Title: School psychology times
ALL VOLUMES CITATION PDF VIEWER THUMBNAILS PAGE IMAGE ZOOMABLE
Full Citation
STANDARD VIEW MARC VIEW
Permanent Link: http://ufdc.ufl.edu/UF00091429/00005
 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: 2008
 Record Information
Bibliographic ID: UF00091429
Volume ID: VID00005
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.

Downloads

This item has the following downloads:

02008_Newsletter ( PDF )


Full Text






UF SCHOOL


PSYCHOLOGY


TIMES 2007-2008

Editor: Stacey Rice


Inside this issue:


Director's Column
Peer Supervisors: A Valuable Resource
Meet the First Years
Reasons to choose UF
SPGSA News and Highlights
Random Funnies
Increasing Importance of ESOL training _
Recent Awards & Honors
School Psychology Interns
Advanced Practicum Placements
Student News
Assistantships
Multiculturalism in Daily Life
Faculty Research and Teaching Interests
Upcoming Research Conferences
Recent Presentations
Recent Publications


Page 2
Page 4
Page 5
Page 5
Page 6
Page 7
Page 8
Page 9
Page 9
Page 10
Page 11
Page 12
Page 13
Page 14
Page 15
Page 16
Page 18


~d~b~9~ s~i~dd.
























Director's Column
2007-2008
By: John H. Kranzler, PhD

What is accreditation? As stated by the Committee on Accreditation (CoA) of the
American Psychological Association (APA), "accreditation is both a status and a process.
As a status, accreditation provides public notification that an institution or program meets
standards of quality set forth by an accrediting agency. As a process, accreditation
reflects the fact that in achieving recognition by the accrediting agency, the institution or
program is committed to self-study and external review by one's peers in seeking not
only to meet standards but to continuously seek ways in which to enhance the quality of
education and training provided."
During the 2006-07 academic year, the PhD and EdS tracks of the School
Psychology Program (SPP) were approved as "Nationally Recognized" programs by the
National Council for Accreditation of Teacher Education (NCATE) through the National
Association of School Psychologists (NASP). The PhD track was also re-accredited by
the APA, which only accredits doctoral training programs in psychology. Both tracks
were approved and/or accredited for 7 years, which is the longest period of accreditation
granted by these accrediting agencies. This is a tremendous accomplishment and reflects
the continuing commitment to quality education and training of all faculty and students in
the SPP.
As part of the accreditation process, APA requires all accredited doctoral
programs to report important educational and training outcomes. Between 2001 and
2007, the median time to completion for the PhD degree was 6.0 years and attrition was a
mere 3%. All PhD students during this period were placed in a paid internship and 39%
of these internships were at APPIC sites with APA/CoA accreditation. This is an
impressive accomplishment given that there are more applicants than internships
available and that our students must compete with candidates from other accredited
school, clinical, and counseling programs. Moreover, between 1997 and 2005, more than
half of all PhD graduates (58%) have obtained a license for independent practice and
roughly 20% are employed as faculty in university settings. These data, which are









displayed on our website at
http://education.ufl.edu/EdPsych/schoolpsych/outcomes.html), are also quite impressive,
particularly in comparison with other top programs in the field.
In addition to meeting the high standards of accreditation by providing quality education
and training, the diversity of research interests and the productivity of its faculty and
students is another strength of the SPP. As you can see in the Newsletter's listing of
publications and presentations at professional conferences, during the past year faculty
and students have widely disseminated the results of their research on such topics as
response to intervention (RtI), effectiveness of eco-behavioral interventions, peer
victimization, emotional intelligence, temperament style, international school
psychology, stuttering in preschool children, assessment and treatment of obsessive-
compulsive disorder, ethics and standards, bilingual assessment and service delivery,
early onset childhood obesity, Prader-Willi Syndrome, and adaptive behavior profiles of
children with disabilities, among others.
The recent re-accreditation of the EdS and PhD tracks through 2013 and the
diversity of research productivity of its faculty and students are clear signs of a mature
and vibrant training program. While we have no intention of resting on our laurels, I'd
like to congratulate the faculty and students of the SPP for work well done. We've come
a long way over the past 20 years and should be proud of our accomplishments and where
we are today. Go Gators!


