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Erin Henze, Ph.D., NCSP, LP

Associate Professor of Psychology

Erin Henze
Contact Info:
Campus: McNichols Campus
Building: Reno Hall
Room: 206
Phone: 313-993-1434
Erin Henze

Degrees

  • Ph.D., University of Tennessee
  • B.S., Western Michigan University
  • Tennessee Internship in Psychology (APA - Accredited)

Biography

Erin Henze is a licensed psychologist as well as a State of Michigan and nationally certified school psychologist. She teaches courses in Assessment and Intervention for School Psychologists, Role and Function of the School Psychologist, Systems-level Consultation, Developmental Psychopathology in the School-aged Child, and Introductory Psychology.  She also supervises the first year practicum in School Psychology. Henze holds a Bachelor of Science from Western Michigan University and a doctorate. from the University of Tennessee. Henze has worked in school and clinical settings with children and families. She practiced as a school psychologist in the metro Detroit area before coming to Detroit Mercy in the Fall of 2011. Her areas of interest and research include the development and validation of academic interventions for students with disabilities, school-based functioning of students with Autism Spectrum Disorders, and supervision and training issues in school psychology.
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    Courses Taught at University of Detroit Mercy

    • Introductory Psychology
    • School Psychology Assessment and Intervention
    • Psychological Services in the Schools, Practicum in School Psychology
    • Research and Writing in School Psychology
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    Publications

    Petersen-Brown, S., Henze, E.E.C., Klingbeil, D.,A., Reynolds, J.L., Weber, R.C., & Codding, R.S. (2018). The Use of Touch Devices for Enhancing Academic Achievement: A Meta-Analysis. Manuscript submitted for publication .

    McCleary,D., Aspiranti, K. & Henze, E.E.C. (2017). Preparing in the Trenches: How to Market Yourself for a Job in Academia. NASP Communique, 45(6).

    Wright, J.M., Henze, E.E.C., Coles, J.T., Williams, R.L. (2016). Knowledge of the health care law as an issue in teacher education. Issues in Teacher Education, 25(1), 107-124.

    Jaspers, K.E., Sundberg, N., Cheramie, G.M., Hoffman, J., & Henze, E.E.C. (2015). The comparative effectiveness of two addition math fact interventions: Modified incremental rehearsal and cover,copy, compare. Research and Practice in the Schools, 3(1), 58-71.

    Henze, E.E.C., Jaspers, K., Fasko, S.N. and Wilson, K. (2015). The nature and extent of research on Autism in the school psychology literature. Trainers’ Forum, 33(3), 36-56.

    Jaspers, K.E., Skinner, C.H., Henze, E.E.C., McCane-Boling, S.J., Rowlette, E.F. (2014). Occasioning Behaviors that Cause Learning. In S. G. Little & A. Akin-Little (Eds.), Academic assessment and intervention. New York: Routledge.

    Henze, E.E.C., Williams, R.L., von Mizener, B.H., Brown, K.S. (2013). Additive effects of performance feedback and contingent rewards on reading outcomes. Journal of Evidence Based Practices for Schools, 14(2), 104-133.

    Carroll, E., Skinner, C. H., McCleary, D. L., von Mizner, B. H., & Bliss, S. L. (2009). Analysis of author affiliation across four school psychology journals from 2000-2008: Where is the practitioner-research? Psychology in the Schools. 46(7), 627-635.

    Bliss, S. L., Skinner, C. H., Hautau, B., & Carroll, E. E. (2008). Articles published in four School Psychology journals from 2000-2005: An analysis of experimental/intervention research. Psychology in the Schools, 45, 483-498.

    Carroll, E. & Williams, R.L. (2007). Individual and group contingencies in cooperative learning at the college level. The Behavior Analyst Today, 8(3), 298-306.

    Turner, H.C., Bliss, S., Hautau, B., Carroll, E., Jaspers, K., & Williams, R.L. (2006). Brief daily writing activities and performance on major multiple choice exams. Journal of General Education, 55(3-4), 221-246.

    Hautau, B., Turner, H.C., Carroll, E., Jaspers, K.E., Parker, M., Krohn, K., & Williams, R.L. (2006). Differential daily writing contingencies and performance on major multiple-choice exams. Journal of Behavioral Education, 15(4), 256-273.

