• Graves, S., & Blake, J. (2016). Psychoeducational Assessment and Intervention for Ethnic Minority Children: Evidence Based Approaches. American Psychological Association.
  • Graves, S., & McGoey, K. (under contract) Linking Assessment to Intervention: A Strength Based, Culturally Relevant Approach. Guilford Publications.

Special Journal Issues

  • Graves S., Castro-Olivo, S. (2018). Introduction: Incorporating Culture in School-based Interventions. Psychology in the Schools, 55, 5-7.
  • McGoey, K., & Graves S. (2016). Evidenced-Based Interventions in Urban Schools. School Psychology Forum.
  • Blake, J., Graves, S., & Newell, M. (2016). Diversification of School Psychology: Developing an Evidence-Base from Current Research and Practice. School Psychology Quarterly
  • Miranda, A., Radliff, K., Graves, S., & Worrell, F. (2014). Culture Counts: Preparing school psychologists for working with diverse populations. Psychology in the Schools. 

Peer-Reviewed Journal Articles

Student contributors indicated by (*)

  • *Aston, C., Graves, S., McGoey, K., Townsend, T.,  Lovelace, T. (2018). Promoting sisterhood: The impact of a culturally focused program to address verbally aggressive behaviors in Black girls. Psychology in the Schools, 55,50-62.
  • Graves, S., *Aston C. (2018). A mixed-methods study of a social emotional curriculum for Black male success: A school-based pilot study of the Brothers of Ujima. Psychology in the Schools, 55, 76-84.
  • *Nichols, K., Graves, S. (2018). Training in strength-based intervention and assessment methodologies in APA-accredited psychology programs. Psychology in the Schools, 55, 93-100.
  • *Beeks, A., & GravesS. (2017) Academic leadership’s views of school psychology: The case of Historically Black Colleges and Universities. Psychology in the Schools, 54, 612-623.
  • *Brown, S., McGoey, K., Graves, S., & Schreiber, J. (2017). Influences of childcare quality for children with disruptive behavior disorders. Journal of Early Childhood and Infant Psychology, 2, 61-84.
  • Graves, S., & Ye, F. (2017). Are Special Education Labels Accurate for Black Children: Racial Differences in Academic trajectories of youth diagnosed with specific learning and intellectual disabilities. Journal of Black Psychology43, 192-213.
  • Graves, S., *Sobalvarro, A., *Nichols, K., *Ryan, A., *Aston, C.,* Blefari, A., *Schutte, K., *Schachner, A., *Vicoria, L, Prier, D. (2017). Examining the Effectiveness of a Culturally Adapted Social Emotional Intervention for African American Males in an Urban Setting. School Psychology Quarterly32, 62-74.
  • Blake, J. J., Graves, S., Newell, M., & Jimerson, S. R. (2016). Diversification of school psychology: Developing an evidence base from current research and practice. School Psychology Quarterly31, 305-310.
  • *Smith, L. V., Blake, J. J., Graves, S. L, *Vaughan-Jensen, J. E., *Pulido, R., & *Banks, C.
(2016). Promoting diversity through program websites: A multicultural content analysis of School Psychology program websites. School Psychology Quarterly, 31, 327-339.
  • *Ryan, A., Graves, S., *Sobalvarro, A., *Nichols, K., *Schutte, K., *Aston, C., (2016). An Evaluation of Strong Kids in an Urban African American Female Sample: The Need for Gender-Specific and Culturally Focused Interventions. School Psychology Forum, 10, 157-164.
  • *Aston, C. & Graves, S. (2016). Promoting Positive Self Identity in Urban Schools: The Impact of a Gender Specific Afrocentric Intervention. School Psychology Forum. 10, 165-176.
  • *Beeks, A., & Graves, S. (2016). The Effects of the Mystery Motivator Intervention in an Urban Classroom. School Psychology Forum, 10, 142-156.
  • McGoey, K., & Graves, S. (2016). Evidence-Based interventions in urban schools: Unique implications for implementation: Introduction to the special issue. School Psychology   Forum, 10, 131-133.
  • *Sobalvarro, A., Graves, S., & Hughes, T. (2016). The effects of check-in/check-out on kindergarten students in an urban setting. Contemporary School Psychology, 20, 84-92
