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New York 2013: Volume XXXI, Number 1 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 2012 Conference in Niagara Falls Inside this Issue Summaries of conference workshops NYASP position statements NY school psychologists and education reform From the edItor The New York School Psychologist Staff: Another conference has come and gone, and it was surely a success! The 2012 NYASP Conference was held in beautiful Niagara Falls, NY, October 25th-27th. Attendees had the opportunity to choose from over 60 workshops, plus keynote speakers, a panel on bullying issues, and poster presentations. Many of those workshops are summarized in this issue. NYASP and The New York School Psychologist would like to extend a sincere “thank-you” to the members who provided these reviews. And please save the date for our next conference, October 24-26, 2013 in White Plains, NY. Also in this issue are three special NYASP publications , available as center pull-outs. First, there is NYASP’s Position Statement on Mandate Relief. Second is Putting Students First: The Role of School Psychologists in New York’s Education Reform. Finally, we have included a letter in support of licensure for school psychologists, signed by NYASP, the New York State Association of School Business Officials, the Council of School Superintendents, the New York State School Boards Association, the Council of New York Special Education Administrators, and the New York Alliance for Children with Special Needs. We trust that this issue will help keep you well-informed of current topics in school psychology and the latest issues that NYASP is addressing. Happy 2013, and enjoy the remainder of this school year! Sincerely, Lynette NYASP members are encouraged to submit articles for consideration in The New York School Psychologist! Deadlines for Submission: i Issue Deadline Fall (No. 1) Winter (No. 2) Spring (No. 3) August 15th November 15th February 15th Editor: Publications Chair: Staff: John Kelly Kim D’Imperio Arielle D’Aprile Lynette Maheu Ruth Steegmann Tom Kulaga Sara Douglas Mary Kay Hafer The New York School Psychologist is the official publication of the New York Association of School Psychologists and is distributed to NYASP members as a member benefit. The contents of this publication do not necessarily represent the views or policies of NYASP, NASP, or their elected or appointed officials. Submission Guidelines: NYASP members are strongly encouraged to submit articles for consideration in this publication. Preferred document size is 750 words (review) or 1500 words (article). Submissions are accepted in .doc or .docx format, via email attachment or on CD, with revisions and corrections already made. Please include a short bio about the author. Photos, cartoons, and drawings should be submitted as a .pdf, .bmp, or .tiff file. We will make every attempt to return hard copy submissions of art and photography. Editorial policy: All articles and reports of factual information may be edited to conform to space and format specifications and to improve clarity, without permission of writers, so long as no changes are made to the writer’s overall objective. NYASP and the Editor reserve the right to edit or reject submissions based on legal, social, professional, and ethical considerations. We will assume consent to publish correspondence addressed to the Editor unless specifically noted by the sender. Letters and e-mail addressed to NYASP Executive Board members, along with the response, may be published with the consent of both parties. Expressions of opinion in editorials and letters to the Editor may be edited only with the writer’s consent. Reprint Authorization: Editors of state school psychology association newsletters, NASP publications, and other psychology organization newsletters are authorized to reproduce only uncopyrighted articles in the NYASP newsletter provided the author and newsletter are credited. State editors please note: if you modify or condense a reprinted article, please report that to your readers. Permission to reprint copyrighted articles must be obtained directly from the copyright holder. Advertisements: Rates for advertising are $500 for a quarter page, $750 for a half-page, and $1000 for a full page. Special discounts are provided for multi-issue commitments and other unique needs. Ads that are run in The New York School Psychologist do not necessarily indicate official sanction, promotion, or endorsement by NYASP. However, ads will be accepted based on legal, social, professional, and ethical considerations. NY School Psychologist Volume XXXI, Number 1 Feature Articles tAble oF CoNteNtS Keynote Address by Dr. Susan Sheridan: Success Through School-Family Partnerships By Amanda Nickerson..................................................................................................................................................................3 Concussion Goes to School: School Psychologist Roles and Skills By Nicole Huber............................................................................................................................................................................4 Beyond the Transition Plan: What School Psychologists Can Do to Help Students with Disabilities Transition to College By Jennifer Baker..........................................................................................................................................................................5 Creating Suicide Safety in Schools By Kim D’Imperio........................................................................................................................................................................6 The Predictive Validity of the Utility of the Developmental Reading Assessment, Second Edition By Kim D’Imperio........................................................................................................................................................................7 