Title: School psychology times
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 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: 2006
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Bibliographic ID: UF00091429
Volume ID: VID00003
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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School Psychology Times
Newsletter of the University of Florida
School Psychology Program


The Uniersity of Forida School Psychology Prgram is
accredited by the American Psychological Assoidation
(APA) and dhe National Councilfor Accreditation of
Teacher Education (NCATI7), and approved by the
National Association ofSchool Psyhologikti (NASP)


February 2006
Christopher M. Raye, Ecdtor


School Psychology Program
University of Florida
PO Box 117047
Gainesville, Florida 32611-7047
Phone: (352) 392-0723
Fax: (352) 392-5929


Director's Column
By Nancy Waldron, PhD, NCSP

This annual edition of the UF School Psychology Times highlights
the vibrancy of our program as a community of learners that has
established a bond based on common goals, the interchange of ideas,
and collaborations between individuals and groups. For all of us,
university life is filled with a series of beginnings and endings--from the
changes in semesters, to welcoming an entering class each year, to
students leaving to complete internship. For faculty a benefit is that we
experience all the enthusiasm and anticipation of each event, and do so
each year with a new group of developing professionals.
The awards and recognition highlighted in this newsletter also
mirror the cycle of beginnings and endings, as well as recognition of the
professional journey we have all undertaken. Individuals at the
beginning of their professional careers have been recognized through
various national student scholarships. This past year students in our
program were the recipients of the NASP Education and Research Trust
Minority Scholarship and the Irwin Hyman Memorial Scholarship from
the American Academy of School Psychology. Additionally, Dr. Marcia
Leary, a practicing psychologist who has contributed to our program as
a practicum supervisor and adjunct instructor, was selected by the
Florida Association of School Psychologists (FASP) as the School
Psychologist of the Year. We are all inspired by Marcia's commitment
to children and families, improving educational and life options for
students, and training future professionals. Finally, FASP selected Dr.
Thomas Oakland as the recipient of the Paul Henkes Lifetime
Achievement Award. This award recognizes Tom's extraordinary career
of accomplished service and scholarship in school psychology.
It seems very appropriate that one of UF's current ad campaigns
notes that "The University of Florida is in Gainesville. The Gator
Nation is Everywhere." We can readily apply this comment to our own
program. We all come together in Gainesville for a number of years,
and each year some students leave to establish their professional careers
and become leaders in school psychology in various parts of Florida,
and across the country. So, as one way to celebrate our time together,
our connectedness, and our joint accomplishments, read this annual
newsletter with enjoyment .... and pride in being a "Gator school
psychologist!"


INSIDE THIS ISSLE:


Director's Column


Shands Vista 2

Shands Pediatric Obesity Clinic 2

Dear 2naYears, 3

You know you're a school
psychology graduate student when 3

Recent Graduates 4
Plan Ahead 4

Important Websites 4
Important Dates 5

Exciting News 5
Interns 6
Graduate Assistantships 6

SPGSA Highlights 7
Faculty Research Interests 7
New Students 7

Awards & Recognitions 8

Community Activities 8

Presentations 9
Publications 12


aC





SCHOOL PSYCHOLOGY TIMES 2
Alternative Practicum Experience

While many students complete practicum experiences in school systems, there are also alternative sites that can
provide valuable learning opportunities. Two of these locations are highlighted here: Shands Vista and Shands
Pediatric Obesity Clinic.

Shands Vista
by Linda Radbill


My current practicum placement is at Shands
Vista, a psychiatric hospital unit for children and
adolescents. At Vista, an interdisciplinary team of health
professionals, including psychiatrists, licensed
behavioral health counselors, and psychologists, provide
inpatient services. The patients range in age from five to
seventeen-years-old. Services are available for
individuals affected by bipolar disorder, depression,
anxiety, conduct disorder, oppositional defiant disorder,
substance abuse disorders, and other psychiatric
problems. The therapeutic goals of the
child/adolescent program are to provide crisis
stabilization, behavioral education, medication
management, and family therapy within a structured
environment. The theoretical orientation for services
utilizes a cognitive-behavioral approach including
behavioral modification techniques and
individual/group counseling. In addition, to inpatient

Shands Pediatric Obesity Clinic
by Anne Larmore &r Glenn Soman

Our practicum experience at Shands Pediatric Obesity
Clinic has provided a variety of learning experiences.
This clinic offers the opportunity for us to collaborate
with a multidisciplinary team including medical
professionals ranging from clinical psychologists to a
pediatric endocrinologist, each of whom allows us to
gain knowledge both didactically and experientially.
Psychological services are provided for children,
adolescents, and young adults who are suffering from
obesity or have high cholesterol. We perform clinical
interviews assessing psychological, social, and medical
history information for clients ranging in age from 6 to
19-years-old. The interview's purpose is to determine
diet and exercise habits and design intervention
recommendations based on the individual and family's
unique needs. One of the goals of the interview is to
form a conceptualization of what
environments/behaviors/events might be surrounding
the weight problems and to assist the children and their


services, the program collaborates with other agencies,
such as the Florida Department of Children and
Families and Meridian Interface Youth Shelter to ensure
long-term support services for families as needed. My
responsibilities at this site include individual therapy,
group therapy, psychoeducational assessment,
attendance at team rounds, and facilitating a substance
abuse group. Working at the center has been an
extremely beneficial educational experience. I have
gained insight on the Baker Act process, knowledge
about the types of medications used to treat various
disorders, and a greater understanding of the roles of
other mental health providers. In addition, I have
learned how to acquire mental health services for clients
from other agencies. If you would like further
information on this site, their web address is:
http://shands.org/hospitals/Vista/


families in developing realistic, attainable goals to
improve their health. Another important aspect of the
intake clinical interview is screening for psychological
difficulties as there is a high co-morbidity rate among
these patients. The clinic uses a cognitive behavioral
therapy (CBT) approach to change behaviors that effect
weight and cholesterol issues. Therapy includes
counseling and behavioral techniques including
arranging various contingencies to assist clients in
maintaining exercise and eating goals; for example,
watching a favorite television program might be
contingent upon exercising for 30 minutes at least 3
days each week. This practicum opportunity challenges
us to gain and apply clinical skills of assessment and
problem-solving, not only to understand cases, but also
to provide educational and behavioral management
guidance to individuals in making positive health
changes in the face of obstacles.





