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The University of Florida School Psychology Program is accredited
by the American Psychological Association (APA) and the National
Councilfor Accreditation of Teacher Education (NCA TE). and ap-
proved by the National Association ofSchool Psychologists (NASP)
School Psychology Program
University of Florida
PO Box 117047
Gainesville, FL 32611-7047
Phone: (352) 392-0724
By Nancy Waldron, PhD, NCSP
Looking back on the last year provides the oppor-
tunity to highlight many student, faculty, and program
accomplishments. This newsletter is filled with awards,
recognition, scholarship, as well as life events, per-
sonal interests, and some humorous thoughts about the
daily workings of the program and being in graduate
school. As the newsletter is put together every year we
are reminded that while we have worked hard with
many products to show for our efforts, we have also
created a community of individuals who choose to share
the successes, joys, and frustrations of their work and
their lives. This combination creates a welcoming, re-
sponsive, and vital professional culture that provides
support and encouragement to all of us. I know we are
all appreciative of the efforts individuals make to sus-
tain and enhance our program community. Let me com-
ment on a few areas that are cause for all of us to cele-
brate and express our appreciation to others.
Many of our program improvement efforts in re-
cent years have been focused on enhancing practicum
opportunities. Just to reinforce the adage that "our work
is never done", this past year saw changes in practicum
with the addition of Diana Joyce to the program faculty
as a Lecturer and Practicum Coordinator. As a full-time
coordinator of practicum experiences, Diana has
strengthened our relationships with school psycholo-
gists who serve as field-based supervisors in the
Gainesville community and the surrounding counties of
Bradford, Marion, and Putnam. She has worked to en-
hance weekly seminars to address topics and issues that
are encountered during practicum experiences and to
share her own experiences as a school psychologist who
has provided a range of services in a high-risk elemen-
tary school. Additionally, she has ensured that practi-
cum supervision is provided in a manner that is respon-
sive to individual student needs and competencies, and
at the same time meets specific program and site-based
requirements. We welcome Diana to our program com-
munity and look forward to her future contributions to
make practicum and the program even better!
Just as we recognize the importance of practicum
in providing opportunities for application of knowledge
and professional skill development, we also recognize
the importance of research and scholarship to inform
and guide our professional practice. As a program that
is committed to a scientist-practitioner model of
professional preparation, we illustrate our commit-
ment by producing and sharing our scholarship
efforts through presentations, publications, and
grants. We have an impressive list of scholarship
represented in this newsletter. Presentations were
conducted by various faculty and students at state
and national conferences for the American Psy-
chological Association, National Association of
School Psychologists, Division of Early Child-
hood, Association for Behavior Analysis, Florida
Association of School Psychologists, Florida Fund
for Minority Teachers, and the Florida Council for
Exceptional Children. More than 30 students from
the program conducted a state or national presen-
tation over the past year, and over 60% of all pres-
entations involved students as presenters or co-
presenters. Articles by program faculty and stu-
dents were accepted to various journals and pro-
fessional publications including School Psychol-
ogy Review, Journal ofApplied Behavior Analy-
sis, Journal of Mental Retardation, Behavioral
Disorders, Learning and Individual Differences,
Phi Delta Kappan, Education and Treatment of
Children, Teacher Education and Special Educa-
tion, International Journal of Testing, and The
Florida School Psychologist. Our list of presenta-
tions and publications in the coming year will
become even lengthier as an increasing number of
students and faculty work collaboratively on
grants and research projects.
Take time to read through the stellar accom-
plishments of students and faculty across the areas
of professional practice, teaching, research, and
professional service. We are often so busy and
immersed in our own activities and daily lives that
we may be unaware of the accomplishments of
others. Our annual program newsletter is one way
to recognize each other and also share the good
news about our program with alumni, applicants,
faculty, field supervisors, and students. Thanks to
each of you for your continuing contributions in
making the UF School Psychology Program a
productive environment for everyone's continuing
personal and professional development.
Alternative Prac- 2
ticum Sites and
The New Kids on 3
A Week in the 4
of a First Year
A First Hand 5
Account of Being
Male in a Fe-
SPGSA High- 6
Important Dates 6
Plan Ahead 6
Exciting News 7
Community Ac- 7
What To Do in 7
Awards and Rec- 8
Current Grants 8
Quals and Portfo- 8
Graduate Assis- 9
Top 10 Exciting 9
Events in the
PAGE 2 FEBRUARY 2004
Alternative Practicum Sites and Experiences
While many students have practicum or gain experiences in
school systems, there are also alternative sites that can provide valu-
able learning opportunities. Three of those locations are highlighted
Multidisciplinary Diagnostic and Training P
By Erin Anderson
The Multidisciplinary Diagnostic and Training Program
(MDTP) at the University of Florida is a program that provides com-
prehensive multidisciplinary evaluations to children up to grade six.
MDTP provides diagnostic services and intervention strategies for
children with complex learning, behavioral or medical problems. The
purpose of MDTP's services is to link diagnoses to educational and
medical interventions and to provide long-term follow-up care and
support to schools and families. Members of the MDTP diagnostic
team include a school psychologist, Dr. Tina Smith, a speech-
language pathologist, a developmental pediatrician, a neurologist, an
audiologist, an occupational therapist, and numerous educational
consultants. Children may be referred to MDTP by their schools or
parents; however, they must have had a previous evaluation in order
to be assessed by the MDTP team.
MDTP is an organization that works collaboratively with fami-
lies, schools, medical professionals, and community agencies to gain
a comprehensive understanding of the child in order to provide the
best services possible. Initially, each child is assigned an educational
consultant who serves as a liaison for the family and meets with the
child's teachers, administers various rating scales and conducts obser-
vations in the child's educational environment. The child then comes
to MDTP for a two-day evaluation, which includes a psychological
evaluation, a medical evaluation, a speech-language evaluation and
an educational evaluation as well as interactions with the staff OT
and audiologist. Throughout this process parental involvement is
required; parents are interviewed and asked to complete various rat-
ing scales regarding the child's behavior as they often provide the
here: Multidisciplinary Diagnostic and Training Program (MDTP),
P.K. Yonge Developmental Research School, and the Child Protection
most insightful information about their child. Once the evaluation is
completed and all relevant information has been collected, the MDTP
team discusses and collaboratively presents their findings to the fami-
lies and school personnel involved in a case conference. At the case
conference, a group discussion is facilitated regarding the most optimal
intervention strategies for the child's needs. The educational consult-
ants for each case provide consultation and follow-up services.
