Publications

Disclaimer

Books

Chapters and Encyclopedia Entries

  • McGill, R. J., Styck, K. M., & Dombrowski, S. C. (2020). Learning disabilities. In E. A. Youngstrom, M. J. Prinstein, E. J. Mash, & R. A. Barkley (Eds.), Assessment of disorders in childhood and adolescence (5th ed., pp. 374-409). Guilford Press. pdf
  • McGill, R. J., & Ndip, N. (2019). Learning disabilities. In M. J. Prinstein, E. A. Youngstrom, E. J. Mash, & R. A. Barkley (Eds.), Treatment of disorders in childhood and adolescence (4th ed., pp. 448-492). Guilford Press. pdf
  • Woodcock, R. W., Maricle, D. E., Miller, D. C., & McGill, R. J. (2018). Functional Cattell-Horn-Carroll nomenclature. In D. P. Flanagan & E. M. McDonough (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (4th ed., pp. 901-911). Guilford Press. pdf
  • McGill, R. J. (2018). Psychometrics. In B. B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 1328-1329). SAGE Publications. http://dx.doi.org/10.4135/9781506326139.n554 pdf
  • McGill, R. J. (2018). Kaufman-ABC intelligence test. In B. B. Frey (Ed.), The SAGE encyclopedia of educational research, measurement, and evaluation (pp. 919-922). SAGE Publications. http://dx.doi.org/10.4135/9781506326139.n370 pdf
  • Miller, D. C., McGill, R. J., & Bauman Johnson, W. L. (2016). Neurocognitive applications of the WJ-IV. In D. P. Flanagan & V. C. Alfonso (Eds.), WJ IV clinical use and interpretation: Scientist-practitioner perspectives (pp. 355-388). Academic Press. https://doi.org/10.1016/B978-0-12-802076-0.00013-X pdf
  • Miller, D. C., & McGill, R. J. (2016). Review of the WISC-V. In A. S. Kaufman, S. E. Raiford, & D. L. Coalson (Eds.), Intelligent testing with the WISC-V (pp. 645-662). Wiley. pdf

Journal Articles

  • McGill, R. J. (in press). Confirmatory factor analysis of the WJ IV Cognitive: What does the standard battery measure at school age? Journal of Psychoeducational Assessment. Advance online publication. https://doi.org/10.1177/07342829231159440 pdf
  • Beaujean, A. A., McGill, R. J., & Dombrowski, S. C. (in press). Financial conflicts of interest in school psychology: A continuing problem. Contemporary School Psychology. Advance online publication. https://doi.org/10.1007/s40688-022-00435-3  pdf
  • Dombrowski, S. C., McGill, R. J., Farmer, R. L., Kranzler, J. H., & Canivez, G. L. (2022). Beyond the rhetoric of evidence-based assessment: A framework for critical thinking in clinical practice. School Psychology Review, 51(6), 771-784. https://doi.org/10.1080/2372966X.2021.1960126  pdf
  • Dombrowski, S. C., McGill, R. J., Watkins, M. W., Canivez, G. L., Pritchard, A. E., & Jacobson, L. A. (2022). Will the real theoretical structure of the WISC-V please stand up? Implications for clinical interpretation. Contemporary School Psychology, 26(4), 492-503. https://doi.org/10.1007/s40688-021-00365-6 pdf
  • Farmer, R. L., McGill, R. J., Lockwood, A. B., Dombrowski, S. C., Canivez, G. L., &  Zaheer, I. (2022). Warning signs for hype in school-based assessment: Implications for training and pedagogy. School Psychology Training and Pedagogy, 39(1), 11-24. https://doi.org/10.31234/osf.io/ypcv7 pdf  Online supplement
  • Watkins, M. W., Canivez, G. L., Dombrowski, S. C., McGill, R. J., Pritchard, A. E., Holingue, C. B., & Jacobson, L. A. (2022). Long-term stability of Wechsler Intelligence Scale for Children-Fifth Edition scores in a clinical sample. Applied Neuropsychology: Child, 11(3), 422-428. https://doi.org/10.1080/21622965.2021.1875827 pdf
  • Canivez, G. L., von der Embse, N. P., & McGill, R. J. (2021). Construct validity of the BASC-3 teacher rating scales: Hierarchical exploratory factor analyses with the normative sample. School Psychology, 36(4), 235-254. https://doi.org/10.1037/spq0000444 pdf Online Supplement
