848) 932-0843
  • Office Address: 
    10 Seminary Place
    Room 335
    New Brunswick, NJ 08901
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