As a school psychology graduate student many opportunities are
available at MDTP. Specifically, when 1 did my practicum there, I as-
sisted with the educational and psychological evaluations and the
preparation of case conference presentations. Additionally, I partici-
pated in case conferences and wrote psychological reports. While I was
there, I saw many complex cases whose needs were not currently being
met in the public school system. I worked with children with extreme
behavior problems and learning difficulties, including auditory and
visual processing disorders, in addition to children with various medical
and emotional problems, such as enuresis and encopresis. The experi-
ence of working on the multidisciplinary team at MDTP was invalu-
able. I learned so much regarding psychological assessment and inter-
vention, and report writing; in addition to working as a member of an
evaluation team that is part of a much bigger system in a child's life.
MDTP often takes practicum students from our program and currently
has an intern from our program. MDTP also provides training for stu-
dents across UF, including medical residents, and speech and language,
rehab therapy, and audiology practicum students, etc.. MDTP is lo-
cated at the Children's Medical Services Building at 1701 SW 16th Ave.
By Tanya Kort
The University of Florida's P. K. Yonge Developmental Research
School provides unique practicum and assistantship opportunities for
school psychology graduate students. With an emphasis on research,
P. K. Yonge is a public school that serves approximately 1200 stu-
dents in grades K to 12. In order to fulfill this research mission, the
school population approximates the demographic composition of
Florida's school age population. As a result, P. K. Yonge is com-
prised of a diverse student population and provides a range of aca-
demic support services to students.
The school psychology team at P. K. Yonge for Spring 2004 in-
cludes Dr. Nancy Waldron, Dr. Kathy Funke, two school psychology
students selected for assistantships (doctoral clinicians) and four prac-
ticum positions. This team provides school psychological services
that include the following: instructional consultation to teachers; gen-
eral education intervention services; assessment of students for ex-
ceptional student education (ESE) eligibility; positive behavior sup-
port systems for disruptive students; and progress monitoring of stu-
dents with academic difficulties. The school psychology team has
also been collaborating with the school
counseling program. In addition, we are
preparing to provide in-services to teach-
ers and parents and begin groups to ad-
dress areas such as social skills training,
organizational and test-taking skills, and
As a doctoral clinician at P. K. Yonge, I have been working primar-
ily with grades K to 5. My desire to contribute to the field of School
Psychology and become more effective in helping all children learn
was the main reason behind my pursuit of an assistantship at PK
Yonge. I participate in regular Child Study Team meetings, weekly
School Psychology Team meetings and am a member of the school's
504 Planning Committee. I am grateful for the chance to advance the
field through my work with other professionals and educators. I highly
recommend P. K. Yonge as an exciting opportunity to engage in com-
prehensive school psychological services that will serve as a model for
Child Protection Team
By Danielle Madera
The Child Protection Team (CPT) is a community service and
educational program of the Department of Pediatrics of the Univer-
sity of Florida. CPT is based on the idea that child abuse and neglect
are complex issues that require the expertise of professionals from
different disciplines to provide a multi-disciplinary approach to pro-
tect children. CPT provides medical, psychological, social and legal
consultation to assist the Department of Children & Families (DCF)
and law enforcement in keeping children safe.
The staff of CPT is very diversified and includes a medical di-
rector, project director, case coordinators, registered nurse practitio-
ners, physicians, mental health counselors, law school student interns,
and now school psychology practicum students. The manner in
which services are delivered at CPT resembles that of a medical
model. Calls are referred to CPT from either DCF or law enforce-
ment and evaluated by the case coordinators for the level of urgency
as well as services needed. Medical evaluations are performed by
doctors and nurses specially trained in abuse and neglect evaluations.
Children, infants to eighteen years of age, are seen for medical
evaluations. Forensic interviews are appropriate for sexual and
physical abuse, psychological and other maltreatments, or in the case
when further information is needed. Children must be old enough to
communicate clearly and be able to separate from the caretaker. In-
terviews are conducted in a child friendly room that is wired for
sound and video recording. Psychosocial assessments may also be
done with the family to assist in determining the level of risk in the
home. Many times CPT staff will be called to provide testimony for
judicial hearings in both dependency and criminal cases. CPT works
closely with the law school to provide nonbiased forensic interviews
that will hold up under scrutiny in the courtroom.
Being the first school psychology student to work with CPT, my
role has been a work in progress and is ever changing. Initially I began
providing specialized interviews with the children while they were
receiving their medical evaluations. A specialized interview is a short-
ened version of a forensic interview that is not videotaped and is used
in conjunction with the medical findings as a screening process to de-
cide if a forensic interview is warranted. After much observation and
preparation, I am now able to conduct the actual forensic interview as
well. This has been the most exciting part of my practicum experience,
as it has always been a skill I've wanted to develop. Lately I have been
working more with the database to familiarize myself with the informa-
tion gathered for each child seen here. This is in preparation for my
dissertation, which will be done with data from child abuse and neglect
cases. This practicum experience provides an extraordinary opportu-
nity to interact with children and families dealing with very sensitive
issues during one of the most tragic times in their lives.
f Did you know...
81% of students surveyed prefer take-home exams over in-class exams.
The New Kids on the Block
In this issue, we would like to highlight two of our newest fac-
ulty members: Diana Joyce, Ph.D., NCSP and Alicia Scott, Ph.D.
We're very fortunate to have their expertise and insight. Welcome!
Dr. Diana Joyce is a licensed Psychologist and School Psy-
chologist. Her responsibilities in the School Psychology Program
include teaching Cognitive Assessment, Social-Emotional Assess-
ment, practicum seminars, and coordinating practicum placements
with field supervisors in the immediate four-county area. She earned
her Ph.D. in school psychology from the University of Florida. Dr.
Joyce's research experience has included the study of temperament
differences among students who are gifted/non-gifted and those with
ODD/CD. In addition, she has conducted research investigating gen-
der differences in the propensity of college students to self-handicap
in stressful performance situations.
