Title: School psychology times
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00091429/00002
 Material Information
Title: School psychology times
Series Title: School psychology times
Physical Description: Serial
Language: English
Creator: Department of Educational Psychology, College of Education, University of Florida
Publisher: Department of Educational Psychology, College of Education, University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2005
 Record Information
Bibliographic ID: UF00091429
Volume ID: VID00002
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.


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Newsletter of the University of Florida School Psychology Program

February 2005

Jason Gallant, Editor

School Psychology Program
University of Florida
PO Box 117047
Gainesville, Florida 32611-7047
Phone: (352) 392-0724
Fax: (352) 392-5929

The University of Florida School Psychology
Program is accredited by the American
Psychological Association (APA) and the
National Council for Accreditation of Teacher
Education (NCA TE), and approved by the
National Association ofSchool Psychologists


Director's Column 1
International A wards 2
Important Websites 2
SPGSA Highlights 3
Middle School 3
Holmes Scholar 5
Costa Rica 6
New Students 6
Recent Graduates 6
Important Dates 7
Exciting News 7
Awards and Recognition 8
Research Projects 8
Interns 9
Graduate Assistantships 10
Presentations 10
Publications 13

By Nancy Waldron, PhD, NCSP

What a year it has been ... mud slinging
presidential politics, hopes for peace, hurricanes,
and a Gator version of "Urban renewal". Our
annual program newsletter again reflects a
process of growth, change, and celebration. We
extend welcome to new members of our program
community and bid goodbye to those who move
on to new places and opportunities. The
information included inside highlights some of
our individual and joint accomplishments from
this past year. I hope that you walk away saying
something like the phrase that is repeated in one
on my favorite children's story, "Wow! That's
just about all I can say. Wow!"
To highlight a joint accomplishment, a
recent article published in School Psychology
Quarterly (Carper & Williams, 2004) identified
UF as one of the ten most productive school
psychology faculties in the country with respect
to publications in professional journals. Based on
an analysis of faculty publications in school
psychology and related journals over a five-year
period, the program was noted for the number of
publications, the rate of authorship, and the
average number of publications per faculty
This edition of the newsletter has an
international flair with congratulations to Tom
Oakland for his ever growing number of
international awards, and an exploration of new
summer opportunities for students in Costa Rica.
And be sure to consider the list of places where
UF students are completing internships this year.
In addition to a range of Florida locations, interns
are placed in Georgia, Virginia, New York,
Texas, and California.
Thanks for everyone's contributions this
year in continuing to support the UF School
Psychology Program as a caring community of


Thomas Oakland recently received the
International Educator of the Year at the
University of Florida and the American
Psychological Association (APA) Award for
Distinguished Contributions to the International
Advancement of Psychology.

His work in more than 40 countries has
focused on issues associated with child
development, assessment and intervention, and
school psychology. Oakland said the most
important part of his work is what he can do to
benefit children. He has provided educational
and psychological testing in schools in many
developing areas, including the Gaza Strip near
Israel, Mexico, Central America and Brazil,
where he was a Fulbright Scholar and helped
form the country's national association of school

His recent laurel as UF's top
international educator among senior faculty
came from the UF International Center. UF
President Bernie Machen announced the
recipients as part of an internationalization
seminar sponsored by the International Center.
The award was created to help raise the
university's profile in the areas of diversity and
international research, two university-wide
priorities Machen cited during his 2004

Oakland was on the education
psychology faculty at the University of Texas at
Austin for 27 years. He has made the UF
College of Education his permanent home base
since 1995. He recently became one of 32
faculty members to receive the coveted title of
UF Research Foundation Professor for 2004-
2007 in recognition of his global research
accomplishments and service. His studies have
focused on children's temperament, test
development and use, adaptive behavior and
motor development, and legal, ethical and
professional issues in education and psychology.

His scholarly, globetrotting hops include
exotic places like Hong Kong, Costa Rica and
New Zealand. He is president of the Gainesville-
based International Foundation for Children's
Education. He has served as president of the
International School Psychology Association,
International Test Commission, and APA's
Division of School Psychology.

Oakland encourages his students to take a
global approach in their studies and life in
general."I encourage my students to acquire a
world view on issues and not to be restricted only
to those currently in vogue in our country," he

He recently created a 10-week summer
program for school psychology graduate students
from UF and other institutions to gain fluency in
Spanish and knowledge of Latin culture and
educational methods used with children in Costa
Rica. He is on the faculty of the University of
Hong Kong and the Iberoamerica University in
Costa Rica, where he teaches psychology yearly.

