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Randy Floyd Randy G. Floyd

Associate Professor
Co-director of Child and Family Studies
School Psychology, Child and Family
Psychology Building, Room 332
901.678.4846 (telephone)
901.678.2579 (fax)
curriculum vitae


Ph.D., Indiana State University
M.E., Indiana State University
B.A., Hendrix College

Research Interests

  • Assessment of Cognitive Abilities and Externalizing Behaviors
  • Identification of Reading, Mathematics, and Writing Aptitudes
  • The Process of Professional Publication

Service to Journals

Dr. Floyd is the Editor of the Journal of School Psychology (2011-2014). Please visit the journal website for more information.

Recent Publications

Journal Articles

  • Farmer, R. L., Floyd, R. G., Reynolds, M. R., & Kranzler, J. H. (in press). IQs are very strong but imperfect indicators of psychometric g: Results from joint confirmatory factor analysis. Psychology in the Schools.
  • Floyd, R. G., Reynolds, M. R., Farmer, R. L., & Kranzler, J. H. (2013). Are the general factors from different child and adolescent intelligence tests the same? Results from a five-sample, six-test analysis. School Psychology Review, 42, 383-401
  • Reynolds, M. R., Floyd, R. G., & Niileksela, C. R. (2013). How well is psychometric g indexed by global composites? Evidence from three popular intelligence tests. Psychological Assessment, 25, 1314-1321.
  • Bergeron, R., & Floyd, R. G. (2013). Individual part score profiles of children with intellectual disability: A descriptive analysis across three intelligence tests. School Psychology Review, 42, 22-38. 
  • Floyd, R. G., Meisinger, E. B., Gregg, N., Keith, T. Z. (2012). An explanation of reading comprehension across development using models from the Cattell–Horn–Carroll theory: Support for integrative models of reading. Psychology in the Schools, 48, 725-743.
  • Maynard, J. L., Floyd, R. G., Acklie, T. J., & Houston, L. (2011). General factor loadings and specific effects of the Differential Ability Scales, Second Edition composites. School Psychology Quarterly, 26, 108-118.
  • Floyd, R. G., Cooley, K. M., Arnett, J. E., Fagan, T. K., Mercer, S. H., & Hingle, C. (2011). An overview and analysis of journal operations, journal publication patterns, and journal impact in school psychology and related fields. Journal of School Psychology, 49, 617-647.
  • Martinez, R. S., Floyd, R. G., & Erichsen, L. (2011). Strategies and attributes of highly productive scholars and contributors to the school psychology literature: Recommendations for increasing scholarly productivity. Journal of School Psychology, 49, 691-720..
Courses Taught

PSYC 7803/8803 Psychoeductional Assessment I: Cognitive and Achievement Assessment
PSYC 7804/8804 Psychoeducational Assessment II: Behavioral and Emotional Assessment
PSYC 7430/8430 Clinical Assessment: Ability and Achievement
PSYC 7614/8614 Practicum in Psychoeducational Assessment
PSYC 7207/8207 Developmental Psychology
PSYC 4020 Abnormal Child Psychology
PSYC 3000 Introduction to Psychological Research
PSYC 3010 Research and Statistics

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Last Updated: 2/11/14