Randy G. Floyd, Ph.D.

Chair, Professor

Phone 901.678.2146

Email rgfloyd@memphis.edu

Fax 901.678.2579

Office Psychology Building, Room 202

Office Hours: Contact

PRONOUNS: he/him/his

• Website
• CV
• Google Scholar

 

Education

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

 Research Interests

• Assessment of Cognitive Abilities and Academic Achievement in Reading, Mathematics, and Writing 
• The Process of Professional Publication
• Metascience Evaluating the Type and Quality of Research in School Psychology

Selected Books

• Floyd, R. G., & Eckert, T. L. (Eds.). (2021). Handbook of university and professional careers in school psychology. Routledge.
• Kranzler, J. H., & Floyd, R. G. (2020). Assessing intelligence in children and adolescents: A practical guide for evidence-based assessment (2nd ed.). Rowman & Littlefield.
• Floyd, R. G. (Ed.). (2018). Publishing in school psychology and related fields: An insider's guide. Routledge.
• Briesch, A. M., Volpe, R. J., & Floyd, R. G. (2018). School-based observation: A practical guide to assessing student behavior. Guilford Press.

Selected Journal Articles

• Fitzpatrick, S. A., Floyd, R. G., Moreno, J., & McNicholas, P. J. (2025). Diversity representation of editorial boards from seven school psychology journals. School Psychology. https://doi.org/10.1037/spq0000716
• Huenergarde, M. C., Floyd, R. G., Harris, B. A., & Moreno, J. (2025). A systematic review of academic screening tools for active bilingual learners/users of English. Psychology in the Schools. https://doi.org/10.1002/pits.70093
• Floyd, R. G., Fitzpatrick, S. A., McNicholas, P. J., & Pike, N. A. (2024). A bibliometric and content analysis of Best Practices in School Psychology. School Psychology, 39(1), 106–188. https://doi.org/10.1037/spq0000546
• Huenergarde, M. C., Floyd, R. G., & Harris, B. (2023). Current nationwide practices in U.S. test accommodations for active bilingual learners/users of English (ABLE) students. Bilingual Research Journal, 45(3-4), 380–400. https://doi.org/10.1080/15235882.2022.2155885\
• Farmer, R. L., Lockwood, A. B., Floyd, R. G., & Sisco, A. D. (2025). How are school psychologists using artificial intelligence in 2024? A descriptive study. School Psychology. https://doi.org/10.1037/spq0000713
• Huenergarde, M. C., & Floyd, R. G. (2025). Identification and reclassification criteria for linguistically diverse students with and without disabilities across the United States. Contemporary School Psychology. https://doi.org/10.1007/s40688-025-00552-9
• Pike, N. M., Floyd, R. G., & Porter, C. M. (2025). The interplay of stress, burnout, and mindful self-care in school psychologists. School Psychology. https://dx.doi.org/10.1037/spq0000692
• Singh, L. J., Floyd, R. G., Reynolds, M. R., Pike, N. A., & Huenergarde, M. C. (2025). What does the Developmental Neuropsychological Assessment–II (NEPSY-II) measure in children ages 7 to 12? A structural and psychometric analysis. Child Neuropsychology, 31(2), 197–228. https://dx.doi.org/10.1080/09297049.2024.2357376
• McNulty, R. J., Floyd, R. G. McNicholas, P. J., Lewis, E. K., Kranzler, J. H., & Benson, N. F. (2024). Evaluating the treatment utility of the Cognitive Assessment System: A meta-analysis of reading and mathematics outcomes. Journal of School Psychology, 107. https://doi.org/10.1016/j.jsp.2024.101384
• Pike, N. A., & Floyd, R. G. (2024). Stress in United States school psychologists: Development and preliminary psychometric properties of the School Psychologist Distress Inventory. Journal of School Psychology, 106. https://doi.org/10.1016/j.jsp.2024.101351

 

Selected Service

Dr. Floyd has contributed substantial service to the Society for the Study of School Psychology. In 2026, he will be President-Elect of the society and President of the society in 2027. He was Editor-in-Chief of the society’s journal, Journal of School Psychology, from 2011 through 2014 and continues his service to this journal as a consulting editor. Dr. Floyd currently serves on the editorial boards of the Journal of Psychoeducational Assessment, School Psychology International, and School Psychology Training and Pedagogy. He is also a frequent contributor to the Society for the Study of School Psychology’s Early Career Forum.

Selected Honors

At the national level, Dr. Floyd is a Fellow of the American Psychological Association Division 16 (Division of School Psychology) and an elected member of the Society for the Study of School Psychology.

At the university level, Dr. Floyd has received the University of Memphis Alumni Association Distinguished Teaching Award and been honored with the Department of Psychology Graduate Student Coordinating Committee Outstanding Mentoring Award three times. 

Courses Taught

Dr. Floyd has taught an array of courses at the graduate and undergraduate levels. These courses generally focus on measurement and psychological assessment practices and research methods applied to the behaviors, cognitions, and emotions of children and adolescents and their families. These courses include the following: 

• PSYC 7207/8207 Developmental Psychology
• PSYC 7304/8304 Measurement Theory and Psychometrics
• PSYC 7803/8803 Psychoeductional Assessment I: Cognitive and Achievement Assessment
• PSYC 7804/8804 Psychoeducational Assessment II: Behavioral and Emotional Assessment
• PSYC 7614/8614 Practicum in Psychoeducational Assessment
• PSYC 4020 Abnormal Child Psychology
• PSYC 3010 Research and Statistics I

Learn more about the University of Memphis School Psychology Programs here.