  • Farmer, R. L., McGill, R. J., Dombrowski, S. C., & Canivez, G. L, (2021). Why questionable assessment practices remain popular in school psychology: Instructional materials as pedagogic vehicles. Canadian Journal of School Psychology, 36(2), 98-114. https://doi.org/10.1177/0829573520978111 pdf  Online Supplement materials_small_color
  • Maki, K. E., McGill, R. J., Conoyer, S. J., Fefer, S. A., & Ward, T. (2021). Assessing the impact of sequential data presentation on specific learning disabilities identification decisions using patterns of strengths and weaknesses methods. Journal of Psychoeducational Assessment, 39(3), 372-380. https://doi.org/10.1177/0734282920983951 pdf  Online Supplement materials_small_color
  • McGill, R. J., Ward, T. J., & Canivez, G. L. (2021). On the validation of ability measures in school psychology: Do established psychometric standards matter? School Psychology International, 42(2), 210-216. https://doi.org/10.1177/0143034320985209 pdf
  • Dombrowski, S. C., McGill, R. J., & Morgan, G. B. (2021). Monte Carlo modeling of contemporary intelligence test (IQ) factor structure: Implications for IQ assessment, interpretation, and theory. Assessment, 28(3), 977-993. https://doi.org/10.1177/1073191119869828 pdf
  • Farmer, R. L., McGill, R. J., Dombrowski, S. C., Benson, N. F., Smith-Kellen, S., Lockwood, A. B., Powell, S., Pynn, C., & Stinnett, T. A. (2021). Conducting psychoeducational assessments during the COVID-19 crisis: The danger of good intentions. Contemporary School Psychology, 25(1), 27-32. https://doi.org/10.1007/s40688-020-00293-x pdf
  • Dombrowski, S. C., Watkins, M. W., McGill, R. J., Canivez, G. L., Holingue, C., Pritchard, A. E., & Jacobson, L. A. (2021). Measurement invariance of the Wechsler Intelligence Scale for Children, Fifth Edition 10-subtest primary battery: Can index scores be compared across age, sex, and diagnostic groups? Journal of Psychoeducational Assessment, 39(1), 89-99. https://doi.org/10.1177/0734282920954583 pdf
  • Dombrowski, S. C., McGill, R. J., Canivez, G. L., Watkins, M. W., & A. A. Beaujean (2021). Factor analysis and variance partitioning in intelligence research: Clarifying misconceptions. Journal of Psychoeducational Assessment, 39(1), 28-38. https://doi.org/10.1177/0734282920961952 pdf
  • Canivez, G. L., McGill, R. J., & Dombrowski, S. C. (2020). Factor structure of the Differential Ability Scales-Second Edition core subtests: Standardization sample confirmatory factor analyses. Journal of Psychoeducational Assessment, 38(7), 791-815. https://doi.org/10.1177/0734282920914792 pdf  Online Supplement
  • Andretta, J. R., & McGill, R. J. (2020). Interpreting intelligence test scores in forensic mental health assessments: Conceptual and psychometric considerations for “intelligent” testing. Archives of Assessment Psychology, 10(1), 45-76. pdf materials_small_color
  • Farmer, R. L., McGill, R. J., Dombrowski, S. C., McClain, M. B., Harris, B., Lockwood, A. B., Powell, S. L., Pynn, C., Smith-Kellen, S., Loethen, E., Benson, N. F., & Stinnett, T. A. (2020). Teleassessment with children and adolescents during the Coronavirus (COVID-19) pandemic and beyond: Practice and policy implications. Professional Psychology: Research and Practice, 51(5), 477-487. http://dx.doi.org/10.1037/pro0000349 pdf materials_small_color
  • McGill, R. J., Ward, T. J., & Canivez, G. L. (2020). Use of translated and adapted versions of the WISC-V: Caveat emptor. School Psychology International, 41(3), 276-294. https://doi.org/10.1177/0143034320903790 pdf
  • Canivez G. L., McGill, R. J., Dombrowksi, S. C., Watkins, M. W., Pritchard, A. E., & Jacobson, L. A. (2020). Construct validity of the WISC-V in clinical cases: Exploratory and confirmatory factor analyses of the 10 primary subtests. Assessment, 27(2), 274-296. https://doi.org/10.1177/1073191118811609 pdf