Adapted from Information and Publication
Services, UF College of Education.


National Association of School Psychologists

Florida Association of School Psychologists

American Psychological Association

Council for Exceptional Children

The Division for Early Childhood

Council for Children with Behavioral Disorders

By Linda Radbill and Katrina Raia

This has once again been an exciting and
productive year for SPGSA. As in previous
years, SPGSA provided a basket with University
of Florida paraphernalia to the Children's Fund
auction at the FASP conference this past
November. The basket was an enormous
success and we hope to provide even more
creative baskets in years to come with the help
of our students. With the contributions from our
students, SPGSA was able to make a donation to
the Tsunami relief efforts. SPGSA looks
forward to becoming even more involved in
charitable work in the future.

For the Spring semester, we will
continue to organize various social events to
bring our students together. Also coming up this
semester is the College of Education Alumni &
Reunion Open House. This event will showcase
programs and research ventures in the college. It
is an excellent opportunity for the college to
display accomplishments, recruit new students,
and encourage college donors who may provide
funding for student assistantships and various
other projects. The School Psychology program
has been asked to have a presentation table at
the event. This is an exciting future event in
which we welcome student involvement to
display their great work.

Please remember to contact your student
officers (Linda Radbill, Katrina Raia, Kari
Reeck and Dave Gribbins) with any ideas to
improve SPGSA and to become more involved.

By Elizabeth McKenney and Eric Rossen

The goal of a school psychologist is to
maximize educational opportunities for students
within the school context. As a field, we are
bound by the current educational initiatives
within the country, such as emergent literacy,
early intervention, and the No Child Left Behind

Act. As a result, we find ourselves practicing a
great deal in the elementary schools, a setting
which undoubtedly requires our assistance.
However, if you haven't yet repressed your
middle school years, you can likely recall the
tribulations encountered once you leave the
cuddly cocoon that is elementary school.
Students are no longer greeted with hugs at the
doors; rather they receive a long list of
assignments and a referral for being late. No
longer are students smug in their own skin; rather
they are overcome with unbridled self-criticism.
No longer are students starting the day with
show-and-tell; rather the day begins with...work.
No longer are students asked to make dioramas
about dinosaurs over a 2-month period; rather
they are asked to develop reports and
presentations on historical figures while juggling
four other classes. Students must roam from class
to class, teacher to teacher, and for the first time
not develop a relationship and rapport with only
one teacher for an entire academic year. And
let's not forget about puberty knocking down the
proverbial doors of adulthood. These reasons
merely scratch the surface of the issues faced by
middle school students; behavioral, social, and
academic. It quickly becomes clear how our
services are needed at this level.
How might a school psychologist practice
differently at the middle school level? Consider
first the structural differences. Students are
roaming from classroom to classroom all day
long, mixing students and teachers, creating
unique classroom dynamics every period of the
day. Teachers have limited exposure to each
student. Consider the effect of this arrangement
on our model of indirect service delivery. In
elementary school, the school psychologist
would work with the student's teacher and be
able to target the problem areas with one
individual, whereas in middle school the school
psychologist must poll the entire team of teachers
to discover patterns, trends, and areas of greatest
concern. You'd be mistaken if you thought that
teachers always agree, making the job more
Ask yourself what happened when your
mother wiped sauce off the side of your face in
public when you were in middle school. This is a
clear example of the increasing need for
autonomy among middle school students.

Rebellion is expressed by the majority opinion
that adults are not cool, and obeying them is
even worse. As a result, students often give
more resistance to school psychologists who
want to help them than students in elementary
school. In addition, students are typically
savvier, and more aware of our intentions. As a
result, interactions with students grow
increasingly complex. In some ways it is an
improvement; students can be included in the
problem analysis and intervention development
phases. At the same time, their autonomy causes
students to not be as agreeable at times, and
finding suitable rewards becomes a challenge.
Despite these challenges to the novice
school psychologist, working in a middle school
can be quite a rewarding experience. While
most of us find it difficult to recall the myriad of
traumatic emotions we felt in 3rd grade when the
class clown accused us of eating our own
boogers and swallowing glue, hardly anyone
needs a reminder of how it felt to have your 6t
grade teacher intercept a note between you and
your best friend. As students and as school
psychologists, we are in a unique place to work
with middle school students that sets us apart
from other school personnel. Moreover, we can
engage these students in a relationship that is
both beneficial for them and personally
rewarding in a very different way for us.

