Ye eV1,O 9W no _9e; *
UF SCHOOL &
Editor: Mike Sulkowski
Inside this Issue:
Directors Column: Page 1
The Old and the New: Page 3
Welcome Dr. Shermis: Page 3
Good Advice From
Dr. Ademal: Page 4
Meet the First Years: Page 5
SPGSA News: Page 6
Awards & Honors: Page 7
SPP Interns: Page 8
Advanced Practicum: Page 9
Assistantships: Page 10
NASP Column: Page 11
Top 10 Things About
Being a SP Student at UF: Page 11
Faculty Research Interests: Page 12
Upcoming Conferences: Page 13
Recent Presentations Page 13
Recent Publications Page 15
This Just In...
We will be welcoming a new assistant
professor to the School Psychology Program
in fall 2007! For more information contact
Dr. Waldron or Dr. Smith who are in charge
of the search .
By: John H. Kranzler, PhD
Over the past 20 years, the School Psychology
Program (SPP) at the University of Florida has
undergone tremendous change. We've grown
from a small, primarily non-doctoral training
program with state accreditation, one faculty
member, and a handful of students, to a
primarily doctoral training program with state
and national accreditation (from DOE / NASP /
NCATE / APA), five faculty members, and
approximately 65 students. Here is a list of
Directors since 1985 and some highlights of
SPP growth and development over the years:
(Continued on the next page)
Ye eV1,O 9W no _9e; *
Dr. Jeff Braden (Director)
Dr. Craig Frisby (Director)
Drs. Craig Frisby and John
Dr. Craig Frisby (Director)
Dr. Thomas Oakland (Director)
Dr. John Kranzler (Director)
Dr. Tina Smith-Bonahue (Director)
Dr. Nancy Waldron (Director)
In the mid-1980s, Dr. Jeff Braden obtained
the initial NASP approval of the SPP and re-
structured the curriculum to meet APA
accreditation standards. He was also
instrumental in the move of the SPP from the
Department of Counselor Education to its
current home in Educational Psychology. In
the early 1990s, Dr. Craig Frisby
as Co-Directors. During this
period, the SPP grew
significantly in terms of
student enrollment and
number of faculty. Drs.
Frisby and Tom Oakland
directed the SPP during the
mid- to late-1990s. Major
accomplishments in this period
and I served
first APA accreditation of the doctoral
program in 1997, full re-approval by NASP in
1998, and formation of the SPGSA. In 2000,
we conducted a comprehensive review of the
SPP as part of the APA re-accreditation
process. This led to substantial modification of
the training philosophy and competencies,
required coursework, nature and sequence of
practice, SPP self-assessment, and annual
evaluation of student progress. From
2002 to 2006, Dr. Tina Smith Bonahue
and Nancy Waldron served as Directors. One
major improvement during this period was
replacement of the traditional qualifying
examination with a portfolio assessment of
student competencies. Last year the doctoral
program was again reviewed by APA. Initial
feedback from the on-site review team was
very positive, thanks in large part to the
commitment and leadership of Dr. Nancy
Waldron, who served as Director for the past 4
years. We just received news from APA's
Committee on Accreditation that the doctoral
program has been fully approved for another
In August 2006, I began serving as
Director for the third time. I'm extremely
proud of what we've accomplished over the
last two decades and I look forward
eilp, we to working with you all to further
evle ad develop the SPP. This semester, with
n already the help of the SPGSA, we've
ig schol already accomplished two important
training tasks. The first was the creation of a
ram completely new website, which went
live in mid-October; the second was
the development of an intranet site, using
Moodle, to facilitate communication and
information sharing among SPP faculty and
students. We've also taken the first steps
toward creating an electronic database with an
online interface that will be used to conduct
the annual student evaluations and other
assessments and to maintain important SPP
data. Finally, we just received approval to
conduct a national search for a new tenure-
track faculty position at the assistant professor
level. With your help, we'll continue to evolve
and improve an already outstanding school
psychology training program .