  • McGill, R. J. (2020). An instrument in search of a theory: Structural validity of the Kaufman Assessment Battery for Children-Second Edition Normative Update at school-age. Psychology in the Schools, 57(2), 247-264. https://doi.org/10.1002/pits.22304 pdf materials_small_color
  • Dombrowski, S. C., Beaujean, A. A., McGill, R. J., Benson, N. F., & Schneider, W. J. (2019). Using exploratory bifactor analysis to understand the latent structure of multidimensional psychological measures: An example featuring the WISC-V. Structural Equation Modeling, 26(6), 847-869.  https://doi.org/10.1080/10705511.2019.1622421 pdf materials_small_color
  • Dombrowski, S. C., Beaujean, A. A., McGill, R. J., & Benson, N. F. (2019). The Woodcock-Johnson IV Tests of Achievement provides too many scores for clinical interpretation. Journal of Psychoeducational Assessment, 37(7), 819-836. https://doi.org/10.1177/0734282918800745 pdf  Online Supplement
  • McGill, R. J., & Dombrowski, S. C. (2019). Critically reflecting on the origins, evolution, and impact of the Cattell-Horn-Carroll (CHC) Model. Applied Measurement in Education, 32(3), 216-231. https://doi.org/10.1080/08957347.2019.1619561 pdf materials_small_color
  • Benson, N. F., Beaujean, A. A., McGill, R. J., & Dombrowski, S. C. (2019). Rising to the challenge of SLD identification: A rejoinder. The DiaLog, 48(1), 17-18. pdf
  • Canivez, G. L., Watkins, M. W., & McGill, R. J. (2019). Construct validity of the Wechsler Intelligence Scale for Children-Fifth UK Edition: Exploratory and confirmatory factor analyses of the 16 primary and secondary subtests. British Journal of Educational Psychology, 89(2), 195-224. https://doi.org/10.1111/bjep.12230 pdf  Online Supplement
  • McGill, R. J. (2019). Evidence-based assessment in school psychology: An introduction. Contemporary School Psychology, 23(2), 113-114. https://doi.org/10.1007/s40688-019-00240-5 pdf
  • Dombrowski, S. C., McGill, R. J., Canivez, G. L., & Peterson, C. H. (2019). Investigating the theoretical structure of the Differential Ability Scales-Second Edition through hierarchical exploratory factor analysis. Journal of Psychoeducational Assessment, 37(1), 91-104. https://doi.org/10.1177/0734282918760724 pdf  Online Supplement
  • McGill, R. J., & Canivez, G. L. (2018). Confirmatory factor analyses of the WISC-IV Spanish core and supplemental subtests: Validation evidence of the Wechsler and CHC models. International Journal of School and Educational Psychology, 6(4), 239-251. https://doi.org/10.1080/21683603.2017.1327831 pdf
  • McGill, R. J., Conoyer, S. J., & Fefer, S. (2018). Elaborating on the linkage between cognitive and academic weaknesses: Using diagnostic efficiency statistics to inform PSW assessment. School Psychology Forum, 12(4), 118-132. pdf
  • McGill, R. J., Dombrowski, S. C., & Canivez, G. L. (2018). Cognitive profile analysis in school psychology: History, issues, and continued concerns. Journal of School Psychology, 71, 108-121. https://doi.org/10.1016/j.jsp.2018.10.007 ¹ pdf
  • McGill, R. J. (2018). Confronting the base rate problem: More ups and downs for cognitive scatter analysis. Contemporary School Psychology, 22(3), 384-393. https://doi.org/10.1007/s40688-017-0168-4 pdf
  • Benson, N. F., Beaujean, A., McGill, R. J., & Dombrowski, S. C. (2018). Critique of the Core-Selective Evaluation Process. The DiaLog, 47(2), 14-18. pdf
  • McGill, R. J., & Dombrowski, S. C. (2018). Factor structure of the CHC model for the KABC-II: Exploratory factor analyses with the 16 core and supplemental subtests. Contemporary School Psychology, 22(3), 279-293. https://doi.org/10.1007/s40688-017-0152-z pdf  Online Supplement
  • McGill, R. J., & Dombrowski, S. C. (2018). What does the WRAML2 core battery measure? Utilizing exploratory and confirmatory techniques to disclose higher-order structure. Assessment, 25(6), 729-743. https://doi.org/10.1177/1073191116677799 pdf
