New York
Volume XXX, Number 2
SChool PSYChologiST
A publication of the New York Association of School Psychologists
Serving children, their families, and the school community
An affiliate of NASP
Coverage of the 2011 NYASP Conference
at the Turning Stone Resort
From
the
editor
The New York School Psychologist Staff:
NYASP’s Annual Conference was once again a success! Held October 2729, 2011 at the Turning Stone Resort in Verona, NY, over 600 attendees had
the opportunity to attend numerous workshops on topics covering neurospychology, autism, mental health, adolesence, early chilhood, multi-cultural
issues, and many more. Some of these workshops have been summarized in
this issue, thanks primarily to the efforts of diligent school psychology graduate students; this issue would not have been possible without them.
The next NYASP Conference will be held October 25-27, 2012 at the
Sheraton at the Falls, Niagara Falls, NY. Please mark your calendars and join
us!
Sincerely,
Lynette
Lynette D Maheu
[email protected] Y
Special Note From The Editor
On behalf of NYASP and The New York School Psychologist Editorial
Staff, we extend our apologies for the delay in this issue’s publication.
Please keep an eye out for Issue #3 of this volume, which will soon follow. Both issues will be distributed to 2011-2012 members, as well as new
2012-2013 members. Subsequently, another issue will be published which
will review Conference 2012 (Niagara Falls) for current 2012-2013 members. We are committed to reinstating a high quality publication and maintaining timely communication with our members. Questions and comments can be directed to the e-mail address above.
NYASP members are encouraged to
submit articles for consideration in
The New York School Psychologist!
Deadlines for Submission:
i
Issue
Deadline
Fall (#1)
Winter (#2)
Spring (#3)
August 15th
November 15th
February 15th
Editor:
Publications Chair:
Staff:
Lynette D. Maheu
Ruth Steegmann
Tom Kulaga
Sara Douglas
The New York School Psychologist is the official
publication of the New York Association of
School Psychologists and is distributed to
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NY School Psychologist Volume XXX, Number 2
Feature Articles
table
oF
Contents
Temple Grandin’s Keynote Address
By Arielle D’Aprile.......................................................................................................................................................................3
Promising Practices in the Treatment of Autism Spectrum Disorders
By Carly Plain..............................................................................................................................................................................5
Teen Suicide in the Minority & GLBTQ Populations
By Amber Saracino.......................................................................................................................................................................6
Interventions for Students with ADHD: Promoting Academic Success
By Amber Kallassy........................................................................................................................................................................7
The Zen of Executive Functions
By Carole K. Holmes....................................................................................................................................................................8
The Damage of Drama: Keeping Peer Conflict and ‘Drama’ from Becoming Bullying
By Dale Weston-Kurten................................................................................................................................................................9
Can We Play Too: Play Therapy for School Psychologists
By Elizabeth Tiffany....................................................................................................................................................................10
The Identification of Specific Learning Disabilities: The NYASP/OSPA Strand
By John Garruto.........................................................................................................................................................................11
The Evolution of ADHD: What Do We Really Know?
By Emily Griffin.........................................................................................................................................................................12
Mindfulness and Troubled Youth
By Jennifer Danker-Stiles...........................................................................................................................................................13
Cognitive Effects for Children with Previous Cancer Treatment
By Erin Cook..............................................................................................................................................................................14
Creating a Culture of Caring: Using the Circle of Courage Philosophy to Guide Work with Troubled
Youth
By Jeff Fazzino...........................................................................................................................................................................15
Designing a Multi-Tiered Model of Support for Students with Autism
By Katie Schubmehl...................................................................................................................................................................16
Girls Growing Through Yoga and Wellness: Preventing Anxiety and Eating Disorders in the Schools
By Kerry Eschbacher..................................................................................................................................................................17
International School Psychology: The Challenges of Meeting the Needs of Children with Disabilities
in a Developing Country like Bangladesh
By Kimberly D’Imperio..............................................................................................................................................................18
How Well do Progress-Monitoring Assessments Predict Reading Comprehension?
By Kimberly D’Imperio..............................................................................................................................................................19
Fetal Alcohol Exposure
By Nicole Hawkins.....................................................................................................................................................................20
The State of the Art of School Neuropsychology
By Patrick S. O’Donnell.............................................................................................................................................................21
The Evolving Special Education Law: What’s Important for School Psychologists
By Nicole M. Huber....................................................................................................................................................................22
In Every Issue
From the Editor........................................................i
President’s Message.................................................2
News from NYASP.................................................24
NASP Notes............................................................28
Research Grant Application.................................30
NY School Psychologist Volume XXX, Number 2
The Ethics Corner..................................................31
Tom’s Tech Talk.....................................................32
Chapter Representatives.......................................34
Executive Board Directory....................................36
Membership Application.......................................37
President’s message
Being Mindful of Yourself...
The NYASP Way!
Today was a good day. It was like
most days, I started the morning
with a plan of all the things I was
hoping to accomplish and I am
not sure I completed any of them.
What I did in the interim was
respond to a behavioral disturbance, consulted with teachers on
an academic problem, helped a
family get their child into school,
met with a father who doesn’t
understand his son, sent emails to
update parents and teachers as to
the progress of some interventions, finished an evaluation
whose deadline is fast approaching, consoled a crying student, completed the paperwork on a grant for students with autism, and ate
lunch with several students to discuss their friendship. It was a
good day because I chose to look back and use a mindful technique. I used NYASP.
Notice a person or object around you. Focus on them and allow
yourself to be grounded in the reality of who that person is and
what they mean to you. Use an object to focus your attention and
the senses that come along with your concentration of that object.
Often it’s the breathing that accompanies this focus that can begin
to ground you in the moment.
Yawp. This may seem counterintuitive but just at the pinnacle of
mindfulness I get energized and want to call out a loud raucous
cry to help others get energized. “I sound my barbaric YAWP over
the roofs of the world,” said Walt Whitman. OK it’s a stretch but
if you can think of a better one for ‘Y’ then email me at
[email protected]
Awareness what you have done for someone else today. We are
listeners and helpers by profession. Even on the smallest terms
appreciate what you did for others. Help shouldn’t be judged or
dissected in too many forms, worrying that we have not done
enough. Instead acknowledge the fact that help was offered.
Share your perspective with others, it can be contagious.
Reminding the people around you to be in the moment and look
at the positive parts of your day can be incredibly therapeutic.
Power in the Profession. While you do your best on a daily basis,
the volunteers at NYASP work tirelessly to represent the power of
our profession. As I continue to share, NYASP has made tremendous in-roads with so many groups that recognize and reach out
for our perspective. We are at the table sharing our power on your
behalf.
Thank you for your membership in the only profession that solely represents school psychologists in NYS. Enjoy this issue of
The NY School Psychologist; it’s packed with helpful articles written by fellow practitioners with insight into their work and an
interest in adding to our collective knowledge. Y
Fondly,
Peter Faustino
nYasP mission statement
The New York Association of School Psychologists (NYASP) is the
statewide organization that represents the profession of school psychology.
NYASP serves children, their families, and the school community
by promoting psychological well being, excellence in education,
and sensitivity to diversity through best practices in school psychology.
2
NY School Psychologist Volume XXX, Number 2
Temple Grandin’s Keynote Address
By Arielle D’Aprile
One of the major highlights of this year’s NYASP conference was
when the famous Dr. Temple Grandin delivered the keynote presentation. Dr. Grandin obtained her Ph.D in Animal Science from
the University of Illinois in 1989. Today she is a professor at
Colorado State University, teaching about the livestock industry
and animal welfare. She was deemed one of the most 100 influential people of 2010 in Time Magazine. In the world of education, Dr. Grandin represents the hope and living example that
those diagnosed with high functioning spectrum disorders can
lead normal and accomplished lives.
Dr. Grandin started her presentation by sharing stories and memories of her life as someone
growing up with Asperger’s
Syndrome. She emphasized the
importance of Early Intervention
(EI) services as she herself
received 20 hours a week of 1:1
EI as a youngster. The services
she received at such an early age
helped her to be able to function as
she does in society today. She continued on to describe her own
beliefs about interventions, medications, and potential occupations for children with Autism Spectrum Disorders.
Common challenges of children on the spectrum
Dr. Grandin spoke about the common challenges of children with
spectrum disorders. “Sensory problems are real,” she emphasized.
“Research demonstrates the frontal cortex is used less; where as
those with other developmental disorders do not”. In schools we
need to create an environment for these children so that they are
comfortable if we expect them to be free of distraction and be
available to learn. Children with spectrum disorders often have an
auditory threshold that is impaired. Children who display
Echolalia often repeat TV commercials because they are always
presented with the same sounds. Those who experience visual
sensory issues sometimes engage in finger flicking behavior near
their eyes or look out of the corner of their eye due to a break up
or fragmentation in visual images they see. Dr. Grandin disclosed
this was not a symptom she herself experienced as sensory issues
vary to the individual.
Suggestions for Educators
As educators we sometimes focus on student deficits in order to
identify goals. Some children on the spectrum have fixations. Dr.
Grandin strongly pointed out, “Don’t take the fixation away from
a child. Use the fixation as a starting point to expand the child’s
learning.” If a child is fixated on trains, use that interest to teach
other things, whether the topic of trains is used in a math problem
or a child reads a book about trains. We shouldn’t set a goal of
eliminating a child’s interest in something. With respect to treating sensory issues, you must treat the individual needs. Just
because putting pressure or weight on one student seems to relax
NY School Psychologist Volume XXX, Number 2
them, doesn’t mean this works for another. Tactile sensitivity levels vary between individuals on the spectrum. Hypersensitivity to
touch can be desensitized in some. Dr. Grandin revealed she herself used to feel an overwhelming tidal wave of stimulation when
someone hugged her. Now, she likes to hug others.
Dr. Grandin also described the difference between the autistic
brain and typical brain. A typical child’s brain forms concepts differently than that of the visual thinker. The sensory thinker learns
through specific examples in order to develop a concept in their
mind. She recommended educators
play games with categories or board
games in order to make the learning
experience real. Additionally, she
recommended educators teach
number concepts using manipulatives and hands-on objects.
Remember, these students do not
learn well through auditory means.
The autistic mind looks for visual
details.
Advantages and pitfalls of medication
Dr. Grandin candidly revealed her views and outlooks on the uses
of medication for children on the spectrum. “Fear is a main emotion in Autism because the fear center in the brain (Amgydala) is
larger.” Dr. Grandin claimed small doses of Zoloft and Laxapro
can be beneficial for some, rather than Xanax and Vallium as they
can be more addictive. Dr. Grandin recommends trying one medication at a time. One must always balance risk versus benefit. “A
good rule of thumb is that a medication should have an obvious
effect.” She further warned her audience to be cautious of the
severe side effects of Risperdal, Geodon, Zyprexa, and Seroquel.
Prospective opportunities and Jobs
In order to prepare the visual thinker for employment they need to
learn discipline jobs. “Sell your skills, not yourself,” she advised.
Dr. Grandin claimed she never once got a job through the interview; it was based on her skill set. We need to expose children
with spectrum disorders to real life jobs. Have the visual thinker
visit a work place or connect them to a mentor who is in a specific field of their interest. Dr. Grandin recommended a visual
thinker look in to pursuing a career in industrial design, computer
network specialist, graphic arts, equipment design, animal training, or auto mechanics. If your visual thinker excels in math and
music those fields may be better for them. Essentially, it depends
on the individual and how high functioning they are.
In closing Dr. Grandin shared her feelings about the way she
thinks, “I like the logical way I think. The Autism is secondary.”
To obtain more information about Dr. Grandin, the numerous
awards she has received, and books she has written please visit:
http://www.templegrandin.com/templehome.html Y
3
Highlights from NYASP 2011
Row 1 (L): SUNY Oswego students Keena Marie Herne, Brittany Reisbeck, and Kristina Lavery with their poster presentation.
(R): Conference attendees had the chance to win prizes at the Silent Auction, with proceeds going to charity.
Row 2 (L): A record-breaking crowd listens to Temple Grandin’s keynote address.
(C): NYASP member Bruce Weiner entertains NASP President Phil Lazarus, NYASP President Peter Faustino, and NYASP
President-Elect Kelly Caci with his magic tricks at an evening reception.
(R): The conference planning committee pauses just long enough to pose for a picture.
Row 3 (L): Conference attendees participate in a ZUMBATHON to raise money for Autism Speaks.
(R): ZUMBATHON instructors included Suzanne, Staci, Michelle, and Jess. Staci and Michelle are both school psychologists!
4
NY School Psychologist Volume XXX, Number 2
Promising Practices in the Treatment of
Autism Spectrum Disorders
Reviewed by Carly Plain
Dr. Sam Goldstein presented “Promising Practices in the
Treatment of Autism Spectrum Disorders.” Dr. Goldstein is
licensed as a psychologist, nationally certified as a school psychologist by NASP, and an Assistant Clinical Professor at the
University of Utah School of Medicine. His areas of specialization include school psychology, child development, and neuropsychology.
Dr. Goldstein began the workshop by presenting the principles of
effective interventions for children with Autism Spectrum
Disorders (ASDs). He encouraged all School Psychologists to go
beyond IQ testing: they must also take knowledge of the functions
of behaviors and the child’s abilities. Definition drives intervention, and we must acquire knowledge to accurately define behaviors. Dr. Goldstein briefly discussed Response To Intervention
(RTI) as it applies to children with ASDs, but cautioned that while
RTI is a good approach, it does not address the “why.” An effective evaluation of a child with ASD must also include a thorough
history, questionnaires to parents and teachers, observations
(preferably across different situations, people, and time), cognitive and language data, adaptive and emotional functioning
assessments, a rating scale, and a direct measure.
One rating scale that Dr. Goldstein mentioned was the Autism
Spectrum Rating Scale (ASRS), which he co-developed. This
scale is effective because it reflects the changes that will be coming to the Diagnostic and Statistical Manual of Mental Disorder’s
Fifth Edition (i.e. Pervasive Developmental Disorder-Not
Otherwise Specified and Asperger’s will not be differentiated
from Autism Spectrum Disorder). Dr. Goldstein also suggested a
preferred direct measure: the Autism Diagnostic Observation
Schedule (ADOS). This tool consists of structured and semi-structured social interactions between the examiner and the subject. In
addition to scales and direct measures, differential diagnosis and
comorbidity with other disorders must be taken into consideration.
Dr. Goldstein furthered that a diagnosis of ASD must be behaviorally driven; however, as School Psychologists, our concept of
disorders is often cognitively driven. This is why he emphasizes
the use of behavioral observations and rating scales. Dr. Goldstein
identified one caveat when it comes to the use of rating scales:
they are most often screened with children with identified ASDs.
He encourages School Psychologists to compare the children in
question with their typical peers, as that is where the true diagnostic information lies. Treatment scales, from various rating
scales, will drive treatment plans. Dr. Goldstein also mentioned
NY School Psychologist Volume XXX, Number 2
Complementary Alternative Medicine (CAM) as an option to consider, which could include sensory integration, swinging, or music
therapy. All are viable choices.
In terms of treatment, Dr. Goldstein noted that no curative treatment has yet been studied for ASDs. Behavioral modification,
educational intervention, and pharmacology have been studied.
However, he cautions that we should not focus on “curing” or
“changing” children with ASDs; rather, we should accommodate
their various needs. First, shape their behavior. This must come
before any language or cognitive concerns are addressed. Dr.
Goldstein identified the components of an effective treatment plan
as assessment, structured behavioral treatment, parent involvement, early intervention services, intensive intervention, social
skills development (the most critical factor), generalization of
skills, an appropriate school setting, and potentially medication
(depending on comorbidity, stimulants can address attention, antidepressants can address mood, etc.). Studies have found that
methylphenidate (Ritalin) can have positive effects on social communication and self-regulation in children with Pervasive
Developmental Disorders. Often, this medication will target the
hyperactive behaviors. Similar research has found that serotonin
increasing drugs may help decrease interfering repetitive behaviors and aggression while increasing social relatedness. Dr.
