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Greg Machek, Director, School Psychology Graduate Training Prog

Location: Skaggs Bldg 240

Phone: (406) 243-5546
Fax: 406-243-6366


If you are interested in applying to the School Psychology program, please visit our website for further details. If you still have questions, feel free to inquire using the above contact information.

I will be taking a doctoral student for Fall of 2015. Please contact me should you have any questions!


PhD Indiana University, 2004
BA Kenyon College, 1990

Selected Publications

Ambrose, L. & Machek, G. R. (2014). Identifying creatively gifted students: Necessity of a multi-method approach. Contemporary School Psychology. doi: 10.1007/s40688-014-0020-z.

Heck, N. C., Lindquist, L., Machek, G. R., & Cochran, B. N. (2014). School Belonging, school victimization, and the mental health of LGBT young adults: Implications for school psychologists. School Psychology Forum, 8, 1-10.

Barraclough, C. & Machek, G. R. (In Press). School psychologists’ role with chronically ill children in schools. Journal of Applied School Psychology.

 Machek, G. R., & Nelson, J.M. (In Press). School psychologists’ perceptions regarding the practice of identifying reading disabilities: Cognitive and RTI considerations. Psychology in the Schools.

Machek, G. R., & Nelson, J.M. (2007). How should reading disabilities be operationalized?: A national survey of school psychologists. Learning Disabilities Research and Practice, 22, 147-157.

Nelson, J.M., & Machek, G.R. (2007). A survey of training, practice, and competence in reading assessment and intervention. School Psychology Review, 36, 311-327.



Recent Presentations:'

Field of Study

School Psychology is my primary specialization. My general research interests are in school bullying, as well as the assessment of reading disabilities.

In terms of assessing reading disabilities, I am specifically interested in the k-12 practicing school psychologist's perspective on the role of cognitive assessment within a reading disability assessment model, the role of RtI within that model, and whether the two can or should co-exist.

Concerning bullying, one area of inquiry has to do with the perceived function that bullying serves from the point of view of school personnel . Specifically, I am interested in whether these perceived functions a) coincide with presumed functions found in the extant literature and, b) whether the functions have utility within a Functional Behavior Assessment/Behavior Intervention Plan paradigm. Additionally, I am interested in the social cognitions of all that are privy to incidents of school bullying (bullies, assistants to the bullies, victims, defenders of victims, bystanders, etc.). Most recently, I have employed an attribution model that will assist in understanding how emotional responses to viewing incidents of bullying may mediate attributions of culpability and possible help-giving behavior. Further, the model is interested in what possible variables moderate the above sequence, including gender, type of bullying action, and the participant role of the respondent.


Psyx345 - Child and Adolescent Psychopathology

Psyx536 - Advanced Child and Adolescent Psychopathology

Psyx525 - Psychological Assessment (Cognitive Assessment)

Psyx582 - Behavioral Assessment & Interventions