SCHOOL PSYCHOLOGY TIMES 3


Dear 2nd Years,
by Kelly Winkles


It is unbelievable that our two years are almost
through Two years ago, we arrived to the interviews
with hope and determination, and we were all ecstatic to
find that we were one of 16 to make up the new cohort
of UF school psychology students. We came from
different backgrounds and experiences, we had varying
interests and personalities, but we all shared the goal of
becoming a school psychologist.
We spent our first semester settling into the role
of a graduate student; learning about academic
assessment, behavioral assessment, and issues related to
the field. We anxiously received our practicum
assignments, ready to jump in and start gaining some
on-the-job training! It's humorous to look back at that
first semester and realize how much growth has taken
place within our entire group. So many of us trembled
at the thought of presenting to the class; a task that is
now routine.
The second semester was much smoother. We
fell into the groove and we were moving through the
program with ease. Our friendships developed further
as we became more comfortable with ourselves and
each other. Summertime was filled with many attempts
at a beach outing but we had to settle for the poolside
and summer class projects as our mode of interaction.
We all reunited for our second year, feeling a
matured sense of confidence and expertise as a graduate
student- now WE were peer supervisors! This was the
year that was described by earlier cohorts as
"demanding but interesting" and it was. Social-


You know you're a school

psychology graduate student

when ....
by Jack Dempsey, Allison Dempsey, & Kelly
Winkles

1. You wish textbooks came on tape to listen to in
the car.
2. You know what "Club NASP" is.
3. The test library is your favorite hangout.
4. You know your temperament style.
5. Your non-school psychology friends give you
the catch phrase, "It's not guidance counseling."
6. You don't fear bouts of amnesia because you
know you can reconstruct the previous few
years from your practicum log.


emotional assessment, counseling, and law and ethics;
who could ask for anything more?
This brings us to our last semester together as
the entering cohort of 2004. This is the semester when
"everything comes together," all the pieces fall into
place as we complete our consultation and learning
disability cases, as well as develop our system-level
intervention. The Ed.S. students are in "internship
application" mode and the Ph.D. students are preparing
to jump full force into their specialization and lets not
forget about PQERS!
These past two years have been intense. We
have all grown considerably, both emotionally and
professionally. We have grown closer to each other and
have served as each other's support system because of
our shared experience. Each person has contributed a
unique flavor to our group that has made for interesting
discussions and incredible memories. These two years
have brought us new relationships, engagements, a
marriage, new pets, new cars, new roommates, and new
houses, but most importantly, new friendships. As our
group of Ed.S. students heads off to their internship,
know that this experience cannot be matched and will
forever be thought of fondly.
It is my hope that we keep in touch and often
encounter each other in our profession as leaders in the
field. I want to thank each of you, along with our
knowledgeable and inspiring professors, for an
outstanding graduate experience.


7. Your close friends and family limit their contact
with you for fear of having another test
practiced on them.
8. The words "I really like how hard you are
trying!" have slowly crept into your everyday
vocabulary.
9. You own more stickers now than when you
were a child.
10. The copy center staff knows you by name.
11. Your favorite accessory is your USB drive
(Flash drive).
12. Your shoulders are the strongest part of your
body from all the test kits you've been carrying.
13. You begin each semester with a stash of twenty
ink cartridges- just to be prepared.
14. You sign off on e-mails to your friends and
family with your name, followed by "UF school
psychology graduate student" -out of habit.








Recent Graduates
Congratulations!

Masters

Rashida Williams Brown
Myungsuk "Ellie" Kang
Danielle Madera
Linda Radbill
Katrina Raia
Tiffany Sanders


Specialist

Shana Axelberd
Donna Eaves
Jonielle Figliuolo
Andrea Zale Gelske
Sarah Graman
Brooke McDermott
Lee Ray
Deborah Metts Williamson

Doctorate

Nicholas Benson
Dissertation Chair: Thomas Oakland
Title: Examining the Cross National Construct Equivalence of
School-Age Children's Temperament Types as Measured by the
Student Styles Questionnaire

Deborah Birke Caron
Dissertation Chair: Nancy Waldron
Tide: The Effect of Utilijng American Sign Language as Part
of a Supplementary Vocabulary Instruction Program With
Hearing Kindergarten Children

Elayne Proesel Colon
Dissertation Chair: Nancy Waldron
Title: Utility of the Lndamood Phoneme Sequencing Program
(LIPS) for Classroom-Based Reading Instruction

Christina Hayes
Dissertation Chair: Nancy Waldron
Title: Predictors of Grade Retention and Special Education
Placement Implications for Improving Educational Outcomes in
the State of Florida


SCHOOL PSYCHOLOGY TIMES 4
Plan Ahead

NASP Convention
March 28 April 1, 2006
Hilton Anaheim & Anaheim Marriott Hotels
Anaheim, California

Association for Applied Behavior Analysis
Convention
May 26-30, 2006
Hyatt Regency Atlanta
Atlanta, Georgia

International School Psychology Association
Colloquium
July 15-20, 2006
Hangzhou, China

FASP Summer Institute
July 19-22, 2006
Wyndham Casa Marina Resort
Key West, Florida

APA Convention
August 10-13, 2006
New Orleans, Louisiana

FASP Annual Convention
October 25-28, 2006
Omni Orlando Resort at Champions Gate
Orlando, Florida