Before joining the faculty at UF, Dr. Joyce served as a site-based
School Psychologist in the Hillsborough County/Tampa area at a
Title I school with 79% "at-risk" students. The population included a
high incidence of transient migrant children who changed schools 2-3
times yearly, organized gang activity, children in HRS custody, and
children with multiple disabilities. She conducted psycho-educational
evaluations as well as designed and evaluated academic/behavioral
interventions. She also served as consultant to the school principal on
school-wide discipline, bullying/gang prevention, and increasing
school-wide achievement. She conducted studies on improving the
school's gifted identification and correlations between teacher behav-
ioral management strategies and their referral rate for behavior prob-
On a personal note, Dr. Joyce enjoys hiking, classical music,
and Monet is her favorite artist.
Dr. Alicia Scott is a recent graduate of the UF School Psychology
Program. She served as a school psychologist with Duval County
Schools in Jacksonville, Florida from 2000 to 2003. She is presently a
school psychologist with Clay County District Schools and an adjunct
instructor teaching courses in the School Psychology program. Dr.
Scott's responsibilities include teaching Direct Interventions I and II.
We are so glad to have Dr. Joyce and Dr. Scott at UF!!
Welcome New SPP Students
David Gribbins Catherine Peele
Jennifer Harmon Karelyn Reeck
Ellie Kang Melissa Strock
Anne Larmore Jillian Szczepanski
Katherine Matzen Elizabeth Weeks
SCHOOL PSYCHOLOGY TIMES
Did you know...
78% of students surveyed check their email more than 3 times per day.
A Week in the Life: Adventures of a First Year School Psych Student
By Anne Larmore and Liz Weeks
7:00 a.m.: Leap out of bed enthusiastically, eager to start another
week as a school psychology graduate student. Monday are the
7:09 a.m.: Reality check. After having snoozed through a dream of
excess energy, crawl out of bed and into the shower. Stub toe on
Best Practices in School Psychology (the 2nd volume), and yelp.
10:00 a.m.: Mid-class break! Grab a friend and sprint for the cof-
fee machine. Mmmmm... mocha!
11:03 a.m.: Class discussion on discrepancy criteria for special
education placement. Look around the room and ponder just how
much better this education system (and possibly the world?!) would
be if school psychologists ran the show.
3:19 p.m.: Practicum seminar. Stay abreast of everyone's practi-
cum activities. Dr. Joyce rocks!
7:17 p.m.: Reading an article on job satisfaction among school
psychologists for Issues and Problems in School Psychology.
Ooooh, Friends re-run!
10:33 p.m.: After prompting by telephone from a classmate, now
Way too early. No really, waaaay too early: Driving to practicum
site singing along with Outkast on the radio to stay awake... Con-
templating dropping out of grad school and launching music career.
Ehh, maybe not... "Heeeey, yaaaaa..."
9:38 a.m.: Administer WJ-III Achievement Test to a smiling, wig-
gly first grader in a Sponge Bob t-shirt (she happens to have brought
her imaginary sister along for the fun!)
11:42 a.m.: Behavioral observation in a third grade classroom.
Things get a little rowdy and all attempts to remain a passive ob-
server are lost when the mischevious redhead being observed pushes
an unsuspecting classmate into the trashcan. That looks like it hurt!
12:15 p.m.: Lunch with practicum supervisor. They have the good
rolls in the school cafeteria today. Yes!
5:30 p.m.: Meet up with the girls for our favorite fitness class!
8:11 p.m.: Study, study, study. Two classes on Wednesday makes
for no fun on Tuesday night! Reconsider launching music career.
Watch out, Britney!
Check It Out!
Some interesting articles recommended by current students:
2. Article on Dyslexia in July 28th issue of TIME
10:55 p.m.: Call classmate. They should have a reality tv show about
the lives of grad students! Discuss idea before remembering still have
200 pages left to read. (or skim, as the case may be...)
7:40 a.m.: Good thing showered last night. Note to self: Remember to
make sure the alarm says "a.m." when setting it...
9:10 a.m.: In class. Group activity on Functional Behavioral Analysis
provides good chance to tell the trashcan story (it could have been rein-
12:30: Over lunch, brainstorm party games for school psych acronyms -
use as many as you can in a coherent sentence. "Excuse me, Kari, I have
an ESOL student identified as SLD, EH, and ADHD, I need to borrow
the WIAT, WISC, WJ-III, C-TOPP, BASC, ABAS, and GORT., ASAP.
BTW, how was the DIBELS yesterday? Oh and could you please RSVP
for the SPGSA meeting next week?" LOL.
2:27 p.m.: Back in class. Woo-hoo!!!!!
3:45 p.m.: Class is over.., for the week!!!! Avoid second-years as bliss-
fully exit Norman Hall. They're not bitter -just sleep-deprived!
7 10 p.m.: Recovering from brain overload, eating ice cream while
mindlessly absorbed in television.
Spend twelve hours working on Dr. Waldron's take-home final. Mwha-
hahahahaha. Welcome to UF.
See Thursday? Repeat.
5 p.m.: Meet friends at Happy Hour. Try to avoid school psych "shop-
talk." Fail miserably.
11 a.m.: Lounging by the pool. Loving Florida!
2 p.m.: Hiking at Lake Wauberg with friends. Never mind that back
home it's 28 degrees. Still loving Florida!!
10:37 p.m.: Do you know where your grad student is? Hope not!
11:21 a.m.: Back to work after a fun weekend in Gainesville. Still
working on that take-home final. On page 25, can probably finish it in
7 a.m.: The alarm goes off...
SDid you know...
The majority of students in the program consume 2 or fewer caffeinated beverages per day. However, the likelihood of
consuming 5 or more caffeinated beverages increases exponentially as students move beyond year two.
Surprisingly, only 33% of students surveyed procrastinate until the night before an assignment is due.
A First Hand Account of Being Male in a Female-dominated
By Eric Rossen (special thanks to Graham Taylor)
I vividly recall the first day of my graduate career. Freshly
shaven, shirt tucked in, pants creased in all the right places, I entered
Norman Hall for the first year orientation. Upon entering the room
and scanning the crowd, I immediately realized that, aside from Dr.
Oakland, I was the only male in the room. While at first apprehen-
sive about this notion, in retrospect, I had no idea the implications of
such a development.
As a male, I will gladly admit that despite endless hours of con-
versation, guarded readings of Cosmopolitan in waiting rooms, and
uncountable forced viewings of romantic comedies, I don't under-
stand women. This has never been a problem before because I had
my fellow ignorant male with whom to commiserate. However, this
luxury had been stripped from me and I was left without a choice.