Assessment of Executive Functioning in Children: New Ideas, New Data, and the CEFI By Lynette Maheu.........................................................................................................................................................................8 School Law for School Psychologists By Lynette Maheu........................................................................................................................................................................10 Girls Growing Through Yoga and Wellness: Preventing Anxiety and Eating Disorders in the Schools By Sara Haugli............................................................................................................................................................................12 Providing Safe and Supporting Environments for LGBTQ Youth By Kim D’Imperio.......................................................................................................................................................................13 Behavioral Interventions for At-Risk Students By Alitsa Panteloukas.................................................................................................................................................................14 Bullying Prevention: Issues, Challenges, and Opportunities By Emily Owens..........................................................................................................................................................................15 An Introduction to the Wechsler Primary and Preschool Scales of Intelligence – 4th Edition By Lynn M. O'Connell.................................................................................................................................................................16 Panel Response to Bullying Issues By Ruth Steegmann.....................................................................................................................................................................18 Early Childhood Assessment: Considerations for Diverse and Underserved Populations By Lynn M. O’Connell................................................................................................................................................................19 Best Practice: Intervention for ADHD in Schools By Carrie Baeza..........................................................................................................................................................................21 The Leader in Me: How the 7 Habits of Highly Effective People Impact School Culture By Ruth Steegmann.....................................................................................................................................................................22 Working with Families Affected by Cancer By Kim D’Imperio.......................................................................................................................................................................23 I’m Ready for College, But I Can’t Find My Backpack: Executive Strategies for Young Adults with Asperger’s Syndrome and Learning Differences By Ruth Steegmann.....................................................................................................................................................................24 Graphing RTI Data Using Microsoft Excel By Patrick S. O’Donnell..............................................................................................................................................................26 In Every Issue From the Editor............................................i President’s Message......................................2 Book Review...................................................28 Research Grant Application.......................40 NASP Notes....................................................41 News from NYASP.....................................42 History of NYASP.......................................47 NY School Psychologist Volume XXXI, Number 1 Student Forum................................................51 Tom’s Tech Talk..............................................52 The Ethics Corner..........................................53 Chapter Representatives...............................54 Executive Board Directory............................56 Membership Application...............................57 PreSIdeNt’S meSSAge Happy 2013! The end of 2012 was a busy - and often exceptional - time for NYASP. As you will read in this issue, we hosted a great conference in beautiful Niagara Falls. If you were able to attend the conference, then you experienced the majesty of the falls, paired with phenomenal speakers from across the state and country. If you were unable to attend the conference, this issue of The New York School Psychologist will give you a comprehensive overview of many of the workshops and professional development opportunities available at the conference. I encourage everyone to attend NYASP conference 2013 in White Plains so that you may experience everything the yearly NYASP conferences have to offer. On the heels of NYASP conference 2012, Hurricane Sandy blew in. The devastation wrought is still in evidence in countless locations in the tri-state area, as many communities struggle to recover and return to normalcy. During this time, NYASP provided support via our website and facebook page, providing information and materials to help school psychologists support students and families in the aftermath of the hurricane. And then came Newtown. The horror of this event will never fade, and even though we reeled from the news, we also stepped up to provide support. Not only did we reach out to members via our website, facebook page, and listserves, we also offered support to the Connecticut Association of School Psychologists, making our resources available when needed. NYASP members also volunteered via the United Way, to