JWWW.PHPCOMICS.C OM


JOR6E C"M 0 2006







eVO/b4o y3 rf ,


Peer Supervisors: A

Valuable Resource
By Christine Peters andAllison
Sullivan

It has become a consensus
among students in UF's School
Psychology Program that peer-
supervisors are about the coolest thing
around. As a first- or second- year
student, having a student "whose been
through it" that you are not only
allowed, but encouraged, to ask for
assistance or advice is incredibly helpful.
And for second- and third- year students,
it is a pleasure to offer our wisdom and
learned experiences in return for the
wonderful supervision we once received.
If you're not quite sure what exactly
peer-supervisors can offer, here are some
ideas!
-If you are feeling overwhelmed, come
chat with us, and give us the opportunity
to practice our active listening skills that
we learned in our counseling class.
-If you're stuck on a case, your
supervisor can review the case with you.
They may be able to help you identify
appropriate assessment instruments and
interventions, and will certainly be able
to assist in interpreting results.
-If you're experiencing writer's block,
ask your supervisor if they have written
a report similar to the one you're
writing. Many supervisors are willing to
share report templates (as long as no
identifying information is revealed!)
-Once you have that report written, ask
your supervisor to look over it before
you turn it in. Just make sure you give us
a few days!


-If you are puzzled over the portfolio
requirements, your peer supervisor can
clarify any lingering questions.
-If you're looking to get involved with
research, connect with your supervisor!
Your supervisor, or someone s/he knows
will likely be working on a PQERS or
dissertation and may appreciate some
assistance!
-If you're searching for an assistantship,
your supervisor may be able to
recommend faculty, or point you in the
right direction!
-If you would like to start your own
research, your supervisor may be able to
help you navigate the route starting with
IRB.
-If you're facing the prospect of seeking
an internship site, your supervisor may
be able to help you navigate the search.
-If you're trying to figure out classes to
take for specialization courses, many
supervisors have searched the course
listings for their own specializations and
so may be able to help you identify
classes.
-If you are unfamiliar with Gainesville,
your peer supervisor may have
information about the community, from
where to get your car fixed to
recommending a fun place to hang on a
Friday night!

The bottom line is, we're all in this grad
school thing together. Having a
supportive cohort, along with knowing
members of the cohorts that came in
before your time, makes life a little
easier. Thank you to Dr. Joyce for
facilitating the peer-supervision model
and to all of our peer-supervisors!











Meet the First-Years
By: Stacey Rice

We came from all different parts
of the country, with different
backgrounds and goals, with one thing in
common: a strong interest in psychology
and the desire to help children. Most of
us have only met each in August, but
already we feel a close bond within our
cohort. This year the incoming school
psychology class is made up of eight
EdS students and four Ph.D students.
Dana, Katrina M, Hollie, John and
Katrina B are all graduates of UF in the
EdS track. Our other Ed.S students
include Cathy from Michigan State,
Kelly from University of Central Florida
and Jenny from Villanova University.
The Ph.d track includes Sally, who
graduated from UF, Stacey, who
graduated Rutgers University, Susan, an
alumna of University of Miami in Ohio,
and Susie, who graduated from Missouri
State University.
Already this semester we have
been exposed to a wealth of academic
information as well as important
practical knowledge. Many of us have
already begun to refine our specific
interests in the field, while others are
still experimenting with different
research projects, grants, and practicum
placements. Our interests are as diverse
as we are. Sally has a strong interest in
early childhood, Cathy wants to learn
more about the ESOL program, Stacey
and Susan are interested in emotional
and behavioral disorders, Suzie is
interested in applied behavior analysis,
and Katrina Moore is interested in
learning about promoting reading
success in early grades. As for the rest of
us, we still have plenty of time to


cultivate our interests, and certainly
plenty of resources within the program
to do so. We are looking forward to
learning even more about the program
and the profession of school psychology.


Reasons to Choose UF
By: Cary Jordan

Usually it is this time of year that
we all start to feel the academic pressure
and wonder why we decided to put
ourselves through such difficult work.
Are we masochists? Perhaps. Are we
crazy? Yes. But I also I think it is
because we want to help children and are
passionate about the field of school
psychology and rationalize this work as
an important step toward our lifelong
goals. In case you are like me and
sometimes question 'why graduate
school?' and why UF, here are my TOP
TEN important reasons for choosing the
University of Florida School Psychology
Program:

10. Football tickets (Need I say
more)???
9. Basketball tickets (Remember they
won the National Title twice in a row)
8. Satchel's Pizza, best in town
7. Elaine Green and Linda Parsons, they
make all our lives easier
6. Gainesville weather, only 10 cold
days a year (approximately)
5. Dr. Kranzler, not just for his excellent
taste in music, but for his great courses
and supervision
4. Dr. Joyce, who makes everyone feel
confident and is always willing to
mentor students
3. Dr. Waldron, who knows RTI and
can explain it in 17 different languages
(not really), but she knows her stuff.


yeweoof Vyynw /,9ftn









2. Dr. Oakland, who knows the ethics
code of Zimbabwe, oh yeah and the
APA ethics code inside and out.
1. And the number one reason you
chose the University of Florida School
Psychology Program:

Drum roll please...