Important Websites

National Association of School Psychologists
www.nasponline.org

Florida Association of School Psychologists
www.fasp.org

American Psychological Association
www.apa.org

Council for Exceptional Children
www.cec.sped.org

The Division for Early Childhood
www.dec-sped.org

Council for Children with Behavioral Disorders
www.ccbd.net








Important Dates

Deadlines for Spring 2006

3/13-17/06 SPRING BREAK

3/6 1"t submission Dissertation

4/3 Signed defended Thesis submission

4/24 Final submission of Dissertation &
Thesis

4/26 CLASSES END

4/27-4/28 Reading days- No classes

4/29-5/5 FINAL EXAMS

5/5-7 Commencement

5/8 Final Grades available

Deadlines for Summer 2006

5/12 Registration Term A&C

5/15 Classes begin Term A&C

5/29 Memorial Day-NO CLASSES

6/23 Term A ends

6/30 Registration Term B

7/3 Classes Begin Term B

7/4 Independence Day-NO CLASSES

8/11 Classes End Terms B&C

8/12 Summer Commencement

8/14 Final Grades available

Deadlines for Fall 2006

8/21 Fall registration

8/23 Fall classes begin


SCHOOL PSYCHOLOGY TIMES 5
Exciting News!


Jack & Allison Dempsey were married on August 13,
2005. They have since adopted a puppy named Baxter.

Rashida Williams Brown was married on April 23,
2005 to Barrington Brown.

Graham Taylor became engaged to fellow UF school
psychology student Gina Jackson. The wedding is set
for April 8, 2006.

Kari Reeck is getting married July 8, 2006.

Nicole Nasewicz became engaged in February 2005
and will wed Warren Pies in December 2006.

Traci Wagner became engaged in November 2005 and
will wed Josh McGough in June 2006.

Jillian Szczepanski became engaged and will be
married on November 10th, 2006.

Catherine Peele became engaged in December 2005.

Julie Cotter is currently building a house and is engaged
to be married.

Deirdre Shearer's second daughter, Zoe Kerrin
Shearer, was born on March 5", 2005.

Eric Rossen recently obtained an internship with
Prince George's County, Maryland. He will also be an
uncle this May.

Kelly Winkles recently obtained an internship with
Gwinnett County, GA. She also got a new puppy!

Erin Anderson moved from Los Angeles, CA to
Chapel Hill, NC.

Heather Christian moved to Houston, TX, and will be
looking for a job starting in the fall.

Jen Harman got a beautiful, playful puppy. He is a Shih
Tzu named Rocky!

Liz McKenney adopted a dog in September. Her
name is Nola (named after New Orleans, LA). She's
slowly becoming friends with their kitty, Chanel.





SCHOOL PSYCHOLOGY TIMES 6


School Psychology Interns
Doctoral Interns *APA accrdited site

Heather Christian
Houston Independent School District*
Houston, TX

Amy Loomis Roux
Multidisciplinary & Diagnostic
Training Program (MDTP)
Gainesville, FL

Deirdra Shearer
Multidisciplinary & Diagnostic
Training Program (MDTP)
Gainesville, FL

Specialist Interns

Mark Cresap
Pinellas County Schools
Largo, FL


David Gribbins
Hillsborough County Schools
Tampa, FL

Catherine Peele
Pasco County Schools
Land O'Lakes, FL

Kari Reeck
Fairfax County Public School District
Fairfax, VA

Melissa Strock
Fulton County School District
Atlanta, GA

Jillian Szczepanski
Birmingham Public School District
Birmingham, MI


Assistantships


Allison Dempsey, Anne Larmore, Eileen Rodriguez, Jeff
Ditterline, & Nicole Nasewicz- EDF 3110-Human
Growth and Development

Katherine Matzen, Maria Arzola & Tiffany Sanders-
EDG 2701- Teaching Diverse Populations

Traci Wagner-EEX 3312- Exceptional People

Desiree Hood- EDF 3135- The Adolescent

Jack Dempsey- Testing and Measurement and Early
Childhood Development

Eric Rossen, Julie Cotter, Tiffany Sanders,& Tanya Kort-
Doctoral clinicians at P.K Yonge

Eric Rossen- UF Office of Disabilities- LD evaluations for
undergraduate students

Christopher Raye- Test Librarian- school psychology

Jason Gallant- Office of Educational Research

Kelly Winkles- Graduate Assistant- Dept. Special Ed.


Marni Finberg- COPSSE (Center on Personnel Studies in
Special Education)

Glenn Sloman, Jennifer Sellers, Kristen Petters, & Liz
McKenney-Project GATORSS- working to improve social
skills deficits in children with autism spectrum disorder

Linda Radbill, Jen Harman & Julie Bell- Research
Assistants- Project KIDS (Kids in Development study)

John Baker- Research Assistant- Holmes Scholar (UF
Center for School Improvement)

Krista Schwenk- Research Assistant-
Genetics/Endocrinology lab

Sara Heidenescher- Research Assistant- Department of
Special Education.

Jackie Eckman- Research Assistant- RTI Grant

Melissa Castillo- Research Assistant- MDTP

Emily Kuch- Research Assistant- Educational Psych.