provide crisis response support during the Sandy Hook Elementary School crisis. Amidst these exceptional events, NYASP has also continued to advocate for the field of school psychology. We have submitted comments on EI services and ABA insurance regulations, and prepared a white paper outlining the role of school psychologists in New York's education reform. NYASP also signed on to the December 2012 Connecticut School Shooting Position Statement prepared by an interdisciplinary group on preventing school and community violence We also continue to advocate for licensure of school psychologists at the masters level, and continue to strongly campaign for more and better mental health services for our students. We have now rung in the New Year, and with that renewed our resolution to continue to work for our members and the field of school psychology, doing our utmost to advocate for appropriate and available mental health services for students, and licensure for masters level school psychologists. As NYASP president, I hope to make 2013 an exceptional year by meeting these goals. Y Sincerely, Kelly Caci 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 XXXI, Number 1 Keynote Address by Dr. Susan Sheridan: Success Through Family-School Partnerships Reviewed by Amanda B. Nickerson, Ph.D. The 2012 Annual Conference of the New York Association of School Psychologists opened with Dr. Susan Sheridan’s keynote presentation entitled “Family-School Partnerships: Creating Meaningful Connections for Student Success.” This address, which integrated decades of empirical findings with real-life video clips, set the perfect tone for the conference theme of families and schools working together. Dr. Sheridan is a George Holmes University Professor and Willa Cather Emeritus Professor of Educational (School) Psychology at the University of Nebraska-Lincoln. She is the Director of the Nebraska Center for Research on Children, Youth, Families and Schools and Director of the National Center for Research on Rural Education. Dr. Sheridan has had several federally funded grants geared toward the establishment of home-school partnerships. Her primary work is in conjoint behavioral consultation (CBC), a model of service delivery focused on bringing parents, teachers, and other care providers together to develop constructive relationships and address shared concerns for children. In her keynote, Dr. Sheridan reflected on her realization that the best way to “do right for kids” is to work with families. She expanded by saying that engaged parents provide positive, nurturing adult-child interactions, and warmth. They also create opportunities for curiosity, autonomy, and learning, and set high and realistic expectations for student performance. In turn, engaged schools provide high and realistic expectations for students and families. They also understand the importance of relationships as essential to student success, and perceive families as partners in achieving the goals of schooling. She emphasized that parent involvement, parent engagement, and family-school partnership are not the same, either conceptually or in terms of definition. Parent involvement is a one-way process where schools try to get parents to do something different. In contrast, parent engagement recognizes what the parent and child do together to promote learning and healthy development in different contexts. Family-school partnerships involve active, meaningful, two-way communication between families and schools. There is a shared responsibility for learning, where parents are perceived as partners, not merely as recipients of services. These partnerships provide meaningful learning experiences across environments. Dr. Sheridan cited the ample research support indicating that schools with high quality family engagement programs have greater levels of student performance and achievement; fewer disciplinary problems, detentions, in-school suspensions, absenteeism and truancy; and higher levels of parent volunteering and participation on school decision-making committees. In terms of how to develop pathways to these partnerships, Dr. Sheridan reviewed the “5 As” (identified in collaboration with Dr. Sandra Christenson): Approach, Attitude, Atmosphere, Actions, and Achievement. Approach refers to the framework for estabNY School Psychologist Volume XXXI, Number 1 lishing families and schools as partners with a shared responsibility for educating and socializing children. Attitudes are the underlying beliefs about families and parents as important, co-equals can help their children succeed. Atmosphere is the tone or climate of the community, which includes both the physical setting and the affective climate of trust, respect, and openness to differences. Approach, attitude, and atmosphere are prerequisite conditions to actions, which includes family engagement, home-school communication, establishing continuity, joint decision-making, and problem-solving, which then lead to achievement. CBC is a vehicle for creating constructive, goal directed, solutionoriented services for children. It is considered a Tier 3 intervention in which teachers and parents collaborate to: develop goals to promote academic, behavioral, and social skills in students; design and implement plans for use at home and school; monitor students’ progress using data; and evaluate achievement of student goals. Research conducted by Dr. Sheridan and colleagues, as well as other research centers around the country, has revealed that students receiving CBC have shown significant gains in: teacher-rated academic productivity and academic skills, parentrated homework performance, and math performance and accuracy. In addition, it impacts behavioral and social-emotional skills, evidenced by increased teacher ratings of on-task and compliant behavior for students with emotional and behavioral difficulties. CBC has also been found to be effective with students in Head