Luckily, when I arrived, I had the pleasure of living with Graham
Taylor who was then a 4 year student in the
b program. Together we struggled to retain a
sense of maleness by leaving dirty dishes in
the sink, food on the floor, and simply being
as vile as possible while in the confines of the
sanctuary that we called our apartment. Gra-
ham had another guy in his class but, as he
was away on internship, I realized that they
had already gotten to him. He was fighting a
losing battle and made no secret of the inevitability of the cross-over,
informing me that he had been given a mud mask and saw 'Bring It
On' in the movie theatre with a group of women the year before.
Perhaps one of the ultimate learning experiences for me was
when Debbie Birke was my roommate, a student one year ahead of
me in the program. After completely making over the apartment, I
began to feel guilty about the dust balls collecting on my fan blades
and leaving the contents of the garbage can in a rounded dome shape.
More importantly, through conversation, I began to understand that
males and females aren't all that different... wait, who am I kidding,
yes we are.
Now in my third year of graduate school and experienced in the
art of being a male among many females, it is my pleasure and, quite
frankly, my obligation, to draw upon what I've learned, what I have
yet to learn, and relay the pros and cons of being surrounded by
You get to hear what women talk You learn they don't talk about
about how great men are
You become more sensitive
You receive great advice.
You start crying at the end of Meg
The advice isn't always applicable
(e.g., how to make your hair less
You learn to pick up on the warn- You realize that you also suffer
ing signals of a moody female from similar mood swings
The men's bathrooms are always You have to catch up on gossip on
empty your own time
You get all the leftovers
You are revered for your brute
You start to feel bad about all the
food you ate when you overhear
women talking about diets
You realize that they are just but-
tering you up so you can carry
heavy boxes around
So how does one not lose sense of what it means to be a guy? Here
are a few tips so you never forget where you came from:
1. When you are home, leave something where it doesn't belong...and
be happy about it.
2. Watch a sporting event sprawled out on the couch the night trash is
supposed to be taken out.
3. Get food on your face and/or clothes...and leave it there.
4. Wear brown shoes with a black belt.
5. Hang out with the guys every now and then and avoid talk about
whatever it is you discuss with women.
6. Refer to anything you microwave as a home-cooked meal.
To the future males of School Psychology, I leave this legacy. It is
inscribed in the commandments of our profession that we may always
be a minority. Destined to be subjected to conversations where other's
feelings and group harmony are more valued than immediate solutions,
deprived of buffets priced at a modest $3.99, and having as much say
as the Green Party when selecting a social event, we must adapt and
accept our plight yet never forget our roots. At this point, we cannot
expect equality, we can only strive for peaceful co-existence.
SCHOOL PSYCHOLOGY TIMES
SPGSA Highlights 2004
By Rashida Williams
This past year has been filled with many accomplishments for
SPGSA. One significant activity this fall was the implementa-
tion of an all-student meeting to identify and address student
needs and issues within the program. SPGSA also provided a
basket of University of Florida paraphernalia to the Children's
Fund auction at the FASP conference in November. The basket
was a great success and we hope to continue providing baskets
in the coming years. Due to the success of the auction basket,
we have decided to find additional opportunities to engage in
charity activities as an organization. Please feel free to share
Deadlines for Spring 2004
2/25 Midpoint of Term
3/1 Doctoral Dissertation First Submission
Last day to submit the completed, undefended
dissertation for review to the Editorial Office
(160 GRI) to qualify for spring graduation.
3/6-3/13 SPRING BREAK!
4/2 Master's Thesis First Submission
Last day to submit the signed, defended thesis to
the Editorial Office (160 GRI) to qualify for
4/19 Electronic Final Submission
Last day to submit pdf of final ETD to Editorial
Office using ETD
4/21 CLASSES END!
4/22-4/23 Reading Days No class
4/24-5/2 Final Exams
4/26 Final submission of thesis (electronic or
paper) to Editorial Office
NASP 2004 Convention
March 30th-April 3rd, 2004
Adam's Mark Hotel
July 28th-August 1, 2004
Hawaii Convention Center
information regarding a favorite charitable organizations to which
SPGSA may contribute.
For the Spring semester, we will continue to organize various
social events and foster a sense of community. We are looking
forward to designing polo shirts and T-shirts for the students and
faculty in our program. Another major goal for the year is to up-
date the program website.
Please remember to contact your student officers (Rashida Wil-
liams, Eric Rossen, Heather Christian and Linda Radbill) with any
ideas to improve SPGSA. We hope that everyone will take the
opportunity to be involved in SPGSA!
5/3 Grades Due
Deadlines for Summer 2004
5/10 Classes Begil
5/31 No class
6/18 Term A ends
6/21 Grades Due
8/6 Term C ends
8/9 Grades Due
6/28 Classes Begil
8/6 Classes End
8/9 Grades Due
Division of Early Childhood
December 5th-8th, 2004
Sheraton Chicago Hotel and Towers
Florida Federal Council for Exceptional Children (FFCEC)
October 14th- 6th, 2004
Hilton Riverfront Hotel
SCHOOL PSYCHOLOGY TIMES PACE 7
Numerous exciting events have occurred this past year in the lives
of our fellow classmates. Congratulations to everyone!!
Ellie Kang moved to a new campus apartment in December.
Katherine Matzen became engaged this past fall and will wed Na-
than Anderson in Summer 2004.
Debbie Birke finished her course work and moved back home to
Port St. Lucie, FL. She recently got engaged and she and her
fianc6 adopted an adorable 10-week old puppy named Shane.
Liz Weeks became engaged last April and will wed Mark
McKenney on June I Ith, 2004.
Heather Christian has applied for an overseas internship this sum-
mer with Coca-Cola World Citizenship.
Andrea Zale became engaged to Thomas Gelske in May, 2003 and they
will be married on September 5th, 2004.
Sarah Graman and her husband welcomed the birth of their son Colin
Anthony Graman on September 9th, 2003.
Debbie Metts-Williamson wed Brian Williamson on August 9th, 2003.
Deidre Shearer and her family moved into a new house in Gainesville
in August, 2003.
Eric Rossen and Graham Taylor completed their first marathon at the
Disney World Marathon in January, 2004.
Kara Alker Penfield and her husband, Randy Penfield, welcomed the
birth of their son Wesley on January 24th, 2004.