    Hautau, B., Turner, H.C., Carroll, E., Jaspers, K.E., Krohn, K., Parker, M., & Williams, R.L. (2006). Differential daily writing conditions and performance on major multiple choice exams. Journal of Behavioral Education, 15(3), 170-180.

    Carroll, E., Williams, R.L., & Hautau, B. (2006). Cooperative learning contingencies: Unrelated versus related individual and group contingencies. Journal of Behavioral Education, 15, 191-202.

    Carroll, E., Skinner, C.H, Turner, H.C., McCallum, E., & Woodland, S. (2006). Evaluating and comparing responsiveness to two interventions designed to enhance math-fact fluency. School Psychology Forum: Research in Practice, 1, 1-18.

    Williams, R.L., Carroll, E., & Hautau, B. (2005). Individual accountability in cooperative learning groups at the college level: Differential effects on high, average, and low exam performers. Journal of Behavioral Education, 14(3), 167-188.

    McClam, T., Beaird, T., Carroll, E., & Musharbash, S. (2005). [Review of the Book Principles and applications of assessment in counseling, by S. Whiston]. Journal of Psychoeducational Assessment, 23, 291-293

    Henze, E.E.C., Jaspers, K., Fasko, S.N. and Wilson, K. (2015). The nature and extent of research on Autism in the school psychology literature. Trainers’ Forum, 33(3), 36-56.

    Jaspers, K.E., Skinner, C.H., Henze, E.E.C., McCane-Boling, S.J., Rowlette, E.F. (2014). Occasioning Behaviors that Cause Learning. In S. G. Little & A. Akin-Little (Eds.), Academic assessment and intervention. New York: Routledge.

    Henze, E.E.C., Williams, R.L., von Mizener, B.H., Brown, K.S. (2013). Additive effects of performance feedback and contingent rewards on reading outcomes. Journal of Evidence-Based Practices for Schools, 14(2), 104-133.

    Carroll, E., Skinner, C. H., McCleary, D. L., von Mizner, B. H., & Bliss, S. L. (2009). Analysis of author affiliation across four school psychology journals from 2000-2008: Where is the practitioner-research? Psychology in the Schools. 46(7), 627-635.

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    Conferences

    Peterson-Brown, S.P., Henze, E.E.C., Klingbeil, D.K., & Reynolds, J.L. (2018). Summarizing Research on Touch-Based Devices: Swipe Left or Right? Paper presented at 2018 conference of National Association of School Psychologists in Chicago, IL.

    McCleary, D.,F., Aspiranti, K.B., Henze, E.E.C., Jaspers, K.E., & Schanding, G.T. (2018). Faculty Life at a Midlevel Institution: An Early Career Perspective. Paper presented at 2018 conference of National Association of School Psychologists in Chicago, IL.

    Weber, R.C., Reynolds, J. L., Petersen-Brown, S., Henze, E.E.C., & Codding, R.S. (2017). Cognitive Processes and RTI: A Meta-analysis of Current Literature. Poster presented at 2017 conference of National Association of School Psychologists in San Antonio, TX.

    Aspiranti, K.B., McLeary, D.F., McCleary, L., Henze, E.E.C. (2016). Preparing to Transition from the Trenches to the Ivory Tower. Paper presented at 2016 conference of National Association of School Psychologists in New Orleans, LA.

    Henze, E. & Shier, A.* (2014). The Effect of Weekly Quizzes for Credit versus No Credit on Student Performance. Poster presented at the annual conference of the Midwestern Psychological Association/Society for the Teaching of Psychology, Chicago, Il.

    Miller, N.* & Henze, E. (2014). Measuring Mental Illness Stigma in an Introductory Psychology Course. Poster presented at the annual conference of the Midwestern Psychological Association/Society for the Teaching of Psychology, Chicago, Il.

    Golomb, S., Henze, E. & Fasko, S.N. (2014). Between a Rock and a Hard Place: A Training Program’s Answer to a Reluctant Field. Presented at the 2014 conference of the Trainers in School Psychology, Washington, DC.

    Fasko, S.N., Henze, E. & Golomb, S. (2013). Toward Practical Policies in the Professional Program Classroom. Presented at the 2013 conference of the Trainers in School Psychology, Seattle, WA.