  • Benson, N. F., Beaujean, A. A., McGill, R. J., & Dombrowski, S. C. (2018). Revisiting Carroll’s survey of factor-analytic studies: Implications for the clinical assessment of intelligence. Psychological Assessment, 30(8), 1028-1038. https://doi.org/10.1037/pas0000556 pdf
  • Beaujean, A. A., Benson, N. F., McGill, R. J., & Dombrowski, S. C. (2018). A misuse of IQ scores: Using the Dual Discrepancy/Consistency Model for identifying specific learning disabilities. Journal of Intelligence, 6(3), 1-25.  https://doi.org/10.3390/jintelligence6030036  pdf
  • Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2018). Hierarchical exploratory factor analyses of the Woodcock-Johnson IV full test battery: Implications for CHC application in school psychology. School Psychology Quarterly, 33(2), 235-250. https://doi.org/10.1037/spq0000221 pdf  Online Supplement
  • Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2018). An alternative conceptualization of the theoretical structure of the Woodcock-Johnson IV Tests of Cognitive Abilities at school age: A confirmatory factor analytic investigation. Archives of Scientific Psychology, 6(1), 1-13. https://doi.org/10.1037/arc0000039 pdf
  • Dombrowski, S. C., Golay, P., McGill, R. J., & Canivez, G. L. (2018). Investigating the theoretical structure of the DAS-II core battery at school age using Bayesian structural equation modeling. Psychology in the Schools, 55(2), 190-207. https://doi.org/10.1002/pits.22096 pdf  Online Supplement
  • McGill, R. J. (2017). Exploring the latent structure of the Luria model for the KABC-II at school age: Further insights from confirmatory factor analysis. Psychology in the Schools, 54(9), 1004-1018. https://doi.org/10.1002/pits.22037 pdf  Online Supplement
  • McGill, R. J., & Spurgin, A. R. (2017). Exploratory higher order analysis of the Luria interpretive model on the Kaufman Assessment Battery for Children-Second Edition (KABC-II) school-age battery. Assessment, 24(4), 540-552. https://doi.org/10.1177/1073191115614081 pdf
  • McGill, R. J. (2017). Re(examining) relations between CHC broad and narrow cognitive abilities and reading achievement. Journal of Educational and Developmental Psychology, 7(1), 265-282. https://doi.org/10.5539/jedp.v7n1p265 pdf
  • Dombrowski, S. C., McGill, R. J., & Canivez, G. L. (2017). Exploratory and hierarchical factor analysis of the WJ-IV Cognitive at school age. Psychological Assessment, 29(4), 394-407. https://doi.org/10.1037/pas0000350 pdf
  • McGill, R. J., & Busse, R. T. (2017). A rejoinder on the PSW model for SLD identification: Still concerned. Contemporary School Psychology, 21(1), 23-27. https://doi.org/10.1007/s40688-017-0124-3 pdf
  • McGill, R. J., & Busse, R. T. (2017). When theory trumps science: A critique of the PSW model for SLD identification. Contemporary School Psychology, 21(1), 10-18. https://doi.org/10.1007/s40688-016-0094-x pdf
  • McGeehan, B., Ndip, N., & McGill, R. J. (2017). Exploring the multidimensional structure of the WASI-II: Further insights from Schmid-Leiman higher-order and exploratory bifactor solutions. Archives of Assessment Psychology, 7(1), 7-27. pdf
  • McGill, R. J. (2017). Single-case design and evaluation in R: An introduction and tutorial for school psychologists. International Journal of School and Educational Psychology, 5(1), 39-51. https://doi.org/10.1080/21683603.2016.1173610 pdf
  • McGill, R. J., Johnson, W. L., Palomares, R. S., & *Caldwell, K. (2017). Analyses of school psychology training program Praxis II™ outcomes 2010-2012: Distinctions without a difference? Trainers’ Forum, 34(2), 3-17. pdf
  • Canivez, G. L., & McGill, R. J. (2016). Factor structure of the Differential Ability Scales-Second Edition: Exploratory and hierarchical factor analyses with the core subtests. Psychological Assessment, 28(11), 1475-1488. https://doi.org/10.1037/pas0000279 pdf