The program is APA accredited,
provides excellent practicum
opportunities in the schools, clinics and
various other settings, allows for the
prospect to compete for great internship
opportunities, has excellent
faculty/office staff, and...this list could
go on and on for 10 pages.

The real reason for this article is to
provide some much needed comic relief
and to solidify your decision to be a part
of the University of Florida School
Psychology Program and the Gator
Nation. I know all of you will continue
to strengthen our program and make it
stronger as the years continue.

Sincerely,

Cary Jordan
UF School Psychology Doctoral Student


SPGSA News &

Highlights
By: Emily Kuch

SPGSA is an organization that is
dedicated to serving and supporting our
program's graduate students. With these
goals in mind, SPGSA has planned a
number of activities this year that we
hope will allow the School Psychology


program to become an even more
cohesive and productive group.
As the summer came to a close,
Christine, Krista, Allison and I began
making plans for a departmental
luncheon to welcome our incoming
students! New students were paired with
peer buddies, existing students who
volunteered to answer questions and
provide advice during the orientation
phase. We hoped that the peer buddies
would ease the strain associated with
transitioning into the program. A couple
of days after orientation, SPGSA
organized a potluck picnic at Lake
Wauberg. We got to know the new
students, caught up with old friends, and
the afternoon was a great success!
Feedback from our classmates suggested
that a number of you are interested in
becoming more involved in community
service activities through SPGSA.
Although you're short on time these
days, your hearts are big and you wanted
more opportunities to serve those in
need. In response, we decided to
organize a group of volunteers to spend
a weekend at Camp Boggy Creek.
Boggy Creek is a camp that hosts
children with a range of terminal
illnesses and disabilities. During the
school year, children are invited to bring
their parents and siblings for family
weekends. Campers, staff, and
volunteers spend the weekend playing,
singing, dancing, and participating in
traditional camp activities like
archery, boating, and crafts. We are
very excited to begin planning this
event! If anyone would like to
participate in a community service
activity but cannot commit to an entire
weekend, we would love your
suggestions for future service projects.
Of course, SPGSA will continue to
host social events throughout the year,


yeweoo Vyynwy /, 9ftne^-







~Ld(d4dl~Ob4~7 g~-d


including luncheons, potlucks, tailgates,
and happy hour outings! We hope these
opportunities allow the students to get to
know each other and discuss common
goals and areas of interest. We will be
hosting socials at two professional
conferences this year: the Florida
Association of School Psychologists
conference in Daytona Beach and the
National Association of School
Psychologists conference in New
Orleans. If you'd like more information
about registering for or attending one of
these conferences, feel free to contact us.
Stay in contact with your SPGSA
officers to receive further information
regarding program opportunities, such as
the upcoming School Psychology
Awareness Week! Graduate students


will be giving presentations about
careers in school psychology to
undergraduate classes and we'd love for
everyone to get involved and spread the
word about our program. Also, we
appreciate your feedback regarding
activities and events that you would find
beneficial, so let us know if you have
suggestions. Here's to another great
year!


Random Funnies


JORGE CuAMrIC STANFtORD DAILY









QUESTIONS NOT EVEN 5+ YEARS OF GRAD SCHOOL WILL HELP YOU ANSWER
PAPER OR BUT, I, L4CLE, 6A N is rsO Mj C Pt SO MC, T4T IL
PLASTIC? EIACTL CAlNAE.S -OR BAD FCP ,OU? E CAN FI T ,tS Ji iAR?
~- cr












The Benefits of Being the Only Male in your
Cohort
By: John Murty

Being the only male in an all female cohort does not have to be a bad thing; you
just have to look at the positives. It gives me the opportunity to increase knowledge of
America's Next Top Model and The Hills (I can't stand that Spencer). It provides an
inflated sense of worth when I'm the first asked to move tables or change light bulbs.
Last, but certainly not least, it is a nice ego boost to know that I will always remain
"hottest male in the cohort."

