and the use of existing large data in research.
Professor & Program Director
Office & Hours
Office: SZB 254B
Tuesday: 12:00-2:00 PM
Other times by appointment
Courses of Instruction
EDP 480P: Individual Testing
EDP 196: School Psychology Colloquium
EDP 384: Research Methodology for Practice
EDP 389H: Academic Assessment & Intervention
EDP 382K: Structural Equation Modeling
The University of Texas at Austin
1912 Speedway, Stop D5800
Austin, TX 78712-1289
download vita (pdf)
Dr. Timothy Keith is an expert in the use of confirmatory factor analysis, multiple regression analysis, and structural equation modeling. He is particularly skilled at bridging complex methodology with the practice of school psychology.
Dr. Keith has made important contributions toward understanding the nature and measurement of intelligence. A theme present in all of his work is increased insight concerning the salient influences on learning in schools. Dr. Keith’s distinguished career is evinced by his innovative contributions both to substantive and methodological domains of school psychology.
University of North Carolina, Chapel Hill, N.C.
B.A., Psychology, 1974
East Carolina University, Greenville, N.C.
M.A., Certificate of Advanced Study, School Psychology, 1978
Duke University, Durham, N.C.
Ph.D., School Psychology (additional emphasis in research methodology), 1982
Keith, T. Z. (2015). Multiple regression and beyond: An introduction to multiple regression and structural equation modeling (2nd ed.). New York: Routledge.
*Caemmerer, J. M., & Keith, T. Z. (in press). Longitudinal, reciprocal relations between social skills and achievement from Kindergarten through Eighth grade. Journal of School Psychology.
*Potvin, D. C. H., Keith, T. Z., *Caemmerer, J. M., & *Trundt, K. M. (in press). Confirmatory factor structure of the Kaufman Assessment Battery for Children—second edition with preschool children: Too young for differentiation? Journal of Psychoeducational Assessment.
*Low, J., & Keith, T. Z. (2015). The influence of auditory short-term memory on behavior problem development. International Journal of Behavioral Development, 39, 105-112.
*Reynolds, M. R., & Keith, T. Z. (2013). Measurement and statistical issues in child assessment research. In D. H. Soklofske, V. L. Schwean & C. R. Reynolds (Eds.), Oxford handbook of child psychological assessment (pp. 48-83). New York: Oxford University Press.
*Reynolds, M. R., Keith, T. Z., Flanagan, D. P., & Alfonso, V. C. (2013). A cross-battery, reference variable, confirmatory factor analytic investigation of the CHC taxonomy. Journal of School Psychology, 51, 535-555.
Weiss, L. G., Keith, T. Z., Zhu, J., & Chen, H. (2013). WAIS-IV and clinical validation of the four- and five-factor interpretive approaches. Journal of Psychoeducational Assessment (Special Issue: The Wechsler Intelligence Tests: Revisiting Theory and Practice), 31, 94-113.
Weiss, L. G., Keith, T. Z., Zhu, J., & Chen, H. (2013). WISC-IV and clinical validation of the four- and five-factor interpretive approaches. Journal of Psychoeducational Assessment (Special Issue: The Wechsler Intelligence Tests: Revisiting Theory and Practice), 31, 114-131.
*Student or former student
Fellow in the Margie Gurley Seay Centennial Professorship in Education, 2014-2015
Invited workshop on structural equation modeling, National Association of School Psychologists, 2014
Lightner Witmer Award, Honorable Mention, American Psychological Association, School Psychology Division to former student Matthew Reynolds, 2014
Senior Scientist Award, American Psychological Association, School Psychology Division, 2004
Research Interests and Expertise
Dr. Keith’s research concentrates on understanding the nature and measurement of intelligence. His research has also focused on understanding influences on school learning. Dr. Keith has methodological interests in confirmatory factor analysis, structural equation modeling, and the use of existing large datasets in research.