  • Miranda, A., Radliff, K., Graves, S., & Worrell, F. (2014). Culture Counts: Preparing school psychologists for working with diverse populations. Psychology in the Schools51, 329-331.
  • Graves, S., Proctor, S., & *Aston, C. (2014). Professional roles and practices of urban school psychologists. Psychology in the Schools51, 384-394.
  • Graves, S., & Serpell, Z. (2013). Racial Differences in Medication Use in a National Sample
of Children with ADHD Enrolled in Special Education. School Mental Health, 5, 175-182.
  • *Smith, L., Blake, J., & Graves, S. (2013). School psychology programs effort to recruit culturally diverse students. Trainers Forum 32 (1), 4-23.
  • Brown-Wright, L., Tyler, K., Graves, S., Thomas, D., Stevens-Watkins, D., & Mulder, S. (2013). Examining the associations among home-school dissonance, motivation, and classroom disruptive behavior for urban high school students. Education and Urban Society, 45, 142- 162.
  • Graves, S. & Brown-Wright, L. (2013). A qualitative study of ethnically diverse school psychology faculty experiences in the professoriate: Implications for diversifying higher education. Trainers Forum, 31(2), 29-46.
  • Graves, S., Blake, J., Kim, E. (2012). Differences in parent and teacher ratings of preschool  problem behavior in a national sample: The significance of gender and SES. Journal of Early Intervention, 34, 151-165.
  • Proctor, S. L., Graves, S., & *Esch, R. C. (2012). Assessing African American students for specific learning disabilities: The promises and perils of Response to Intervention. Journal of Negro Education, 81, 268-282.
  • Graves, S. (2011). School and Child level predictors of academic success for African American children in 3rd grade: Implications for No Child Left Behind. Race, Ethnicity, and Education, 14, 675-697.
  • Graves, S., & Mitchell, A. (2011). Is the Moratorium Over? African American Psychology Professionals’ Views on Intelligence Testing in Response to Changes to Federal Policy. Journal of Black Psychology, 37, 407-425.
  • Graves, S. & Howes, C. (2011). Ethnic Differences in Behavioral Problems in Preschool: The impact of Teacher Child Relationships, Ethnic Match, and Classroom Quality. School Psychology Quarterly, 26, 202- 214.
  • Stevens-Watkins, D., & Graves, S. (2011). Differences between African American males who are and are not involved in the Criminal Justice System: Evidence from a National Sample. Ethnicity in Criminal Justice, 9, 136-151.
  • Graves, S., & Wright, L. (2011). Parent Involvement at School Entry: A National Examination of group differences and Achievement. School Psychology International, 32, 35-48.
  • Harris, T. & Graves, S. (2010). The influence of cultural capital transmission on reading achievement in African American fifth grade boys. Journal of Negro Education79, 447-457.
  • Graves, S. (2010). Are we neglecting African American males: Parental involvement differences between African American males and females during elementary school? Journal of African American Studies, 14, 263-276.
  • Graves, S. & Wright, L. (2009). HBCU students’ and faculties’ views of School Psychology: Implications for increasing diversity in higher education. Psychology in the Schools46, 616-626.
  • Graves, S. *Frohwerk, A. (2009). Multilevel Modeling and School Psychology: A review and    practical example. School Psychology Quarterly24, 84-94.
  • Graves, S. (2009). Albert Sidney Beckham: The first African American school psychologist. School Psychology International30, 5-23.
  • Sullivan, A. L., A’Vant, E., Baker, J., Chandler, D., Graves, S., et al. (2009, October). Confronting inequity in special education: Promising practices for addressing disproportionality. NASP Communiqué, 38(2), 1.
  • Sullivan, A. L., A’Vant, E., Baker, J., Chandler, D., Graves, S., et al. (2009, September). Confronting inequity in special education: Understanding the problem of disproportionality: Part I. NASP Communiqué, 38(1), 1, 16.
  • Graves, S., & Wright, L. (2007). Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology. Psychology in the Schools, 44, 865-872.