  • McGill, R. J., & Spurgin, A. R. (2016). Assessing the incremental value of KABC-II Luria model scores in predicting achievement: What do they tell us beyond the MPI? Psychology in the Schools, 53(7), 677-689. https://doi.org/10.1002/pits.21940 pdf
  • McGill, R. J., & Canivez, G. L. (2016). Orthogonal higher order structure of the WISC-IV Spanish using hierarchical exploratory factor analytic procedures. Journal of Psychoeducational Assessment, 36(6), 600-606. https://doi.org/10.1177/0734282915624293 pdf
  • McGill, R. J., Styck, K. M., Palomares, R. S., & Hass, M. R. (2016). Critical issues in specific learning disability identification: What we need to know about the PSW model. Learning Disability Quarterly, 39(3), 159-170. https://doi.org/10.1177/0731948715618504 pdf
  • McGill, R. J., Kennedy, K. S., & Busse, R. T. (2016). Data-based decision making in school counseling: Utilizing multiple single-case indicators to evaluate interventions. The Practitioner Scholar: Journal of Counseling and Professional Psychology, 5(1), 104-121. pdf
  • McGill, R. J. (2016). Invalidating the full scale IQ score in the presence of significant factor score variability: Clinical acumen or clinical illusion? Archives of Assessment Psychology, 6(1), 49-79. pdf
  • McGill, R. J. (2016). Investigating the factor structure of the Comprehensive Test of Nonverbal Intelligence-Second Edition (CTONI-2) using exploratory factor analysis. Journal of Psychoeducational Assessment, 34(4), 339-350. https://doi.org/10.1177/0734282915610717 pdf
  • La Spata, M. G., Carter, C. W., Johnson, W. L., & McGill, R. J. (2015). Evaluating video self-modeling treatment outcomes: Differentiating between statistically and clinically significant change. Contemporary School Psychology, 20(2), 170-182. https://doi.org/10.1007/s40688-015-0072-8 pdf
  • McGill, R. J. (2015). Interpretation of KABC-II scores: An evaluation of the incremental validity of CHC factor scores in predicting achievement. Psychological Assessment, 27(4), 1417-1426. https://doi.org/10.1037/pas0000127 pdf
  • McGill, R. J. (2015). Spearman’s law of diminishing returns (SLODR): Examining effects at the level of prediction. Journal of Psychology and Behavioral Science, 3(1), 24-36. https://doi.org/10.15640/jpbs.v3n1a3 pdf
  • McGill, R. J., & Busse, R. T. (2015). Incremental validity of the WJ III COG: Limited predictive effects beyond the GIA-E. School Psychology Quarterly, 30(3), 353-365. https://doi.org/10.1037/spq0000094 pdf
  • Busse, R. T., McGill, R. J., & Kennedy, K. S. (2015). Methods for assessing single-case school-based intervention outcomes. Contemporary School Psychology, 19(3), 136-144. https://doi.org/10.1007/s40688-014-0025-7 pdf
  • McGill, R. J. (2015). Incremental criterion validity of the WJ-III COG clinical clusters: Marginal predictive effects beyond the general factor. Canadian Journal of School Psychology, 30(1), 51-63. https://doi.org/10.1177/0829573514553926 pdf
  • McGill, R. J., Baker, D., & Busse, R. T. (2015). Social Story™ interventions for decreasing challenging behaviours: A single-case meta-analysis 1995-2012. Educational Psychology in Practice, 31(1), 21-42. https://doi.org/10.1080/02667363.2014.975785 pdf
  • McGill, R. J. (2014). Assessing psychosocial impairment in children and adolescents: A review of the Barkley Functional Impairment Scale (BFIS). Contemporary School Psychology, 18(4), 255-260. https://doi.org/10.1007/s40688-014-0029-3 pdf
  • McGill, R. J., & Busse, R. T. (2014). An evaluation of multiple single-case outcome indicators using convergent evidence scaling. Contemporary School Psychology, 18(1), 13-23. https://doi.org/10.1007/s40688-013-0004-4 pdf

Newsletter Contributions, Published Reviews, and Technical Publications