Did you know...
The majority of students in the program report sleeping between 6 & 7 hours per night. One person reported getting 8-
9 hours of sleep we are astounded by the presence of this outlier in our data.
Several of our colleagues have active lives within the Gainesville and
Rashida Williams: MINAMBA (University of Florida Minority
Eric Rossen: Volunteer at Alachua County Crisis Center (CARE
Team Associate and phone counselor)
Anne Larmore: Big Brothers Big Sisters of Gainesville
What to do in G-ville?
For those of us that sometimes feel stuck in a rut, here are some alter-
native activities suggested by our classmates to escape monotony of
the daily grind.
1. Kareokee at Applebee's on Thursday nights at 10 pm
2. Plays and movies at the Hippdrome
3. Hiking at Devils Millhopper or San Felasco Hammock
4. Rock climbing at Gainesville Rock Climbing Gym
Jillian Szczepanski: Volunteer at Sydney Lanier
Tiffany Sanders: Marva Collins Mentoring Program (MCMP) and
College Reach Out Program (CROP)
Debbie Birke: Volunteer for CARD (Center for Autism and Related
Disabilities) and at Queen of Peace Academy
6. Trivia night at Napolotano's on Mondays
7. Eating ice cream at Marble Slab (ok, for
some of us this is already a typical activity
but it's always a good one!)
8. Going to Lake Wauberg
9. Biking on the Hawthorne Trail
10. Playing badminton in the gym
11. Play intramural football (or just come watch some of the first
years play on Thursday nights!)
SCHOOL PSYCHOLOGY TIMES
Awards and Recognitions
Dr. Kranzler serves as the Associate
Dean of Graduate Studies and Techonol-
ogy. He is also an Associate Editor for
School Psychology Quarterly.
Dr. Oakland was the recipient of the
American Psychological Association's
2003 Award for Distinguished Contribu-
tions to the International Advancement of
Psychology. He has also been awarded
the Indiana University College of Educa-
tion's Distinguished Alumni Award.
Dr. Oakland was First Presenter at the Annual Lee Hillman Memo-
rial Lecture Series at the University of Southern Mississippi as well
as appointed Honorary Professor of Psychology at the University of
Hong Kong and the Universidad de Iberoamerica, San Jose, Costa
John Baker, Anne Larmore, Katherine Matzen, Katrina Raia,
Lacy Skinner, and Rashida Williams received an Alumni Fellow-
Debbie Birke was nominated for the FASP Graduate Studies Award.
Heather Christian was awarded a grant through the Les-
bian/Gay/Transgendered/ Bisexual Concerns Committee for her re-
Tiffany Sanders was awarded the Minority Education Scholarship and
the Eddie B. Wade Scholarship.
Deirdre Shearer and Elayne Colon received a FASP Graduate Re-
Dr. Waldron serves as the Chairperson of the National and State Cre-
dentialing Committee for NASP, as a member of the NASP/NCATE
Program Approval Board for School Psychology Training Programs,
the NASP Task Force on Respecialization, and the NASP Task Force
for the 150' Anniversary of the NCSP.
Dr. Waldron was recently selected as a Fellow of Division 16 School
Psychology of the American Psychological Association (APA).
Dr. Waldron serves as the Chairperson of the College of Education
Faculty Policy Council for 2003-2004 and is appointed as a Faculty-in-
Residence at the P.K. Yonge Developmental Research School to pro-
vide school psychological services to students in kindergarten through
Dr. Smith serves as the Educational Director of the Multidisciplinary
Diagnostic and Training Program (MDTP). The MDTP is a collabora-
tive center between the College of Education and the UF Department of
Pediatrics. The program provides diagnostic and educational services to
pre-k through 6" grade children with special educational, mental health,
or medical needs that cannot be met through routine special education
services offered by schools.
SDid you know...
On weekends, 59% of students complete more than half of the work that they hope to finish-way to go!!
Current Grants and Research Proposals
Dr. Asmus is the primary investigator for a research project entitled
Evidence-based Practices to Address Social and Behavioral Prob-
lems in Young Children with Autism." This project is funded by the
United States Department of Education-Office of Special Educa-
tion and Rehabilitative Services for $540,000 over 3 years. Specifi-
cally, this grant is to experimentally evaluate the context variables
and function of social skills difficulties (Socially withdrawn, limited
or problematic peer interactions) and development of effective inter-
ventions tied to the function of the behavior for young children (18
months to 5 years of age) who are diagnosed with an autism spec-
Quals and Portfolios
Several students have completed their qualifying exams or success-
fully defended their portfolios. Way to go!!
Dr. Asmus received a University of Florida Opportunity Grant entitled
"Social Skills Training for Children with Autism in General Education
Classrooms." This is a pilot project to evaluate social skills difficulties
for children with autism spectrum disorders.
Dr. Smith is the principal investigator of the PDP Project Partner-
ships for Doctoral Preparation. PDP is a federally funded leadership
training grant that prepares leaders in the field of early childhood
school psychology and special education.
Jennifer Sellers (the first in the program!)
SCHOOL PSYCHOLOGY TIMES PAGE 9
Graduate Assistantship Positions
Heather Christian: NRBHC, Violence Prevention Program
Tanya Kort: Doctoral Clinician at P.K. Yonge
Kari Reeck: School Psychology Test Librarian
Tiffany Sanders: Office of Recruitment, Retention and Multicul-
Deidre Shearer: Project SIR, Sustaining Inclusion Reform, Depart-
ment of Special Education
Brooke McDermott: EDF 3110-Human Growth and Development
Katrina Raia: EDF 3110-Human Growth and Development
Lee Ray: EDF 3100-Human Growth and Development
Deidre Shearer: EDF 3100-Human Growth and Development
Rashida Williams: EDG 2701-Teaching Diverse Populations
Debbie Williamson: EDF 3100-Human Growth and Development
Top 10 Exciting Events in the Test
By Karl Reeck, Nationally Certified Test Librarian
10. Finally found the Children's Memory Scale (thanks Tiffany!).
9. Pictures of Dr. Kranzler's children can now be found on every
computer in the test library.
8. The first years continue to campaign for an air mattress. Nap-
time is not just for 4-year-olds.
7. We've obtained office supplies-post-its and highlighters and
staplers, oh my!
6. Fewer than 17 people asked for the DAS this week yes, we
have the protocols but no test kit.