Cynthia Speights- Office of Grad. Minority Programs





SCHOOL PSYCHOLOGY TIMES 7


SPGSA Highlights
By: Anne Larmore


SPGSA has had another great year!
We kicked off the fall semester with a welcome
luncheon for the incoming first-year students and a
student social at Gator's Dockside. (We had a great
turnout, but if you were unable to make it be sure to
stay tuned for upcoming plans this spring!) Although
the hurricanes) in South Florida may have slightly
reduced the attendance at the annual FASP conference
for some graduate students, SPGSA still had the
opportunity to make a significant contribution to the
Children's Fund by donating a basket full of Gator Gear
and various UF items that was auctioned off to raise
funds. In addition, we were able to purchase several
teddy bears to go to children affected by the hurricanes.
An extra special thanks to the faculty and students who
were able to contribute to this important cause.
So far it has been a busy spring semester.
Another successful student social was held at Gator's
Dockside in January, and several students have been

Faculty Research Interests

Dr. Diana Joyce
School-wide review of SED program data to
measure intervention outcomes for reading,
attendance/absenteeism, discipline referral rates,
suspension rates, and GPA; Teachers/school
psychologists' perceptions of developmentally
appropriate observed classroom behaviors as related to
social-emotional assessment.

Dr. John Kranzler
The nature, development, and assessment of
human cognitive abilities.

Dr. Tom 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 14 countries; motor development of children
ages 3-21; academic and language abilities of Spanish
dominant children, youth, and adults.

Dr. Nancy Waldron
Academic progress of students with disabilities
in inclusive educational settings; involvement of middle
school students in intervention planning; school


busy being involved in some of the planning and
preparing for the interview days. Thank you to those
who have so graciously volunteered to help! We look
forward to seeing everyone at the Friday evening social
events following each day of interviews!
Finally, we are pleased to announce that the
Practicum Supervisor's Luncheon is scheduled for
Friday, May 19th. Although the details of the lunch are
still being finalized, we are hoping to extend much
appreciation to the professionals who donate their time
and expertise to provide us with the practicum
experiences that make our program so successful.
If you have any suggestions or ideas, would like
to become more involved [or would like to volunteer to
bring cookies to any event], please don't hesitate to
contact your SPGSA representatives (ennifer Harman,
Anne Larmore, Kelly Winkles, & Eileen Rodriguez).
We look forward to working with you during the rest of
the academic year... thanks again for all of your help!


psychology accreditation and credentialing issues.

Dr. Waldron & Dr. Joyce are co-principal investigators
on a Florida State Improvement Grant, from the Bureau
of Exceptional Education and Student Services for
Improving Professional Preparation of School
Psychologists and School Counselors in a Response to
Intervention Model




Welcome New SPP Students!
2005-2006


Melissa Castillo
Sara Heidenescher
Emily Kuch
Christina Peters
Christopher Raye
Lauren Sampson
Cynthia Speights


Jacqueline Eckman
Desiree Hood
Jyrece McClendon
Kristen Petters
Amy Rosenthal
Krista Schwenk
Kelly Tibbles






SCHOOL PSYCHOLOGY TIMES 8


Awards & Recognitions


Dr. Diana Joyce serves on the School Advisory
Council for A. Quinn Jones, a school providing services
for students identified with severe emotional
disturbance. She is appointed as an Affiliated Assistant
Professor in the Department of Civil Engineering and
consults on a variety of projects including Florida public
safety educational curriculum.

Dr. John Kranzler was reappointed as an Associate
Editor for School Pychology Quarterly. He recently finished
work on the 4th edition of Statistics for the Terrified
(Prentice Hall), an introductory statistics text for
students with math anxiety.

Dr. Marcia Leary, a school psychologist with the
Alachua County Schools and adjunct faculty with the
UF School Psychology Program, was selected as the
2005 School Psychologist of the Year by the Florida
Association of School Psychologists (FASP).

Dr. Tom Oakland was awarded the 2005 Willard
Nelson Lifetime Achievement Award in recognition of
achievement in the practice of School Psychology from
the Florida Association of School Psychologists (FASP).

Dr. Tina Smith presently serves as the interim chair for
the Department of Educational Psychology and as the
Education Director of the Multidisciplinary Diagnostic
and Training Program. MDTP provides diagnostic and
educational services to pre-k through 6th grade children
with special educational, mental health, and medical
needs that cannot be met through routine special
education services offered by schools.

Dr. Nancy Waldron serves as a member of the
NASP/NCATE Program Approval Board for School
Psychology Training Programs. She is a Faculty-in-
Residence at P.K. Yonge Developmental Research
School and coordinates school psychological services to
students in kindergarten through 12h grade.

Eileen Rodriguez was a recipient of the 2005-2006
National Association of School Psychologists Education
and Research Trust Minority Scholarship.

Eric Rossen received the American Psychological
Association of Graduate Students Advocacy
Coordinating Team Excellence in Campus Leadership
Award in October 2004.


Erin Anderson received the Tom Watson Research
Award.

Jason Gallant was awarded a $600 travel grant from the
Department and Graduate School to present at the
annual conference of the National Association of
School Psychologists in Anaheim, California.

Jeff Ditterline was the recipient of the Irwin Hyman
Memorial Scholarship from the American Academy of
School Psychology, and the Ralph D. Turlington
Scholarship and Fellowship Fund from the College of
Education, University of Florida in Fall 2005.

Liz McKenney serves as a Student Leader representing
the UF School Psychology Program to the newly
created NASP Student Leader group.

Cynthia Speights was a UF Board of Education Fellow
in summer 2005, a Minority Education Scholar, and
secretary for the Black Graduate Student Organization.

Community Activities

Anne Larmore & Katrina Raia: Alachua County Crisis
Center volunteers

Emily Kuch: Volunteer at Arbor House-a residential
facility for young mothers, and Catholic Worker House-
preparing and serving meals for the homeless

Jeff Ditterline: Puppy Hill Farms volunteer- walking
dogs that are up for adoption

Katherine Matzen: Volunteer for CARD (Center for
Autism and Related Disabilities), and Common Ground
Church

Desiree Hood & Melissa Castillo: Sibshop facilitators
for CARD (Center for Autism and Related Disabilities)

Tiffany Sanders: Delta Sigma Theta Sorority, Inc.

Cynthia Speights: Alpha Kappa Alpha Sorority, Inc.