Top 10 Best Things About Providing
School Psychology Services in Middle

10) Gone are the days of long periods of
observation in one cozy classroom. Six
classrooms, five teachers, three
buildings, one student. Who needs a
workout when you're conducting a
routine assessment phase in a middle
school? And you don't even have to
change out of your business casual

9) Middle school students are becoming in
tune with their emotions. If they don't
want to join you for a counseling
session, they'll simply tell you. And

they'll always make sure they say it
loudly enough and with enough emphasis
to convey their point. And they'll repeat
it until they're sure you understand.
Loudly. With emphasis.

8) Can we say assessment? You haven't
lived until you've spent three hours
waiting for a fourteen-year-old to hit
ceiling on the Stanford-Binet V.

7) More drama than a daytime soap opera.

6) Behavior intervention plans with five
teachers per student? Hahaha... that's a
good one.

5) Middle school students can become
integrally involved in the intervention
development process. For example, one
especially helpful seventh grader recently
offered this important intervention
suggestion: "The only way I'll do my
homework is if you punish me. Rewards
don't work." What time and effort this
insightful young lad saved the school
psychology team...

4) Three words: backpack organization

3) If you think stickers and brightly colored
pencils will work as rewards, you've got
another thing coming...

2) Not since your last family reunion have
you said, "I'm not a teacher," so many

1) Somewhat unlike their unaware younger
and jaded older counterparts, there is a
chance, albeit a small one, that a middle
schooler might actually say, 'Thank you.'

Liz McKenney, Eric Rossen, and Rashida
Williams presently serve as doctoral school
psychology clinicians at P.K. Yonge
Developmental Research School. Each is
assigned to provide consultative and intervention
support to students, teachers, and families at a
designated grade level in the middle school.

By John Baker

The Holmes Scholars Program was
established in 1991 by the National Holmes
Partnership. The Holmes Partnership represents
a national network of universities, schools,
community agencies, and professional
organizations which work together to create
high quality professional development and
significant school renewal to improve teaching
and learning for all children. An integral
component of the Holmes Partnership is the
mentoring of talented men and women of
minority backgrounds who are underrepresented
in institutions of higher education. It is the goal
of the Holmes Partnership that its Scholars
obtain positions as faculty members, K-12
administrators, or with education policy

As one of three UF Holmes Scholars I
am engaged in research and other collaborative
efforts with professional development schools in
the Gainesville community and surrounding
areas. In Fall 2004 I collaborated with college
of education faculty and select graduate students
on a COE technical report outlining the impact
of the University of Florida Lastinger Center
Teacher Fellows Project. The Holmes Scholars
program also provides opportunities to network
with other current and former Holmes Scholars
at both the national and regional levels. This
years National Holmes Partnership Conference
was held in Philadelphia and the UF Holmes
Scholars conducted a roundtable on the school-
to-prison pipeline of African American males.

My first year as a Holmes Scholars has
been a tremendous learning experience.
Through mentoring and the numerous
opportunities aimed at enhancing the
professional development of its Scholars, I have
gained valuable skills relating to partnership
work with our nations schools. It has and
continues to be a very rewarding program. I
look forward to my future as a Holmes Scholar
Alumnus. For as it is often said "once a scholar,
always a scholar."


NASP 2005 Convention
March 29 April 4,2005
Marriott Marquis
Atlanta, Georgia

FASP Summer Institute
July 13-16, 2005
Hyatt Regency Coconut Point Resort/Spa
Bonita Springs, Florida

International School Psychology Association
2005 Colloquium
July 13-17, 2005
Athens, Greece

APA 2005 Convention
August 18-21, 2005
Washington, D.C.

Florida Federal Council for
Exceptional Children (FFCEC)
October 13th-15th, 2005
Holiday Inn Oceanfront Resort
Cocoa Beach, Florida

FASP 2005 Convention
November 2-4, 2005
Seminole Hard Rock Casino
Hollywood, Florida

By Kari Reeck

I had the opportunity to spend 10 weeks
in Costa Rica last summer thanks to the efforts
of Dr. Oakland and Dr. Roberto Rodriguez, his
colleague in San Jose who created a unique
program for school psychology graduate
students. The goals of the program were to a)
learn about Costa Rican culture; b) improve
Spanish language skills and gain confidence in
its use and; c) acquire an understanding of
educational practices in Costa Rica. In
reflecting upon my time in Costa Rica, I
definitely accomplished each of these goals and
also gained very valuable personal and
professional experience.