Increasing Importance of ESOL Training

By: Cindi Flores



As a result of changes in our country's demographics, it is imperative that school
psychologists are equipped with the skills to work with diverse populations. Last year, I
had the opportunity to work on a project developed by Dr. Maria Coady, a professor from
the School of Teaching and Learning, called Libros de Familia. The focus of the project
is to bring multi-cultural books into migrant households, with the goals of promoting
literacy development. Through this project I was able to observe some of the challenges
migrant families face, including poverty, transportation issues, communication, and
limited access to education materials. These experiences also led to a manuscript that is
currently in preparation, which looks at home-school communication between migrant
parents and other key stakeholders (i.e., the Migrant Education Program, ESOL, and
teachers). Findings illustrated that the schools in the study communicated primarily in
English, and key individuals (e.g., advocates) often filled in gaps that were left by the
schools. These findings have practical implications for school personnel who want to
schools. These findings have practical implications for school personnel who want to









increase collaboration with migrant parents and emphasize the need for more
nontraditional outreach, as migrant families have unique circumstances.


Recent Awards and Honors


UF College of Education Alumni Scholarship
Nadine Lambert Memorial Scholarship




Norman F. Nelson Fellowship Fund
Joseph-Lillian Damon Scholarship




Ralph D. Turlington Scholarship and Fellowship Fund, College of Education, University
of Florida




Margaret Rosenberger Annual Award Scholarship




Graduate Student Council Travel Grant
Sara Lavinia de Keni Scholarship
AERA Grants Program: AERA Institute on Statistical Analysis for Education Policy


School Psychology Interns


They have taken the classes, conducted the research, and developed specific
interests and areas of expertise. Their journey has been long, but throughout it, they have
gained the necessary skills, professionalism and theoretical knowledge of a school
psychologist. Now, they enter the professional world with the confidence and experience
gained from graduate studies. It is during internship that UF students will be students for









the last time. Proficient in their craft, they will now take their experiences into the
working world, where their background in practicum, research and assistantships will
give them the tools they need to become successful school psychologists.


Sara Heidenescher
Dupage County Schools
Villa Park, IL


Tiffany Sanders
The Menta Group
North Aurora, IL


Tanya Kort
PK Yonge
Gainesville, Florida

Kelly Tibbles
Pinellas County Schools


Kristen Petters
Sarasota County Schools
Sarasota, FL

Desiree Hood
Broward County Schools


Cynthia Speights
Duval County Schools

Linda Radbill
Sarah Reed Children's Center
Erie, PA

Katrina Raia
Riverbend Community Health Inc.
Concord, NH


Advanced Practicum

Placements
By: Mike Sulkowski


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 .









Amy Rosenthal
Advanced practicum in Marion County

Jenn Harmon
Private Practice with Lisa Schiavoni
helping to conduct early intervention
with toddlers engaging in early
childhood assessment activities

Jason Gallant
-University of Florida, Shands Hospital
UFOCD clinic conduct evidence-based
cognitive behavioral therapy on children,
adolescents, and adults presenting with
obsessive compulsive disorder
-Union County School District, Lake
Butler Elementary School
-Columbia County School District,
Independent contractor conducting
EMH, LD, and gifted assessments for
the school district

Krista Schwenk
P.K. Yonge Developmental Research
School


Allison Dempsey
Pediatric Psychology with Dr. Christina
Adams: Work with children with a range
of chronic illnesses (e.g., Cystic
Fibrosis, Muscular Dystrophy, Asthma)
in a pediatric outpatient pediatric setting,
inpatient hospitalizations, and at the
Psychology Clinic. Working as a
member of a multidisciplinary team to
screen patients for behavioral,
emotional, social, and academic
problems that exacerbate their medical
conditions and provide direct and
indirect interventions


Christine Peters
PK Yonge. Conducting assessment,
intervention, and consultation services,


in addition to liaison between 6th grade
teachers and school psychology team.


]Emily Kuch
Shands Vista: providing individual
counseling and leading therapy groups
with the patients.
PALS program; working at Ft Clarke
Middle School, providing individual and
group counseling to students in need.

Jack Dempsey
Working with Dr. Marcia Leary in
Alachua County providing direct and
indirect intervention services to students
with low-incidence disabilities.




Student News



Elizabeth McKinney
and her husband Mark recently welcomed
their daughter Samantha into the world on
February 21, 2007.

Lindsay Bell's
Husband has recently moved from Ecuador
to the United States

Jennifer Harmon
Defended her dissertation this year.