Goldstein also mentioned a study that found that oxytocin, a hormone released as a mother bonds with her infant, may promote
positive social relations and increase social behaviors. However,
more research needs to be conducted in this area before conclusions can be drawn.
Dr. Goldstein concluded the workshop by providing attendees
with a host of resources to further explore evidence-based practices, all of which can easily be found through an internet search
engine. These practices include antecedent-based intervention,
social stories, video modeling, prompting, and Picture Exchange
Communication System (PECS). Dr. Goldstein recommended the
following resources: ECard Online Learning Center, Treatment
and Education of Autistic and Communication Handicapped
Children (TEACCH) and Strategies for Teaching Based on
Autism Research (STAR). For more information, go to
www.samgoldstein.com. Y
Carly Plain is a 3rd year school psychology graduate student at the
Rochester Institute of Technology. She is currently completing
her internship in the East Irondequoit Central School District,
primarily working with K-8 students, and volunteers with children with ASDs.
5
Teen Suicide in the Minority & GLBTQ Populations
Reviewed by Amber Saracino
Dr. Patricia Isaac presented “Teen Suicide in the Minority &
GLBTQ Populations” at this year’s annual NYASP Conference at
the Turning Stone Resort in Verona, NY. Dr. Isaac is an Assistant
Professor in the Master of Arts in Teaching Program at SUNY
Empire State College. She teaches pre-service teachers and mentor teachers in high need and rural schools. Dr. Isaac is a school
psychologist and a former high school teacher. Her research interests are adolescent mental health, teen suicide, and the development of effective and caring teachers. She offers workshops on the
importance of Developing a Culturally Competent Framework for
Teaching, Counseling and Human Service Professions.
ual orientation, and skipping school due to feeling unsafe.
Feelings about having to be in a hostile learning environment
were believed to impact their GPA. Dr. Isaac then discussed the
risk and protective factors for GLBTQ youth. For example, risk
factors included conflicts with family and school based anti-gay
attitudes. A protective factor was school connectedness (safe
schools) and community based support groups. Dr. Isaac encourages school psychologists to create a connectedness and safe environment for these vulnerable youths in schools. Dr. Isaac advised,
“If you could pull this off, you would make a tremendous difference!”
Dr. Isaac introduced this sensitive topic in a way that conveyed
healing and balance to those who have been impacted by suicide.
Her passion was apparent as she opened the presentation with
examples from her work experience on the Navajo Reservation
where she completed her dissertation. Dr. Isaac reported the
alarming statistics of teen suicide: teen and youth suicide is the
3rd leading cause of death among youth between ages 10 to 19
years of age in the U.S., resulting in approximately 4400 lives lost
each year.
After providing valuable resources for the GLBTQ at risk, Dr.
Isaac further discussed other minority groups who were becoming
increasingly more susceptible to suicide risk. She discussed that
the suicide rate for black youth has increased dramatically. The
injury and death rate statistics among American Indian/Alaska
Native groups were also discussed. Dr. Isaac reported that the second leading cause of death for the American Indian/Alaska Native
groups, ages 15 to 34 years, is suicide. These rates are 1.8 times
higher than the national average for that age group. The risk and
protective factors were also discussed for each minority group.
After these startling statistics, she explained that this is not only
an epidemic in the U.S., but the World Health Organization estimates that approximately one million people (thousands of them
children and adolescents) die by suicide each year. This makes
suicide the second-leading cause of death worldwide among
young people ages 10 to 24.
Dr. Isaac proceeded to discuss the latest research findings from
the Center of Disease Control study of Youth Risk Behavior
Surveillance System. Dr. Isaac showed the audience a visual aid
of the U.S. map of high school students who seriously considered
suicide. NYC, alone, consisted of 12-13% of its youth.
The focus then shifted to the training level of school psychologists
in the area of suicide. Dr. Isaac then discussed that a recent national survey conducted by the American Association of Suicidology
(AAS) found that that: 86% of school psychologists reported
counseling a student who had threatened or attempted suicide,
62% knew a student in their school who made a nonfatal suicide
attempt, and 35% reported that a student in their school had died
by suicide. Some studies have found that school psychologists
report adequate training in prevention, intervention, and followup, while opposing researchers found school psychologists to frequently report being ill-prepared to respond effectively to suicidal
youth.
Dr. Isaac then addressed the Gay, Lesbian, Bisexual, Transgender
and Questioning Youth (GLBTQ) suicide rates. She stated that
there is a 50% greater likelihood that GLBT youth seriously consider suicide. GLSEN 2007 National School Climate Surveyed
6209 middle and high school GLBT youth who reported alarming
rates of: experiencing harassment, feeling unsafe about their sex-
6
Interestingly, Dr. Isaac pointed out that in contrast to previous
studies, youth from lower income households were least likely to
report attempting suicide, while youth living in homes of greater
means were more likely. Additional interesting findings were that:
having a mental disorder was closely linked with suicide attempts,
teens with anxiety disorders were at the highest risk, and teens living in the U.S. South and West appeared to be less at risk for suicide than those living in the Northeast.
Dr. Isaac ended her presentation with the warning signs of suicidal behaviors. She stressed how school psychologists are often
times a struggling youth’s first contact for help and the importance
of making appropriate contact if a student is believed to be at risk.
Lastly, she summarized the important role that school psychologists can take in: knowing the school crisis plan, serving as advocates and agents of change in initiating GLBTQ alliances, conducting more mental health screenings, making connections with
community agencies, and collaborating educational presentations
with mental health agencies.
Below are excellent resources for prevention for GLBTQ at risk:
http://www.cdc.gov/HealthyYouth/SHI/
http://www.p12nysed.gov/technology/internet_safety/documnets/cyberbullying.html
http://www.gvboces.org/NYS_SSS.cfm?subpage=212540 Y
Amber Saracino is a third year graduate student at Marist College.
She is currently completing her internship in the Hyde Park CSD.
Amber is on the NYASP Executive Board serving as an
Alternate Student Representative.
NY School Psychologist Volume XXX, Number 2
Interventions for Students with ADHD:
Promoting Academic Success
Reviewed by Amber Kallassy
Dr. George DuPaul presented ‘Interventions for Students with
ADHD: Promoting Academic Success’ at the 2011 NYASP conference in Verona, New York. Dr. DuPaul is a professor of School
Psychology and chairperson of the Department of Education and
Human Services at Lehigh University.
Dr. DuPaul began his workshop by presenting an overview of the
typical academic, behavioral, and social difficulties experienced
by students with ADHD. He reviewed the current DSM-IV criteria for the disorder and stressed that it is critical for practitioners
to remember that even if DSM-IV symptoms are present, assessment of individual impairment is key to determination of the presence of the disorder. Dr. DuPaul also discussed current prevalence
rates and sex ratios, placing particular emphasis on the pervasiveness of the disorder throughout all countries and ethnic groups –
ADHD affects a mean of 5.29% of children throughout the world.
Nationally, the impact of the disorder on the education system was
explained to be significant, with research showing that diagnosed
students require a significantly higher rate of special education
programming, engage in more disciplinary acts, receive more suspensions/expulsions, and experience grade retention statistically
more than other diagnoses.
Throughout the workshop, Dr. DuPaul emphasized that he prefers
a “behavioral orientation” when exploring interventions for students diagnosed with ADHD, although he acknowledged that
varying opinions exist amongst governing bodies. Currently, the
most common interventions for students include psychotropic
medications (i.e. stimulants such as methylphenidate), homebased contingency management systems (behavioral parent training), school-based contingency management interventions (e.g.
token reinforcement systems), academic tutoring, and schoolhome notes or daily report card systems (DRC’s).
When designing a school-based intervention, Dr. DuPaul outlined
four essential components, as identified through research metaanalyses: adopt balanced interventions, use multiple mediators,
consider behavioral function, and link intervention design to
assessment data.
When explaining that interventions must be “balanced,” Dr.
DuPaul expressed that interventions must rely on both preventative, proactive strategies, as well as reactive, consequence-based
strategies. He explained that classrooms sometimes only implement punishment-based strategies, which are not conducive to
actively preventing future instances of the behavior. Examples of
proactive strategies that work to manipulate antecedents include
the posting of classroom rules, providing instructional modifications or workload adjustments, providing choices of assignments,
and peer tutoring. Examples of reactive strategies that work to
manipulate antecedents include token reinforcement systems, verbal reprimands, response cost systems, time out from positive
reinforcement, and self-management strategies.
NY School Psychologist Volume XXX, Number 2
Secondly, effective interventions must also use multiple mediators, placing reliance on implementation amongst a number of
individuals to enhance the ability for proactive behaviors to be
encouraged and reinforced across settings. Examples of potential
mediators include teachers, parents, peers, computer-directed
activities, and even student self-monitoring.
Third, effective interventions must include a consideration of the
behavioral function of the problem behaviors, to ensure that the
intervention both properly addresses the motive behind the behavior, and provides a means by which the problem behavior(s) can
be replaced with actions more conducive to a positive learning
environment. Possible functions of challenging behaviors include
a desire to avoid/escape effortful tasks, to obtain peer or teacher
attention, to obtain a tangible object, or to provide sensory stimulation.
Finally, Dr. DuPaul identifies linking intervention design to
assessment data as the fourth component of effective school-based
intervention systems. This component underlines the importance
of remaining focused on the child’s individual reactions to the
intervention. Progress monitoring provides a gauge by which individual improvement can be assessed, and can offer insight as to
which aspects of the intervention are effective in promoting
behavioral success, versus identifying which aspects are less
effective for individual students.
In the final component of the workshop, Dr. DuPaul discussed
examples of specific, empirically supported school-based intervention strategies, and important characteristics of each:
• Token reinforcement systems: These systems provide students
with immediate and frequent feedback, which is critical for students diagnosed with ADHD. It is important to remember that
rewards need to be appropriate and practical, and that a gradual
“weaning” process should be introduced over time.
• Home-school reinforcement systems: These programs also provide frequent progress information, but additionally provide the
support of reinforcement across settings. It is important to remember that parent cooperation and follow-up at home is key to the
success of these interventions.
• Classwide Peer Tutoring: These systems offer both social reinforcement and immediate feedback through error correction.
While it is not always important that paired children are on the
same level academically (different sets of academic material can
be provided to each peer), it is essential that student personalities
(continued on p. 33)
mesh well.
Amber Kallassy is a third-year school psychology masters student
at the University at Buffalo. She is completing her internship
in the East Irondequoit Central School District.
7
The Zen of Executive Functions
Reviewed by Carole K. Holmes
Zsuzanna Kirarly, Ph.D., is a Professor at Fordham University
Graduate School of Education and Director of the Hagen
Consultation Centers. She is also a certified yoga instructor and
has practiced as a school psychologist for twenty years. Dr.
Kirarly presented the Zen of Executive Functions at the 2011
NYASP Conference at the Turning Stone in Verona, New York.
The presentation opened with Dr. Kirarly guiding the group in a
brief meditation and mindfulness practice. In the midst of our
bustling conference, this powerful experience facilitated the
milieu for an insightful and beneficial workshop. Dr. Kirarly
introduced the value of integrating ancient western practices with
current neuroscience models of executive functioning. Dr. Kirarly
proposed an observation that executive problems are being reported at a higher rate during our challenging educational times when
we are expecting more from our students at an earlier age. Dr.
Kirarly suggested the prefrontal cortex may not be fully developed for these educational expectations and mindfulness practices
may be viable interventions.
Executive functions are a set of directives or controlling processes that cue the activation of capacities that we use to engage in
goal-directed behavior. In particular this includes metacognitive
skills (planning, organizing, time management, working memory,
and self-monitoring) and regulatory skills (response inhibition,
task initiation, and emotional control). Executive function difficulty is considered a “producing disability” and is associated with
prefrontal cortex activation. Executive functions are important to
many functional areas of our lives but particularly in achievement
(problem solving, motivation, effort, and persistence) and selfregulation. A clinical level of executive dysfunction exists in disorders such as Attention Deficit Hyperactivity Disorder, Specific
Learning Disabilities, Affective and Mood Disorders, and Autism
Spectrum Disorders.
Mindful Awareness Practices such as meditation, yoga, and Tai
chi, are rooted in ancient Zen and Buddhist traditions. Mindful
awareness practices promote paying attention through purposeful
training of attention, practice of present moment awareness, and
the training and practice of nonjudgmental thinking. Dr. Kirarly
explained the link between current neuroscience Models of
Executive Function and Mindful Awareness Practices.
Specifically, mindful awareness practices include the key processes of self-regulating the focus of attention through being fully
awake and attending while learning to inhibit the urge to elaborate
8
on thoughts and feelings. In other words the student can learn and
practice attention, “letting go” of upsetting thoughts, and controlling urges.
Neuroplasticity is the brain’s ability to change as a result of experiences. Dr. Kirarly explained Mindful Awareness Practices can
have a role in strengthening synaptic connections of the brain. In
particular the skill of focused attention is cultivated by meditative
practices. As neuroplasticity continues into late adolescence and
adulthood, Dr. Kirarly emphasized that Mindful Awareness
Practices can have great implications for intervention in strengthening the student’s attention capacities.
The result of traumatic experience and prolonged stress on the
brain causing limbic reactivity, was reviewed by Dr. Kirarly. As a
result of prolonged stress and trauma the amygdala responds to
stress as if it were a real danger; the hypothalamus produces
chronically high cortisol levels, and the hippocampus has
impaired consolidation of information from short to long-term
memory, causing learning difficulties. The student who has undergone prolonged stress and traumatic experience is operating in a
constant survival mode. Dr. Kirarly presented that mindful awareness practices can have a role in reducing limbic reactivity.
Additionally, executive functions involve the prefrontal cortex,
which is also impacted by subcortical functioning. Mindful
Awareness Practices strengthens the prefrontal cortex functioning
and regulates subcortical activation.
In conclusion, Dr. Kirarly reviewed that executive function difficulties are related to suboptimal brain function, with the regulation of attention and emotions being critical for prefrontal cortex
functioning. Brain functions can be altered through interventions.
Empirical research has shown Mindful Awareness Practices to
improve attention, decrease habituation or boredom, and increase
emotional control. Dr. Kirarly summarized, “People who engage
and practice mindful awareness are open to experiences. As a
result of Mindful Awareness Practices you can have a better brain
for learning, paying attention, and being happier, too!” This beneficial workshop then concluded with Dr. Kirarly teaching breathing techniques and yoga practices to the enlightened participants.
Y
Carole K. Holmes is a School Psychologist at Northeastern Clinton
Central School district. She is the NYASP Chapter B Representative
for Clinton, Essex, and Franklin counties.
NY School Psychologist Volume XXX, Number 2
The Damange of ‘Drama’: Keeping Peer Conflict
and ‘Drama’ from Becoming Bullying
Reviewed by Dale Waston-Kurten
As of July 1, 2012, the Dignity for All Students Act (DFASA)
becomes an amendment to the education law. With its eminent
implementation comes a warning from Katy Allen, Doctoral
Candidate, University of Rochester, who presented for the New
York Association of School Psychologist’s (NYASP) October,
2011 Conference: Schools Better Be Ready to Battle Bullying!
Katy Allen has made bullying her expertise. Founder of Impact
Training & Evaluation, she has been assisting schools since 1995
by providing services such as: staff development, keynotes, and
program development and evaluation. Katy has also written several articles on the topic of bullying. Her presentation at NYASP’s
October, 2011 Conference focused on a school-wide, systemic
approach to help schools deal with conflict, aggression, and bullying.
The DFASA requires a policy that creates a school environment
that is free from discrimination and harassment. To meet that goal,
the law insists on guidelines to train staff to both prevent and
intervene in behaviors considered harassment or discrimination.
The law also mandates the appointment of a person within each
school who is trained in human relations and who will bridge the
requirements of the legislation. Further, the DFASA expects an
age-appropriate explanation of the policy in the code of conduct.
Lastly, the law requires instruction for students (K-12) in civility,
citizenship, and character education.