The Old and the New
By: Mike Sulkowski
One-hundred years ago, the University
of Florida's College of Education began
preparing teachers, counselors, and
future school psychologists
to assume leadership roles in "Do
their profession. At a time supre
when American education -
was becoming increasingly
egalitarian, the University of
Florida's school of education was poised
to fill the demand for competent
educators-a demand that still exists to
this day. Visionaries like John A.
Thackston and James W. Norman
worked incessantly to promote education
at the university, and Norman's wisdom
still resonates with the college's
emphasis on promoting superior didactic
As we look toward the future, Norman's
words are still relevant as professionals
in education are becoming increasingly
knowledgeable in their area of expertise
and learning to collaborate with others
from different training backgrounds.
Similar to how school
ing psychology developed from the
ell." disciplines of philosophy,
V. education, and clinical and
developmental psychology, the
School Psychology program at
the University of Florida was
always extant in the spirit of the
college's professional training prior to
its inception. Now, however, along with
a collaborative emphasis on many
different people each doing "something
supremely well," we have become not
only a distinct professional training
program, but one that is cognizant of the
past and destined to thrive in the future .
Welcome Dr. Shermis!
We are excited to extend our warmest
welcome to Dr. Mark Shermis as the new
professor and Chair of the Department of
Educational Psychology. He received his
B.A. from the University of Kansas and
served on active duty in the U.S. navy for
three years before attending graduate school
at the University of Michigan and re-
ceiving his doctorate in Quantitative
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Methods from the department of
Educational Psychology. Shortly afterward,
Dr. Shermis entered the private sector and
worked for a computer firm before deciding
to ascend the ivory tower into academia.
Over the past eight years, he has played a
significant role introducing computerized
adaptive testing to the World Wide Web as
well as publishing many notable works
including the recent book: Automated Essay
Scoring: A Cross-Disciplinary Approach.
Dr. Shermis's scholarly work can only
be matched by his leadership experience.
He was recently the Chair of the American
psychological Association's Continuing
Education Committee where he took an
active role in the professional governance of
the organization. Additionally, he also
served as the Associate Dean for Research
and Grants at Florida International
University. Now, as a Fellow of Division 5
of the American psychological Association
and licensed psychologist in Florida,
California, and Indiana, we look forward to
Dr. Shermis's professional guidance and
direction as our new department chair .
Good Advice From
Even though school psychology graduate
students are normally imperturbable,
everyone needs to take counsel from time to
time. For this reason, we
welcome your letters of I need yc
concern; and in return, Dr. seem to ha'
Ademal will provide of stress
priceless advice in the hopes amr
of assuaging the weary,
stressed-out, or tiresome, who stand
awestruck at the prospects of navigating
their way through graduate school-or
gasp-the world outside of the bubble
we revere as grad school.
Dear Dr. Ademal,
I woke up yesterday and discovered that
I cannot remember the last 6 months of
my life. Apparently it's October 2006,
and I live in Florida now... last thing I
remember I was living in a cold and
stress-free climate. Where am I? What
have I done?
Dazed and Confused
Dear Dazed and Confused,
Welcome to Grad School! Please refer
to your practicum log in order to
reconstruct your life since you moved to
Florida. You should also find on your
computer several lengthy papers which
may help to trigger important memories.
However, read cautiously, as this may
provoke further feelings of anxiety. If all
else fails, On the Border has excellent
Dear Dr. Ademal,
I am having a fashion crisis. My
practicum wardrobe needs serious help;
I've had to retire several key
p. I pieces of my college wardrobe
ie sort due to propriety. I miss my
ced micro-minis!!! What's a girl to
(Reply on next page)
Dear Mini Me,
I have good news! Fortunately, the micro-minis
(particularly of the ruffled variety) are no longer
in style. Check out the most recent Communique
for the latest fashions in School Psychology.