Presentations

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 presented at the annual meeting of
the American Educational Research Association,
Montreal, Canada.

Baker, J., Crawford., Y., & Thompson, M. (2005). How
school systems propagate the school-to-prison pipeline ofAfrican
American male youths. Presentation to the National Black
Child Development Institute, 35h Annual Conference,
Orlando, Florida.

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

Baker, J., Crawford, Y., & Thompson, M. (2005).
Making the most of your college experiences: Resume/Curriculum
Vitae workshop. Presentation at the 9" Annual
Recruitment and Retention Conference, Florida Fund
for Minority Teachers, Orlando, FL.

Banner, D., Ditterline, J., & Oakland, T. (2005).
Adaptive behavior: An aide to diagnosis and intervention.
Presentation to the Florida Association of School
Psychologists Conference, Hollywood, FL.

Bell, J. & Winkles, K. (2005). Separation anxiety disorder.
Presentation at the Florida Association of School
Psychologists Conference, Hollywood, FL.

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

Colsman, M., Sandberg, D. E., Kranzler, J. H.,
Delamater, A., & Rosenbloom, A. (2005). Cognitive
abilities and academic achievement in youths with short
stature receiving growth hormone therapy. Poster
presented at the Great Lakes Regional Conference on
Child Health, Columbus, OH.


SCHOOL PSYCHOLOGY TIMES 9
Dempsey, J., Dempsey, A., Oakland, T. (2005).
Temperament styles ofNigerian, Iranian, and U.S. Children.
Florida Association of School Psychologists Annual
Convention, Hollywood, Florida.

Finberg, M., & Arzola, M. (2005). To include or not to
include: Class placementfor students with disabilities. Paper
presented at the Florida Association of School
Psychologists Annual Convention, Hollywood, FL.

Finberg, M. (2006). School refusal behavior. What school
psychologists need to know. Paper accepted for presentation
at the National Association of School Psychologists
Annual Convention, Anaheim, CA.

Gallant, J. (2005). Schoolpychologists'views and management
of obsessive-compulsive disorder in children and adolescents. Paper
presented at the Florida Association of School
Psychologists Annual Conference, Hollywood, FL.

Joyce, D., Gallant, J., & Szczepanski, J. (2006). School-
wide behavioral intervention for emotionally disturbed self-
containedprogram. Accepted for presentation at the
National Association of School Psychologists
Convention, Anaheim, CA.

Joyce, D., Gallant, J., & Bell, J. (2006). School-wide
reading intervention for emotionally disturbed sef-contained
program. Accepted for presentation at the National
Association of School Psychologists Convention,
Anaheim, CA

Joyce, D., & Gallant, J. (2005). Reading coach intervention
outcomes for students in SED self-contained programs.
Presented at the Florida Association of School
Psychologists Convention, Hollywood, FL.

Joyce, D., Larmore, A., & Gribbins, D. (2005). School
psychology career options: From the probable to the possible.
Presented at the National Association of School
Psychologists Convention, Atlanta, GA.

Joyce, D., Oakland, T., & Harman, J. (2005).
Comparison of observed classroom behaviors for referred and non-
referred children. Presented at the National Association of
School Psychologists Convention, Atlanta, GA.

Keith, T. Z., Fine, J., Taub, G. E., Reynolds, M. R., &
Kranzler, J. H. (2005). Hierarchical confirmatory factor
analysis of the Wechsler Intelligence Scale for Children-
Fourth Edition. Paper presented at the Annual






Convention of the National Association of School
Psychologists, Atlanta, GA.


Matzen, K., & Nakao, T. (2005). Implementing PECS in
the classroom. Florida Association of School
Psychologists Annual Conference, Hollywood, FL.

Matzen, K., & Nakao, T. (2005). PECS and its use with
a student with autism. Florida Council for Exceptional
Children Annual Conference.

McKenney, E. L. W., Conroy, M. A., & Waldron, N.
(2006). Teacher implementedfunctional analysis ofproblem
behavior in the classroom: A pilot consultative procedure. Poster
session accepted for presentation at the annual meeting
of the Association for Behavior Analysis, Atlanta, GA.

McKenney, E. L. W., Sellers, J. A., Sloman, G. M.,
& Conroy, M. A. (2006). Using digital video to analyze
outcomes of the social interactions of children with autism.
Symposium accepted for presentation at the annual
meeting of the Association for Behavior Analysis,
Atlanta, GA.

McKenney, E.L.W., Sellers, J.A., Asmus, J.M.,
Conroy, M.A., Boyd, B.A., & Sloman, G.M. (2005,
May). Project GATORSS: A comparison ofperceivedfunctions
in naturalistic observations and functions identified via functional
analysis. Poster presentation at the annual convention of
the Association for Behavior Analysis, Chicago, IL.

McKenney, E.L.W., Asmus, J.A., Conroy, M.A.,
Sellers, J.A., Sloman, G.M., & Nakao, T. (2005).
Project GATORSS: A comprehensive modelfor assessing and
treating social skills in children with autism spectrum disorders.
Poster presentation at the annual convention of the
Association for Behavior Analysis, Chicago, Illinois.

Nakao, T., Conroy, M. A., McKenney, E. L. W., &
Sloman, G. M. (2006). Using antecedents to enhance social
interactions in children with Autism. Poster session accepted
for presentation at the National Association of School
Psychologists, Anaheim, CA.

Nakao, T., McKenney, E.L.W., Sloman, G.M.,
Conroy, M.A., & Asmus, J.M. (2006). Antecedent Analysis
to Enhance Social Interactions in Children with Autism
Spectrum Disorders. Poster accepted for the annual
convention of the National Association of School
Psychologists, Anaheim, California.