Allen points out a vulnerability of the new DFASA in that it prohibits harassment (which is defined in the law) and discrimination, bullying, taunting, and intimidation, (which are NOT defined
in the law). From this point on in her presentation, Allen addresses definitions, and the inter-relationships, of conflict, bullying,
and ‘drama.’ She also discusses the need for a school-wide policy
that addresses social conflict before it escalates into aggression or
bullying. Interestingly, Allen describes drama as a ‘messy’ element in children’s/adolescent’s social milieu. She defines it as, “a
social interaction characterized by overreaction, excessive emotionality, prolongation, involvement of extraneous individuals,
and inflated relevance.” She defines bullying as an aggressive act
that has: intentionality to do harm, is repeated, and exploits a
power imbalance. Allen points out that determining whether a student interaction is conflict or drama or bullying can be a challenging responsibility, which is why she recommends having clear
definitions, proactive supports, trained staff and a school-wide
policy.
Allen came to these recommendations after conducting research
for her dissertation (Students’ and Staff Members’ Understanding
of the Features, Forms and Functions of Bullying in a High
School Setting). She borrowed from the British Maines &
Robinson (1992) model, a support group method for intervening
in bullying that utilizes a no-blame approach. This approach
emphasizes the following elements: the encouragement of empathy among students, the promotion of a shared responsibility
among students for the well-being of other students, and the need
NY School Psychologist Volume XXX, Number 2
to problem-solve rather than place blame. The salient features of
this model include a seven-step process. The victim is interviewed
alone and assured that the bully will not get in trouble (this is to
remove the fear of retaliation for telling). The purpose of the interview is to reassure the student that the problem can be solved and
to find out details such as: who the main threatening figures are,
who the bystanders are, and whom the victim finds supportive.
The victim is then informed that all students involved will be
asked to help improve the situation. Next, the supervising adult
gathers the group of the main aggressors, bystanders and supporters. No one is labeled. The atmosphere is to be non-judgmental.
They are told that ‘Johnny’ is unhappy in school and that they
have been chosen because they are all in a position to help. The
adult asks the group if any of them has been unhappy in school in
an attempt to raise empathy for ‘Johnny.’ The adult suggests that
no one should feel unhappy in school. If any of the aggressors are
named as Johnny’s problem, the adult affirms that the meeting is
to help, not to judge anyone else. The adult asks the group to make
suggestions to help Johnny be happier at school. No formal plan
needs to emerge. Group members are thanked for their support
and told that their ideas are likely to solve Johnny’s problem. They
are told to report back to see how their plan is working. The adult
then meets with the victim about a week later to see how things
are going. The adult also meets separately with the group. They
are asked if they think Johnny is doing better, and if so, what have
they been doing to help create Johnny’s happiness. They are complimented and encouraged to keep up the good work. Reviews are
continued for as long as needed. Parents are contacted to make
them aware that the school has been involved in helping Johnny
be happier at school and to ask them for their views on how things
are going for Johnny.
Allen also created a Bullying/Social Conflict Intervention System
to utilize in addition to the no-blame method. It is a systemic
approach and had the following objectives: to address social conflict before it could escalate, to attempt to keep these types of
social problems from requiring the use of the code of conduct, to
be proactive and not reactive when dealing with student social
issues, to take a problem-solving approach as opposed to a blame
and punish approach, and to seek to repair relationships. Broader
goals included improving the social climate of the school, improving the quality of peer interactions, and to reduce bullying. Allen
introduced a conflict reporting form that could be submitted
anonymously and was available for use by students, teachers, and
staff. A Social Emotional Learning Intervention Team (SELIT),
including the assistant principal, often working in collaboration
with teachers, intervened and followed-up to create a systemic
(continued on p. 33)
protocol of adult involvement.
Dale Weston-Kurten has her MA in Clinical Psychology from Antioch
University and will graduate from Marist College with her CAS in School
Psychology in May, 2012. Dale is currently interning at New Windsor
Elementary and South Middle School in the Newburgh School District.
9
Can We Play Too:
Play Therapy for School Psychologists
Reviewed by Elizabeth Tiffany
After attending Dr. Jodi Mullen’s high-energy presentation, it is
not surprising that she knows a thing or two about play. Dr.
Mullen engaged the group of over fifty conference attendees with
a variety of real-world examples, partner activities, and a video of
her own play therapy session.
Instead of spending the hour and a half providing specific techniques, Dr. Mullen explained the foundations of using play in a
cathartic way. Emphasis was placed on the idea of children being
their own culture. Play is not simply an entertaining pastime; it is
a child’s language. With this belief in mind, those who work with
children should view their work as cross-cultural in nature. In
order to avoid barriers of communication, we must first understand the meaning of play, and learn how to engage in a relationship using the appropriate form of communication.
To demonstrate one way in which adult-centric behavior can hinder the adult-child relationship, participants were asked to have a
conversation with the person seated next to them. The directions
were to converse while one participant was standing, and the other
was seated. The simple activity was debriefed with everyone’s
feelings of how the conversation felt while being literally talked
down to. Some responses? Difficult. Uncomfortable. Frustrating.
Dr. Mullen went on to explain that conversations with children do
not have to evoke these feelings! How difficult is it to kneel down
to a child’s level, speak with simplified vocabulary, or use shorter
sentences? Possibilities were provided during the presentation
that seem obvious—but are actions that we rarely take into consideration.
Dr. Mullen spoke to the general unimportance of talking. The
group was encouraged to practice hyperbolized facial expressions,
and ways to get across emotions or ideas without speaking. Along
the same lines, the common misconception was addressed that
simply because children don’t have a complex vocabulary doesn’t
mean that they do not have rich, complex emotions. A little person does not equal little feelings.
Appropriately, the presentation was kept fun and light-hearted. Dr.
Mullen shared anecdotes from her own experience working with
children. “If you reflect their feelings back to them, they think you
have psychic powers!” she informed the group. Dr. Mullen even
shared a drawing from her own daughter, in which she was drawn
rather unattractively, and labeled “Angry Mom”. “And I’ve been
doing this for a while!” she stated as she showed the picture.
While inducing laughter, it also reinforced the idea that we will
never be perfect at what we do, but we can always continue to
improve and grow as counselors.
As a group of current and future school psychologists, participants
were eager to know how this pertained to the school setting. Dr.
Mullen shared a list of opportunities in which to engage a child in
a play-friendly atmosphere. Even if a room designated for such
activities is inaccessible, the foundations of play could and should
be used in any child-centered counseling situation. While Dr.
Mullen showed her passion and excitement for the world of play,
she was realistic in a room of questioning school psychologists.
When will we have the time? What will parents and administrators think of the process? Dr. Mullen responded with realistic
answers to all of these questions, and left the group with a quote
from Gary Landreth: “It’s not if you play, it’s how”. Y
Elizabeth Tiffany is currently a first-year graduate student in the School
Psychology program at SUNY Oswego. Her interests include mental health
counseling, and early intervention for children on the Autism Spectrum.
Members of theLearning Disabilities discussion panel (see article at right).
10
NY School Psychologist Volume XXX, Number 2
The Identification of Specific Learning Disabilities:
The NYASP/OSPA Strand
By John Garruto, D.Ed., NCSP
At one of the NYASP 2011 conference planning meetings, an
event occurred that would later be the initial domino falling in a
chain reaction known as the NYASP/OSPA strand. Because neuropsychology was one of the strands of the conference, Drs.
Steven Feifer and George McCloskey were invited to speak at the
2011 conference. NYASP conference committee chairperson
received a correspondence from the past president of the Oregon
School Psychologist Association (OSPA) indicating that he
learned of who was speaking at our conference and would NYASP
and OSPA be interested in working together on an initiative for
best practice on identification of specific learning disabilities
(SLD).
As I was serving as the speaker chairperson, this correspondence
was brought to my attention. I contacted Jim and the next thing I
know, I was traveling with SPECNYS chairperson Andrew
Shanock to attend the spring OSPA conference in Pine Grove, OR.
At that event, we sat with representatives from OSPA, the Oregon
International Dyslexia Association, the Oregon branch of the
Learning Disabilities Association, and six renowned experts in the
identification of SLD. These included Drs. Dawn Flanagan,
Nancy Mather, George McCloskey, Steven Feifer, Daniel Miller,
and Samuel Ortiz. In one day, the committee began drafting a best
practice document for the identification of SLD. On the following
day, all speakers gave presentations related to their individual
areas of expertise. Toward the end of the conference, all speakers
sat on an expert panel and answered questions from school psychologists related to the best practice of SLD.
Shortly after this conference, I contacted the other members of
this committee and, with the help and support of various publishers (Pearson, Riverside, and PAR), all speakers again attended
NYASP, along with Dr. Kevin McGrew. Somewhat dissimilar
from the OSPA conference, however, was the presence of two
speaker panels. The first took place on Friday morning after the
keynote. Drs. Mather, Feifer, Miller, Flanagan, McGrew, Ortiz,
and McCloskey all participated on the panel, which I moderated.
They were asked a variety of questions related to SLD assessment. Questions related to the discrepancy model, the strengths
and limitations of RTI, and also related to neuropsychology. The
room was completely full with a captive audience.
As stated, perhaps one of the more unique occurrences was that
the panel spoke again at the end of the day. Attendance, historically, tends to wane by the end of the second day. However, the
panel was present again to answer more questions. The room was
about two-thirds full and although Drs. Nancy Mather and Kevin
McGrew could not stay, Dr. Milton Dehn joined the panel in the
afternoon.
If attendance of the workshops as well as both panel discussions
were any indication, participants were highly interested and eager
NY School Psychologist Volume XXX, Number 2
to listen not only to this specific line of speakers but also were
very motivated to learn more about best practice with SLD assessment. Below is a list of each speaker on the expert panel and their
area of expertise:
Dr. Milton Dehn - Dr. Dehn has authored books and chapters on
various topics. Much of his work relates to the study of both shortterm (working) memory as well as long-term memory and how
this relates to learning problems.
Dr. Steven Feifer - Authored and edited books and chapters related to neuropsychology. Dr. Feifer speaks on the various functions
of the different parts of the brain and identifies how different types
of reading errors can flag different types of dyslexia. His presentation centered on what he called “The 90-Minute Dyslexia
Evaluation.”
Dr. Dawn Flanagan - Author of a number of books and chapters
related to SLD assessment. Dr. Flanagan’s work centers on analysis of the importance of a pattern of strengths and weaknesses as
necessary and sufficient for the identification of SLD. Dr.
Flanagan also has been instrumental with her work on the importance of cross battery assessment.
Dr. George McCloskey - Dr. McCloskey has authored books and
chapters. Although he has extensive training in neuropsychology,
most of his work centers on the assessment of and intervention for
executive functioning.
Dr. Kevin McGrew - Dr. McGrew is a co-author of the
Woodcock-Johnson tests (3rd Edition). He has also authored a
number of books and book chapters on assessment. His presentations often relate to the relationships of cognitive skills to academic skills.
Dr. Daniel Miller - Dr. Miller is a past NASP president and has
helped to incept a training program for the ABSNP (American
Board of School Neuropsychology) credential for certified school
psychologists. He has authored a number of books and chapters
on neuropsychology and assessment.
Dr. Nancy Mather - Dr. Mather is also a co-author of the
Woodcock-Johnson tests (3rd Edition). She has authored and edited books on assessment and intervention. Dr. Mather’s focus is on
assessment and intervention for students who present with specific learning disabilities.
Dr. Samuel Ortiz - Dr. Ortiz is an expert on assessment of culturally and linguistically diverse individuals. He has also authored
and co-authored a number of books and chapters on these issues
as well as on cross battery assessment. Y
11
The Evolution of ADHD: What do we Really Know?
Reviewed by Emily Griffin
ADHD, or Attention Deficit Hyperactivity Disorder, is a frequently studied and often confusing disorder. In his presentation,
Michael Gilbert spoke about what is scientifically known about
the condition. Gilbert is a school psychologist in the Syracuse
City School District and is the founder of the nonprofit It’s About
Childhood and Family, Inc.
The study of ADHD stems back to the early 1900s, when research
on behavior control methods began. In 1960, Ritalin was commonly prescribed as an antidepressant, but by the 1970s it was
being frequently used as a behavior modification drug for schoolchildren. It is estimated that 200,000 to 300,000 children were on
Ritalin at this time. By the 1980s, 800,000 children were on
Ritalin, and the debate on ADHD had begun. Potential causes
were discussed, including environmental traumas, stress, and
brain dysfunction. A 1990 study done by Zametkin looked at PET
scans of adults with ADHD and found that they were less able to
metabolize glucose in the parts of the brain that control attention,
planning, and motor activity. However, when researchers attempted to replicate the study with children, it was found that there was
no difference between the brains of children with and without
ADHD. A look back at the original study found some gaps in the
research, but the public still held on to the findings. With the passing of the Individuals with Disabilities Education Act in 1990, the
debate over ADHD was exceptionally heated. In the original draft
of IDEA, Other Health Impairment (OHI) was not included as a
category. Some organizations lobbied extensively for its inclusion, and it was added in 1991.
By the 1990s, Americans were using nearly 90% of the psychostimulants in the world. At the 1998 National Institute of Health
conference, the panel concluded that there was no valid test to
diagnose ADHD at the time, but it seemed clear that it was not a
brain issue. They also noted that it did not seem that medication
improved academic achievement or social skills for children with
ADHD. At the time they had no evidence that medications were
harmful, but they also said that the long term effects of Ritalin had
not been studied enough. Importantly, they declared that just
because a child responds to stimulants does not mean that they can
be considered to have ADHD. The panel concluded that there
were few known strategies for prevention of ADHD.
12
The National Institute of Mental Health published a study in 1999
about the multimodal treatment of ADHD. Though the study was
ridden with flaws, some interesting findings came out of it. Sixty
four percent of children in the drug group reported adverse side
effects, although they also saw the highest reduction of core
ADHD symptoms. At the six year follow up, however, it was
found that the children in the medication group had worse symptoms and greater overall functional impairment. A 2009 update on
the NIMH website called for research to be done on more long
term, sustainable treatments. In addition, a meta-analysis done by
McDonagh in 2005 looked at 2,287 studies of children on medication. They found no evidence for the long term safety of drugs
or any indication of positive outcomes.
Gilbert ended by discussing plausible factors related to the rise in
ADHD. These include the short attention span of our culture, the
disappearance of play in our schools, adverse childhood experiences, and child temperament. Gilbert also included marketing in
this list, as parents and educators have been led to believe many
things about ADHD and medications. Gilbert also brought up the
point that some parents want their children to be diagnosed with
ADHD for a variety of reasons, including receiving services and
disability payments.
Overall, Gilbert argued that ADHD is not a true medical condition; therefore, it should not first and foremost be treated with
drugs. ADHD is more an observable cluster of behaviors than a
true diagnosable disorder, as there remains to be no test that can
detect ADHD. While the symptoms of ADHD exist in many children, it does not mean these children are mentally ill. The focus
should be on the behaviors and the problems they are causing, not
on the diagnostic category and easiest treatment. Although medication has been found to be beneficial for some children in the
short run, long term strategies should be developed to ensure the
child will be successful in the future. Y
Emily Griffin is a second year graduate student in the school psychology
program at the University at Albany. She is currently completing her
practicum work in the Guilderland Central School District.
NY School Psychologist Volume XXX, Number 2
Mindfulness and Troubled Youth
Reviewed by Jennifer Danker-Stiles
At the NYASP Conference on October 27th, Travis Winter presented on the use of mindfulness with troubled youth. Travis has
a Master of Social Work degree and currently works as a Day
Treatment Counselor through the Franziska Racker Center in
Ithaca, New York. Here he works with emotionally disturbed children and their families utilizing the Circle of Courage Philosophy.
The emotional and behavioral needs of the students are addressed
in individual counseling, group counseling, in-class support, and
after school programs.