Another suggestion for budding professionals
on a budget- Woodcock Johnson has recently
released a line of lovely forest green tees with
their trendy slogan "Take me to your leader."
Have fun, be creative, and ask yourself: "Would
Paris Hilton wear this?" If your answer is
affirmative, change clothes before you leave for
Dear Dr. Ademal,
I have become exasperated with the abominable
parallel parking skills demonstrated on SW 5th
Avenue after 3:30 PM. I recently noticed a
small sedan occupying a space the size of a
Cadillac. Is this no longer a part of the
admission evaluation process for UF?!?!?
In the words of a wise man, "It's not a Cadillac;
it's a Chevy!" If you're worried about this, you
probably have too much time on your hands. Go
write a reflection paper. (Every graduate student
could use a little more exercise.)
Meet the First-Years
By: Mike Sulkowski
With clipboards on our laps and stopwatches
in hand, we are poised, ready, and awaiting a
deluge of students needing to be assessed.
Being eager and willing to put training into
practice, we are perfect for the job. Our
experience may be limited and our knowledge
of school psychology inchoate, but our drive to
learn, grow, and succeed is unlimited. We are
full of promise, we are the future; we are the
first-years-get to know us-because we will
be around for a while ...
As group of individuals from many
different places, we bringing with us our own
and life histories. We are full of
From the Buckeye promise, we are
state are Lindsay Bell, the future; we are
who graduated from the first-years.
Purdue and taught in
Ecuador, and Lee Ann Lehman-a great asset to
the program and experienced school
psychologist. They, along with Cary Jordan,
Twyla Mancil, Cindi Flores, and Mike
Sulkowski, round out the new crop of doctoral
As an individual with much life
experience, Cary graduated from USF and
Twyla is bringing her knowledge of clinical
psychology from Georgia Southern University.
Cindi, who traveled the furthest to matriculate,
studied at Cal State San Bernardino and Mike is
a graduate of Canisius College located in
Buffalo, New York.
An ambitious group of EdS. students
include Allison Sullivan, Stacy Zebrick, Jessica
Nease, Lauren Brown, and Stephanie Perez.
Allison graduated from the University of Illinois
at Urbana-Champaign; Lauren, from the
University of Miami; and the local Gator
graduates include Jessica, Stacy, and Stephanie
who are all proud natives of the Sunshine state
If in need of psychological help, please contact
your local mental health service provider-not
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SPGSA News & Highlights
By: Allison Dempsey
As this year's SPGSA president I am excited
to work with the other officers to serve our
program's graduate students. This semester
we successfully eased the transition for
incoming students by hosting a luncheon for
faculty, new students, and their student
buddies and providing them with an informal
orientation to the program. We then welcomed
all students to a new semester with a student
social at On the Border.
Shortly after, we began working to make
this year the most productive ever for SPGSA.
One major goal for this year is to encourage
communication and collaboration across the
cohorts. To enable this, we have been working
in conjunction with Dr. Kranzler to create the
School Psychology Lounge site using the
Moodle program. The site is an interactive
web page in which students can communicate
with one another via forums for such topics as
research, practicum, internship, and student
events/activities. We have also posted a
number of helpful resources on the site, such
as links to professional organizations,
dissertation and research help sites, and
necessary program documents (i.e.,
handbooks, practicum consent forms, planned
program forms). I strongly encourage all
students to browse the site and participate in
the forums by posting questions or responding
to other students' posts and downloading
needed forms. I also welcome any feedback
regarding the site and suggestions for its
Another goal of SPGSA this year is to
host a number of special topics symposia
designed specifically for students. We hosted
the first of these events during School
Psychology Awareness Week (please see
Kristen Petter's article for more
information). The speaker for this event was
the redoubtable Dr. Eric Storch from the
Department of Psychiatry who spoke
convincingly about the efficacy of CBT and
treatment for OCD.
