Scott Methe, Ph.D.
Assistant Professor
Nationally Certified School Psychologist
Office: Rawl 218
Phone: 252-328-6478
E-mail: methes@ecu.edu
Mailing Address
East Carolina University
Department of Psychology
Rawl Building Suite 104
Mail Stop 565
Greenville, NC 27858
Education
Ph.D., The University of Massachusetts at Amherst (2005)
M.Ed., CAGS, The University of Massachusetts at Amherst (2002)
B.A., The University of Massachusetts at Amherst (1999)
Research Interests
Assessment of mathematical cognition in young children
Curriculum-based assessment / linking assessment to intervention
Recreational and silent reading and effects on fluency and comprehension
Decision science and diagnostic accuracy analyses of assessment instruments
Use of interpersonal skills in consultation
Selected Publications
Methe, S.A., Begeny, J.A., & Leary, L.L. (2011). Development of conceptually focused early numeracy skill indicators. Assessment for Effective Intervention, 36, 230-242.
Methe, S.A., Hojnoski, R., Clarke, B., Owens, B.B., Lilley, P.K., Politylo, B.C., White, K.M., & Marcotte, A.M. (2011). Innovations and future directions for early numeracy curriculum-based measurement: Commentary on the special series. Assessment for Effective Intervention, 36, 200-209.
Methe, S.A. (2009). Big ideas: Missing pieces in early mathematics assessment. NASP Communique, 38(3).
Riley-Tillman, T.C., Methe, S.A., & Weegar, K. (2009). Examining the use of direct behavior rating on formative assessment of classwide engagement: A case study. Assessment for Effective Intervention, 34, 224-230.
Methe, S.A., Hintze, J.M., & Floyd, R.G. (2008). Development and validation of early numeracy skill indicators. School Psychology Review. 37, 359-373.
Methe, S.A. & Riley-Tillman, T.C. (2008). An informed approach to early mathematics intervention. School Psychology Forum, 2, 29-41.
Hintze, J.M., Christ, T.J., & Methe, S.A. (2006). Curriculum-based assessment. Psychology in the Schools. 43, 45-56.
Professional Experience
Dr. Methe is a Nationally Certified School Psychologist (NCSP) and has worked in elementary school settings each year since 1999 in various school psychological and consultative roles. Dr. Methe has assisted schools and districts with establishing a foundation for response-to-intervention (RtI) by providing support on using curriculum-based measurement (CBM) accurately and effectively. Dr. Methe was a full time school psychologist for 3 years, and was a director of special education and Title I in a Massachusetts school district. In 2005-2006, Dr. Methe provided consultation to schools and families as part of the home and school consultation division of the May Institute in Randolph, Massachusetts.
Dr. Methe is a member of the editorial advisory board for School Psychology Review, and in 2010-2011 served as Associate Editor for the Journal of School Psychology and Assessment for Effective Intervention.