Chris Raye
Got engaged this summer. His fiancee
and he are planning for a summer
wedding.

Jason Gallant
Recently adopted a 6 year old rat terrier
from the Alachua County Humane
Society named "Stewie".


yeweCno Vyw /t^ fte-









Jeff Ditterline
PQER paper was accepted this summer
for publication

Emily Kuch
Adopted a puppy named Holly in March


Assistantships


In addition to classes, research
and practicum placements, there are
even more ways that we can gain
practical knowledge in a variety of
settings. From research with a professor,
to teaching a class, to working on a grant
(and possibly saving a little tuition
money while doing it), assistantships are
just one more opportunity to learn at UF.
Here are some of a few assistantships for
Fall 2007.


Elizabeth McKinney: Co-teaching
assessment, curriculum, and instruction
for students with mild disabilities with
Dr. Penny Cox. It is a masters level
course for the Special Education
ProTeach students

Amy Rosenthal: Research appointment
with Dr. Tina Smith. Investigating
parent involvement in low SES schools,
particularly patterns of parent
involvement spanning the transition
between pre-school and elementary
school. The research also looks at the
possibility of cultural mismatch between
elementary teachers and new students as
a reason for lack of parental
involvement.

Stacey Rice: Test Librarian and Editor
of the A9oX. .


Susan Craft: Working on a grant-
funded project with Dr. Waldron and
Lynda Hayes (at PK Yonge)
investigating the effects of three high
school reading intervention programs on
student motivation, engagement, and
achievement

Hollie Cowan: Research position with
the FCRR (Florida Center for Reading
Research) through Anne Bishop.


Lindsay Bell: Research assistantship in
the ADHD: Detection and Service Use
lab with Dr. Regina Bussing.


Jenn Harmon: Teaches the Young
Child. Also working on a research
project looking at the social-emotional
functioning of foster care children in the
schools, a research project examining the
impact of the environment on behavior,
and a research project examining the link
between behavior and language skills.

Chris Raye: Graduate Assistant for
EEX 3312
Doctoral Assistant at PK Yonge

Suzie Long: Teaching TA-EME 2040
(Educational Technology)

Allison Sullivan: Teaching EDG2701:
Teaching Diverse Populations

Jason Gallant: Graduate Assistant,
Office of Educational Research

Krista Schwenk: Research assistant
with Drs. Daniel Driscoll and Jennifer
Miller in the Department of Pediatrics on
their "Translational Research in Prader-
Willi Syndrome and Obesity" grant


yeweoo Vyynwy /, 9ftne^-










Jeff Ditterline: Research position
working as an assessment tester for the
Florida Center for Reading Research of
Florida State University.

Christine Peters: Conducting research
with Drs. Stephen Smith and Ann
Daunic (dept of Special Education) on
the effectiveness of a 27-lesson
curriculum taught in regular education
4th and 5th grade classrooms. The
curriculum is a cognitive-behavioral
intervention that teaches students how to
problem solve and it hypothesized to
reduce and prevent aggressiveness,
anger, and other problem behavior.

Mike Sulkowski: Southeastern Health
Psychology-conducting psychological
assessments to determine cognitive
strengths and weaknesses in with
individuals affected by neurological or
neurodegenerative disorders.

Emily Kuch: Working with Dr.
Therriault, a faculty member in the Ed
Psych program.


Multiculturalism in

Our Daily Lives
By: Melissa Castillo


For many graduate students, it is
difficult to take up a new hobby or
develop an interest outside of school.
The multiculturalism and diversity
training we receive in the classroom
often gets lost outside academic areas.
Unlike other hobbies and interests,
however, exposure to diversity can be
incorporated into what little leisure time
we have. Although it is sometimes


difficult and intimidating to try new
things, expanding your horizons outside
of your own culture can be exciting.
Gainesville is full of free or responsibly
priced activities that fit student budgets.
That being said, here are some
suggestions for making multiculturalism
a daily practice.
First, if you haven't tried food
from other regions, there are many
places in our town where you can start.
In the immediate vicinity of Norman
Hall you can dine at Saigon Legend,
Reggae Shack, Merlion and Gyros Plus.
Saigon Legend has amazing food and
most meals average about seven dollars.
Reggae Shack offers a taste of Jamaica
with their cuisine and fantastic reggae
music. All the way from Singapore is
Merlion on 13th street, which, in addition
to their meat dishes, also has amazing
synthetic meat dishes.
Also, if you head down
University towards Main Street you will
run into the heart of downtown
Gainesville. Here, in addition to great
restaurants and watering holes, there are
many cultural activities. The
Hippodrome theatre features thought
provoking entertainment (student
tickets $10) as well as shows and movies
from around the world. The Hippodrome
often has different ethnic film festivals,
such as the Latin film festival. While
you're in downtown, stop by the
Alachua County Library and sign up for
a library card so you can check out
books and have access to free DVD's
and CD's. In addition, the downtown
plaza often has art shows, cultural
activities and free concerts. Be sure to
keep an eye out for the latest event.
On 34th street you will find the
Harn art museum as well as a cluster of
other museums. The Harn is a fantastic
place to learn about different cultures