A final mission of SPGSA is to
continue the precedent for charity work set
by SPGSA officers in previous years. We
supported the Children's Service Fund this
year by contributing approximately 30 teddy
bears at the Florida Association of School
Psychologists' Annual Conference, held this
past October. The teddy bears were donated
to first responders in crisis situations to who
distributed them to children affected by the
crisis. In the future, we are also planning to
participate in the March of Dimes walk in
the spring and other charitable activities.
I hope you are all enjoying the semester and
I hope to see you at future SPGSA events
(For your enjoyment or disgust)
O 1ff n rinhI by Mark Pa isi
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Recent Awards and Honors
APA Division 16 Paul Henkin Travel Award, Sara Lavinia de Keni Scholarship
Sara Lavinia de Keni Scholarship
NASP student leader & SPGSA secretary
Sara Lavinia de Keni Scholarship
Travel Grant from UF Graduate School to present at the NASP annual conference
The Irwin Hyman Memorial Scholarship from the American Academy of School
Lit McKe Wey
NASP Student Leader Outreach Award for outstanding contributions to School Psychology
Minority Education Scholarship
Irwin Hyman Memorial Scholarship
Ye eV1,O 9W no _9e; *
School Psychology Interns
After years of attending class, conducting empirical research, administering assessments,
working with diverse groups of people, and carrying out intervention services in a supportive
environment, UF students are more than ready to assume roles as bona-fide practitioners of
School Psychology. They, under the supervision of knowledgeable professionals,
consummate their graduate studies and practicum experiences through a comprehensive
internship of their choosing. The following students have done it all: they have engendered
respect and impressed the people that they have worked with and they now stand on the cusp
of inaugurating promising careers as Gator School Psychologists .
Hillsborough County School District
Howard County School District
Sarasota County Schools
Indian River School District
Palm Bay, FL
Pasco County Schools
St. Petersburg, FL
Fairfax County School District
Children's Assessment Center
Volusia School District
Prince George's County School District
Silver Spring, MD.
Multidisciplinary & Diagnostic Training
Traci Wagner McGough
Hillsborough County School District
Gwinnett County School District
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The University of Florida espouses a comprehensive training program in School
Psychology. In addition to completing coursework, graduate students concomitantly help
students and clients to better approximate their academic and life-abilities. We serve as
proactive agents in the schools, and many advanced students choose to procure alternative
placements in the community. While bringing their own training and experience to the table,
students work on interdisciplinary teams and collaborate with members in related disciplines.
To summarize: at the University of Florida, School Psychology students can expect to
receive superior training in educational settings while also being at liberty to develop
professional skills in areas appropriately suited to their own unique interests and penchants .
Lee Ann Lehman
Gator Law Team Clinic: prepares
lawsuits with members of UF's Law
School and other issues related to
Jen Harmon, Chris Raye, Amy
P.K. Young: implementing RTI,
individual counseling, bully-prevention,
consultation services and other research
National Rural Behavioral Health
Center: currently implementing a bully
prevention program and family therapy.
Putnam County: working with the
director of school psychology services as
well as with low incidence, SED,
preschool (Head Start), and general
education populations doing both
assessment and intervention.
Union County Residential Treatment
Center: Providing inpatient services to
juvenile sex offenders.
Works along side a privately licensed
school psychologist to provide services
to the 0-3 population. She does
evaluations for adoption subsidies and
provides intervention to children and
families in the home environment.
.1Ihind's Pediatric Therapy Unit:
Administers high quality cognitive
behavior therapy using principles of
exposure-response prevention to
children and adolescents with obsessive-
Linda Radbill, Mike Sulkowski, &
.\/hnd/ Vista: providing mental health
services to children and adolescents
affected by anxiety, depression; conduct
and bipolar disorder, oppositional
defiant disorder, substance abuse, and
other life-disrupting problems.
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UFDisabilities Office: assesses and
evaluates UF student referrals for SLD
and other conditions.