SCHOOL PSYCHOLOGY TIMES- 10


Nakao, T., McKenney, E.L.W., Sloman, G.M.,
Conroy, M.A., & Asmus, J.M. (2005). Antecedent analysis
to enhance social interactions in children with autism spectrum
disorders. Presented at the annual convention of the
Georgia Association of School Psychologists, Savannah,
GA.

Oakland, T. (2006) An advanced ethics workshop.
Invited workshop presented to the University of
Florida's Student Mental Health and Counseling Center.
Gainesville, FL.

Oakland, T. (2005). Adaptive behavior: information
critical for assessment and intervention. Invited
workshop presented during the annual meeting of the
International School Psychology Association, Athens,
Greece.

Oakland, T. (2005). Learning disabilities internationally
and the United States: Implications for Brazil. Invited
address to the faculty and students at the Pontifica
Catholic University, Campinas, Brazil.

Oakland, T. (2005). Children's temperament and its
impact on their development and behavior. Invited
address to the faculty and students at the Pontifica
Catholic University, Campinas, Brazil.

Oakland, T. (2005) International status and
development of clinical and school psychology. Invited
address to graduate students and faculty, Iberoamerican
University of Costa Rica.

Oakland T. (2005) Legal issues important to an
understanding of children from multicultural settings.
Invited address to graduate students and faculty,
Iberoamerican University of Costa Rica.

Oakland T. (2005). Culture, multicultural, and
education: A clarification of terms. Invited address to
graduate students and faculty, Iberoamerican University
of Costa Rica.

Oakland, T. (2005). Promoting the Well-Being of
Children Through School Psychology: A Cross-National
Perspective. Invited keynote address to the annual
meeting of the International School Psychology
Association, Athens, Greece.






Oakland, T. (2005). Diagnostic models, methods and
their use internationally and in four countries. Convener
of a symposium presented at the annual meeting of the
International School Psychology Association, Athens,
Greece.

Oakland, T. (2005). Seven authoritative sets of
diagnostic criteria. Paper presented at a symposium
during the annual meeting of the International School
Psychology Association, Athens, Greece.

Oakland, T. (2005). International challenges for school
psychology. Convener of a symposium presented at the
annual meeting of the International School Psychology
Association, Athens, Greece.

Oakland, T. (2005). Assessment of adaptive skills of
infants and children. Invited workshop presented to the
annual meeting of the American Occupational Therapy
Association. Long Beach, CA.

Oakland, T. (2005). Use of the Stanford-Binet Scales of
Intelligence in Southeast Asia. Paper presented at the
annual meeting of the American Psychological
Association, Washington DC.

Oakland, T. (2005). Current professional standards for
assessing persons with mental retardation. Presentation
to the Pinellas Association of Retarded Citizens, St.
Petersburg, FL.

Oakland, T. (2005). Ethics for school psychologists: An
advanced workshop. Presented at the annual meeting of
the Florida Association of School Psychologists,
Hollywood, Florida.

Oakland, T. (2005). Adaptive behavior: Its impact is
pervasive and should be understood in all with whom
we work. Invited workshop presented to the annual
meeting of the Florida Association of School Social
Workers. Jacksonville, FL.

Oakland, T. (2005). New concepts of adaptive behavior:
Implications for the practice of social work. Invited
workshop presented to the annual meeting of the
Florida Association of School Social Workers,
Jacksonville, FL.

Oakland, T. (2005). Issues pertaining to special
education services for African-American children.
Conference on Challenge to education: All children can
learn. Gainesville, FL.


SCHOOL PSYCHOLOGY TIMES 11

Oakland, T., Alghorani, M., & Lee, D. H. (2005)
Temperament-based learning styles of children from
Gaza and the United States. Paper presented at a
symposium during the annual meeting of the
International School Psychology Association, Athens,
Greece.

Oakland, T. & Taines, R. (2005). Costa Rica program
for Florida school psychologists. Presented at the annual
meeting of the Florida Association of School
Psychologists, Hollywood, FL.

Prus, J., Armistead, R., & Waldron, N., (2005). Training
update forNCATE/NASP program reviewers. Presented at
the National Association of School Psychologists
Annual Convention, Atlanta, GA.

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

Raia, K. & Radbill, L. (2005). Socal competence: Not just
child's ply. Paper presentation at the Florida Association
of School Psychologists, Hollywood, FL.

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

Sanders, T. D. (2006). Strategies for working with diverse
families. Presentation at a Recruitment, Retention, and
Multicultural Affairs Workshop, Gainesville, FL.

Sanders, T., Raia, K, Waldron, N., & Williams, R.
(2005). Parentsperceptions of state-mandated and curriculum-
based assessment. Paper presented at the National
Association of School Psychologists Convention,
Atlanta, GA.

Sellers, J.A., Asmus, J.M., Conroy, M.A., McKenney,
E.L.W., & Sloman, G.M. (2005). FunctionalAnalysis of
Socially Withdrawn Behavior in Children with Autism.
Presented at the annual convention of the Association
for Behavior Analysis, Chicago, Illinois.






Sellers, J. A., Conroy, M. A., McKenney, E. W.,
Sloman, G., Nakao, T., Mancil, R., Petters, K., &
Daunic, A. (2006). Evocative effects of antecedent
contexts on the peer-related social behavior of children
with autism. Symposium conducted at the annual
meeting of the Association for Behavior Analysis,
Atlanta, GA.

Strock, M. (2005). Primary Prevention of Aggression in
Early Childhood. Paper presented to the Georgia
Association of School Psychologists.

Waldron, N. & Prus, J. (2005). Performance assessment in
school psychology graduate programs. Invited workshop
presented at the National Association of School
Psychologists Annual Convention, Atlanta, GA.