yeweCno Vyw /t^ fte-







Tcnda V / o4 53 fw,-


through their exhibits. In the past I have
seen exhibits of Tibetan art, African
spirituality, and thought provoking
exhibits from Cuba. Did I mention that
the Har is free? If you're hungry after
attending the Ham, you can head down
34th to Mi Apa Latin Cafe for affordable
Latin cuisine.
These are just a few of the
activities that will open doors to new
cultural opportunities in Gainesville.
Having first-hand experience in other
cultures can help you feel more
comfortable when meeting someone
with a different background. It can even
help you in your professional
development as a school psychologist!
At the very least, it will help generate
conversation, and may assist in building
rapport. However, as a word of caution;
ask questions, don't assume. Remember
that individuals are often involved in a
variety of complex systems and cultures,
and their cultural identities are as
different as fingerprints. However,
realize that by educating yourself you
are allowing for greater understanding of
multiple backgrounds, each offering a
new lens of understanding as
psychologist.

Top Ten Lies Told by
Graduate Students

10) It doesn't bother me at all that my
college roommate is making $80,000
a year on Wall Street.

9) I'd be delighted to proofread your
book/chapter/article

8) My work has a lot of practical
importance.

7) I would never date an undergraduate.


6) Your latest article was so inspiring.

5) I turned down a lot of great job
offers to come here.

4) I just have one more book to read
and then I'll start writing.

3) The department is giving me so
much support.

2) My job prospects look really good.

1) No really, I'll be out of here in two
more years.



Faculty Research &

Teaching Interests

Diana Joyce, Ph.D.

Dr. Joyce is an Assistant Scholar and
licensed School Psychologist/Psychologist.
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; oppositional
defiant disorder/conduct disorder; and
teachers/psychologists perceptions of
developmentally appropriate classroom
behaviors.

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
needs.


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.


Upcoming Research

Conferences






FIfaidi AuNfo of oSchool ,^fvbotfshs
www.fasp.org

The 34th Florida Association
of School Psychologists
Annual Conference

Daytona Beach, Florida

November 7 10, 2007


Nancy Waldron, Ph.D.

Dr Waldron is an Associate Professor in the
School Psychology program within the


~d~b~ s~i~dd









National Association of
School Psychology

40th Annual Convention
New Orleans, LA

February 6-9, 2008


Recent Presentations (2007)

Carney, R. N., Levin, J. R., & Long, S. K. (April, 2007). Improving students' multiple-
list serial learning: Pegwords and keywords and memory, oh my! Poster
presented at the annual meeting of the American Educational Research
Association, Chicago, IL.

Daunic, A. P., Smith, S. W., Becker, M., Barber, B., Peters, C., & Naranjo, A. (2007,
October). Assessing teacher behaviors that relate to social-emotional learning
outcomes: The multi-informant teacher assessment system (MITAS). (Poster
Presentation.) Council for Children with Behavioral Disorders 2007 International
Conference, Dallas (Irving), TX.

Daunic, A. P., Smith, S. W., Garvin, C., Naranjo, A., Barber, B., Becker, M.,
Heidenescher, S., Peters, C., & Taylor, G. (2007, July). First year progress of a
universal cognitive-behavioral intervention for elementary students to reduce
di, tii',ie a ggie i'ei' behavior. (Poster Presentation). U.S. Department of
Education, Institute of Education Sciences 2007 Research Conference,
Washington, DC.

Dempsey, A. G., & Storch, E. A. (March, 2007), Relational victimization in adolescence
and psychosocial adjustment in early adulthood. Paper presentation at the
National Association of School Psychologists Annual Convention. New York,
New York.

Dempsey, J. & Kranzler, J. (2007). Socioeconomic status, cognitive abilities, and
mathematical achievement. National Association of School Psychologists Annual
Convention. New York, New York. March 27-31, 2007.