5. Final count from last semester yielded 864 other COE students
passing by the test library and poking their heads in the door
Erin Anderson: Department of Pediatrics
Julie Cotter: PDP Grant Partners for Doctoral Preparation in Early
Donna Eaves: Young Children with Challenging Behaviors (KIDS
Jennifer Harmon: PDP Grant Partners for Doctoral Preparation in
Danielle Madera: Project GATORSS (Generalized Assessment Tools
for Observing ad Remediating Social Skills) and HUBS
Katherine Matzen: Project GATORSS
Linda Radbill: Center on Personnel Studies in Special Education
(COPSSE), Department of Special Education
Eric Rossen: COPSSE, Department of Special Education
Jennifer Sellers: Project GATORSS
Jillian Szczepanski: University Center of Excellence
Elizabeth Weeks: Project GATORSS
Andrea Zale: Aggression Intervention Study, Department of Special
for no reason whatsoever.
4. We posted new pictures from SPGSA social events. Oh, wait
... no we didn't.
3. In a touching demonstration of unity, the second year cohort
burned the Stanford-Binet-IV and WISC-ll protocols that they
needlessly learned last year.
2. People have finally stopped asking when my test library hours
are (Mondays, 12:00-2:45 and Wednesdays, 11:30-1:30).
1. Counseling sessions with the printers have commenced. The
little ones have had a breakthrough and we hope to bring the big
guy around by the end of the year.
SCHOOL PSYCHOLOGY TIMES
PAGE 10FEBRUARY 2004
Anderson, E., Hayes, C., Skinner, L., & Smith, T. (2003, May).
Assessing a moving target: Current trends in early childhood assess-
ment. Poster presentation at the annual meeting of the Division of
Early Childhood, Washington, D.C.
Asmus, J.M., Ringdahl, J.E., Sellers, J.A., Call, N.A., Andelman,
M.S., & Wacker, D.P. (2003, May). Short-term inpatient assessment
and treatment of aberrant behavior at the University of Iowa Biobe-
havioral Service: Outcomes data summaries from 1996-2001. Paper
presented at the annual conference of the Association for Behavior
Analysis, San Francisco, CA.
Asmus, J.M., Conroy, M.A., Ladwig, C.N., Sellers, J.A., & Boyd,
B.A. (March, 2003). Functional assessment and intervention of social
skills for young children with Autism. Presented at the Symposium
presented at the Ist annual Conference on Positive Behavioral Sup-
ports conference, Orlando, FL.
Baker, J., Sanders, T.D., & Williams, R. (2004, March). The role
of school psychologists in helping teachers meet the needs of a di-
verse student population. Presented at the Florida Fund for Minority
Teachers Conference, Orlando, FL.
Birke, D., Keller, C., & Sanders, T.D. (2003, March). Evaluation
methods of Autism Spectrum Disorder. In-service workshop for
Alachua County School Psychologists, Gainesville, FL.
Birke, D., Keller, C., & Sanders, T.D. (2003, October). Evaluation
methods of Autism Spectrum Disorder. Presented at the Annual con-
ference of the Florida Council for Exceptional Children, Orlando, FL.
Birke, D., Keller, C., & Sanders, T.D. (2003, November). Evalua-
tion methods of Autism Spectrum Disorder. Presented at the Florida
Association of School Psychologists conference, Tampa, FL.
Bishop, A., Rossen, E., Langley, L., Seo, S., & Williamson, P. (2003,
May). COPSSE: Center of Personnel Studies in Special Education.
Poster presentation at the annual meeting of the Florida Comprehen-
sive System of Personnel Development, Clearwater Beach, FL.
Bishop, A., Rossen, E.. (2004, March). The Center of Personnel
Studies in Special Education (COPSSE): A comprehensive effort to
examine special education personnel preparation. Poster presentation
at the annual Office of Special Education Programs (OSEP) Joint
Personnel/State Improvement/CSPD Conference, Arlington, VA.
Chait, A., Asmus, J.M., Conroy, M.A., Valcante, G., & Sellers, J.A.
(2003, May). Comparison of functional assessment instruments to
experimental analyses for children with autism. Paper presented at the
annual conference of the Association for Behavior Analysis, San
Conroy, M.A., Asmus, J.M., Ladwig, C.N., Boyd, B.A., &
Madera, D.D.(2003, October). Young Children with Autism
in Inclusive Classrooms: From Policy to Practice. Sympo-
sium presented at the Division of Early Childhood Confer-
ence, Washington, D.C.
Conroy, M.A., Asmus, J.M., & Ladwig, C.N. (March, 2003). An
analysis of classroom contextual factors on the behavior of students
with autism. Presented at the Symposium presentation at the 36th an-
nual Gatlinberg Conference on Mental Retardation, Annapolis, MD.
Figiuolo, J., Radbill, L., & Sanders, T.D. (2003, October). School
psychologists and their role in Florida public schools. Presentation at
the University of Florida, Recruitment, Retention and Multicultural
Affairs Workshop, Gainesville, FL.
Graman, S. M., Kranzler, J. H., Harfield, A. S., Thompson, S. E., &
Driscoll, D.J. (2003). Cognitive and achievement abilities of individu-
als with Prader-Willi syndrome. Paper presented at the Annual Conven-
tion of the Prader-Willi Syndrome Association, Orlando, FL.
Heaton, S.C., Fennell, E.B., Becher, D.A., Gribbins, D.M., & Puyana,
O.E. (2003, February). The relationship between attention and memory
impairments in acute childhood traumatic brain injury. Presented at the
International Neuropsychological Society Annual meeting, Baltimore,
Gribbins, D.M., Heaton, S.C., Gustafson, J.K., & McAlister, L.E.
(2004, February). Conners' CPT vs CPT-1I: ADHD classification
accuracy. Presented at the International Neuropsychological Society
Annual Meeting, Baltimore, MD.
Hayes, C., & Anderson, E. (2003, November). School readiness: Fos-
tering collaboration within early childhood. Paper presented at the an-
nual meeting of the Florida Association of School Psychologists,
Ladwig, C.N., Conroy, M.A., Asmus, J.M., Boyd, B.A., & Madera,
D.D. (2003,October). Snapshot assessment: Easy-to-use tool for ob-
serving young children's social skills. Paper presented at the Division
of Early Childhood Conference, Washington, D.C
McAlister, L.E., Heaton, S.C., Gribbins, D.M., & Robinson, M.