Wilens, T., Biederman, J., Ditterline, J., Swezey, A.,
Snyder, L., Whitley, J., Henin, A., & Wozniak, J. (2005).
Psychiatric Comorbidity in Adolescents with Bipolar
Disorder. Poster for the 52nd Annual Meeting of the
American Academy of Child and Adolescent Psychiatry,
Toronto, Canada.

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

West-Olatunji, C., & Baker, J. (2005). The
disproportionate placement ofAfrican-American children in
special education. Presentation at the National Black Child
Development Institute, 35th Annual Conference,
Orlando, Florida.

Publications

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.

Bell, J. & Winkles, K. (in press). Separation anxiety. In
C.R. Reynolds & E. Fletcher Janzen (Eds.) Enyclopedia
ofSpecialEducation: ThirdEdition (Vol. 3). Hoboken, NJ:
John Wiley & Sons.


SCHOOL PSYCHOLOGY TIMES 12


Brooks, M., West-Olatunji, C., & Baker, J. (2005). Use
of Rites of Passage programs to foster resilience in
African-American students. The Counseling Interviewer,
37(4), 54-59.

Brownell, M., Adams, A., Sindelar, P., Waldron, N., &
Van Hover, S. (2006). Learning from collaboration: The
role of teacher qualities. Exceptional Children, 72(2), 169-
185.

Canter, A., & Waldron, N. (2005). Schoolpychology: Facing
personnel and training challenges in the 21" century. Gainesville
FL: Center on Personnel Preparation in Special
Education (COPPSE).

Conroy, M. A., Asmus, J. M., Sellers, J. A., & Ladwig,
C. N. (2005). The use of an antecedent-based
intervention to decrease stereotypic behavior in a
general education classroom: A case study. Focus on
Autism and Other Developmental Disabilities, 20(4), 223-230.

Dana, N., & Baker, J. (Eds.) (2005). Improving Florida
Schools through Teacher Inquiry: Selections from the 2005
Teaching Inquiry, and Innovation Showcase. Center for
School Improvement, University of Florida.

Ditterline, J. (In press). Encyclopedia entries:
Adaptive Behavior Assessment System Second
Edition; Curriculum-Based Assessment; Guide to the
Assessment of Test Session Behavior; Social Skills
Rating System; Spearman's Hypothesis; Test Taking
Behavior; Test of Silent Word Reading Fluency.
Encyclopedia of special education: Third Ed. Reynolds, C. &
Fletcher-Janzen, E. (Eds). Hoboken, NJ: Wiley
Publishing, Inc.

Finberg, M. (in press) Obesity in childhood and
adolescence. Encyclopedia of Special Education, Third
Edition.

Finberg, M. (in press) School refusal. Enyclopedia of
Special Education, Third Edition.

Finberg, M. (in press). Down syndrome. Encyclopedia of
Special Education, Third Edition.

Gallant, J., Storch, E.A., Valderhaug, R.K., Geffken,
G.R. (in press). School psychologists' views and
management of obsessive-compulsive disorder in
children and adolescents. Pychology in the Schools.






Gallant, J. (in press). Tourette Syndrome. In C.R.
Reynolds & E. Fletcher Janzen (Eds.) Enyclopedia of
Special Education: ThirdEdition (Vol. 3). Hoboken, NJ:
John Wiley & Sons.

Gallant, J., Storch, E.A. (in press). Pediatric
Autoimmune Neuropsychiatric Disorders Associated
with Streptococcal Infections (PANDAS). In C.R.
Reynolds & E. Fletcher Janzen (Eds.) Enyclopedia of
Special Education: ThirdEdition (Vol. 3). Hoboken, NJ:
John Wiley & Sons.

Greenspan, S., Harrison, P., & Oakland, T. (2005).
Bayley Scales of Infant and Toddler Development:
Third Edition. San Antonio, TX: Harcourt Assessment.

Jimerson, S., Oakland, T., & Farrell, P. (Eds.) (in press).
The Handbook of International School Pychology. Thousand
Oaks, CA: Sage Publications.

Joyce, D. (2005). Cognitive interventions for memory
deficits. In O. Tan, A. S. Seng, & L. K. Pou, (Eds.),
Enhancing cognitive functions: Applications across contexts (pp.
217-232). New York: McGraw Hill.

Joyce, D., Larmore, A., & Gribbins, D. (in press).
School psychology career trajectories: From the
probable to the possible. Communique.

Joyce, D., & Oakland, T. (2005). Temperament
differences among children with conduct disorder and
oppositional defiant disorder. The Calfornia School
Psychologist, 10, 125-136.

Joyce, D., Radbill, L., Gallant, J., & Weiss, L. (2005).
Review of disciplinary infractions for students in a self-contained
program for severely emotional disturbed Manuscript
submitted for publication.

Joyce, D., & Rossen, E. (2005). Transitioning high school
students with learning disabilities into postsecondaty education:
Assessment and accommodations. Manuscript submitted for
publication.

Kane, H., & Oakland, T. (in press) Differentiation at
higher levels of intellectual ability: Evidence from the
United States. Journal of Geneic Psychology.

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 Pychology Review.


SCHOOL PSYCHOLOGY TIMES 13

Knesting, K., & Waldron, N. (in press). Willing to play
the game: How at-risk students persist in high school.
Psychology in the Schools.

Kranzler, J. H. (2005). Psychometric g. In S. W. Lee
(Ed.), Enyclopedia of School Psychology (p. 413). Thousand
Oaks: Sage.

Kranzler, J. H. (in press). Statistics for the terrified (4th Ed).
Upper Saddle River, NJ: Prentice Hall.

McLeskey,J., & Waldron, N. (in press). Comprehensive
school reform and inclusive schools: Improving schools
for all students. Theoy Into Practice.

Mpofu, E., & Oakland, T. (2006). Assessment of value
change in adults with acquired disabilities. In M. Hersen
(Ed). Clinician's handbook of adult behavioral
assessment. San Diego, CA: Elsevier.