.hn, Pediatric Obesity and Diabetes
Clinic: Providing clinical assessment,
cognitive-behavioral therapy, and life-
styles interventions to obese, diabetic, or
clients with high cholesterol.
Glenn Sloman, Taketo Nakao
Alachua Low Incidence Specialization:
works on handicapped, multiple
disabled, co-morbid, and medically
Works on an NIH grant investigating the
use of functional analysis to assess social
communicative behavior in children with
Autism Spectrum Disorders. Her
responsibilities include developmental
assessment, protocol development,
conducting functional analyses, and case
The Craniofacial Center: collaborates on
a multidisciplinary team that assesses
and supports children with various
craniofacial malformations particularly
with concerns that they may have
Taketo Nakao: NRBHC
Christine Peters & Sarah
Heidenescher: Research assistants to
Drs. Stephen Smith and Ann Daunic on
an aggression prevention research grant.
Mike Sulkowski: Test Librarian and
Editor of the $ /6A ,
Liz McKenney: Research assistant on a
Katrina Raia: teaches Human Growth
Jeff Ditterline: Research with Dr.
Oakland investigating adaptive behavior
Tiffany Sanders: Teaches Diverse
Krista Schwenk: Research on a grant
with Drs. Daniel Driscoll and Jennifer
Miller in the Department of Pediatrics
Jen Harman: teaches The Young Child
and works for the KIDS project as a
Emily Kuch: Teaches Human Growth
and Development and conducts research
for Dr. Therriault.
Jason Gallant: Graduate Research
Assistant in the Office of Educational
Chris Raye, Lindsay Bell, & Cary
Jordan: Teach Human Growth and
Lee Ann Lehman: Teaches Educational
Melissa Castillo & Amy Rosenthal:
Teach Human Growth and Development
By: Kristen Petters
Hi everyone! My name is Kristen Petters,
and I am the 2006-2007 NASP student leader
for the University of Florida's School
Psychology program. Throughout the year, I
will serve as the liaison between NASP and
our graduate program. I will also help
organize School Psychology Awareness Week
in the fall and the Outreach Activity in the
spring. The purpose of School Psychology
Awareness week is to provide useful
information about the field to students who
may be unaware of what school psychology is.
School Psychology Awareness Week gives us
the opportunity to promote our field and share
our experiences as graduate students, so start
thinking of activities to support this event.
Also, don't forget that the 2007 NASP
Convention is in New York, NY this year!
The convention is a great way to learn about
advances in the field of school psychology,
network with professors and other students,
and have a great time. If you have any
questions about the convention, please feel
free to contact me or check out the NASP
Hope everyone has a great year!
For additional information on School
Psychology Awareness Week, please visit:
ASSOCIATION OF SCHOOL
301-657-0270 (V .),)
http://www uncg., edu- edccas2/nsp
Top Ten Best Things about
Being a School Psych Student
10) The 1st year jokes about a certain
standardized test battery never get
9) When giving directions in
Gainesville, you use public schools
and coffee shops as landmarks.
8) You have the names "Reschly" and
"Ysseldyke" saved in your spell-
7) The phrase, "SPGSA is giving an in-
service about the use of FBA in an
RTI model under the new IDEIA,"
actually makes sense to you.
6) You don't understand the concept of
a job where you go to the same place
5) When you clean your car you find
protocols under the seats... and get
4) You have a better sticker collection
now than you did when you were
3) You may not have a great social life,
but you belong to a lot of swell clubs
(SPGSA, NASP, APA, FASP...)
Some of them even have secret
names (Division 16).
2) You can differentially diagnosis
"first year adjustment," "second year
stress," "portfolio panic," and
1) You've taken a nap somewhere in
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Faculty Research &
Diana Joyce, Ph.D.