One of the best parts of the experience
was living with a Costa Rican family. They
truly welcomed me into their home and their
hearts and I learned so much by becoming a part
of this family. During this time, I not only
learned about Costa Rican culture and families,
but also came to understand and view my own
culture and background in a new way, as they
were as interested in my life as I was in theirs.
While exploring these topics solely in Spanish
was a bit tricky at first, these conversations were
the most valuable learning experience I
encountered during my 10 week stay in Costa

One of the unique aspects of this
experience was the opportunity to work in the
school system and interact on a daily basis with
students, teachers, and administrative personnel.
Again, the people I encountered were so
welcoming and excited to have me there and I
enjoyed developing personal relationships with
the students. As with my family, we were all
able to learn from each other and appreciate the
commonalities and differences within our
educational systems.

Overall, I feel extremely fortunate that I
was presented with this opportunity. Both
personally and professionally, the knowledge
gained and the relationships formed during this

experience are something that will stay with me

Ifyou are interested in reading more about this
experience see the October 2004 issue of the
NASP Communique.

STUDENTS 2004-05!!

Maria Arzola
Julie Bell
Natasha Brunner
Allison Budzynski
Carmelo Callueng
Jack Dempsey
Jeff Ditterline
Kelly Winkles

Marni Finberg
Jason Gallant
Taketo Nakao
Nicole Nasewicz
Eileen Rodriguez
Glenn Sloman
Traci Wagner


John Baker
Mark Cresap
Susan Davis
Jennifer Harman
Gina Jackson
Jennifer Mace
Amy Loomis Roux
Eric Rossen

Carolyn Keller
Tamara Moltich-Hou
Kevin Schepp

Amy Diamond
Kara Alkar Penfield
Kyle Bassett
Maria Wojtalewicz


Deadlines for Spring 2005


4/8 Drop/Add a course by
college petition


4/20 Honors Thesis due to
college advising office

4/21-4/22 Reading days- no classes

4/23-4/29 FINAL EXAMS

4/29-5/1 Commencement(s)

5/2 Final Grades available

Deadlines for Summer 2005


5/6 Registration

5/9 Classes begin

5/30 Memorial Day-NO






Term A ends

Term C ends


Final Grades available









Classes Begin

Independence Day-NO
Classes End


Final Grades available


Exciting things are happening in the
lives of our fellow students and we
wanted to include some of that
information here. Congratulations to

Liz Weeks MeKenney got married to
Marc McKenney in June of 2004

Jillian Szczepanski secured an
internship in Michigan for the 2005-
2006 school year.

Jack Demspey and Allison Budzynski
got engaged in August 2004 and will be
married August 13, 2005

Erin Anderson moved to Los Angeles
for her internship

Anne Larmore recently adopted an
adorable puppy named Kahlua


Dr. Tom Oakland was selected as a
University of Florida Research
Foundation Professor for 2004 to 2007.
He also has been awarded the University
of Florida Distinguished International
Educator of the Year Award for 2004.

Dr. Diana Joyce serves on the FASP
Social-Emotional Interest Committee.
The mission of this committee is to
consult with state school
psychologists and provide resources for
assessment/intervention issues.

Dr. John Kranzler serves as the
Associate Dean of Graduate Studies and
Technology. He is an Editorial Advisory
Board Member for School Psychology
Quarterly, the Journal of
Psychoeducational Assessment, and
School Psychology Review.

Dr. Nancy Waldron serves as a member
of the NASP/NCATE Program Approval
Board for School Psychology Training
Programs and the NASP Ethics
Advisory Panel.

Dr. Tina Smith serves as the Educational
Director of the Multidisciplinary
Diagnostic and Training Program
(MDTP). The program provides
diagnostic and educational services to
pre-k through 6'h grade children with
special educational, mental health, and
medical needs that cannot be met
through routine special education
services offered by schools.

Dr. John Kranzler was recently selected
as a member of the Society for the Study
of School Psychology.

Dr. Diana Joyce represents the COE on
the UF Senate Student Petitions
Committee. The committee makes
decisions on student requests for grade
forgiveness and reentry into the
university based on issues such as
disabilities, mental health, and hardship.

Dr. Nancy Waldron is a Faculty-in-
Residence at P.K. Yonge Developmental
Research School and coordinates school
psychological services to students in
kindergarten through 12th grade.