  • McGill, R. J. (in press). Test review of identi-FI: A Test of Visual Organization and Recognition. In J. F. Carlson, K. F. Geisinger, J. L. Jonson, & N. A. Anderson (Eds.), The twenty-second mental measurements yearbook (pp. xx-xx). Buros Center for Testing. pdf
  • McGill, R. J. (in press). Test review of Sensory Processing Measure, Second Edition. In J. F. Carlson, K. F. Geisinger, J. L. Jonson, & N. A. Anderson (Eds.), The twenty-second mental measurements yearbook (pp. xx-xx). Buros Center for Testing. pdf
  • McGill, R. J. (2021). Test review of Behavior Rating Inventory of Executive Function, Second Edition. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The twenty-first mental measurements yearbook (pp. 81-83). Buros Center for Testing. pdf
  • McGill, R. J. (2021). Test review of NIH Toolbox-Sensation Domain. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The twenty-first mental measurements yearbook (pp. 485-488). Buros Center for Testing. pdf
  • McGill, R. J. (2019). Book review: Surveying the landscape of intelligence testing in school psychology. School Psychology in Virginia, 6(2), 10-11. pdf
  • Dombrowski, S. C., & McGill, R. J. (2019). Book review: Sattler (2018). Assessment of Children: Cognitive Foundations and Applications-Sixth Edition. Journal of Psychoeducational Assessment, 37(8), 1048-1051.  https://doi.org/10.1177/0734282919830217 pdf
  • McGill, R. J., Ward, T. J., & Canivez, G. L. (2018). On the evidential value of school psychology intervention research. The School Psychologist, 72(3), 48-57. pdf  preregistered_small_color materials_small_color
  • McGill, R. J., & Dombrowski, S. C. (2017). School psychologists as consumers of research: What school psychologists need to know about factor analysis. Communiqué, 46(1), 16-18. pdf
  • Miller, D. C., McGill, R. J., & Maricle, D. E. (2017). WJ IV scholastic aptitude/achievement comparisons by age [Woodcock-Johnson IV assessment service bulletin No. 10]. Houghton Mifflin Harcourt. https://cms.riversideinsights.com//uploads/eb2e258df1ec4fb68c7bbb3d386ea3cf.pdf pdf
  • McGill, R. J. (2015). Test review: Naglieri, J. A., Das, J. P., & Goldstein, S. (2014). Cognitive Assessment System-Second Edition. Journal of Psychoeducational Assessment, 33(4), 375-380. https://doi.org/10.1177/0734282914566123 pdf
  • McGill, R. J. (2015). Best practices for assessing and promoting treatment integrity. [Review of the book Treatment integrity: A foundation for evidence-based practice in applied psychology, edited by L. M. H. Sannetti & T. R. Kratochwill]. Communiqué, 43(6), 38. pdf
  • McGill, R. J. (2014). Establishing a psychological processing deficit for specific learning disability identification in the state of California: Technical guidance for school psychologists [White paper]. Chapman University. https://rjmcgill.com pdf
  • McGill, R. J. (2013). Beyond g: Assessing the incremental validity of the Cattell-Horn-Carroll (CHC) broad ability factors on the Woodcock-Johnson III Tests of Cognitive Abilities (Publication No. 3621595) [Doctoral dissertation, Chapman University]. ProQuest Dissertations and Theses Global. pdf
  • McGill, R. J. (2013). Book review: Cognitive Therapy for Adolescents in School Settings. Contemporary School Psychology, 17(1), 147-149. https://doi.org/10.1007/BF03340995 pdf
  • McGill, R. J. (2013). Test review: Children’s Psychological Processing Scale (CPPS). Journal of Psychoeducational Assessment, 31(4), 423-427. https://doi.org/10.1177/0734282912463513 pdf
  • McGill, R. J. (2012). Newport-Mesa Unified School District threat assessment and intervention manual. Author. https://rjmcgill.com pdf
  • McGill, R. J. (2010). Newport Coast Elementary School student study team handbook. Author. https://rjmcgill.com pdf
  • McGill, R. J. (2009). Advocating for instructional reform: Navigating through politics and policy as an intern school psychologist. Communiqué, 38(3), 35. pdf