Dr. DeMatteo has systematically pursued a broad scholarship agenda that has focused on improving outcomes for k-12 students through assessment, feedback, intervention, and transition. The primary purpose of his scholarship agenda through ongoing collaboration is to apply principles of education and school psychology to the k-12 public education setting. Specifically, he is interested in developing resources for k-12 public school teachers, administrators, parents, and school psychologists to facilitate positive outcomes for students. Dr. DeMatteo’s scholarship agenda is driven by his 10 years as a school psychologist practitioner in the K-12 public school setting.

As products of his scholarship agenda, Dr. DeMatteo has authored peer reviewed articles that have applied principles of social skills training to students with Autism Spectrum Disorder, investigated teacher perceptions of literacy and technology, and provided a “how-to” guide for research mentors and graduate students to conduct a statistical power analysis[F1] .  His most recent publications explored transition-based outcomes for students with Autism Spectrum Disorder and examined if additional preparation of general education teacher candidates improved their ability to address student needs. He has also coauthored a book chapter about consultation and manuscripts that applied mindfulness to the classroom setting and discussed a collaborative training model between school psychology and education.