Nasewicz, N. (in press). Audiometry. In C. R.
Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of
SpecialEducation: ThirdEdition (Vol. 3). Hoboken, NJ:
John Wiley & Sons.

Nasewicz, N. (in press). Absence seizures. In C. R.
Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of
SpecialEducation: Third Edition (Vol. 3). Hoboken, NJ:
John Wiley & Sons.

Oakland, T. (2005). Adaptive behavior. In. C. B. Fisher
& R. M. Lerner (Eds.), Applied developmentalscience: An
encyclopedia of research, policies, and programs. Thousand
Oaks, CA: Sage Publications.

Oakland, T. (2005). Assessment, special education. In.
C. B. Fisher & R. M. Lerner (Eds.), Applied developmental
science: An encyclopedia of research, policies, and programs.
Thousand Oaks, CA: Sage Publications.

Oakland, T. (2005). Assessment, standardized tests. In.
C. B. Fisher & R. M. Lerner (Eds.), Applied developmental
science: An encyclopedia of research, policies, and programs.
Thousand Oaks, CA: Sage Publications.

Oakland, T. (2005) A book review of Culture and
Children's Intelligence: Cross-culturalAnalysis of the WIISC-1II:
An Excellent Study of Children's Intellectual Abilities in
Sixteen Countries byJ. Georgas, L. Weiss, F. van de
Vijver, and D. Saklofske. Communique, 43 (1), 36.






Oakland, T. (2005) Historic background to the 2005
Athens Colloquium, World Go Round, 34, 5.

Oakland, T. (in press) International School Psychology
Association. In S. Jimerson, T. Oakland, & P. Farrell
(Eds.), The Handbook of International School Psychology.
Thousand Oaks, CA: Sage Publications.

Oakland, T. (in press). Preface to Haywood, W. C., &
Lidz, C. S. Dynamic Assessment in Practice: Applications in
Clinical and Educational Settings. Cambridge, UK:
Cambridge Press.

Oakland, T. &Jimerson, S. (in press) School psychology
internationally: A retrospective view and influential
conditions. In S. Jimerson, T. Oakland, & P. Farrell
(Eds.), The Handbook of International School Psychology.
Thousand Oaks, CA: Sage Publications.

Oakland, T., & Lu, 1. (in press). Temperament styles of
children from the People's Republic of China and the
United States. School Psychology International.

Oakland, T., & Mata, A. (in press) Temperament styles
of children from Costa Rica and the United States.
Journal of Pychological Type.

Oakland, T. & Rossen, E. (2005). 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 Today, 28, 56-63.

Proesel Col6n, E., & Kranzler, J. H. (in press). Effect
of instructions on curriculum-based measurement of
reading. Journal of PychoeducationalAssessment.

Raia, K. (in press). Elective mutism. In C. R. Reynolds
& E. Fletcher-Janzen (Eds.), Encyclopedia ofSpecial
Education: Third Edition (Vol. 3). Hoboken, NJ: John
Wiley & Sons.

Raia, K. (in press). Failure to thrive. In C. R. Reynolds
& E. Fletcher-Janzen (Eds.), Encyclopedia of Special
Education: Third Edition (Vol. 3). Hoboken, NJ: John
Wiley & Sons.

Rossen, E. (in press). Intelligence testing. In C. R.
Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of
Special Education: Third Edition (Vol. 3). Hoboken, NJ:
John Wiley & Sons.

Rossen, E. (in press). Hawthorne effect. In C. R.
Reynolds & E. Fletcher-Janzen (Eds.), Enyclopedia of


School Psychology Times 14


Special Education: Third Edition (Vol. 3). Hoboken, NJ:
John Wiley & Sons.

Rossen, E. (in press). Stuttering. In C. R. Reynolds &
E. Fletcher-Janzen (Eds.), Enyclopedia of Special Education:
Third Edition (Vol. 3). Hoboken, NJ: John Wiley & Sons.

Rossen, E. (in press). Picture exchange communication
system. In C. R. Reynolds & E. Fletcher-Janzen (Eds.),
Encyclopedia of SpecialEducation: Third Edition (Vol. 3).
Hoboken, NJ: John Wiley & Sons.

Rossen, E. (2005). Emotional intelligence in our
schools: Are we jumping the gun? Manuscript submitted
for publication.

Rossen, E., Shearer, D., Kranzler, J., & Penfield, R.
(2005). Validity of the Comprehensive Test of
Nonverbal Intelligence (CTONI). Journal of
PsychoeducationalAssessment, 23(2), 161-172.

Sanders, T. D.(2006, in press). Dear father. Color Him
Father. Kinship Press: Philadelphia, PA.

Sanders, T. D. (2006, in press). Parenting skills.
Encyclopedia ofSpecialEducation, 3rd edition. Wiley Press:
New York, NY.

Sanders, T. D. (2006, in press). Parent education.
Encylopedia of Special Education, 3rd edition. Wiley Press:
New York, NY.

Schwean, V., Oakland, T., Saklofske, D., Weiss, L.,
Holdnack, J., & Prifitera, A. (in press). Child centered
approach to report writing. In L. G. Weiss, A. Prifitera,
& D. Saklofske (Eds), W/ISC-IV Clinical Use and
Intepretations. New York: Academic Press.

Sindelar, P., Shearer, D., Yendol-Hoppy, D., & Liebert,
T. (2006, in press). The Sustainability of Inclusive
Reform. Exceptional Children, 72 (3).

Wechsler, S. & Oakland, T. (2005) Test development
and use in Brazil: The role of the Brazilian Institute of
Psychological Assessment. Testing International, 15, 4-5.

West-Olatunji, C., Baker, J., & Brooks, M. (in press).
African American adolescent males: Giving voice to
their educational experiences. Multicultural Perspectives.




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