Dr. Joyce is a Lecturer and Psychologist in the
Department of Educational Psychology with
Affiliated Assistant Professor status in Civil
Engineering. She teaches courses in social-
emotional assessment, developmental
psychopathology and supervises practicum
across four county school systems and nine
clinical sites. Her areas of research include
social-emotional assessment/intervention issues;
temperament as related to giftedness,
oppositional defiant disorder, and conduct
disorder; and teachers/psychologists'
perceptions of developmentally appropriate
John Kranzler, Ph.D.
Dr. Kranzler is a Professor of Educational
Psychology and Director of the School
Psychology Program. He has taught classes in
school psychology, learning and cognition,
measurement and evaluation, theories of
intelligence, psychoeducational assessment,
statistics, and individual differences. Dr.
Kranzler's major area of scholarly interest
concerns the nature, development, and
assessment of human cognitive abilities.
Thomas Oakland, Ph.D.
Dr. Oakland maintains an active and diverse
research program. His interests include:
adaptive behavior and skills, their profiles for
children with various disabilities, and
interventional strategies to help promote the
development of these behaviors and skills;
children's temperament, its impact on behavior,
temperament-based values and learning styles,
and its development in other countries (currently
with data from 14 countries); international
issues important to psychology, including
school psychology; legal and professional issues
important to the practice of psychology; and test
development and use. He served as editor of the
Journal of School Psychology. He currently
serves as associate editor for two other scholarly
journals and is on the editorial boards of more
than 20 journals.
Tina Smith-Bonahue, Ph.D.
Dr. Smith is an associate professor in
Educational Psychology. She teaches courses in
direct interventions in school psychology and
assessment and evaluation in the Unified
PROTEACH Early Childhood program. Her
primary research interests include aggression
and challenging behaviors in early childhood,
intervention for challenging behaviors, and
teacher beliefs regarding children with special
Nancy Waldron, Ph.D.
Dr Waldron is an Associate Professor in the
School Psychology program within the
Department of Educational Psychology. She
teaches graduate courses in academic
assessment/intervention and school consultation.
Dr Waldron's research interests include the
following areas: inclusion of students with
disabilities in general education classrooms,
academic and behavioral supports for students
at-risk for school failure, and teacher/school
variables related to the adoption of a response-
to-intervention (Rtl) model.
liE College of Education
U NIV LERS'Iy of FILORILUA
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National Association of
NASP's 39th Annual Convention in
New York, NY
March 27 31, 2007
FASP Summer Institute
July 19 -22, 2006
The Fourth "'R"
Dempsey, A. (October, 2006). Bullying prevention programs: How to select a program
for your middle school. Poster presentation at the Florida Association of School
Psychologists Annual Convention. Orlando, Florida.
Joyce, D., Gallant, J. (March, 2006). School-Wide Reading Intervention for Emotionally
Disturbed Self-Contained Program. Paper presented at the National Association of
School Psychologists (NASP) Annual Conference, Anaheim, CA.
Joyce, D., Gallant, J. (March, 2006). School-Wide Behavioral Intervention for
Emotionally Disturbed Self-Contained Program. Paper presented at the National
Association of School Psychologists (NASP) Annual Conference, Anaheim, CA.
Joyce, D., Oakland, T., Nicholas, B., Ditterline, J., & Rossen, E. (2006, October).
International classification offunctioning disability, and health model. Presented at
the Florida Association of School Psychologists Conference, Orlando, FL.
Joyce, D. & Bergeron, J. (2006). Gender similarities and differences in i eI dilg. writing,
and cognitive abilities. Presented at the Florida Association of School Psychologists
Conference, Orlando, FL.
McKenney, E. L. W., Sellers, J. A., Conroy, M. A., & Daunic, A. P. (2006, May).
Functional analysis of social communicative behavior for young children I ith autism
spectrum disorder. Poster session presented 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, May).