(2004, February). Predicting ADHD vs non-ADHD group member-
ship: A comparison of the CPRS, CPT, and TEA-Ch. Paper presented
at the International Neuropsychological Society Annual Meeting, Balti-
McLeskey, J. & Waldron, N. (2003). Inclusion: The quest to make
differences ordinary. Invited keynote presentation at the 14' Annual
Symposium on Professional Collaboration and Inclusive Education,
College of William & Mary, Williamsburg, VA.
Oakland, T. (2003). Developmental research on temperament: Results
SCHOOL PSYCHOLOGY TIMES PAGE II
of a cross-national study. Paper presented at the annual meeting of the
Canadian Psychological Association, Toronto, Canada.
Oakland, T. (2003). International status of School Psychology. Paper
presented at the annual meeting of the Canadian Psychological Asso-
ciation, Toronto, Canada.
Oakland, T. (2003). Children's temperament and learning styles.
Keynote address presented at the annual meeting of the Canadian
Psychological Association, Toronto, Canada,
Oakland, T. (2003). What's ahead for test development and use in
international psychology? Paper presented at the annual meeting of
the American Psychological Association, Toronto, Canada.
Oakland, T. (2003). Establish international dimensions to your ca-
reer by removing barriers. Invited address associated with the receipt
of the American Psychological Association's 2003 Award for Distin-
guished Contributions to the International Advancement of Psychol-
ogy. Presented at the annual meeting of the American Psychological
Association, Toronto, Canada.
Oakland, T. (2003). Children's temperament and learning styles.
Keynote address presented at the annual meeting of the Saskatchewan
Association of Educational Psychologists, Saskatoon, Saskatchewan.
Oakland, T. (2003). International status of psychology and your
involvement in it. Keynote address presented at the inaugural meeting
of the Lee Hillman Memorial Lecture Series, University of Southern
Oakland, T. (2003). Legal and ethical issues associated with school
psychology practice. Workshop presented at the annual meeting of
the National Association of School Psychologists, Toronto, Canada.
Oakland, T. (2003). Assessment of adaptive behavior skills in in-
fants and young children. Workshop presented at the annual meeting
of the National Association of School Psychologists, Toronto, Can-
Oakland, T. (2003). Advanced ethics workshop: The 2002 Ethical
Principles of Psychologists and Code Of Conduct. Workshop pre-
sented at University of Southern Mississippi, MS.
Oakland, T. (2003). Assessment of adaptive behavior skills in in-
fants and young children. Workshop presented at the annual meeting
of the Saskatchewan Association of Educational Psychologists,
Oakland, T. (2003). Assessment of adaptive behavior skills in in-
fants and young children. Workshop presented to the school psy-
chologists and other special education personnel associated with the
Hillsborough (Florida) County School District, Tampa, FL.
Prosje, M.A., & Kort, T.L. (2003, August). Sensing, feeling and
moving: An introduction to dance/movement therapy. Poster presen-
tation at the 11 th Annual Convention of American Psychological
Association, Toronto, Canada.
Prosje, M.A., Kort, T.L., & Rossen, E. (2003, November). Bullying
in our schools: The need for prevention. Presentation at the annual
Florida Association of School Psychologists conference, Tampa, FL.
Prus, J., & Waldron, N. (2003). NASP training standards and associ-
ated performance-based program review and approval process. Pre-
sented at the annual convention of the National Association of School
Psychologists, Toronto, Canada.
Sellers, J.A., Asmus, J.M., Conroy, M.A., & Ladwig, C.N. (2003,
May). Treatment generalization training across care providers for a
child with autism in the home setting. In J.M. Asmus (chair) Assess-
ment and treatment of challenging behavior for children with autism
in home and school settings. Symposium presented at the annual
conference of the Association for Behavior Analysis, San Francisco,
Sellers, J.A., Asmus, J.M., & Conroy, M.A. (2004, May). Compari-
son of functional analysis findings across home and school setting. In
Jennifer M. Asmus (Chair), Experimental analysis procedures: Sec-
ond generation issues across natural and analogue settings. Sympo-
sium in review for the annual meeting of the Association for Behav-
ior Analysis, Boston, MA.
Sellers, J.A., Asmus, J.M, &Conroy, M.A. (2003, September).
Comparison of experimental analysis findings across home and
school settings: A case study. Poster presentation at the annual meet-
ing of the Florida Association for Behavior Analysis, St. Pete Beach,
Smith, T., Anderson, E., & Hayes, C. (2003, November). Assessing
a moving target: Current trends in early childhood assessment. Paper
presented at the annual meeting of the Florida Association of School
Psychologists, Tampa, FL.
Waldron, N. & Prus, J. (2003). Training update for NCATE/NASP
program reviewers: Performance-based evidence required for pro-
gram approval. Presented at the annual convention of the National
Association of School Psychologists, Toronto, Canada.
Waldron, N. (2003). Current issues in national and state credential-
ing in school psychology. Presented at the annual convention of the
National Association of School Psychologists, Toronto, Canada.
Waldron, N., & McLeskey, J. (2003). Ensuring that inclusive
schools last: Lessons learned. Invited workshop at the 14' Annual
Symposium on Professional Collaboration and Inclusive Education,
College of William & Mary, Williamsburg, VA.
Waldron, N., & McLeskey, J. (2003). Building-based teacher assis-
tance teams. Professional development workshop presented to
Alachua County Schools, Gainesville, FL.
SCHOOL PSYCHOLOGY TIMES
PAGE 12 FEBRUARY 2004
Williams, R., & Keller, C. (2003, November). FERPA and HIPAA:
An overview for school psychologists. Presented at the Florida Asso-
ciation of School Psychologists annual conference, Tampa, FL
Williams, R., Christian, H., & Graman, S. (2003, November).
Childhood obesity prevention: School based programs. Presented at
the Florida Association of School Psychologists annual conference,
Williams, R. Jan, A., Axelberd, S. & Davis, H. (2003, November).