Dr. Oakland
Adaptive behavior among children,
youth, and adults with various
disabilities (e.g., developmental
delays, ADHD, language, learning
disabilities, mental retardation);
temperament qualities displayed by
children in 12 countries; motor
development of children ages 3-21;
academic and language abilities of
Spanish dominant children, youth,
and adults.

Dr. Joyce
Review of SED program
effectiveness to measure effects of
program intervention on
attendance/absenteeism, discipline
referral rates, suspension rates, and

Dr. Waldron
Academic progress of students
with disabilities in inclusive and
resource room settings; efficacy of

inclusive school programs; school
psychologists' attitudes about inclusion;
accreditation and credentialing issues.

Dr Smith is the principal investigator of
the PDP Project Partnerships for
Doctoral Preparation. PDP is a federally
funded leadership training grant that
prepares leaders in the field of early
childhood school psychology and special

Doctoral Interns
* APA accredited sites

Erin Anderson
USC Children's Hospital*
Los Angeles, CA

Debbie Birke Caron
St. Lucie County Schools
Port St. Lucie, FL

Elayne Colon
Gainesville, FL

Christina Hayes
Indian River County Schools
Vero Beach, Florida

Gina Jackson
Virginia Beach City Public Schools*
Virginia Beach, VA

Gretchen Majors
Syracuse City Public Schools
Syracuse, NY

Amy Loomis Roux
Gainesville, FL

Jennifer Sellers
Marcus Institute Behavior Center*
Atlanta, GA

Lacy Skinner
Cypress-Fairbanks Independent
Houston, TX School District*

Specialist Interns

Shana Axelberd
Prince William County Schools
Manassas, VA

Donna Eaves
Bradford County Schools
Starke, FL

Jonielle Figiuolo
Clarke County Schools
Athens, GA

Sarah Graman
Alachua County Schools
Gainesville, FL

Brooke McDermott
Volusia County Schools
Deland, FL

Lee Ray
Clay County Schools
Green Cove Springs, FL

Debbie Williamson
Clarke County Schools
Athens, GA

Andrea Zale Gelske
Broward County Schools
Fort Lauderdale, FL


Glenn Sloman, Taketo Nakao, & Marni
Finberg-Project GATORSS- working
to improve social skills deficits in
children with autism spectrum disorder

Katherine Matzen-Working with Dr.
Waldron to put together Diversity class
curriculum materials and data analysis

Jason Gallant-School psychology test

Tanya Kort, Julie Cotter, Eric Rossen,
Rashida Williams-Doctoral clinicians
at P.K. Yonge

Linda Radbill-- Regional Project
Coordinator for Project KIDS studying
young children with problem behaviors

Liz McKenney-Project Coordinator for
Project GATORSS-- working to improve
social skills deficits in children with
autism spectrum disorder

Allison Budzynski-- National Rural
Behavioral Health Center-
psychological risk assessor.

Maria Arzola, Tiffany Sanders, Traci
Wagner EDG2701 Teaching
Diverse Populations.


Adams, A., Dana, N., Bondy, E., Ross,
D., Bermudez, P., Clark, M.A., Dow, J,
Lane, H., Yendol-Hoppey, D., Baker, J.,
Crawford, Y., Jacobs, J., Marks, D.,
Tilford, K., & Wright, T. (2005).
Teacher inquiry in action: High poverty
elementary schools using inquiry to
improve student achievement. Paper to
be presented at the annual meeting of the
American Educational Research
Association, Montreal, Canada.

Baker, J., Crawford, Y., Sanders, T., &
Williams, R. (2004). Still separate, Still
Unequal: The school-to-prison pipeline
ofAfrican American males. Roundtable
presented at the Frederick D. Patterson
Research Institute Annual Conference,
Washington, DC.

Baker, J. (2004). The relationship
between teacher efficacy, cultural
receptivity, and the decision to refer.
Poster presented at the Association of
Black Psychologists, 36th Annual
International Convention, Washington,

Baker, J., Sanders, T., & Williams, R.
(2005). School psychologists and
teachers: Collaborating to meet the
needs ofa diverse student population.
Presentation at the 9th Annual
Recruitment and Retention Conference,
Florida Fund for Minority Teachers,
Orlando, FL.

Baker, J.., Crawford, Y., & Thompson,
M. (2005). How school systems
propagate the school-to-prison pipeline
of African-American male youth.
Roundtable presented at the Holmes
Partnership Annual Conference,
Philadelphia, PA.

Bentley, B., Carter, E., Kim,C.,
Anderson, E., Bradford Harris, A., &
Turman, J. (2005). Impact ofgestational
age on feeding development. Poster to be
presented at the annual meeting of the
American Psychological Association,
Washington, D.C.