Mindfulness was defined as an intentional awareness of momentto-moment experience with acceptance and without judgment. By
the ringing of the bell, Travis transitioned the audience to accept,
or welcome, a new experience. Using a slow and soft voice, he
discussed that mindfulness is a way of thinking, using practical
techniques that can be beneficial to all. One analogy that Travis
used described mindfulness as the crossroad of attention and
intention. Thus, the awareness one has for their own goals, purpose and meaning.
By use of a video clip, Jon Kabat-Zinn was introduced to discuss
the benefits of mindfulness. The discussion stated the damage of
stress on our immune system, bodily organs, and brain.
Mindfulness can increase neuroplasticity, or the ability of the
brain or nervous system to change structurally and functionally as
a result of input from the environment, through awareness and
acceptance. Therefore one’s heart, body and mind can all benefit
from the use of mindfulness.
I will touch on a few of the many ideas Travis discussed related to
the psychology of mindfulness. The first involves accepting and
embracing pain and suffering instead of trying to ignore or
remove the pain. Another idea states that we can act more skillfully by increasing one’s attention to make the appropriate decision. Affect tolerance, or shifting our thinking of “my hurt, my
anger” to “the hurt, the anger” was stated to display the transience
of emotions. Last but not least, my favorite idea that was discussed was called letting go. Letting go is the ability to remove the
personal “hooks” that hold us back and weigh us down so that we
can strive toward pleasure. These powerful sayings are some of
mindfulness ideas that Travis discussed that are tied to psychology.
“Infowhelm” was one of the statements that Travis discussed that
I truly grasped the concept of. This described the difficulty with
being mindful while also being connected to so much technology.
Children and adolescents of the 21st century are constantly using
electronic devices such as: cell phones, ipods, ipads, internet, television, and videogames. With all of these constant distractions, it
is very difficult to be aware and accepting of one’s moment-tomoment experiences.
NY School Psychologist Volume XXX, Number 2
Mindfulness is an approach that is supported by many fields
across the world. A few of the major institutions that studied
mindfulness include: Harvard, University of Massachusetts,
University of Central Las Angeles, and the University of Toronto.
Some of the major fields who have supported mindfulness
include: neuroscience, sports medicine, psychology, and quantum
physics. It has even been used with people that suffer from eating
disorders, drug abuse, and extreme pain.
After giving a quick overview of mindfulness and all that it
entails, Travis then gave outstanding examples of how to incorporate mindfulness into the schools.
Ex 1) For a very first mindfulness lesson you first need
to define what stress is and what it can do to your mind, body, and
heart. Create many different cubes made of various materials such
as: wood, paper, aluminum foil, glass, and Styrofoam. Then, using
a hammer call on members of the class to demonstrate what happens when a hammer hits each cube. The hammer represents
stress and the cubes represent different responses to stress. Then
talk about how the time, confounding factors, intensity, and duration of the stress affects the overall response.
Ex 2) The next activity involves eating, which may be
enticing to elementary school students. It involves having the student eat a raisin, M&M, or other small piece of food as slow as
possible. The student is instructed to be mindful to the process and
form a concept and relation to eating. This activity then leads to
great discussion on eating healthy, body image, where to eat, and
satiation.
Ex 3) Safe Place is an activity that everyone can participate in because the student actually gets to create their own safe
place. Through guided imagery, a student develops their safe
place while listening to a story. This activity can be especially
helpful for students who have experienced trauma.
Travis covered a lot of material during the one hour scheduled
time slot, while still maintaining a sense of mindfulness. Although
I was somewhat quizzical about using mindfulness in public
schools, I now feel like it would be beneficial of all types of students. Travis gave many examples to show how mindfulness can
be used with students from various backgrounds, of all ages, and
all socioeconomic statuses. Now more than ever it is important to
include mindfulness into our student’s classrooms. Decreasing
judgment, increasing acceptance and increasing awareness of our
moment-to-moment experiences is of utmost importance for the
21st century youth. Y
Jennifer Danker-Stiles is a third year school psychology student at the
Rochester Institute of Technology. She is currently working within the
Oswego City School District as a psychologist intern. Her areas of
interest include internal and external social-emotional disorders,
response to intervention, diversity, and neuropsychology.
13
The Cognitive Late Effects of Children with
Previous Cancer Treatment
Reviewed by Erin Cook
Kristi L. Griffin and Whitney Wood presented on the cognitive
late effects of children with previous cancer treatment. Due to
improved treatments for childhood cancer there has been an
increasing number of long-term survivors creating a population of
students with special education needs and/or accommodations.
The presenters opened by providing an overview of the most
prevalent childhood cancers including Leukemia, Lymphoma and
solid tumors as well as their common treatments (chemotherapy,
and/or radiation). Some survivors suffer neurotoxic effects causing damages in learning style as well as social impacts. Whether
or not these differences are treatment related, pre-existing and
aggravated by treatment or caused from frequent absences
remains unclear. However late effects do exist and information
pertaining to these effects will allow early intervention and remediation to minimize or accommodate these differences.
The presenters asserted that 3 of 5 children treated for cancer with
have late effects that will affect their quality of life. Cognitive late
effects were defined as changes in the way children think, remember and learn. The effects vary in scope and degree and are not
detected until 3 or more years post treatment. Ultimately the damage to a child’s brain is permanent and progressive. Increased
likelihood of late effects are evidenced with the following risk
factors: age at diagnosis (less than 3 years of age during treatment), treatment with radiation and/or intrathecally (within the
spinal column), females, longer duration and/or higher dosage and
family history of learning problems.
Statistically, the presenters stated that 40% of children treated for
cancer would receive specialized school services with as high as
70% for children treated for brain tumors. The areas effected most
are achievement (particularly math concepts, remembering math
facts, comprehending math symbols, sequencing and working
with columns/graphs, difficulty with calculators or computers,
reading comprehension-- particularly compound sentences and
spelling), nonverbal skills, handwriting, attention (predominantly
sustaining attention, inattentive/hyperactivity), social skills, processing (and/or more specifically auditory or visual language processing causing difficulties in vocabulary, blending sounds and
syntax), memory, and executive functioning. In terms of nonverbal skills children may have deficits in visual spatial integration
influencing their ability to see the big picture or deal with multiple pieces of information simultaneously. This may create difficulties when faced with novel problems and/or timed tasks.
14
Warning signs include: increased time spent on homework (3
hours spent when 1 hour was spent previously), parent reports of
difficulty with homework, difficulty sustaining attention, falling
grades (“A” student prior to cancer now working hard to achieve
C’s), complaints of school from the child who previously enjoyed
it, frustration with assignments, and trouble completing tasks on
time. More specifically a child may have difficulty understanding/following multistep directions, remembering and copying
shapes, difficulty tying their shoes, bike riding/learning to ride a
bike, and retrieving information. The child may appear socially
immature and struggle to understand social cues.
Neuropsychological testing is recommended as frequently as
every 2-3 years if possible. A neuropsychological evaluation
would include: achievement, memory, attention and executive
functioning, visual perceptual and psychomotor, and psychosocial
skills. The presenters argue this information will help locate specific difficulties as a result of specific injury to particular areas of
the brain and can therefore lead to better information on individual strengths and needs in schools.
Interventions for late effects include: classroom observations,
monitoring trends in academic performance, neuropsychological
evaluation, accommodations (for example, elimination of timed
tasks), skill building (organization, planning/strategizing), extra
help in math, spelling, reading, and/or speech and cognitive remediation. Ultimately the presenters supported the front loading of
skills and strategies so when learning difficulties arise as time
goes on the students have the skills and strategies. In terms of cognitive remediation the presenters described a variety of resources
to stimulate the development/remediation of cognitive skills in
fun and interactive ways through websites and games. The presenters described school as a normalizing component for children
with cancer and advocated the child going to school for as little or
as much as possible even if just for an hour a day during treatments. The presenters also described their program through
upstate medical including descriptions of their team and the services they provide. Ultimately the presenters supported the collaboration between neuropsychological evaluators, medical professionals and schools in working towards the greater benefit of the
individual child. Y
Erin Cook is a School Psychology third year graduate student from the
University at Buffalo SUNY and is completing her internship at North Colonie
Central Schools (Shaker High School and Southgate Elementary).
NY School Psychologist Volume XXX, Number 2
Creating a Culture of Caring:
Using the Circle of Courage Philosophy to
Guide Work with Troubled Youth
Reviewed by Jeff Fazino
Travis Winter presented a talk entitled Creating a Culture of
Caring: Using the circle of courage philosophy to guide work with
troubled youth. About 30 people attended the exciting speech on
how to better help our troubled youth. Winter drew the audience
in with his booming yet therapeutic voice, which could make anyone see why he became a social worker.
Winter has a Masters of Social Work degree and has been presenting locally and regionally on the Circle of Courage philosophy. His specialty is in psychological trauma and treatment with
adolescents. He is currently working at BOCES in Ithaca at a day
treatment program. Working with adolescents is his passion and
he hopes that each one of his clients achieves their full potential.
Winter started out by saying that there is a path that we need to
reclaim. This path includes how to best figure out the needs of our
children, which at its core is based from a community perspective.
He questioned us on what the signs of a healthy community were,
and he stated that when looking at a healthy community, we need
to look at how we treat our children. To prove his point, he stated
that in 2009 70,000 children were kicked out of their local preschool.
The Circle of Courage contains four different areas, which are
belonging, independence, generosity and mastery. Each part of the
circle is dependent on the other three parts. When all of these parts
are in harmony good mental health should occur. Belonging is the
need to feel like one fits in. It also means that they are recognized,
respected, and have a place within their community. Mastery
includes questioning what the child is good at, and when a child
has something that they are good at, they need to be reminded of
this. Independence involves having self-respect, being able to
interact positively in the world and if one is not able to do a certain task, does one have a group to come back to for support?
Generosity involves being unselfish, helping others, and making
positive contributions to another human life.
The presenter gave insight for each of the four areas. For belonging a child will feel attached, loving, friendly and trusting toward
the people around them. Some suggestions for fostering this could
be to listen to the child, joke with them, and take turns in conver-
NY School Psychologist Volume XXX, Number 2
sation. Positive development of mastery might help a child to feel
competent in an area and less avoidant in new situations.
Assessing this can be done by questioning if the child can appropriately deal with failure or success, disagree appropriately, and
be able to cope with change/ambiguity. When fostering independence, some things to consider would be identifying good decision
making, compromising, goal setting, and being able to laugh at
oneself. Some activities that winter offered for fostering generosity were celebrating others’ success, giving a simple smile, sharing of family photos and expressing appreciation.
Winter suggested that when counseling children and adolescents,
the first question we need to ask ourselves is where is the circle
broken? This gives the counselor a starting point as to where the
child needs help most. When this is figured out, therapy can begin.
Winter also offered a few therapeutic thoughts on how powerful
exclusion can be to our youths. Some things that he mentioned
were feelings of loneliness, anger, and not being accepted.
Imagine what kind of effects this can have on the development of
our youth’s self-esteem. Another thing he mentioned was being
able to listen to our youth. They know themselves best and this
can be one of the best ways to help them.
Winter gave some important key things to do when working with
children. He mentioned that being fluid, present, and flexible with
children is important in developing a good relationship with them.
Problem behaviors can be viewed as a student’s legitimate unmet
need. This is very important because we want to figure out the
need behind the problem behavior. He also stated that hurt kids
tend to hurt others and these are the children we need to provide
help to most of all. He does not believe in punishment because it
is something that is forced onto a child, rather discipline should be
used to help guide the child. Finally, his closing words were that
being creative and patient with adolescents will go a long way. Y
Jeff Fazzino received a B.A. is Psychology from the University at Buffalo
and is currently attending the masters program at Alfred University for
School Psychology. His interests are in the theoretical counseling of
children and the implementation of the RTI model.
15
Designing a Multi-Tiered Model of Support
for Students with Autism
Reviewed by Katie Schubmehl
Dr. Caroline Magyar, an associate professor at the University of
Rochester, presented a workshop at the 2011 NYASP Conference
at Turning Stone Casino and Resort. She has been working at the
University of Rochester, focusing on autism, for thirteen years.
The diagnosis of autism is always a hot topic in the field of school
psychology so her presentation was quite timely as it focused on
developing a multi-tiered model of support for students with
autism to improve their participation and engagement in learning.
Dr. Magyar’s presentation focused on how the diagnosis of an
autism spectrum disorder (ASD) affects students in the classroom
and their learning. The core deficits associated with an ASD
include social interaction impairments, communication impairments, and the presence of repetitive and restricted behavior patterns and interests. There may also be neurological deficits that
affect a student’s organization, planning, cognitive flexibility,
problem-solving, and motivational abilities. Dr. Magyar’s presentation focused on how these core deficits can affect a student’s
level of participation and engagement in the classroom setting.
According to Dr. Magyar, it is important that such skill deficits be
addressed and enhanced for students with ASD because deficits in
this area can affect a student’s ability to engage in the learning
process and achieve.
In order to address these core ASD deficits, an instructional ecology and achievement model is applied to assist educators with
assessment and intervention planning. The model focuses on the
“unique set of abilities and impairments each student brings to the
classroom” or the “student’s learner characteristics” to inform the
design of the instructional context. Components of the instructional context include (a) environmental supports, such as schedule systems, visual support systems, and a classroom management
system based on principles of PBIS, (b) curriculum and instruction for addressing the core impairments associated with ASD,
and supplemental academic curriculums for learning difficulties,
and (c) personnel practices that include the establishment of a
Professional Learning Community and on-going professional
development in ASD assessment and intervention practices.
According to Dr. Magyar, development of the instructional context to support student engagement and participation requires the
application of a multi-tiered model of intervention and support.
Dr. Magyar stated that Tier I interventions and supports should
focus on developing environmental supports that allow for the
teaching of prosocial classroom skills, and schedule and visual
support systems to assist students in applying the prosocial skills
as well as other skills learned through targeted interventions (Tier
II) to address core ASD impairments. Tier II focuses on the targeted interventions for ASD impairments, typically delivered by
related service personnel such as speech-language therapists
and/or school counselors or school psychologists. Tier III interventions and supports may include Individual Behavioral Support
Plans and/or highly specific academic supports, such as the use of
parallel curriculums, based on student needs.
16
According to the multi-tiered model, Tier I, or the classroom-wide
level supports, include the establishment of classroom routines,
the development of group attending and participation skills, the
establishment of behavioral and academic expectations, and contingency management for continuous generalization and maintenance of these skills. Interventions applied at this level include
scheduling systems, visual support systems, and contingency
management systems. Tier II support involves social skills training, communication training, and emotional/behavioral self-regulation training. At this level appropriate interventions may include
social skill stories, social problem-solving, and/or coping skill
interventions. Tier III supports include Individualized Behavioral
Support Plan for students. The interventions applied at Tier III
might include a description of how the specific antecedent strategies /environmental supports, targeted interventions, schedules of
reinforcement, and generalization procedures for skills are applied
at each tier and the classroom team practices for developing and
applying these supports and interventions. At each tier, the classroom team routinely assesses for the specific supports and interventions each student may require and implements a progress
monitoring system to evaluate effectiveness.
To assist the team in identifying support and intervention needs,
and to identify what the classroom environment should include to
support the students, a variety of assessment measures are used.
These include a form for summarizing the student’s learner characteristics entitled “Student Learner Characteristics and Support
Planning Form” developed by Magyar in 2011, the “Kindergarten
(Classroom) Survival Skills Checklist developed by Vincent et al.,
in 1980 for identifying specific classroom participation skills
(prosocial) training needs, and a Reinforcer Survey developed by
Magyar in 2011. In order to assess the instructional context, the
“Classroom Design Checklist” was also developed by Dr. Magyar
in 2011to evaluate whether or not the supports and interventions
identified and applied in Tiers I-III are developed and are being
implemented.
In concluding her presentation, Dr. Magyar finished with a case
study of a current school district she is working with to assist them
in developing and implementing this multi-tiered level support
system for their students with ASD. She explained how the model
is applied at the district, school, and classroom wide levels. For
more information and access to her PowerPoint please view the
NYASP website. Dr. Magyar also recommends her book,
Developing and Evaluating Educational Programs for Students
with Autism (Magyar, 2011) available through Springer
Publishing Co., to gain a more comprehensive understanding of
this multi-tiered support model. Y
Katie Schubmehl is a second year school psychology
doctoral candidate at Alfred University.
