Dr. Davis has worked in the public schools, a community psychology clinic, and an HMO Psychiatry Department.He has taught at UC Davis and CSU Fullerton and served as Clinical Director of an Institute that specializes in the evaluation and treatment of children and adults with learning disorders. His research and writing interests are in the areas of learning disorders, mental health consultation, crisis intervention and prevention, and the impact of systems on people. Most current work is with learning disorders. He also has a small consulting practice in Lafayette, CA.
Current research is in the area of specific learning disabilities. Primarily this is for dyslexia and nonverbal learning disabilities.
- BA 1972, Drexel University
- MA 1975, University of California, Berkeley
- PhD 1979, University of California, Berkeley
Christo, C. & Davis, J. M. (2009). Rapid naming and phonological processing as predictors of reading and spelling. The California School Psychologist. (13: 7-19.)
Davis, J. M., Christo, C., & Husted, D. (2009). Reading fluency and experimental research on reading fluency interventions interventions: The relationship to accommodations. Learning Disabilities: A Multidisciplinary Journal. (In press).
Christo, C., Davis, J. M., & Brock, S. (2009). Book. Identifying, Assessing, and Treating Dyslexia at School. (In press). Springer Publishing.
Davis, JM and Broitman, J (2007). Subtypes of Nonverbal Learning Disorders. The Educational Therapist. The Journal of the Association of Educational Therapists.
Davis, J.M. & Broitman, J. (2006). A Brief Historical Overview of Nonverbal Learning Disorders. The Educational Therapist. (Volume 27 (3), 5-9.) Association of Educational Therapy.
Davis, J.M. (2005). Crisis management research summaries: Parents' reactions to talking to their terminally ill children about death. Communique. (38). NASP.
Davis, J.M. (2004). "Answers from the experts" column. PEN News, newsletter for the Parents Education Network. (8).
Fine, J.G. & Davis, J.M. (2003). Grade retention and enrollment in psot-secondary education. Journal of School Psychology. (401-411).
Lieberman, R. & Davis, J. M.. (2002). Suicide intervention.In Brock, S. E., Lazaruz, P. J., & Jimerson, S. R. (Eds.). Best practices in school crisis prevention and intervention. (531-551). National Association of School Psychologists Publication.
Davis, J. M. & Brock, S. E. (2002). Suicide. In Sandoval J.(Ed). Handbook for crisis counseling, intervention, and prevention in the schools. (Second Edition 273-299). Lawrence Erbaum Associates.
Using diagnostic reading assessments within an RTI model., March 7, 2008, Burlingame, Ca, California Association of School Psychologists
Empirical basis for nonverbal learning disorder., February 8, 2008, Hawaii, International Neuropsychology Society Annual Convention
Nonverbal learning disabilities: Diagnosis and history., February 8, 2008, Hawaii, International Neuropsychology Society Annual Convention
Finding our voice: Advocation for our kids, accommodations, modifications, and remediation., April 30, 2005, Lafayette, CA, Parents Education Network Conference
Finding our voice: Advocation for our kids, April 30, 2005, Lafayette, CA, Parents Educational Network
A cognitive, perceptually-based treatment model for improving the developmental status of learning disabled students, aged 8-13., March 11, 2005, San Jose, Nonverbal Learning Disorders Association National Convention
A cognitive, perceptually based treatment model for improving learning disorder: A preliminary investigation, March 11, 2005, South San Francisco, CA, Nonverbal Learning Disorders Association National Convention
Brain, education, and neuropsychology: panel discussent, August 28, 2004, Seattle, University of Washington
The factor structure of the WISC-IV, August 23, 2004, Pleasanton, CA, Pleasonton Unified School District
Grade retention and enrollment in post-secondary educaliton., August 17, 2004, Hawaii, American Psychological Association
The assessment of basic reading skills: a workshop., April 21, 2004, Burlingame, Californial Association of School Psychologists
A factorial study of the comprehensive test of phonological processing, February 21, 2004, California State University of the East Bay, IRD Committee Presentation
Breaking the Code, February 10, 2004, Berkeley, CA, Parents Education Network
A conitively, perceptually based treatment model for imporving the developmental status of learning disabled students., California Pacific Medical Center, N/A, Private Foundation, Received April 15, 2005, 40,920, For May 1, 2005 to May 1, 2007, study impact of neurocognitive intervention on development of learning disordered children.
Consultant to the San Francisco Psychotherapy Research Group: 2006-2009
Consultant to the Castro Valley School Psychologist: 2008-2009
Page Last Updated: May 18, 2012