Boyd, B. A., Conroy, M. A., &
McKenney, E. L. W. (2005). Effective
Strategies to Address the Social
Challenges of Children with Autism in
Inclusive Classrooms. Presented at the
annual meeting of the Center for Autism
and Related Disorders in Orlando, FL

Conroy, M. A., McKenney, E. L. W.,
Boyd, B. A., Alter, P., Fullerton, E.
(2005). A Functional Approach to Social
Skills Assessment for Young Students with
Autism in Inclusive Settings. Presentation
accepted for the annual meeting of the
Association for Positive Behavior
Support, Tampa, FL.

Conroy, M. A., Ladwig, C. N., Boyd, B.,
Madera, D. D., & Weeks, E. L. (2004)
Project GA TORSS: Social skills
assessment and intervention for young
children with Autism. Poster presented at
the annual meeting of the Council for
Exceptional Children in New Orleans, LA.

Gewirtzman, B., & Birke-Caron, D.
(2004). Strategies for improving
phonemic awareness in preschoolers
andyoung children. Paper presented at
the annual meeting of the Florida
Association of School Psychologists,
Sarasota, FL.

Joyce, D., & Larmore, A. (2004).
School psychology career options: From
the probable to the possible. Presented at
the Florida Association of School
Psychologists Convention, Sarasota, FL.

Joyce, D., Harmon, J., and Oakland, T.
(2004). Comparison ofobserved
classroom behaviorsfor referred and
nonreferred children. Paper presented at
the annual meeting of the Florida
Association of School Psychologists
Convention, Sarasota, FL.

Keith, T. Z., Fine, J., Taub, G. E.,
Reynolds, M. R., & Kranzler, J. H.
(2005). Hierarchical confirmatory factor
analysis of the Wechsler Intelligence
Scalefor Children-Fourth Edition. Paper
accepted for presentation at the Annual
Convention of the National Association
of School Psychologists, Atlanta, GA.

Kort, T. L., Rossen, E., & Prosje, M. A.
(2004). Stand up to bullying: The need
for prevention. Poster presentation at
the 112th Annual Convention of the
American Psychological Association,
Honolulu, Hawaii.

Madera, D., & Kort, T. L. (2004).
When a child discloses abuse: Forensic
interviewing skills for school personnel.
Student research presentation at the 31st
Annual Florida Association of School
Psychologists Conference, Sarasota, FL/

McKenney, E.L.W., Asmus, J.M.,
Conroy, M.A., Sellers, J.A., Sloman, G.,
Nakao, T. (2005). Project GATORSS: A
comprehensive model for assessing and
treating social skills in children with
Autism Spectrum Disorders (ASD). Poster
accepted for presentation at the annual
meeting of the Association for Behavior
Analysis, Chicago, IL.

McKenney, E.L.W., Sellers, J.A.,
Asmus, J.M., Conroy, M.A., Boyd, B.A.
(2005). Project GATORSS: A
comparison ofperceived functions in
naturalistic observations and functions

identified via functional analysis. Poster
accepted for presentation at the annual
meeting of the Association for Behavior
Analysis, Chicago, IL.

Oakland, T. (2004). Assessment and
intervention services to children with
emotional handicaps. An invited
workshop presented to staff of the Clay
County (Florida) School District.

Oakland, T. (2004). Adaptive behavior
and skills of infants and young children.
An invited workshop presented to staff
of the Clay County (Florida) School

Oakland, T. (2004). Ethics in school
psychology: An advanced workshop.
Workshop presented to the school
psychology and social work staff of the
Palm Beach County Schools. Palm
Beach County, FL

Oakland, T. (2004). Adaptive behavior:
Its assessment and uses in intervention.
Workshop presented to the school
psychology and social work staff of the
Palm Beach County Schools. Palm
Beach County, FL

Oakland, T. (2004) Learning styles:
Qualities often overlooked in student
evaluations. Invited workshop presented
at the annual meeting of the Florida
Association of School Psychologists,
Sarasota, Fl.

Oakland, T. (2004) Ethics in
psychology: An advanced workshop.
Invited workshop presented at the annual
meeting of the Florida Association of
School Psychologists, Sarasota, Fl.

Oakland, T. (2004) Adaptive behavior of
young children. Invited workshop
presented at the annual meeting of the

Florida Association of School
Psychologists, Sarasota, FL.