NY School Psychologist Volume XXX, Number 2
Girls Growing Through Yoga and Wellness:
Preventing Anxiety and Eating Disorders in the Schools
Reviewed by Kerry Eschbacher
The Girls Growing Through Yoga and Wellness: Preventing
Anxiety and Eating Disorders in the Schools was presented by
Emily Keddie, Catherine Cook-Cotton, Amanda Smith, Michelle
Serwacki, and Jessalyn Klien. They focused their discussion on
the prevalence of eating disorders and anxiety in school aged
girls. Specifically, the presentation spoke to the success of a
school based prevention program called the Girls’ Group.
The Girls’ Group was first formed as part of a long term study
conducted through the State University of New York at Buffalo to
enhance positive psychology and address factors related to body
dissatisfaction and eating disordered behavior.
As a primary prevention program, Girls’ Group, can be implemented during school or in an after school program. Since weight
related behaviors may emerge as early as 4th grade, the Girls’
Group is suggested to be implemented for girls in the 5th grade.
This program aims to support young females before eating disorder ideations develop. Student participation in Girls’ Group is voluntarily.
A major element of the prevention plan in the Girls’ Group is the
practice of yoga. It is believed that the connections made between
the mind and body while practicing yoga yields an integration of
culture, external self, internal self and the physical self. This program researched the integration of yoga in treatment and how it
affected eating disorder symptomology and food preoccupation.
To create a calm setting, prior to entering each session of Girls’
Group, student participants take off their shoes and leave their
worries outside the door. Each session is structured with a physical piece, a mind piece and an activity that combines the mind and
body. For example, each session begins with a yoga pose, then a
tutorial or thinking based activity (such as feeling awareness) and
ends with an activity to promote relaxation and positive coping
skills through mind and body awareness.
The Girls’ Group program curriculum is outlined into a twelve
session sequence.
• Session one introduces group norms and yoga to the students;
• Session two focuses on creating internal awareness, understanding the self and beginning yoga postures and breathing;
• Session three concentrates on physical self esteem and nutrition,
self care techniques and advanced yoga postures. At this session,
there is an exotic fruit tasting. Participants are blindfolded and
told to concentrate on the texture, taste and pleasure of some
something new. This helps teach the girls about mindfulness and
connecting thoughts with the body sensations.
• Session four includes the feeling and thinking brain, emotional
integration, good and bad feelings, yoga and attributes;
• Session five focuses on relaxation, coping and automatic negative thoughts.
NY School Psychologist Volume XXX, Number 2
• Session six focuses on setting boundaries and yoga and competence;
• Session seven works on trust challenges, strong women and
media literacy. Strong Women is a research project that the student
participants complete to focus on what makes women strong individuals. Media literacy is an ongoing project that that girls work
on throughout multiple sessions. Participants collect news clippings, articles, compile their journals and make a magazine
together to promote healthy lifestyles;
• Session eight teaches the girls about sociocultural pressures conceptualizing beauty and the media;
• Sessions nine through eleven are spent working on their magazines and practicing yoga;
• Session twelve is a review of the magazine presentation and a
circle of closure activity. In the circle of closure the girls discuss
what they enjoyed about being in the Girls’ Group.
As part of the Girls’ Group study, pre and post-test data from five
groups with 75 participants were conducted over a two year period. In 2008, Scime, M. and Cook-Cotton, C. found the following
results: 1. There was a significant decrease in body dissatisfaction
attributed to participation; 2. There was a significant decrease in
future intentions to engage in eating disorder behavior (even
though all scales were low to begin with because it is a prevention
group); 3. Improvement in media literacy knowledge as well as
attributes concerning eating disorder behavior cannot be attributed to group participation; 4. No significant changes in competence scales or physical self concept but there was significant
effects found for the social self concept scale. Therefore, preliminary results support the use of this unique prevention program.
It is important to note that the facilitators of these programs have
received some degree of training in yoga prior to implementation.
Future research includes continued implementation, data analysis
of risk and protective factors and data collection from control
groups for comparative analysis.
Materials for implementation in school are readily available.
Please contact Emily Keddie at [email protected] or
Catherine Cook-Cottone, Ph.D. ([email protected]) for more
information. Y
Kerry Eschbacher is a third year graduate student at Marist College.
She is currently completing her internship in the
Newburgh Enlarged City School District.
17
International School Psychology: The Challenges of
Meeting the Needs of Children with Disabilities in a
Developing Country like Bangladesh.
Reviewed by Kimberly D’Imperio
Saima Hossain, NCSP, is a school psychologist in the state of
Florida. In Bangladesh, she is currently the Chair of the National
Advisory Committee on Autism. In 2010, she was instrumental in
establishing the Center for Neurodevelopment and Autism in
Children, which is the first government funded center on neurodevelopmental disorders at the Bengabhandhu Sheikh Mujib
Medical University. Though Saima became ill and could not travel to the conference, technology was working in all of our favors
and she was able to be with us via Skype. The intimate setting of
the room allowed for more of a discussion, which the audience
gladly accepted.
Saima spoke about the country of Bangladesh and explained that
the country is 65% rural farming. The primary language is Bangla,
however, English is acceptable. She went on to speak about how
there are a lot of issues with bullying, suicide, and drugs. There is
an effort to get more mothers to go to medical centers to get treatment while pregnant. She stated that mothers are frequently
accused of having affairs because the baby is born with Autism
and presents with differing physical features.
Saima explained that there are numerous challenges surrounding
disabilities, and these include familial, societal, medical, educational, and professional. Family issues include fear, isolation, lack
of support, blame (particularly on the mother), divorce and abandonment, and a lack of knowledge and understanding.
Societal issues include lack of understanding and acceptance. The
disabled are pitied and not tolerated and as a result, there seems to
be no hope for being part of mainstream society. Because of the
infrastructure, there are physical restrictions and those with disabilities have the chance for being excluded. This includes lack of
wheelchair access or toilets for the disabled. In addition to all of
this, autism is perceived to be a form of possession by bad spirits
and therefore, this reflects poorly on the family.
Medical and professional issues include a severe lack of training
on autism and developmental disabilities for family physicians
and pediatricians. There is no standardization of care or credentials from the medical field. There is a lack of sufficiently trained
professionals, which include school psychologists, occupational
and physical therapists, speech/language therapists, and behavior
specialists.
Educational challenges include a lack of government schools for
students with special needs, leading to a lack of generalized curriculum in Bangladesh. In Bangladesh currently, approximately
18
2% of the population is categorized as disabled with no differentiation between disabilities. Disability services fall under the
Ministry of Social Welfare, where disability is only seen as a
social problem and they do not focus on rehabilitation and independent living. Those disabled experience limited occupational
opportunities and separate educational settings as a result. There
is limited training for teachers, which includes special education
teacher training. The schools lack support personnel, such as
social workers, counselors, and psychologists. There is also an
extreme variation between urban and rural schools. Any sort of
collaboration between welfare, health, and education are a concern in regards to allocation of resources, grants and funding, and
progress monitoring. Some classes can even have as many as 80
students due to lack of resources. Parents took the initiative and
started their own schools for autism in the country. They are private schools and tuition based, but tuition is still very high and
there is a lack of trained personnel.
Saima left us with hopeful thoughts. Some of these include the
following:
• Prime Minister has mandated a provision of school psychology
services in every government school
• Dhaka University has launched the first Educational and
Counseling Psychology program in the country
• Minister of Education is working on standardization of the curriculum
• Bengabhandhu Sheikh Mujib Medical University launched a
public health department
Saima expressed her encouragement of sending school psychologists to Bangladesh, indicating a strong need in the country. She
wants to send teams to impact in Bangladesh, help with interpreters, and would like to see a lot of help with teachers and caregivers.
The question was raised as to how NYASP could help. Saima indicated that getting instruments would be a crucial piece of the puzzle. Since there is no standardization of care, it would be beneficial to get normative data and help with testing. One of the most
powerful statements made during this discussion was this: if you
want to see a change, demand it. Ask “why” and only then will
things change. Y
Kimberly D’Imperio is a second year school psychology graduate student
at SUNY Oswego and currently completing her practicum work in the
Central Square School District. Kimberly served on the 2011 NYASP
Conference Committee. She is also the NYASP Student Representative
for 2011-2013 and a NASP Student Leader for 2011-2012.
NY School Psychologist Volume XXX, Number 2
How Well do Progress-Monitoring Assessments
Predict Reading Comprehension?
Reviewed by Kimberly D’Imperio
Steve LoFaro, Eliza Sovocool, Erin Kawryga, and Siani Medina
are all second year graduate students at the State University of
New York at Oswego, currently completing their practicum placements in schools located in Central New York. They presented
with Dr. Kristen Munger, who is an Assistant Professor in the
Counseling and Psychological Services Department at the State
University of New York at Oswego. She is a NYS Certified
School Psychologist with 12 years of school-based experience
and recently earned her Ph.D. in Reading Education from
Syracuse University.
The presenters started off by explaining universal literacy screening and how it includes all students, where the teachers administer the screening and it is typically quick and easy score. The
Dynamic Indicator of Basic Early Literacy Skills (DIBELS) is
widely used in New York State. DIBELS Next is the newest edition. However, it is noted that previously DIBELS editions have
been controversial.
The “simple view” of reading is composed of word recognition/decoding and language comprehension. Previous studies
have asserted that DIBELS Oral Reading Fluency (ORF) is
strongly correlated with and predicts reading comprehensions.
Non-ORF subtests contribute little if there is no additional information to the prediction of reading comprehensions beyond
DIBELS ORF. Something to consider is that previous versions of
DIBELS did not directly measure comprehension, and showed
weak validity evidence. Another consideration is that DIBELS
Next is new and as such, there is a lack of validity information to
determine any improvements.
The presenters went on to identify and discuss children who efficiently decode words but cannot comprehend the words and
meanings, which are referred to as “word callers.” They state that
this profile is typically rare in early elementary grades (1-2%).
Rather, word callers are more commonly found in later elementary grades, such as 5th grade. It is asserted that 10% of the students in the 5th grade sample fit the word caller profile.
The presenters posed three research questions as the focus of their
study:
1. To what extent do DIBELS Next subtests correlate with one
another as well as with vocabulary and comprehension measures?
2. To what extent does PPVT-IV account for variance in comprehension measures beyond what is already accounted for by
DIBELS Next ORF?
3. To what extent does the DIBELS Next Daze subtest account for
variance in reading comprehension beyond what is already
accounted for by DIBELS Next ORF?
Using DIBELS Next, the presenters utilized Oral Reading
Fluency, Retell Fluency, and DAZE. For comprehensions measNY School Psychologist Volume XXX, Number 2
ures, they used Group Reading Assessment and Diagnostic
Evaluation (GRADE) Reading Comprehension, and the NYS
English/Language Arts Tests scores. For vocabulary, the presenters used the Peabody Picture Vocabulary Test. The presenters
then went through various samples of each of these assessments
for those who may be unfamiliar with any of them.
The above named tests were administered not only by the presenters, who are trained in assessment procedures and experienced in
educational evaluation, but also classroom teachers, who helped
with DIBELS Next and NYS ELA. Approximately 80 third and
fifth grade students at two elementary schools were utilized for
the purposes of the research.
The first school consists of 99% white students, where 39% of the
students are eligible for free/reduced lunch. The average class size
is 18. In 2011, 59% of 3rd graders and 48% of 5th grades met or
exceeded the NYSELA standards. The second school consists of
97% white students, where 17% of the students are eligible for
free/reduced lunch. The average class size is 21. In 2011, 63% of
3rd graders and 66% of 5th grades met or exceeded NYS ELA standards.
Parental permission forms were sent home with all students of 3rd
and 5th grade at each of the schools. For those students whose parents gave permission, they were included in the study. In addition,
the 5th grade students whose parents agreed to participate were
also required to sign an additional permission slip, agreeing to
participate in the study. None of these students refused.
To determine the extent that DIBELS Next subtests correlated
with one another as well as with fall, winter, and spring vocabulary and comprehension measures, the presenters were interested
in looking at the correlations between ORF and RTF, ORF and
DAZE, and RTF and DAZE. In addition, the presenters were
interested in taking each of those correlations and looking at how
it relates to fall vocabulary and comprehension (PPVT and
GRADE) and Winter/Spring comprehensions (GRADE and
NYSELA).
To determine the extent that the PPVT-IV accounts for variance in
comprehension measures beyond what is already accounted for by
DIBELS Next ORF, the presenters looked at shared variance
between ORF and Comprehension. They wondered where the
(continued on p. 33)
Kimberly D’Imperio is a second year school psychology graduate student
at SUNY Oswego and currently completing her practicum work in the
Central Square School District. Kimberly served on the 2011 NYASP
Conference Committee. She is also the NYASP Student Representative
for 2011-2013 and a NASP Student Leader for 2011-2012.
19
Fetal Alcohol Exposure
Reviewed by Nicole Hawkins
Helen Weinstein of the Erie County Council on the Prevention of
Alcohol and Substance Abuse presented at the NYASP conference
on the dangers of alcohol consumption by pregnant mothers and
how students with fetal alcohol syndrome (FAS) can be successful in school.
Helen began the presentation discussing the causes of FAS. Fetal
alcohol syndrome is caused by the mother being exposed to alcohol during her pregnancy. Alcohol adversely effects fetal development because it can disrupt nerve cell development, interferes
with the delivery of nutrients and oxygen to the fetus by constricting blood vessels, and impedes the normal development of
the brain.
There are four components that are necessary when diagnosing a
child with FAS. One of these components is a growth deficiency.
The child must be below the 10th percentile in height and weight,
pre- and postnatal. These children also have a small head circumference. The second component is the facial features associated
with FAS. Children with FAS have short, narrow eye openings, an
indistinct philtrum, which is the vertical grooved area between
your top lip and nose, and a thin upper lip. The third component
for a FAS diagnosis is central nervous system injuries. These
injuries can manifest in delayed motor development, hyperactivity, memory problems, poor attention and impulsivity. The final
component is confirmed or reported evidence of maternal alcohol
consumption during pregnancy.
Helen explained that fetal alcohol syndrome is just one syndrome
on a spectrum of fetal alcohol spectrum disorders. There are multiple effects that a child can experience from their mother consuming alcohol during pregnancy. Just because they do not meet
the criteria for being diagnosed for FAS does not mean that they
are not going to need assistance to be successful in school. The
spectrum encompasses a full range of physical, cognitive and
behavioral disabilities. FAS falls on the severe side of the spectrum.
There are benefits to being diagnosed with FAS. Just as with any
other disability, students cannot receive the service that they need
in school unless they are accurately diagnosed and service
providers know what areas require help. By receiving a diagnosis,
children with FAS can have an Individual Education Plan with
appropriate accommodations and support to reduce school failure.
A diagnosis is also beneficial to the child’s family because it can
facilitate a better awareness of the child’s problems and begin the
conversation between the family, school and other providers.
Also, as more children are diagnosed with FAS, understanding of
the need and availability of services will increase. Finally, Helen
pointed out that children with FAS do not outgrow their disability. They will grow up and still have FAS. Therefore, whether or
not a child is diagnosed with this disability, they are still going to
20
need services so it is better to diagnose the child then to pretend
the disability does not exist.
Children with FAS can experience brain damage. This can be
damage to the frontal lobe area which will affect executive functions, such as planning and organizing. In school, this can affect
the student’s ability to remember assignments, plan projects and
self-regulate. The primary disabilities associated with FAS are
lower IQ than some individuals, impaired ability to think abstractly and impaired adaptive functioning, sensory integration issues,
and attention deficits and impaired information processing. While
the effects of FAS cause brain damage and last a lifetime, people
with FAS can grow, improve and function well in life if given
appropriate support.