Using digital video to analyze outcomes of the social interactions of children i iih
autism. Presented at the annual meeting of the Association for Behavior Analysis,
Radunovich, H. L., Glenn, J., Dempsey, A., & Rosen, H. (June, 2006). Rural/urban
differences in beliefs about py% h/1,ithe/ip Preliminary data. Poster presentation at
the Third Annual Summer Institute of the Family Research Consortium IV. Spokane,
Schwenk, K. A. Miller, J., Kranzler, J.H., & Driscoll, D. A. (2006, July). Cognitive and
achievement abilities in individuals i ih/ Prader-Willi Syndrome and Early-Onset
Morbid Obesity. Paper presented at the Prader-Willi Syndrome Association USA
National Conference, Grand Island, NY.
Sellers, J. A., Conroy, M. A., McKenney, E. L. W., Sloman, G. M., Nakao, T., Petters,
K., & Daunic, A. P. (2006, May). Evocative effects of antecedent contexts on the
peer-related social behavior of children i/ i/h Autism Spectrum Disorders. Presented
at the annual meeting of the Association for Behavior Analysis, Atlanta, GA.
Sivinski, J., Dempsey, A., Wiens, B. (August, 2006). The Relationship of Gender, Age,
and Ethnicity to Rural Bullying Behaviors. Poster presentation at the American
Psychological Association Annual Convention. New Orleans, Louisiana.
Sloman, G., Gallant, J. (October, 2006). A School-Based Treatment Modelfor Pediatric
Obsessive-Compulsive Disorder. Paper to be presented at the Florida Association of
School Psychologists (FASP) Annual Conference, Orlando, FL.
Sloman, G., Dempsey, J., Gallant, J. (October, 2006). Obesity: A School-Based
Prevention Model. Paper to be presented at the Florida Association of School
Psychologists (FASP) Annual Conference, Orlando, FL.
Boyd, B. A., Conroy, M. A., Asmus, J. M., McKenney, E. L. W., & Mancil, G. R.
(In preparation). Descriptive analysis of classroom setting events on the social
behaviors of children with autism spectrum disorder. Submitted to: Education and
Training in Mental Retardation and Developmental Disabilities (September 2006).
Christian, H., Radunovich, H. L., & Dempsey, A. (2006). Assessment of social behaviors
in a violence prevention context: An investigation of the SSRS and peer nomination.
Merrill-Palmer Quarterly, Submitted.
Col6n, E., & Kranzler, J. H. (in press). Effect of instructions on curriculum-based
measurement of reading. Journal ofPsychoeducational Assessment.
Ditterline, J. & Oakland, T. (in press) Adaptive behavior. To appear in T. Oakland & P.
Harrison (Eds.). Assessment in Rehabilitation andHealth: Boston: Allyn & Bacon
Edwards, O., & Oakland, T. (in press). Factorial invariance of Woodcock-Johnson scores
for African Americans and Caucasian American. Journal ofPsychoeducational
Farrell, P., Jimerson, S., & Oakland, T. (2007). School psychology internationally: A
synthesis of findings. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The
Handbook of International School Psychology. Thousand Oaks, CA: Sage, 501-510.
Gallant, J., Storch, E.A., Valderhaug, R.K., Geffken, G.R. (submitted). School
psychologists' views and management of obsessive-compulsive disorder in children
Jimerson, S., & Oakland, T. (2007) School psychology in the United States. In Jimerson,
Oakland, and Farrell (Eds.). The Handbook ofInternational School Psychology.
Thousand Oaks, CA: Sage, 415-426.
Jimerson, Oakland, and Farrell (Eds.). (2007). The Handbook ofInternational School
Psychology. Thousand Oaks, CA: Sage.
Jimerson, S., Oakland, T., & Farrell, P. (2007). Introduction to The Handbook of
International School Psychology. In S. Jimerson, T. Oakland, and P. Farrell (Eds.).
The Handbook ofInternational School Psychology. Thousand Oaks, CA: Sage, 1-6.
Joyce, D., & Rossen, E. (in press). Transitioning high school students with learning
disabilities into postsecondary education: Assessment and Accommodations.