Prosje, M., & Waldron, N. (2005).
Improving instructional practices
through consultation with novice
teachers. Paper accepted for presentation
at the National Association of School
Psychologists Convention, Atlanta, GA.

Prus, J., & Waldron, N. (2004).
Performance assessment and
accountability in school psychology
graduate programs. Invited workshop
presented at the National Association of
School Psychologists Annual
Convention, Dallas, TX.

Prus, J., Waldron, N., Bear, G., &
Smallwood, D. (2004). Current issues
and future directions in national
certification and accreditation. Invited
panel presentation at the annual meeting
of the Trainers in School Psychology
(TSP) at the National Association of
School Psychologists Annual
Convention, Dallas, TX.

Radbill, L., & McDermott, B. (2004).
Comprehensive Guide to Drug Abuse
Prevention: "It's not aboutjust saying
no!" Presented at the annual meeting for
the Florida Association of School
Psychologists, Sarasota, FL.

Rossen, E., & Oakland, T. (2004). A
new model for identifying gifted and
talented students in light of national
conditions. Presented at the annual
meeting of the Florida Association of
School Psychologists, Sarasota, FL.

Rossen, E., & Christian, H. (2004)
Increasing positive outcomes for
students in crisis situations. Presented at

the annual meeting of the Florida
Association of School Psychologists,
Sarasota, FL.

Rossen, E., & Oakland, T. (2005). A
new model for identifying gifted and
talented students. Presented at the annual
meeting of the National Association of
School Psychologists, Atlanta, GA.

Sellers, J. A., Asmus, J. M., Conroy, M.
A., Boyd, B. A., Weeks, E. L., & Ladwig,
C. N. (2004). Functional analysis of
socially withdrawn behavior in young
children with Autism. Presented at the
annual meeting of the Association for
Behavior Analysis in Boston, MA.

Taub, G. E., & Kranzler, J. H. (2004).
Recent findings on the factor structure
of the WISC-IV: What are we
measuring? Paper presented at the
Annual Convention of the Florida
Association of School Psychologists,
Sarasota, FL.

Waldron, N., & Prus, J. (2004). Training
update for NCATE/NASP program
reviewers. Presented at the National
Association of School Psychologists
Annual Convention, Dallas, TX.

West-Olatunji, C., & Baker, J. (2004).
Rites ofPassage: The key to unlocking
overrepresentation ofAfrican-American
males in special education. Paper
presented at the Association of Black
Psychologists, 36th Annual International
Convention, Washington, DC.

Williams, J., Bentley, B., Glen, T., Kim,
C., Elder, L., Anderson, E., &
Maldonado, A. (2005). Case Based
Learning: Moving Beyond Didactics in
Psychology Training. Presentation
accepted at the annual meeting of the

American Psychological Association,
Washington, D.C.


Adams, A., Dana, N., Pemberton, D.,
Baker, J., & Crawford, Y. (2005).
Assessing the impact of year I of the
Teacher Fellows project across all
Lastinger School sites. In Adams, A. &
Dana, N. (Eds.) (2005). Actualizing Job
Embedded/Teacher Professional
Development and Teacher Inquiry in
High Poverty/High Need Schools in the
State of Florida: A Report on the Impact
of Year One of the Lastinger Center
Teacher Fellows Project. Lastinger
Center Report 05-01.

Brooks, M., West-Olatunji, C., & Baker,
J. (in press). Fostering resilience when
counseling African-American
adolescents in school settings. Missouri
School Counseling Journal.

Brownell, M., Adams, A., Sindelar, P.,
& Waldron, N. (in press). Learning
through collaboration: The role of
teacher qualities. Exceptional Children.

Canter, A., & Waldron, N. (in press).
School psychology: Facing personnel
and training challenges in the 21"
century. A briefing paper for the Center
on Personnel Studies in Special

Cole, C., Waldron, N., & Majd, C.
(2004). The academic progress of
students across inclusive and traditional
settings. Mental Retardation, 42(2), 136-

Edwards, O., and Oakland, T. (in press).
Factorial invariance of Woodcock-
Johnson-III for African American and
Caucasian American students. Journal of
School Psychology.

Hambleton, R, and Oakland, T. (2004).
Advances, issues, and research in testing
practices around the world. Applied
Psychologist: International Review, 53,

Joyce, D. (in press). Cognitive
interventions for memory deficits. In O.
Tan, A. S. Seng, & L. K. Pou, (Eds).
Enhancing cognitive functions:
Applications across contexts. New York:
McGraw Hill.