In order for children with FAS to succeed in school, they need to
receive appropriate services. These students frequently have a difficult time obtaining these services, however. The difficulties that
they face is that they might be misdiagnosed if they lack the physical features of the disability and adaptive functioning is usually
more significantly impaired than IQ, but IQ is easier to catch in
school.
There is a lot that the school psychologist can do during CSE
meetings to assist students with FAS. Since FAS is not a qualifying disability for the IEP, most children with FAS can provide
services under the classification of either Multiple Handicapped
or Other Health Impaired. This being said, FAS should still be listed on the IEP so all staff are aware that the student has this disability and training should be provided for teachers and staff.
Helen offered strategies for different age groups of children that
are suffering from FAS during her presentation. Children in early
childhood (infancy-5 years) have challenges such as serious medical issues, developmental delays, and temper tantrums. Strategies
for helping this age group include early identification, early intervention and family support. Challenges that children experience
during childhood (6-11 years) include attention and memory problems, poor social interactions and attention problems. Strategies
for helping this age group include structured leisure time, social
skills groups and monitored peer interactions. Children in adolescence (12-18 years) experience challenges in impulsivity, mental
health issues, and being easily victimized. Strategies for helping
these children include working daily living skills, maintaining
routines and providing support for transitioning into adulthood.
(continued on p. 33)
Nicole Hawkins is a second year C.A.S. student at the University at Albany,
SUNY. She is currently completing her practicum at
Forest Park Elementary School in the South Colonie school district.
NY School Psychologist Volume XXX, Number 2
The State of the Art of School Neuropsychology
Reviewed by Patrick S. O’Donnell
As the demand for school neuropsychological evaluations
increases, the need for a national training model in school neuropsychology is becoming apparent. With varied methods and
models, not all school neuropsychological evaluations are the
same. In his presentation, “The State of the Art of School
Neuropsychology: Where Have We Come From and Where are
we headed?,” Dr. Daniel Miller provided a packed room with historical background on how the school neuropsychological evaluation has been conceptualized through the years. Building on this
comprehensive history lesson, Dr. Miller detailed a modern model
for school neuropsychological assessment and recommendations
for writing school neuropsychological reports.
Examining how processing deficits are related to educational
implications is a key component to the school neuropsychological
evaluation model described by Dr. Miller. Drawing upon several
specialty areas that are usually considered separately, the school
neuropsychological evaluation examines processing and functioning through multiple lenses. The breadth and depth of training
required to complete such a comprehensive evaluation becomes
apparent when the multiple lenses are revealed. Included in this
evaluation model are assessments of sensorimotor functioning,
attentional processing, visual-spatial processing, learning and
memory, executive functioning, and speed/efficiency of processing.
Dr. Miller began his presentation with a journey through the history of school neuropsychological evaluation. Understanding how
far the field has progressed helped to provide context for the components of the modern neuropsychological evaluation. Early evaluations were based on a single-test approach, which Dr. Miller
compared to testing a cake with a toothpick to see if it is done
(you only get a small sample with which to make conclusions).
This led to the use of test batteries to cover a greater range of abilities, but the process was numbers-based and atheoretical. The
next evolution in the neuropsychological evaluation came with
the consideration of functioning and the creation of a functional
profile. Widely referred to as the “impaired vs. spared” approach,
it was a step in the right direction, but still lacked a theoretical
underpinning and failed to give attention to the need for using current instruments. Each of these phases helped to set the stage for
the modern conceptualization of school neuropsychological evaluation, which focuses on the integration of several modalities.
The information gained from the school neuropsychological evaluation does not fit into the usual report format of the psychoeducational evaluation. With insight into so many varied areas, it
requires an integrative, rather than linear, report format where the
writer “weaves a tapestry” to help explain and work with the data.
Rather than leaving analysis until the end of the report, the school
neuropsychological report includes analysis and links to interventions throughout the different sections. To effectively examine and
present the assessment data in this way, Dr. Miller detailed how
the school psychologist does not just report numbers, but must
become a “cognitive detective,” who is searching for the answer
to the question “why is the child not learning?” Also of importance are the child’s strengths. Dr. Miller suggests that the report
should lead with strengths. This is best practice in strength-based
report writing and provides areas to build upon when designing
interventions.
The modern school neuropsychological evaluation relies upon
theory to inform its actions, particularly the theories of Luria and
Cattell-Horn-Carroll. It is more comprehensive than the typical
psychoeducational or psychological evaluation and integrates
tenets of neuropsychology, neuroanatomy, biochemistry, and electrophysiology. The evaluation gives consideration to not only
instrument validity, but also ecological validity through linking
assessment to intervention. This is accomplished by using a crossbattery approach and focusing on the process behind how the student achieved a score, rather than the score itself.
NY School Psychologist Volume XXX, Number 2
Depending on when a practitioner was trained, the model that
he/she uses for school neuropsychological evaluation can vary
from a single-test to cross-battery processing approach. Providing
a comprehensive modern evaluation is critical to gaining an
understanding of “why” a student may not be learning. Dr. Miller
did an outstanding job of describing this modern approach and he
made a compelling argument for a national training standard in
school neuropsychology. Y
Patrick S. O’Donnell, Psy.D., NCSP is the Director of the School Psychology
Graduate Program at Marist College in Poughkeepsie, NY.
21
The Evolving Special Education Law:
What’s Important for School Psychologists
Reviewed by Nicole M. Huber
Bruce Goldstein is a founding partner of the firm Goldstein,
Ackerhalt, & Pletcher, LLP, which is located in Buffalo, NY. He
holds the degree of Juris Doctor from the University of Michigan
Law School, where he graduated cum laude. Mr. Goldstein, and
his firm, focuses his practice in the area of Special Education Law
and Education Law. He is nationally recognized for his contributions to special education law precedent, as well as having been a
contributing attorney for the National Disability Law Reporter,
and a member of the Board of Advisors of IEP Team Trainer.
Mr. Goldstein began his informational talk on the Child Find Law,
reviewing 3 different cases and their respective outcomes, while
answering questions throughout the duration of his talk. Of importance, regarding the Child Find Law is that the moment there is a
suspicion of a disability, rather than factual knowledge of a qualifying disability, whether the information comes directly from the
parent or school personnel, the school district is obligated to begin
looking at what information it has in order to determine if assessment of a child for an educational disability is necessary. Mr.
Goldstein stressed the importance of knowing what constitutes an
educational disability-- that which is not a clear cut and dry learning disability. According to Mr. Goldstein, an educational disability is a disability that adversely affects a child’s educational performance or learning. Specifically, he was referencing a Child
Find case from Connecticut in which a parent notified her child’s
school that her child wouldn’t be starting school on time due to
admission to a psychiatric hospital. Although the child was placed
in an intensive therapeutic educational program in Utah, the
child’s school in Connecticut was still found to be in violation of
the Child Find law by not initiating an evaluation of the child for
an educational disability. The key to note here is that the child’s
psychiatric condition interfered with her ability to engage in and
attend school, adversely affecting her learning, and thereby constituting a need for the district, under Child Find, to initiate a
referral. According to Mr. Goldstein, by not initiating the referral,
when the family entered their child into the intensive therapeutic
treatment program and filed for compensation, the school district
entered the fight with “one hand tied behind its back.” Ultimately,
the school district was found liable by the courts.
Mr. Goldstein also addressed the issue of Failure to Consent vs.
Refusal to Consent. According to Mr. Goldstein, if a referral is
made by the school, the parent has an obligation to make that child
available for testing. However, as in the Child Find case, if the
parents place the child elsewhere, and the school district has a
basis to suspect that the child has a disability, the school district is
required to go to that locality to evaluate the child, or alternatively, contract someone within that area to complete an assessment
on the school’s behalf. Mr. Goldstein stated that in the absence of
a response from the parent, the school should show good faith and
send another consent form along with a second letter informing
the family that previous contact was initiated by the school
22
regarding testing for their child which requires parental consent.
This procedure should be done at minimum three times, with
detailed documentation of each attempt, in addition to trying to
contact the family by phone. He also recommended that, if after
the third attempt the school has still not heard from the parent,
then a fourth and final notice should be sent outlining the school’s
previous attempts to contact them regarding testing for their child
and conclude with the information that the school will be dropping the child from the referral list. Looking at the other side, if
the parent refuses to consent, the school district has the option to
take the matter to court, of which usually the school will be granted permission to test the child; however, Mr. Goldstein explained
that the parent still has the right, and probably will, to refuse the
services as set out in the IEP, so now this becomes a decision more
along the lines of time and resources.
Another topic of great interest Mr. Goldstein presented on was the
use of RtI in general education vs. special education, as well as the
issue of consent. If a school district uses RtI in the general education setting as a way of monitoring progress or benchmarking,
then parental consent is not necessary. RtI is generally referred to
in general education; however, according to state legislation a
school district can use RtI in determining a learning disability.
This multi-use of RtI within the schools, as stated by Mr.
Goldstein, is where RtI poses many gray areas, i.e., when we
move past RtI as a benchmarking or progress monitoring system,
and into referral for additional interventions or to be used as a
method of assessment for a disability. If a child is moved from
Tier 1 to Tier 2, it is usually due to a delay in a certain area, let’s
say for example reading, as compared with other kids in class.
But, when a child is moved into Tier 2 and begins to receive more
intensive intervention services, RtI then moves into the realm of
special education, which requires parental consent for services.
Additionally, if the school district uses RtI in addition to severe
discrepancy for eligibility determination, the school is required to
obtain consent from the parent for each method of assessment.
Mr. Goldstein provided a wealth of insight and knowledge into the
complex, and ever changing, special education law. The only
downside was that due to time constraints, he was unable to cover
all the areas outlined in his presentation. The breadth of knowledge Mr. Goldstein has to offer is remarkable, and his ability to
portray a situation from the vantage point of a lawyer representing a school district, as well as a lawyer representing a family, is
quite incredible. I thoroughly enjoyed his talk and look forward to
hearing more from him in the future. Y
Nicole M. Huber is in her second year of the School Psychology M.A./A.C.
program at the University at Buffalo, Buffalo, NY. She is also in her first
semester of practicum at Kenmore East High School. She currently holds a
M.A. in Clinical Psychology from Cleveland State University and a B.A. in
Psychology/Sociology from Niagara University. She has been involved in a
variety of research laboratories investigating areas of bullying, adolescent
substance use, college retention rates, and peer relationships.
NY School Psychologist Volume XXX, Number 2
NY School Psychologist Volume XXX, Number 2
23
news
From
nYasP
Chapter A News
Submitted by Mary Kay Hafer, Chapter A Co-rep with Cindy Burns-McDonald
Things have been fairly quiet in our Chapter this past fall and
early winter. However, many of us were able to enjoy the NYASP
Conference 2011 at the Turning Stone Casino in Verona, NY. In
fact, I heard comments from many in our area that the speakers
were very relevant and that the conference in general was perhaps
one of the best ones yet. Of course having Temple Grandin as the
keynote speaker was so interesting as well. Several members
were accompanied to her presentation by non-school psychologist
spouses or colleagues including me! My husband is a selfemployed contractor and found many of Temple’s insights and
explanation of “visual thinking” very interesting. Her drawings
especially seemed to resonate with him in the similarity that they
have with the types of thinking and drawing he does for preliminary work on commercial and residential structures.
Back home, at the Chapter level, we have had the first of three
planned meetings for the 2011-2012 school year. This meeting
was held on September 16, 2011 at our usual venue (Cheel Center
at Clarkson University in Potsdam, NY). Presentations were
given by Dan Dodge, Deputy Director of St. Lawrence
Community Services (includes the Mental Health Clinic) and by
Collene Dare Alexander, Executive Director of the Family
Counseling Service of Northern New York and its clinical direc-
tor, Randy Imhoff. We also had a chance for our RSE-TAS representative to lead us in discussion about new SED updates, FBA
procedures and a round-robin about “hot topics” in our area.
Cindy and I were able to share NYASP news with the group as
well. Many in the group also had an opportunity to network during the lunch break. Future meetings are being planned for
January and another in the spring 2012.
Cindy was also able to help set up an in-service on importing
graphs into psycho-educational reports, that was presented by two
school psychologist from our Chapter area: Lee Scaggs and Dave
Stevens. The gentlemen did a superb job which was well received
by the sizeable group in attendance. Many have expressed a
desire for more such “sharing” opportunities. Future topics discussed as possibilities include: more about assessing and writing
reports using a school neuropsychological model and sharing
technology tips and programs. We look forward to such meetings
and invite all to attend. Please feel free to contact Cindy or me
with any ideas for future Chapter meetings, or to discuss alternative locations and dates. We would like to better involve Jefferson
and Lewis Counties in our efforts if possible, despite our geographical separation! Y
Chapter O News
Submitted by Jessica Diamond-Eichin & Margaret Panzarino
The Nassau County members of NYASP kicked off the 2011-2012
school year with our annual social event on October 21st at
Cannon’s Blackthorne in Rockville Centre, NY. The event featured our recipient of the NYASP Nassau County Chapter School
Psychologist of the Year, Ervi Farkas, Ph.D. Dr. Farkas is a school
psychologist in the Bethpage School District, and has been a
school psychologist for 35 years. NYASP members, friends, family, and colleagues of Dr. Farkas were in attendance and made the
event very special. The turnout was incredible, with numbers so
large that we needed a bigger venue than what was used last year!
We are so happy with the turnout and are looking forward to
upcoming events we will be planning for the 2011-2012 school
year! Y
24
NY School Psychologist Volume XXX, Number 2
news
From
nYasP
Inside the Conference Planning Committee
By Kim D’Imperio
When I attended the 2010 NYASP Conference at the Sagamore
Resort, I was overwhelmed. I was about 11 weeks into my School
Psychology program at SUNY Oswego and I was holding on
tight. I had no idea what to expect, and the conference really
opened my eyes to the profession and all it had to offer. However,
I remember thinking three things: 1.) I can't believe there's more
to life than cognitive assessments, 2.) this conference took a lot of
effort to prepare and coordinate, and 3.) there is no way I will ever
or could ever do this.
About 4-5 months later, Dr. Michelle Storie, who teaches at
Oswego, briefly spoke to us (graduate students) about the possibility of needing volunteers for the 2011 conference at Turning
Stone Casino. Thinking I could help work a table or hand out
badges at registration, I emailed her soon after to offer my help.
She replied, asking if I would like to join the committee. Reading
those words, I immediately got anxious. I thought "I don't know
anything about anything and I have nothing to contribute." I
thought it over and remembered the motto from another class I
took the previous fall: discomfort equals growth. With that in
mind and faking confidence, I apprehensively replied yes.
And so it began. I cautiously worked my way into a group who
had already been planning for months. In my initial meetings, I sat
quietly and observed. Nonetheless, the group continuously made
me feel welcome. Whether it was enjoying delicious lattes or non-
refill sodas (unless you’re Kara McCarten-May, that is), the meetings were relaxed and playful, and yet, focused on getting things
accomplished.
As the conference date got closer, I often thought to myself "these
people are machines." While I only had a small part in the planning, I felt I could barely keep up on my end. I am pretty sure that
none of committee members actually slept more than 60 minutes
a night and when they did, they dreamt of room set-ups, hotel registrations, conference registrations, speakers, sponsors, what to
eat and when, and etouches (I'm looking at you, John Garruto).
Unless you know someone who has been on the conference committee (or done it yourself), you don’t realize the amount of time
and effort it takes to coordinate and plan. I was in awe of the delicate balance of jobs, family, and/or any other obligations they felt
the need to take on at the time. The dedication to the committee/conference was truly inspiring. To each member of the 2011
Conference Committee, thank you very much for allowing me to
be a part of it. I feel extremely fortunate to have had the chance to
work with you and get to know you.
At next year's conference in Niagara Falls (or any other conference for that matter), if you see someone with "Conference
Committee" on their badge, be sure to shake their hand and thank
them for their hard work. Y
For those of you who attended the 2011 Conference,
you might remember the “interesting”
weather we received on Saturday.
We hope everyone got home safely!