Joyce, D. (2006, Summer). [Review of the book Assessment of children: Behavioral,
social, and clinical foundations (5th ed.).] The School Psychologist, 60(3), pp.123-
Joyce, D., Radbill, J., Gallant, J., Weiss, L. (submitted). Review of disciplinary
infractions for students in a self-contained program for severely emotionally
Keith, T. Z., Goldenring Fine, J., Taub, G. E., Reynolds, M. R., & Kranzler, J. H. (2006).
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. (2007). Statisticsfor the terrified (4th Ed.). Upper Saddle River, NJ:
Leach. M. & Oakland, T. (in press). Ethics standards impacting test development and use:
A review of 31 ethics codes impacting practices in 35 countries. International
Journal of Testing.
Miller, J., Kranzler, J. H., Hatfield, A., Theriaque, D., Shuster, J., & Driscoll, D.J. (2006).
Early onset morbid obesity is related to cognitive dysfunction and behavioral
problems. Journal ofPediatrics, 149(2), 192-198.
Oakland, T. (2007) The International School Psychology Association: Its formation,
accomplishments, and future missions. In S. Jimerson, T. Oakland, and P. Farrell
(Eds.). The Handbook ofInternational School Psychology. Thousand Oaks, CA:
Oakland, T. (in press). International Test Commission. In F. Leong (Ed.). Encyclopedia
of Counseling, Thousand Oaks, CA: Sage.
Oakland, T. (2006). The publication of Dr. Anders Poulsen's Childbirth, Spirits and the
Khwan. Development and Culture Observed Over 40 Years in a North- Eastern Thai
Oakland, T. & Jimerson, S. (in press). History and current status of school psychology
internationally. A chapter to appear in Best Practices in School Psychology-Fifth
Edition. Bethesda, MD: National Association of School Psychologists.
Oakland, T., and Jimerson, S. (2007) School psychology internationally: A retrospective
view and influential conditions. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The
Handbook ofInternational School Psychology. Thousand Oaks, CA: Sage, 453-462.
Oakland, T. & Lu, Li. (2006). Temperament styles of children from the People's
Republic of China and the United States. School Psychology Internationally, 27, 192-
Oakland, T., Mogaji, A., & Dempsey, J. (2006). Temperament Styles of Nigerian and
U.S. Children. Journal of Psychology in Africa, 16, 27-34.
Oakland, T., Mpofu, E., Gregoire, G., & Faulkner, M. (in press). An exploration of
learning disabilities in four countries: Implications for test development and use in
developing countries. International Journal of Testing, Volume 7, Issue 1.
Oakland, T., Mpofu, E., & Sulkowski, M. (in press). Temperament styles of Zimbabwe
and U.S. children. Canadian Journal of School Psychology.
Oakland, T., & Soto, C. M. (2006) Aspectos individuals que influencian en el
desempeno durantes el examen psicologicas. Rev. Psicopedagogia, 23 (71): 152-157
Partilla, J. S., Dempsey, A. G., Nagpal, A. S., Blough, B. E., Baumann, M. H., &
Rothman, R. B. (in press). Interaction of amphetamines and related compounds at the
vesicular monoamine transporter. Journal of Pharmacology and Experimental
Schwenk, K., Conture, E., & Walden, T. (in press). Reaction to background stimulation
of preschool children who do and do not stutter. The Journal of Communication
Sloman, G., Gallant, J., Storch, E.A. (submitted). A School-Based Treatment Model for
Pediatric Obsessive-Compulsive Disorder.
Waldron, N., Joyce, D., Amateur, E., Clark, M. A., & Daniels, H. (2006). Improving
Professional Preparation of School Psychologists and School Counselors in a
Response-to-Intervention Model: A Curriculum Module. Gainesville, FL: Florida
Department of Education, 1-117.
Yan, G, Saklofske, D., and Oakland, T. (article submitted for publication). Intelligence:
Comparing the views of Chinese and American psychologists.
For additional information, please visit:
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School Psychology Program
University of Florida
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