Laramore, A., Harman, J., Castillo, M. Smith-Bonahue, T. (2007, March) Perceptions
of Parents and Teachers of the Social and Behavior Problems of Children with
Learning Disabilities. Presented at the National Association of School
Psychologists Conference, New York, NY









Miller, J., Schwenk, K., Long, M., Towler, S., Driscoll, D., & Leonard, C. (2007,
August). Brain Size and Cerebellar Volume in Individuals i/ ith PWS What
Factors May Influence Brain Development and IQ. Paper presentation to the 29th
Annual PWSA (USA) National Conference and 22nd Annual PWSA (USA)
Scientific Day Conference, Dallas, Texas.

Rossen, E., Kranzler, J.H., & Peters, C. (2006, October). Validity and predictive ability
of emotional intelligence. Paper presented at the Annual Conference of the
Florida Association of School Psychologists, Orlando, FL.

Rossen, E., & Kranzler, J. H. (2007, March). An examination of the validity of
emotional intelligence and its ability to predict important outcomes. Paper
presented at the Annual Convention of the National Association of School
Psychologists, New York, NY.

Rossen, E., Kranzler, J.H., & Peters, C. (2006, October). Validity and predictive ability
of emotional intelligence. Paper presented at the Annual Conference of the
Florida Association of School Psychologists, Orlando, FL.

Schwenk, K., Miller, J., Kranzler, J., & Driscoll, D. (2006, October). Changing
Perceptions ofPrader-Willi Syndrome and Obesity. Paper presentation to the
2006 Annual Florida Association of School Psychologists Conference, Orlando,
Florida.

Schwenk, K., Miller, J., Kranzler, J., & Driscoll, D. (2007, August). Individuals with
Prader-Willi Syndrome and Others with Early-onset Morbid Obesity Share
Similar Relative Strengths in Cognition and Achievement. Paper presentation to
the 29th Annual PWSA (USA) National Conference and 22nd Annual PWSA
(USA) Scientific Day Conference, Dallas, Texas.

Schwenk, K., Miller, J., Kranzler, J., & Driscoll, D. (2007, March). Changing
Perceptions of Prader-Willi Syndrome and Obesity. Paper presentation to the
2007 Annual Florida Prader-Willi Syndrome Association Conference, Westgate
River Ranch, Florida.

Schwenk, K., Miller, J., Kranzler, J., & Driscoll, D. (2007, June). Prader-Willi
Syndrome and Others / ihh Early-onset Morbid Obesity ,\hi e Similar S. eingh/i in
Cognition andAchievement. Paper presentation to the 6th International Prader-
Willi Scientific Conference and the 1st Romanian Prader-Willi and Rare Diseases
Conference, Cluj-Napoca Romania.

Schwenk, K, & Raye, C. (2006, October). Eating Disorders: What .\hln,,l School
Psychologists Can Do. Paper presentation to the 2006 Annual Florida
Association of School Psychologists Conference, Orlando, Florida.









Waldron, N., & McKenney, E. L. W. (2007, March). Improving middle school
improvement through a student empowerment model. Presented at the annual
meeting of the National Association of School Psychologists, New York, NY.

Weiss, L., and Ditterline, J. (2007). Understanding and Working with Students and
Families from Poverty. Presentation for the 5th Annual Serving Youth Summit:
Strategies That Work Training Conference hosted by the Office of the Florida
State Attorney 8th Judicial Circuit and The Florida Network of Victim Witness
Services, Gainesville, FL, January 26, 2007.



Recent Publications (2007)

Boyd, B. A., Conroy, M. A., Asmus, J. M., McKenney, E. L. W., & Mancil, G. R.
(In press). Descriptive analysis of classroom setting events on the social
behaviors of children with autism spectrum disorder. Accepted for publication in
Education and Training in Mental Retardation and Developmental Disabilities
(January, 2007).

Dempsey, A. G., & Storch, E. A. (In Press). Relational victimization: Association
between recalled adolescent social experiences and emotional adjustment in early
adulthood. Psychology in the Schools.

Ditterline, J., Banner, D., Oakland, T., and Becton, D. (2007). Adaptive behavior
profiles of students with disabilities. Journal of Applied School Psychology, 24, 2,
Accepted for publication

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. Canadian Journal of School Psychology.

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. Canadian Journal of School Psychology.