To the right is a picture that one of our member’
took on the way home.
When you see Halloween decorations covered in snow,
you know you’re in Upstate New York!
NY School Psychologist Volume XXX, Number 2
25
news
From
nYasP
Awards Committee Report
Submitted by Jeanne Gold & Judy Harwood
Ted Bernstein Awards
In Spring 2011, Jeanne Gold solicited nominations from training institutions for the Ted Bernstein Awards. These awards honor outstanding graduate students in the school psychology training programs across the state. Twenty-three students were nominated by their
programs this year and were recognized at the Awards luncheon at the Fall Conference at the Turning Stone Resort in Verona New
York.
The Ted Bernstein Award winners are: Yeshiva University, Allison Bernstein; Hofstra University School-Community Program, Robert
S. Cavera; St. John’s University Queen’s Campus, Talya Barth; St. John's University Oakdale Campus, Jessica Biviano; Fordham
University, Sonya Sonpal; Pace University, Rebecca Petrie; Roberts Wesleyan College, Christie Altobelli; Alfred University, Katherine
Ribble; SUNY at Buffalo, Carolyn Andolina Casey; Brooklyn College, Sarah Groark; Syracuse University, Candace Werder; Iona
University, Alicia Adams; Niagara University, Gary Schaffer; RIT, Kim Nosek; Marist College, Maryellen Conway; Queens College,
Yulisa Rodriguez; Columbia University, Elizabeth Belanfante; SUNY at Albany, Linda Kapusta; SUNY Plattsburg, Alexandra Hyde;
Mercy College, Kelly Smith; LIU – Brooklyn, Reham Mougrabi; SUNY Oswego, Erin Reilly; College of St. Rose, Lauryn Johnson.
NYASP Chapter School Psychologist of the Year Awards
Individual chapters are given the opportunity to identify regional winners
as School Psychologist of the Year. This year’s local winners are Pamela
Wilkie, Ph. D., Letchworth Central School District, Chapter C; Anat Mor,
Ph. D. (pictured at right) Chapter L and Ervi Farkas, Ph. D., Bethpage
UFSD, Chapter O. These winners were honored by their chapters and
received a certificate at NYASP’s Awards ceremony at the fall conference.
Moses “Mo” Brand has been awarded
Emeritus Membership
status in NYASP (left).
The Friend of Children Award
for 2011 was awarded to Michael Gilbert,
Ph.D., founder of the non-profit
organization It's About Childhood
and Family, Inc. (right).
26
NY School Psychologist Volume XXX, Number 2
news
From
nYasP
Frank Plumeau School Practitioner of the Year Award.
Pamela Wilkie, Ph. D. from the Letchworth Central School District
was chosen as winner of the Frank Plumeau School Practitioner of the
Year Award. The winner of this award is chosen from candidates
nominated by their local chapters. Pam was honored at the 2011 conference at the Turning Stone Resort in Verona New York.
Dr. Pamela Wilkie received her Master’s from Alfred University
in 1992. She returned ten years later to complete her Doctorate.
Pam has continued her collaboration with Alfred University
through yearly supervision of practicum students, interns, and
multiple grants projects, which have included: training school
psychologists to be facilitators of the Response to Intervention
process in schools, training school psychologists as both practitioners and professors in the field of school psychology, and providing access to mental health services in rural communities,
within school settings.
Three years ago, Pam fulfilled one of her professional dreams by
beginning a part-time career in private practice. She joined Dr.
Raja Rao’s practice, Milestone Psychiatric and Psychological
Services, after completing the requirements for licensure.
The Presidential Service Awards for 2011 are awarded to
Michelle Storie, Jen Vega, John Garruto, and Larry Pelkey.
NY School Psychologist Volume XXX, Number 2
Pam is beginning her twentieth year as a school psychologist. She
began her career at Lockport City School District where she was
the school psychologist for two of their elementary schools: Roy
B. Kelley and George Southard. For the past eighteen years, Pam
has shared the school psychologist responsibilities with Robert
Johnson at the Letchworth Central School District. Letchworth is
a special place because the role of the school psychologist is as
diverse as the research and supported by all! Pam devotes a significant amount of her time to system level consultation regarding
RTI, PBIS, and Olweus Bullying Prevention. She became a certified Olweus trainer five years ago. Letchworth’s PBIS program
has been recognized as a best practice model in the S3TAIR
Project Clearing House of Effective Practices in Special
Education.
The recipient of the NYASP Leadership Award in School Psychology
for 2011 is Anthony Pantaleno, Ph. D. from the
Elwood Union Free School District.
27
nasP notes
Advocating for the Emotional
Well-being of our Nation's Youth
Submitted by Greg Leonard, Ph.D.
Philip Lazarus, President of NASP,
provided the keynote address on Friday
morning of the 2011 NYASP
Conference. Dr. Lazarus, a School
Psychologist
and
Licensed
Psychologist in Florida, is an Associate
Professor and Director of the School
Psychology Training Program at
Florida International University. He is
a strong advocate for the use of evidence-based approaches (e.g., socialemotional learning) and policies (e.g.,
anti-bullying) to provide our nation's
youth with a well-rounded education
that meets the needs of the whole child.
Dr. Lazarus reminded attendees that
our nation's founding fathers viewed
education as crucial for the growth and
maintenance of our democratic institutions. He quoted Thomas
Jefferson, for example, as saying, “Those who expect to be ignorant and free; expect what never was and never will be.” Dr.
Lazarus noted that academic learning was viewed as important
within a broader context of the overall development of the character of individuals who would respect and protect the ideals upon
which our nation was founded. Today, schools are able to enhance
the development of students' social/emotional skills (such as selfawareness, self-management, social awareness, relationship
skills, and responsible decision making) through character building activities that improve school climate as well as explicit
instruction in classroom settings. Dr. Lazarus emphasized the crucial relationship between positive character habits developed in
childhood and adolescence and the person's success in academics,
participation in civic activities, and success in work settings.
In regard to learning outcomes, Dr. Lazarus expressed concern
about educational improvement approaches that focus narrowly
on high test scores. Previous attempts to reward high scores have
not produced better results and (sometimes) have had unintended
consequences (e.g., cheating). He also commented briefly about
the current political atmosphere in the United States, which promotes the view that public institutions (such as schools) are failing to meet the needs of the American people. Dr. Lazarus remind-
28
ed attendees that research provides evidence that the majority of
charter schools do not get better results than neighborhood public
schools. He noted that teachers and public employees were not
involved in activities that led to the recent stock market crash, significant loss of retirement monies for many Americans, trillions in
taxpayer-funded bailouts, the oil spill in the Gulf of Mexico, or
billions of dollars in bonuses to corporate leaders (despite poor
performance).
Dr. Lazarus emphasized the need for schools to provide a wellrounded educational program that develops the whole child. He
reminded us that schools are a place where most children can be
taught in a developmental fashion. He noted that recent research
provides evidence that approximately 20% of children in schools
have a diagnosable mental health or addiction-related disorder.
Levels of anxiety and depression have increased among schoolaged children and youth. In addition, at least 70% of these students do not receive needed mental health treatment. Other
research provides evidence that there is a close relationship
between academic achievement and emotional health. Students
who develop positive “connections” with the schools they attend
are more likely to be optimistic and develop positive relationships
with peers. They are less likely to develop “conduct problems”
and display antisocial behaviors.
Marian Edelman (founder of the Children's Defense Fund) has
said, “The greatest threat to our national security comes from no
enemy without, but from our own failure to protect, invest in, and
educate all of our children...” Dr. Lazarus provided attendees with
a multi-faceted plan for meeting the educational needs of our
youth. He advocates for the development of safe, supportive and
nurturing schools through a renewed emphasis on character education and social-emotional learning opportunities. He recommends students be taught specific skills that will enhance their
emotional development. His approach also includes the retention
of fewer students; more mental health services for students; teaching students to become resilient problem-solvers; connecting all
children to an adult; and ensuring the safety of children by preventing bullying, suicide, and violence in school settings. He
reminded the audience (primarily, School Psychologists) that we
have a unique opportunity to advocate for the education of the
whole child – their mind, health, and spirit.Y
NY School Psychologist Volume XXX, Number 2
Screen. Measure Baseline.
Progress Monitor. All Within
the RtI Framework.
The Behavior Intervention Monitoring Assessment System (BIMAS™) is a web-based behavioral rating and
data management system specifically developed for monitoring response to behavioral and psychosocial
intervention in youth aged 5 to 18 years.
š
J^[edboX[^Wl_ehced_jeh_d]ioij[cj^Wjkj_b_p[i[cf_h_YWbbo#Z[h_l[Z"change-sensitive
items
to set the baseline for assessing the progress in student behavior
š
7X[^Wl_ehced_jeh_d]ioij[cj^WjWbbemiYkijec_p[Zfhe]h[iiced_jeh_d]e\if[Y_\_YhWj[h
indentified behaviors
š
7ckbj_#_d\ehcWdjc[Wikh[m_j^ZodWc_Y]hWf^_d]WdZh[fehj_d]efj_edi\eh_dZ_l_ZkWbWdZ
YbWiiheecfhe]h[iiced_jeh_d]"Wim[bbWi"fhe]hWc[lWbkWj_edWdWboi_i
For more information and pricing please visit www.mhs.com/BIMAS
or contact an MHS Customer Service Representative at 1.800.456.3003.
New York Association of School Psychologists
Research Grant Application
The NYASP Research Committee
invites you to apply for a research grant.
Eligibility Requirements are as follows:
1. Employed school psychologists
2. Members in good standing of NYASP
Grants will be awarded in amounts up to $1,000.00.
Half the amount of the grant will be given upon
selection. The second half of the grant will be distributed upon presentation of the resulting study at
a future NYASP conference.
The closing date for applications is May 15, 2013
for the initial NYASP research grants. Winners will
be notified by August 1, 2013.
Please submit 1 copy of the application (below) and
2 copies of the proposal (up to 750 words) to:
John Garruto
17 Ellen Street
Fulton, NY 13069
Outline of Guidelines for Research Proposal
I. Introduction
A. Briefly summarize your hypothesis
B. Provide a brief review of the literature to
support your hypothesis
II. Method
A. Briefly describe the subjects
B. Briefly describe the setting
C. Variables
1. Briefly describe the dependent and
independent variables
2. Briefly describe the methods for
demonstrating the reliability and
validity of the variables
D. Experimental Design - briefly describe
and explain
E. Procedure - concretely summarize
III. Results - describe plan for your analysis of
your data
IV. Discussion - briefly state the potential signifi
cance of the study
Also, submit your proposal by e-mail to
[email protected]
aPPliCation Form
Name_______________________________ Current Position__________________________
Email Address________________________________________________________________
Address_____________________________________________________________________
City/Town___________________________ State & Zip Code_________________________
Office Phone_________________________ Home Phone_____________________________
Title of Research Proposal_______________________________________________________
30
NY School Psychologist Volume XXX, Number 2
The Top Ten Things
School Psychologists
Need to Know About
Ethics and Law (Part 1)
the ethiCs Corner
By Merryl Bushansky, PsyD
1. Ethical decision making involves following the Ethical
Principles and rules that guide professional interactions with others. The law involves rules of conduct issued by the state that has
legal force. Which takes precedence when there is a conflict? The
NASP Code of Ethics states: “When conflicts between ethics and
law occur, school psychologists take steps to resolve the conflict
through positive, respected, and legal channels. If not able to
resolve the conflict in this manner, they may abide by the law, as
long as the resulting actions do not violate basic human rights.”
(NASP-PPE IV.2.3).
4. Parents have a legal right to inspect and review their child’s
responses on the test protocols used by school psychologists. This
should be done under the supervision of the school psychologist.
Does this also mean that parents can get copies of their child’s
protocols? Only if the parent is physically unable to come into the
school to review it due to serious illness or unusual circumstances.
The protocol can be shared with other professionals, however, as
long as a parental request has been received. (Note: test publishers have been involved in litigation concerning this copyright
issue over the years; there is no definitive answer at this time.)
2. There are three situations when the school psychologist may be
obligated to share confidential information that was shared when
providing direct services to students:
- If the student requests it
- If there is a situation involving danger to the student; this is
known as Duty to Protect
- When there is a legal obligation to testify in court. Subpoenas
and legal orders may be involved. Seek legal advice.
5. School psychologists who work in schools that receive federal
funds (most of us) are generally required to comply with FERPA
(discussed above) but not HIPPA (Health Insurance Portability
and Accountability Act). However, school psychologists are often
privy to sensitive health information about students and therefore
need to advocate for district-wide procedures that protect confidentiality.
3. FERPA (the Family Educational Rights and Privacy Act)
defines educational records as any records maintained by the
schools that are directly related to the student; they may be
inspected by parents. This includes files held by the school psychologist. However, school psychologists may keep personal
notes that are used to jog memory (personal memory aid). This is
known as “sole possession records.” These notes must be kept
separately from students educational records in a secure file.
To Be Continued... Y
Merryl Bushansky, Psy.D, has been the Chairperson for
NYASP’s Ethics and Professional Practice Committe for several years.
She is a school psychologist in New Rochelle, NY.
Do you have an ethical dilemna?
Contact Merryl Bushansky at [email protected]
NY School Psychologist Volume XXX, Number 2
31
tom’s teCh talk
Sociocentricity
By Tom Kulaga
We all remember the concept of egocentrism from our studies of
human development. A young child, for example, may believe
that everyone sees things as he does. If he likes something, then
everyone must like the same thing.
read and displayed as intended. Occasionally, a page or a portion
of a page that cannot be displayed in one browser may work well
in another. For that reason, it can be a good idea to have more that
one browser installed on your computer.
Unfortunately, egocentrism can make it difficult to look at the
world from another person’s point of view. In our social world, it
is not uncommon for egocentric thinkers to join groups of similar
thinkers. Persons in these similar-thinking groups can become
increasingly convinced that their views are undeniably true. They
can believe with little or no uncertainty that their school (race,
team, religion, country, computer platform, etc.) is absolutely better than yours. This “group thinking” can provide group members
with frequent reinforcement of their position. The group is able to
provide, through whatever communication is
available, the appropriate “facts” and arguments that support the ultimate truth - whatever that may be.
What about writing software? Many people use Microsoft Word,
but there are other programs. One freely downloadable option is
OpenOffice which has been in development in one form or another for almost twenty years. OpenOffice actually includes five programs that all use the same engine making them inherently the
same and extremely easy to learn and use. The five programs are:
Writer (word processor), Calc (spreadsheets), Impress (presentations), Draw (graphics) and Base (database manipulation). Writer
can even natively do some things that Word cannot, like open PDF
files without the addition of a plug-in or commercial add-on. As the software is open
source and is maintained by a large community, help and bug fixes are freely available
and quickly created. OpenOffice is perhaps
the leading free alternative to Microsoft
Word/Office.
In the sports world, you can be a fan. In the
comic book world you can be a fanboy or fangirl. The term fanboy has been used to
describe someone who is utterly devoted to a
single subject or hobby, often to the point
where it is considered an obsession. A fanboy
or fangirl may also be devoted to a particular
computer brand or platform. For example,
there are Apple fanboys. These are fans devoted to Apple products, such as iPhones or iPads
(see photo).
While you may be familiar with Microsoft Windows or Apple
computer operating systems, you may be less familiar with an
operating system called Linux. Linux is an operating system that
was initially created as a hobby by a young student, Linus
Torvalds, at the University of Helsinki in Finland. Linux is freely
distributed in a number of different versions. One of the more
popular “distros” of Linux is called Ubuntu. While there are millions of people who use Linux on their personal computers, Linux
may also be used by web hosting companies or for other specialized endeavors.
