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Syracuse University, College of Arts and Sciences

Tanya Eckert

Eckert portrait

Associate Professor

Director of Graduate Studies


470 Huntington Hall



Ph.D., School Psychology, Lehigh University (1996)
M.Ed., Human Development, Lehigh University (1992)
B.A., Psychology, Hood College (1989, cum laude)

Research and Teaching Interests

Professor Eckert specializes in developing classroom-based interventions to improve children's academic and behavioral functioning.

Certification and Licensure

Certified School Psychologist (Pennsylvania)


PSY 445 Behavior Disorders in Children
PSY 761 Introductory Seminar in School Psychology
PSY 762 Cognitive Intellectual Assessment
PSY 763 Direct Academic Assessment
PSY 600 Practicum in Direct Academic Assessment

Representative Publications

Ardoin, S. P., Eckert, T. L., Christ, T. J., White, M. J., Morena, L. S., January, S. A., & Hine, J. F. (2013). Examining variance in reading comprehension among developing readers: Words in context (CBM-R) versus words out of context (words lists). School Psychology Review, 42, 243-261.

DuPaul, G. J., Eckert, T. L., & Vilardo, B. (2012). The effects of school-based interventions for Attention Deficit Hyperactivity Disorder: A meta-analysis 1996-2010. School Psychology Review, 41, 387-412.

Eckert, T. L., Russo, N., & Hier, B. O. (2014). Best practices in school psychologists' promotion of effective collaboration and communication between school professionals. In P. L. Harrison & A. Thomas (Eds.), Best Practices in School Psychology: Data-Based and Collaborative Decision Making (pp. 541-552). Bethesda, MD: National Association of School Psychologists.

Eckert, T. L., Truckenmiller, A. J., Rheinheimer, J. L., Koehler, J. L., Koenig, E. A., & Hier, B. O. (2013). Curricular assessment (pp. 169-181). In K. F. Geisinger (Ed.), APA Handbook of Testing and Assessment in Psychology. Washington, DC: American Psychological Association.

Hier, B. O. & Eckert, T. L. (2014). Generality of treatment effects: Evaluating elementary-aged students' abilities to generalize and maintain fluency gains of a performance feedback writing intervention. School Psychology Quarterly, 29, 488-502. doi: 10.1037/spq0000040

Truckenmiller, A. J., Eckert, T. L., Codding, R. S., & Petscher, Y. (2014). Evaluating the impact of feedback on elementary-aged students' writing fluency growth in written expression. Journal of School Psychology, 42, 531-548. doi: 10.1016/j.jsp.2014.009.001