Joyce, D. (in press) Cognitive
interventions and enrichment strategies
related to temperament-based learning
styles. In O. Tan, A. S. Seng, & L. K.
Pou, (Eds). Enhancing cognitive
functions: Applications across contexts.
New York: McGraw Hill.

Joyce, D. (in press) Protecting children
from domestic violence. [Review of
book] NASP Communique.

Joyce, D. and Oakland, T. (in press).
Temperament qualities among children
who display oppositional defiant and
conduct disorders. California School

Keith, T. Z., Goldenring Fine, J., Taub,
G. E., Reynolds, M. R., & Kranzler, J.
H. (in press). Hierarchical, multi-sample,
confirmatory factor analysis of the
Wechsler Intelligence Scale for
Children-Fourth Edition: What does it
measure? School Psychology Review.

Kranzler, J. H. (2005). Psychometric g.
In S. W. Lee (Ed.), Encyclopedia of
School Psychology. New York:

Oakland, T. (2003)._Shifting the Forum
from the Court to the Testing Room:
School Policy Needed on Observing and
Recording Assessments and Related
Activities. NASP Communiqude31 (2),

Oakland, T. (2003). Standards for Using
Revised Tests: A Different Opinion.
NASP Communiqud, 32 (2), 10-11.

Oakland, T. (2003) International School
Psychology: Psychology's Worldwide
Portal to Children and Youth. American
Psychologist, 58, 11, 985-992.

Oakland, T. (2003). International
guidelines for adapting tests. Latvian
Journal of Psychology, 4, 14-27.

Oakland, T. (2003) Award for
Distinguished Contributions to the
International Advancement of
Psychology. American Psychologist, 58,
11, 983-984.

Oakland, T. and Wright, C. (2003). The
value of high quality, comprehensive
information to decision makers in
juvenile cases. The Florida Bar Journal,
77, 55-60.

Oakland, T. (2004). Use of educational
and psychological tests internationally.
Applied Psychologist: International
Review, 53, 157-172.

Oakland, T. and Lane, H. (2004).
Language, reading, and readability
formulas: Implications for developing
and adapting tests. International Journal
of Testing, 4, 239-252.

Oakland T., & Rossen, E. (2004).
Florida's GT Programs need a Tune-Up.
The Florida School Psychologist,_31, 34-

Oakland, T. (in press). School
Psychology Internationally.
International Psychology Reporter.

Oakland, T. (in press). International
Status of Testing: A Brief Summary.
International Psychology Reporter.

Oakland, T. (in press). Temperament-
based Learning Styles and School-based
Applications, Canadian Journal of
School Psychology.

Oakland, T. Faulkner, M., & Bassett, K.
(in press). Temperament styles of
children from Australia and the United
States. Australian Journal of

Oakland, T. (in press). School
psychology in Canada: Moving from
adolescence to adulthood. Canadian
School Psychologist.

Oakland, T. (in press). The Thayer
Conference: Comments on Fagan's
discussion of its 50th anniversary. School
Psychology Quarterly

Oakland, T. (in press) Adaptive
Behavior Assessment System-II: Results
of clinical studies, San Antonio, TX:
Harcourt Assessment

Oakland, T. (in press) Culture and
children's intelligence: Cross-cultural
analysis of the WISC-III: An excellent
study of children's intellectual abilities
in sixteen countries. NASP Communique

Oakland, T., & Rossen, E., (in press). A
21" Century Model for Identifying
Students for Gifted and Talented
Programs in Light of National
Conditions: An Emphasis on Race and
Ethnicity. Gifted Child Quarterly.

Rossen, E. A., Shearer, D. K., Penfield,
R. D., & Kranzler, J. H. (in press).
Validity of the Comprehensive Test of
Nonverbal Intelligence (CTONI).
Journal ofPsychoeducational

Scott, T., & Birke-Caron, D. (in press).
Functional behavior assessment as a
prevention practice across levels of
positive behavior support. Preventing
School Failure.

Waldron, N. (in press). Inclusion. In K.
Minke & G. Bear (Eds.), Children's
Needs III. Bethesda,MD: The National
Association of School Psychologists.


We would like to thank all of those who
helped to make this year's newsletter a
success; without your help we wouldn't
have been able to do it! We would love
to hear from you regarding current
research, and both the professional and
personal experiences of UF School
Psychology students and alumni. If you
would like to contribute to upcoming
newsletters please send an email to
Jason Gallant at sideout25@aol.com.

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