What about browsers? You know, the program you use to
“browse” the internet. To view www.nyasp.org, visitors use a
number of different browsers including Internet Explorer, Safari,
Firefox, Chrome, Android Browser, Mozilla, Opera, and
Blackberry. Each of these browsers has different characteristics,
and allows for varying degrees of modification. When web page
designers create pages, they will often view them on a number of
different browsers to make sure that the code they write is being
32
One of the newer and more well-known
online options is Google Documents. Google
Docs allows you to create, collaborate and
share documents, spreadsheets and presentations. The interface is cleaner than many of
the other alternatives but the functionality is
still all there. While it will automatically save
the file online and store it there, you can also
have the documents published as a web page or emailed as an
attachment in Word, ODT, PDF or RTF formats. You can invite
collaborators to work on the document with you or only allow others to view it without the ability to edit. Google Docs requires a
free account signup.
While many of these systems and software products can work
together, they are not always compatible. It can easily happen that
you receive a file developed by a friend in a program you do not
have, and consequently cannot read. For example a brochure
developed with publishing software may need to be saved in a different format so others may be able to view the file.
In the computer world, as in the real world, it makes sense to
avoid sociocentricity so everyone can get along. Y
Tom Kulaga is a School Psychologist in the
Marlboro Central School District, Past-President of NYASP,
and the webmaster of www.nyasp.org.
NY School Psychologist Volume XXX, Number 2
Interventions for Students with ADHD
The Damage of Drama
(continued from p. 7)
(continued from p. 9)
• Computer-Assisted Instruction: These instructional strategies are
considered to be highly stimulating, allow for student self-pacing,
and again provide immediate feedback to students. Utilizing CAI
in classrooms is not only engaging to students (i.e. making inattention an incompatible behavior), it is also an intervention that
simultaneously focuses on directly improving students’ academic
skills.
• Self-Management Programs: These programs initially incorporate both external and internal evaluation, but gradually work
toward independent student self-monitoring and evaluation. It is
important that intervention mediators gradually wean external ratings, and continue to monitor student ratings for potential “drift”
after independent evaluation is achieved.
In conclusion, Dr. DuPaul reemphasized that although stimulant
medication is the most effective treatment for reducing ADHD
symptoms, behavioral and prosocial treatments work to actively
and more permanently address impairments in functioning.
Promising work published by Dr. Fabiano and his team at the
University at Buffalo’s Center for Children and Families was also
cited at the conclusion of the presentation, reiterating support for
positive effects of even small applications of behavior modification in classroom settings. Additionally, Dr. DuPaul reinforced the
notion that interventions need to evolve over time in relation to
ongoing assessment, and emphasized that the most successful
interventions are those that incorporate a variety of components
across multiple settings.
For more information, Dr. DuPaul has produced a large body of
written work (research articles and books) focusing on the effective assessment and intervention implementation with students
diagnosed with ADHD. Y
Progress Monitoring Assessments
(continued from p. 19)
PPVT-IV resides in this correlation. They discovered that the
PPVT-IV has more correlation with studying comprehension.
However, what accounts for the rest of the comprehension that is
not covered by the PPVT-IV and how do we measure it?
The last issue posed is to what extent does non-ORF DIBELS
Next subtests account for variance in reading comprehension
beyond what is already accounted for by DIBELS Next ORF.
Does Retell Fluency correlate more strongly with ORF or
Comprehension? Does the DAZE correlate more strongly with
comprehension than ORF?
Improvements for future research include drawing from a larger,
more representative sample. The reliability is unknown between
administrators in regards to the DIBELS Next subtest and NYS
ELA. While the presenters do not have all of their research data as
of yet, the anticipation of data and the ability to answer these questions looks promising. Y
NY School Psychologist Volume XXX, Number 2
Allen shared the results of her research. Victimization by bullying
still occurred, but bullying in every form decreased significantly.
Students, who had reported having bullied, now reported that they
were talked to by adults more following the intervention as compared to before the intervention. Staff reported a decrease in
aggressive peer interactions. Students reported increased empathy
for victims. They also reported that they would be less likely to
join in bullying pre-to-post intervention. Fear of bullying
decreased pre-to-post intervention. Victimization was reported
more to adults following the intervention. Parents increased their
reporting of bullying. Students perceived that teachers, and especially their peers, increased attempts to deter bullying. Staff beliefs
that the school’s efforts to address bullying increased. Students
and staff assessed the school climate more positively following the
intervention.
The compendium nutshell of Allen’s message to all of us at her
presentation was: A good intervention system is a strong preventative strategy! With the advent of the Dignity for All Students
Act, schools would be prudent to take a proactive school-wide systemic approach to prevent bullying.
References:
Maines, B., & Robinson, G. (1992). The no blame approach.
Bristol, UK: Lucky Duck.) Y
Fetal Alcohol Exposure
(continued from p. 20)
Helen completed her presentation stressing the importance to
build on the strengths of children with FAS to help them overcome
their challenges. Similar to most children, children with FAS are
likeable, friendly and energetic. They are creative and enthusiastic
students who have a strong desire to please and participate with
others. When in an accepting environment these children can feel
comfortable, and they are very kind to younger children and animals. As should always be applied when working with children,
parents, teachers and service providers can capitalize on these
strengths to help children with FAS thrive in school and social situations.
For additional information about FAS, see the following resources
that were provided by Helen:
Diagnosis: Luther K. Robinson, MD
Women & Children’s Hospital of Buffalo
140 Hodge St., Buffalo, NY 14222; 716-878-7530
Questions, Family Support Network:
Helen Weinstein, ECCPASA; 1625 Hertel Ave,
Buffalo, NY 14216; 716-831-2298; [email protected]
New York State Agencies:
NYS Developmental Disabilities Planning Councilwww.ddpc.state.ny.us
NYS Office of Alcoholism & Substance Abuse Serviceswww.oasas.state.ny.us/fasd Y
33
ChaPter rePresentatives
C
hapter representatives are appointed officials
who, along with the executive committee,
comprise the voting members of the
NYASP board. Chapter reps serve for a two-year
term and attend three to four meetings per year.
Alternates for each chapter are selected by the
chapter representative and appointed by the president. They arrange chapter functions and attend
meetings when the elected representative is not
available. Chapter reps are encouraged to hold
regional meetings to forward the practice of school
psychology.
Any member who is interested in service as a chapter representative should contact
Kelly Caci, President-Elect
[email protected]
25 Shadowood Ln, New Windsor NY 12553
845-567-4815 h / 845-563-3715
for information and assistance. Y
A
B
Jefferson, Lewis, & St. Lawrence
Mary Kay Hafer
[email protected]
315-265-9033 h / 315-265-4642 w
E
Cynthia Burns-McDonald (co-rep)
[email protected]
315-393-4992 h / 315-393-0900 x248 w
Clinton, Essex, & Franklin
Carole Holmes
[email protected]
518-297-2451 h / 518-298-4031 x5 w
C
Erin Gonser
[email protected]
716-863-1985
F
Monroe, Ontario, Seneca, & Wayne
Victoria Mosetti
[email protected]
Catherine Lesio (alternate)
[email protected]
585-506-6438
34
Fulton, Hamilton, Herkimer, Montgomery,
Saratoga, Warren, & Washington
Kristin Casey-Wurm
[email protected]
518-792-0603 h / 518-639-5594 x2155 w
(F Alternate OPEN)
G
Aimee Koehler (co-rep)
[email protected]
585-260-5647
D
Lawrence Pelkey
[email protected]
315-668-1796 h / 315-253-0361 w
Michelle Storie (co-rep)
[email protected]
315-450-5269 c / 315-677-3152 x206 w
(B Alternate OPEN)
Erie, Genesee, Niagara, Orleans, & Wyoming
Cayuga, Cortland, Madison, Oneida,
Onondaga, & Oswego
Allegany, Cattaraugus, & Chautauqua
Gregory Leonard
[email protected]
716-499-9661
(G Alternate OPEN)
H
Chemung, Livingston, Schuyler, Steuben, &
Yates
Nancy Foreman
[email protected]
607-324-7834 h / 607-324-3703 w
Rachel Scaccia (co-rep)
[email protected]
585-739-1462 w
NY School Psychologist Volume XXX, Number 2
ChaPter rePresentatives
“Chapter representatives serve to communicate the needs and interests
of their chapter members and to advocate best practice strategies
in their geographical region.”
(NYASP Operations Handbook, 2009)
I
Broome, Chenango, Delaware, Otsego,
Tioga, & Tompkins
Linda LoGallo
[email protected]
607-775-1634 h / 607-655-8248 w
N
(I Alternate OPEN)
J
Katrina Emmerich (co-rep)
[email protected]
518-281-1608 h
K
Tiffany Sivco (alternate)
[email protected]
845-235-5830
L
Robert Meagher (alternate)
[email protected]
917-561-8098 c
O
Dutchess, Greene, Orange, Sullivan, & Ulster
Heather Dahl
[email protected]
845-987-9234
Putnam, Rockland, & Westchester
Georgia Aldridge
[email protected]
718-341-0230 h / 718-327-9536 w
Elzbieta Black (alternate)
[email protected]
718-549-2714 h / 718-696-6010 x2551 w
Albany, Columbia, Schenectady, Schoharie, &
Rensselaer
Kristina Osborne-Oliver
[email protected]
518-221-2855 c / 518-437-6760 w
New York City (Manhattan, Brooklyn, The
Bronx, Queens, and Staten Island)
Nassau
Jessica Eichin
jdiamond812@gmai
516-608-5465 h / 516-305-8631
Margaret Panzarino (co-rep)
[email protected]
516-971-7333
P
Suffolk
Kimberly Behanna
[email protected]
631-786-6655
(P Alternate OPEN)
Rayna Shapiro
[email protected]
914-395-3742 h / 914-472-8040 w
Dawn Catucci (alternate)
[email protected]
914-762-0779 h
student rePresentatives
Student Representatives provide reciprocal communication between the executive board of NYASP and graduate students in training programs
across the state. They serve a two year term and are elected by the NYASP board. For more information please contact Mark Terjesen, Student
Representative Liaison, at [email protected] or 718-990-5860.
2010-2012 Student Reps
2011-2013 Student Reps
Reham Mougrabi
[email protected]
917-880-9908
Kim D’Imperio
[email protected]
315-664-0194
Amber Saracino (alternate)
[email protected]
845-853-4930
Ayla Mertturk (alternate)
[email protected]
917-574-3124
NY School Psychologist Volume XXX, Number 2
35
exeCutive board direCtorY
Executive Committee (2010-2012)
President
President-Elect
Past-President
Peter Faustino
[email protected]
1 Old Orchard Rd, Rye Brook, NY 10573
914-417-7661 c / 914-241-6119 w
Kelly Caci
[email protected]
25 Shadowood Ln, New Windsor, NY 12553
845-567-4815 h / 845-563-3715 w
Tom Kulaga
[email protected]
383 Milton Tpk, Milton, NY 12547
845-790-4382 h / 845-236-8000 x1913 w
Treasurer
Treasurer-Elect
Newsletter Editor
Arielle D’Aprile
[email protected]
104 South Broadway, Apt #4
South Nyack, NY 10960
Cindy Burns-McDonald
[email protected]
414 Elizabeth St, Ogdensburg, NY 13669
315-393-4992 h / 315-393-0900 x248 w
Secretary
NASP Delegate
Mary Kay Hafer
[email protected]
101 S.H. 72, Potsdam, NY 13676
315-265-9033 h / 315-265-4642 w
Lynette DiBenedetto
[email protected]
205 Yorkshire Rd, Rochester, NY 14609
315-569-7813 c
Vinny Alfonso
[email protected]
75 West End Ave R23D, NY, NY 10023
212-957-0146 h / 212-636-6433 w
Committee Chairpersons
Awards
Jeanne Gold ∙ [email protected]
914-591-8634 h
Judy Harwood ∙ [email protected]
716-684-1097 h
Conference Coordinator
Britton Schnurr ∙ [email protected]
518-221-7411 h
Conference 2011
Michelle Storie ∙ [email protected]
315-450-5269 c / 315-677-3152 x206 w
Larry Pelkey ∙ [email protected]
315-668-1796 h / 315-253-0361 w
Conference 2012
Erin Gonser ∙ [email protected]
716-863-1985
Conference 2013
Ernie Collobolletta ∙ [email protected]
914-761-3411
Mitch Samet ∙ [email protected]
914-980-0722
Continuing Professional
Development
Lynne Thies ∙ [email protected]
516-466-5477 h / 516-349-3394 w
Robin Raphael ∙ [email protected]
716-632-1755 h / 716-250-1457 w
Culturally Responsive
Jennifer Arroyo
[email protected]
845-787-4023 h / 347-623-5290 c
Marlene Sotelo-Dynega
[email protected]
347-610-1036 c
Early Childhood
Heather Meddaugh
[email protected]
518-346-5360 w / 518-588-2727 c
Ethics & Professional Practices
Merryl Bushansky ∙ [email protected]
718-548-2386 h / 914-576-4415 w
Job Information Network
Mark Terjesen ∙ [email protected]
718-990-5860
Legislative
Membership
Kirsten Eidle-Barkman
[email protected]
518-439-1583 h
Public Relations
Andrew Livanis
[email protected]
718-564-0237 h
Publications
Ruth Steegmann ∙ [email protected]
716-694-0719 h
Research
John Garruto ∙ [email protected]
315-729-7248
Rural Initiatives
Cynthia Burns-McDonald
[email protected]
315-393-4992 h / 315-393-0900 x248 w
John Kelly ∙ [email protected]
631-912-2122
Beth Rizzi ∙ [email protected]
914-475-8155
Urban Initiatives
Listserves
Tom Kulaga ∙ [email protected]
845-790-4382 h / 845-236-8000 x1913 w
NYASP to NYSCEA
SPECNYS to NYASP
Kelly Caci ∙ [email protected]
845-567-4815 h / 845-563-3715 w
John Kelly ∙ [email protected]
631-912-2122
Georgia Aldridge ∙ [email protected]
718-341-0230 h / 718-327-9536 w
Web Site
Liaisons & Affiliates
Archivist
open position
Bruce Weiner
[email protected]
413-738-5488 h / 518-658-2515 x222 w
Andrew Shanock ∙ [email protected]
518-817-3692
Student Representatives
Mark Terjesen ∙ [email protected]
718-990-5860
36
NY School Psychologist Volume XXX, Number 2
New York Association of School Psychologists
Membership Application
First Name________________________________________
Last Name _______________________________________
Address ________________________________________
City State Zip _____________________________________
County________________________________________
Email Address _____________________________________
Home Phone _______________________________________
Work Phone ______________________________________
Employer________________________________________
Job Title _________________________________________
___ Part-Time Private Practice
___ Full-Time Private Practice
__ Certified as a school psychologist in New York
__ Provisional Certification
__ Permanent Certification
Certificate # __________________________Date:______________
___ Currently functioning as a school psychologist
___ Primarily engaged in the training of school psychologists at a
college or university
___ Trained as a school psychologist, but currently functioning in
another position
___ Student enrolled in a school psychology training program
__ Nationally certified (hold the NCSP credential)
NCSP # ________________________________________________
__ Licensed as a psychologist in New York
License # _________________________________________
___ Regular
$110
___ Retired
$55
___ Student
$55
___ Common Address
$165
(two members at same address)
Applicant’s Signature____________________________________________________________Date _________________________
Indicates agreement to abide by the ethics and standards of NYASP
Note: please verify your professional status by enclosing a copy of your state certification.
Student membership requires supervisor’s signature and program information below.
Signature of Advisor or Supervisor _________________________________________________Date_________________________
Program / Employer Name and Location _________________________________________________________________________
MAIL TO: NYASP Membership • PO Box 178 • Hornell, NY 14843
or register online at www.nyasp.org
NY School Psychologist Volume XXX, Number 2
37
new York assoCiation oF
sChool PsYChologists
Non-Profit
Organization
US Postage
PO Box 178
Hornell, NY 14843
PAID
Newburgh, NY 12550
Permit No 8604
Calendar of Events
October 25-27, 2012
NYASP Annual Conference
Niagara Falls, NY
February 12-16, 2013
NASP Convention
Seattle, WA
October 24-26, 2013
NYASP Annual Conference
White Plains, NY
February 18-23, 2014
NASP Convention
Washington, DC
Visit our Website: www.nyasp.org
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