    Fasko, S.N., Henze, E. & Golomb, S. (2012). Program development through feedback: Improving training and field experiences. Accepted for presentation at the 2012 conference of the Trainers in School Psychology, Philadelphia, PA.

    Carroll, E. & Williams, R.L. (2007, March). Additive effects of contingent rewards and feedback on reading outcomes. Presented at the 2007 convention of the National Association of School Psychologists, New York, NY.

    Bliss, S., Carroll, E., & Hautau, B. (2007, March). Where’s the beef? Empirically validated interventions. Presented at the 2007 convention of the National Association of School Psychologists, New York, NY.

    Carroll, E. (2006, August). Enhancing mathematics skill in a student with mild mental retardation. Poster session presented at the convention of the American Psychological Association, New Orleans, LA.

    Hautau, B., Carroll, E., & Williams, R.L. (2006, August). Guidelines for using cooperative learning procedures at the college level. Poster session presented at the convention of the American Psychological Association, New Orleans, LA.

    Carroll, E., Skinner, C.H., Belfiore, P.J., Bliss, S., McCallum, E., Turner, H., & Saecker, L. (2006, May). Enhancing math fluency in a student with mental retardation: Comparing cover, copy, compare and taped problems. In C.H. Skinner (Chair), Using self-managed low-tech interventions to improve academic skills. Symposium conducted at the convention of the Association for Behavior Analysis, Atlanta, GA.

    Carroll, E., Hautau, B., & Williams, R.L. (2006, May). Cooperative learning at the college level: Effects of individual and group contingencies on exam performance. Paper presented at the convention of the Association for Behavior Analysis, Atlanta, GA.

    Carroll, E., McCallum, E., Poncy, B., Skinner, C.H., Axtell, P.K., Turner, H., Bliss, S.L., Saecker, L.B., & Jaspers, K. (2006, March). A Comparison of Two Interventions Designed to Improve Addition Fluency. In E. Carroll (Chair), Empirical Validation of Applied Procedures for Enhancing Mathematics Fluency. Symposium conducted at the convention of the National Association of School Psychologists, Anaheim, CA.

    Carroll, E., Hautau, B., & Williams, R.L. (2005, May). Individual accountability in cooperative learning groups at the college level: Differential effects on high, average, and low exam performers. Paper presented at the convention of the Association for Behavior Analysis, Chicago, IL.

    Hautau, B., Carroll, E., & Williams, R.L. (2004, November). Individual accountability in cooperative learning groups at the college level: Differential effects on high, average, and low exam performers. Paper presented at the convention of the Mid-South Educational Researcher Association, Gatlinburg, TN.

    Aspiranti, K.B., McLeary, D.F., McCleary, L., Henze, E.E.C. (2016). Preparing to Transition from the Trenches to the Ivory Tower. Paper presented at 2016 conference of National Association of School Psychologists in New Orleans, LA.

    Henze, E. & Shier, A.* (2014). The Effect of Weekly Quizzes for Credit versus No Credit on Student Performance. Poster presented at the annual conference of the Midwestern Psychological Association/Society for the Teaching of Psychology, Chicago, Il.

    Miller, N.* & Henze, E. (2014). Measuring Mental Illness Stigma in an Introductory Psychology Course. Poster presented at the annual conference of the Midwestern Psychological Association/Society for the Teaching of Psychology, Chicago, Il.

    Golomb, S., Henze, E. & Fasko, S.N. (2014). Between a Rock and a Hard Place: A Training Program’s Answer to a Reluctant Field. Presented at the 2014 conference of the Trainers in School Psychology, Washington, DC.

    Fasko, S.N., Henze, E. & Golomb, S. (2013). Toward Practical Policies in the Professional Program Classroom. Presented at the 2013 conference of the Trainers in School Psychology, Seattle, WA.

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    Grants & Awards

    Lee, R. & Henze, E.E.C. (2018). Comparing the effects of tablet-based and traditional interventions. University of Detroit Mercy/McNichols Faculty Assembly Internal Research Fund, $2,700.

    2015 School Psychology Research Collaboration Conference (SPRCC) Early Career Scholar Participant. Sponsored by the Society for the Study of School Psychology, $400.00

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    Organizations / Affiliations

    National Association of School Psychologists, Michigan Associate of School Psychologists
    Reviewer, Trainers of School Psychologists Trainer’s Forum and Journal of Evidence-Based Practices for Schools.

 
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