Perceived organizational structure for teacher liking: Third person
perception in development of teacher-student relationships. Presented
at the Florida Association of School Psychologists annual conference,
Ananda, S., Braden, J. P., Gedye, A., Kranzler, J. H., Michelsen, T.,
Paul, S.M., Rowher, B., Vernon, T., Whang, P. A. (2003). Jensen as a
teacher and mentor. In H. Nyborg (Ed.), The scientific study ofgen-
eral intelligence: Tribute to Arthur R. Jensen (pp. 000-000). London:
Asmus, J.M., Ringdahl, J.E., Sellers, J.A., Call, N.A., Andelman, M.
S., & Wacker, D.P. (in press). Use of a short-term inpatient model to
evaluate aberrant behavior at the University of Iowa: Outcomes data
summaries from 1996-2001. Journal ofApplied Behavior Analysis.
Asmus, J.M., Franzese, J.C., Conroy, M.A., & Dozier, C.L. (2003).
Clarifying Functional Analysis Outcomes for Disruptive Behaviors
by Controlling Consequence Delivery for Stereotypy. School Psy-
chology Review, 32, 617-623.
Asmus, J.M. (2003) Getting Funding from the Office of Special
Education and Rehabilitative Services; US Department of Education.
Association for Behavior Analysis Newsletter, 26 (2), 6-7.
Asmus, J.M., Vollmer, T.R., & Borrero, J.C. (2002). Functional
behavioral assessment: A school-based model. Education and Treat-
ment of Children, 25, 67-90.
Cole, C., Waldron. N., & Majd, C. (in press). Academic progress of
students across inclusive and traditional settings. Journal ofMental
Colon, E. P., Kranzler, J. H. (2003). The effects of the manipulation
of instructions on reading performance for curriculum-based meas-
urement. Florida School Psychologist, 30, 18-20.
Conroy, M.C., Asmus, J.M., Ladwig, C.N., Sellers, J.A., & Val-
cante, G. (in press). The Effects ofProximity on the Classroom Be-
haviors of Students with Autism in General Education Settings. Be-
Cunningham, M. and Weeks, E.. (in press). Father/uncle's perceived
importance to future expectations, self-esteem, and GPA in high
achieving and low resource African American adolescents.
Kranzler, J. H. (2003). Statistics for the terrified (3rd ed.). Upper
Saddle River, NJ: Prentice Hall.
Kranzler, J. H. (in press). Psychometric g. In S. W. Lee (Ed.), Ency-
clopedia ofSchool Psychology. New York: Macmillan.
Kranzler, J. H. (2002). Commentary on "Is g a viable construct for
school psychology?" Learning and Individual Differences, 13, 189-195.
Ladwig, C.N., Asmus, J.M., & Conroy, M.A. (2003). Increase under-
standing of experimental analysis techniques with students with autism.
Early Childhood Report: Children with Special Needs and Their Fami-
lies, 14 (6), 8-9.
McLeskey, J., & Waldron, N. (2004). Three conceptions of teacher
learning: Exploring the relationship between knowledge and the prac-
tice of teaching. Teacher Education and Special Education, in press.
McLeskey, J. & Waldron, N. (2003). Education Connection: Reflec-
tions on descriptions of inclusive urban high schools in Chicago. In D.
Fisher & N. Frey (Eds.) Inclusive Urban Schools: Lessons Learned in
Big City Schools (pp. 175-182). Baltimore: Brookes.
McLeskey, J. & Waldron, N. (2002). School change and inclusive
schools: Lessons learned from practice. Phi Delta Kappan, 84, 65- 72.
Naumann, W.C., & Harmon, J. (in press). College students' beliefs
about high school-based services for sexual assault. Professional
Oakland, T. (2003). Do others in school psychology sense a change?
The Florida School Psychologist, 30, 6-7.
Oakland, T. & Kort, T. (2003). No Child Left Behind Act: Possible
role changes for school psychologists. The Florida School Psycholo-
gist, 30, 30-33.
Oakland, T. (2003). Examination for Professional Practice in Psychol-
ogy: Some implications for the professional preparation of school psy-
chologists. The School Psychologist, 57, 50-52.
Oakland, T., Mpofu, E., Glasgow, K, and Jumel, B. (2003). Diagnosis
and administrative interventions for students with mental retardation in
Australia, France, United States, and Zimbabwe, 98 years after Binet's
first intelligence test. International Journal of Testing, 31, 59-75.
PAGE 13 FEBRUARY 2004
Oakland, T. and Wright, C. (2003). The value of high quality, com-
prehensive information to decision makers in juvenile cases. The
Florida Bar Journal, 77, 55-60.
Oakland, T., and Hatzichristou, C. (2003). Issues to Consider When
Adapting Tests. Psychology: The Journal of the Hellenic Psychologi-
cal Society, 10, 437-448.
Oakland, T. (2004) Test Adaptation Guidelines. In S. Wechsler & R.
Guzzo (Eds.).Psychological Assessment: International Perspectives.
San Paulo, BZ: Casa do Psicologo.
Oakland, T. (2004). Developing standardized tests. In S. Wechsler &
R. Guzzo (Eds.).Psychological Assessment: International Perspec-
tives. San Paulo, BZ: Casa do Psicologo.
Oakland, T. (2004). Emerging testing and assessment practices with
children and youth. In S. Wechsler & R. Guzzo (Eds.).Psychological
Assessment: International Perspectives. San Paulo, BZ: Casa do Psi-
Proesel Col6n, E., & Kranzler, J. H. (submitted). Effect of instruc-
tions on curriculum-based measurement reading. Journal ofSchool
Scott, T., & Birke, D. (submitted). Functional behavior assessment as a
prevention practice across levels of positive behavior support.
Winbom, L., Wacker, D. P., Richman, D. R., Asmus, J. M., & Geier,
D. (2002). Assessment of Mand Selection for Functional Communica-
tion Treatment Packages. Journal ofApplied Behavior Analysis, 35,
Waldron, N. (2004). Personnel issues in school psychology: A synthe-
sis of the professional literature addressing preparation, certification
and licensure, and supply and demand. Paper prepared for the Center
on Personnel Studies in Special Education (COPSSE), Gainesville, FL.
Waldron, N., & McLeskey, J. (2002). Professional development and
inclusive schools: Reflections on effective practice. The Teacher Edu-
cator, 37(3), 145-152.
Thank you so much to everyone who helped with this year's newsletter!
Without your assistance, this would never have been possible. You are greatly
appreciated!! If you have any questions regarding the newsletter, please con-
tact Kari Reeck, Editor, at Kjreeck@aol.com or Dr. Nancy Waldron at Wal-