Joyce, D., & Dempsey, A. G. (in press). The DSM Model of Impairment. In S. Goldstein
& J. Naglieri (Eds.), Assessment of impairment: From theory to practice. New
York: Springer Publishers (43 pages)

Leach. M. & Oakland, T. (2007). Ethics standards impacting test development and use:
A review of 31 ethics codes impacting practices in 35 countries. International
Journal of Testing 7, (1). 71-88.









Leach. M. & Oakland, T. (2007). Ethics standards impacting test development and use:
A review of 31 ethics codes impacting practices in 35 countries. International
Journal of Testing 7, (1). 71-88.

McKenney, E. L. W., Conroy, M. A., Waldron, N. L., Sellers, J. A., Sloman, G.
M., & Nakao, T. (In press). Researchers as consultants: Improving teachers'
integrity to stuctural analysis procedures. Accepted for publication in Preventing
School Failure (June, 2007).

McKenney, E. L. W., Conroy, M. A., Waldron, N. L., Sellers, J. A., Sloman, G.
M., & Nakao, T. (In press). Researchers as consultants: Improving teachers'
integrity to stuctural analysis procedures. Accepted for publication in Preventing
School Failure (June, 2007).

Miller, J., Schwenk, K., Goldstone, A., & Driscoll, D. (in press). Novel Phenotype in
Early Childhood Onset Obesity. Endocrine Today

Oakland, T. (2007). International school psychology. In T. Fagan & P. Wise, School
psychology: Past, present and future, 3rd edition. Bethesda, MD: National
Association of School Psychologists.

Oakland, T., Mpofu, E., Gregoire, G., & Faulkner, M. (2007). An exploration of
learning disabilities in four countries: Implications for test development and use in
developing countries. International Journal of Testing, 7, (1). 53-70.

Oakland, T. & Joyce, D. (2007). Temperament-based Learning Styles and School-based
Applications. Canadian Journal of School Psychology, 19 (1/2), 59-74

Oakland, T. & Mata, A. (2007). Temperament styles of children from the Costa Rica
and the United States. Journal of Psychological Type, 67, 91-102.

Oakland, T., Mpofu, E., Gregoire, G., & Faulkner, M. (2007). An exploration of
learning disabilities in four countries: Implications for test development and use in
developing countries. International Journal of Testing, 7, (1). 53-70.

Oakland, T. (2007). Book Review: Sensational Kids: Hope and help for children with
sensory processing disorder. Communique, 35 (7),

Oakland, T. & Joyce, D. (2007). Temperament-based Learning Styles and School-based
Applications. Canadian Journal of School Psychology, 19 (1/2), 59-74

Oakland, T. & Mata, A. (2007). Temperament styles of children from the Costa Rica
and the United States. Journal of Psychological Type, 67, 91-102.









Oakland, T.O., Mpofu, E., Sulkowski, M. L. (2007). Temperament styles of Zimbabwe
and U.S. Children. Journal of Canadian School Psychology, 21, 139-153.

Phaneuf, R. L., Barry, A., Bose-Deakins, J. E., Margulies, A., Sumara, K. M., &
Harman, J. L. (in press). Ecobehavioral analysis of two early childhood
classrooms: Overall engagement and peer social interaction across settings. Early
Childhood Research Quarterly.

Proesel Col6n, E., & Kranzler, J. H. (2006). Effect of instructions on curriculum-based
measurement of reading. Journal ofPsychoeducational Assessment, 24, 318-328.

Schwenk, K., Conture, E., & Walden, T. (2007). Reaction to background stimulation of
preschool children who do and do not stutter. The Journal of Communication
Disorders, 40(2): 129-141

Sloman, G.M., Gallant, J., & Storch, E.A. (in press). A school-based treatment model
for pediatric obsessive-compulsive disorder. Child Psychiatry and Human
Development.

Smith, T., Harman, J. & Duncan, T. (in press). Intervention. In W. Umansky & S.
Hooper (Eds.) Young children i/ il special needs. (5th ed.). Columbus,
OH: Prentice Hall.


UF I College of Education
u NIVKERSIIY of FLORIDA


For additional information, please visit:
http://education.ufl.edu/edpsvch/schoolpsvch
or feel free to write to:
School Psychology Program
University of Florida
PO Box 117047
Gainesville, Florida 32611-7047
Fax: (352) 392-5929 Phone: (352) 392-0723




University of Florida Home Page
© 2004 - 2010 University of Florida George A. Smathers Libraries.
All rights reserved.

Acceptable Use, Copyright, and Disclaimer Statement
Last updated October 10, 2010 - - mvs