James Schaller

James Schaller

Associate Professor, Ph.D.

Rehabilitation Counselor Education

jschaller@austin.utexas.edu; jimlschaller@yahoo.co

Office & Hours

Office: SZB 532B
Wednesday: 1:00-4:00
Spring 2013 Office Hours are 1:00 - 4:00 Wednesdays, or by appointment.

512 475-6577

512 471-2471

Courses of Instruction
SED 393. Applied Research in Rehabilitation Counseling and Special Education.
SED 695. Professional Seminar.

Mailing Address
The University of Texas at Austin
Special Education
1 University Station Stop D5300
Austin, TX 78712
UT Mail Code: D5300


James Schaller, Ph.D., is Director of the Rehabilitation Counselor Education Program; past Fellow in the Lee Hage Jamail Regents Chair in Education; past Departmental Graduate Advisor and Chair of the Graduate Studies Committee; past Chair of the Departmental Review Committee for the Use of Human Subjects, Animals, & DNA, Department of Special Education; and Coordinator of the Master’s Rehabilitation Counselor Education Program.


Ph.D., 1991, The University of Wisconsin Madison, Rehabilitation Psychology.

Representative Publications

Jung, Y., Schaller, J., & Bellini, J. (in press). Predictors of employment outcomes for State/Federal VR consumers with HIV/AIDS. Rehabilitation Counseling Bulletin. 

Schaller, J., & Yang, N. (accepted for publication). Length of Time in State/Federal Rehabilitation, Services, and Outcomes for African American and White Males with Attention Deficit/Hyperactivity Disorder.

 Parker, R., Hansmann, S., & Schaller, J. (2009). Vocational assessment and disability.  In E. Szymanksi & R. Parker (Eds.), Work and Disability: Issues and Strategies in Career Development and Job Placement. (3rd ed., pp. 203-243). Austin, TX: Pro-Ed.

Schaller, J., Yang, N. (2007). Gender, race, and depressive/mood disorders: An analysis of state-federal rehabilitation outcomes. Journal of Applied Rehabilitation Counseling, 38(1), 32-38.

Schaller, J., Yang, N., & Trainor, A. (2006). Transition-Age Adults with ADHD: Gender and Predictors of Successful Vocational Rehabilitation Outcomes. Journal of Applied Rehabilitation Counseling, 37(1), 3-12.

Patterson, G., De La Garza, D., & Schaller, J.  (2005). Rehabilitation counseling considerations and interventions.  In R. Parker, S. Szymanski, & G. Patterson (Eds.), Rehabilitation Counseling: Basics and beyond. (4th ed., pp. 155-186). Austin, TX: Pro-Ed.

Schaller, J., & Yang, N. (2005). Competitive Employment for People with Autism: Correlates of Successful Closure in Competitive and Supported Employment. Rehabilitation Counseling Bulletin., 49(1), 4-16.

McCray, A., Schaller, J., & Yang, N. (2004). Teacher Efficacy Ratings by African American and European American Pre-service Teachers at a Historically Black University. Urban Education. 39(5), 509-536.

Schaller, J., Yang, K., & Chang, S. (2004). Contemporary issues in rehabilitation counseling: Interface with and implications for special education. In A. McCray, H. Rieth, & P. Sindelar (Eds), Critical issues in special education: Access, diversity, and accountability, (pp. 226-242). New York: Allyn & Bacon.

Current Research Projects and Grants

Principle Investigator: Rehabilitation (Long Term Training) Comprehensive System of Personnel Development, Master's Level Training. H129W000015. Five year grant (8/1/2000 - 8/31/2005) at $290,000/annual   -    $1,450,000.

Principle Investigator:National Training Project (Long Term Training). Job Development and Job Placement. CFDA H129R0006. Five year grant (9/1/2000 - 8/31/2005) at $100,000/annual   -   $500,000.

Co-Principle Investigator: National Training Project to Prepare Master’s-Level Rehabilitation Counselors (Long-Term Training).  CFDA 84.129B  Five year grant  (9/1/04 - 8/31/09) at $150,000/annual    -      $750,000.

Research Interests and Expertise

Multivariate and data mining approaches to data analyses of the National State/Federal 911 data file.

Issues of gender, race, and disability in acceptance for services and successful employment in the State/Federal Rehabilitation Services System.

Issues of gender, race, and disability in transitioning from special education to employment and the community.