Start, children with pediatric/medical needs, students from diverse cultural background, and youth with developmental disabilities. In addition to positive outcomes for students, CBC leads teachers to have more positive beliefs about parent involvement, and improves the parent-child relationship. There is new evidence to suggest that CBC impacts the parent-teacher relationship, which then influences children’s social skills and adaptive behaviors. Dr. Sheridan made the analogy that real estate focuses on Location, Location, Location, whereas School Psychology’s emphasis is Relationships, Relationships, Relationships. Indeed, family-school partnership was one of the primary themes in the recent Future of School Psychology Task Force. Dr. Sheridan provided the weblink to http://fsp.unl.edu/ for user-friendly modules that can be used by trainers, practitioners, graduate students, and researchers interested in evidence-based family-school partnership programs. There is a wealth of information (e.g., Power Points, video clips, case studies, integrity checklists) presented in six modules: (1) Overview of Family-School Partnerships; (2) Family-School Interventions: Preschool; (3) Parent Consultation; (4) Parent Education, Training, Interventions; (5) Family-School Collaboration; and (6) Parent Involvement. NYASP is certainly grateful to Dr. Sheridan for sharing her expertise, passion, and resources for helping schools and families work together to do great things for children! Y 3 Concussion Goes to School: School Psychologist Roles and Skills Reviewed by Nicole Huber Julie Alexander, Ph.D., NCSP is a Clinical Assessment Consultant at PAR, Inc., who regularly provides proprietary product workshops at the district, state, and national level. Julie began her informational talk discussing the Return to Play laws, which have been passed by at least 37 states in the U.S. Return to Play laws state that a student experiencing symptoms of concussion have to be removed from play immediately, have to be symptom free for 24 hours before being allowed back into play, and must have written authorization from a doctor that they can return to play. She also discussed the importance of having a concussion management team within the school to monitor the student’s symptoms as well as make any necessary arrangements for the student to participate in school. A few examples of arrangements may include frequent breaks, a shorter school day, a decrease in homework, or provision of an aide or use of an elevator. A concussion management team within the school should include the school nurse to track symptoms and effects of exertion, the school psychologist to determine appropriate accommodations that may be needed, the Athletic director or teacher, the principal, and any other school personnel that may be necessary. Dr. Alexander also spoke about common misconceptions regarding concussions, such as “it’s not really a concussion because you never blacked out.” She also discussed the medical definition of a concussion, which is technically called a mild traumatic brain injury (mTBI), as well as different types of concussions, with emphasis on the most common type of concussion obtained within school and recreational sports, which is defined by the lateral movement of the brain (the forward and backward movement of the brain against the skull). Some very interesting information provided was that only 10-20 percent of individuals who sustain a concussion experience a loss of consciousness, and typically they will yield a “normal” looking brain scan (e.g., CAT scan, MRI) because injury affects the “software” of the brain (e.g., neurometabolic/ neurochemical processes and physiological processes) not the “hardware” of the brain (actual skull or brain bleed). Because of the neurometabolic changes experienced, there is a variability of symptoms experienced as well as duration (several minutes to days, months, or longer) and intensity of symptoms. Therefore, the use of the concussion management team at school can help to ease a student’s transition back to school by tailoring accommodations. More specifically, Dr. Alexander provided specific information from the CDC website, which has specific information available 4 for schools to use to educate staff, students, and families. The CDC also provides resources for schools to use in concussion management, such as a Concussion ABC’s chart: Assess the situation; Be alert for signs and symptoms; Contact a health care professional. Additionally the website has checklists available for school professionals to use to track common signs and symptoms, as well as exertion effects. It is important to remember as part of the concussion management team that learning requires a lot of cognitive exertion because it is new material, therefore as a result of a concussion, cognitive exertion happens quicker, resulting in incomplete learning and understanding of new material, and a lesser ability to remember the material. Lastly, the school psychologist must also track and help the student address and manage the emotional effects that a concussion can cause, such as anxiety, depression and withdrawal, cognitive symptoms affecting his/her ability to learn, and increased symptom sensitivity. Dr. Alexander also discussed other concussion management systems that can be used in schools, specifically the Acute Concussion Evaluation (ACE) developed by PAR, Inc., which is research based and has an application that can be downloaded on computers and/or smart phones so that all information can be readily accessed by school personnel. ACE also helps to determine what areas may need accommodations, such as attention/ concentration, working memory, memory consolidation/ retrieval, processing speed, fatigue, headaches, etc. and help to develop a plan to treat that student. Dr. Alexander demonstrated great knowledge regarding concussions and provided extremely important information regarding the various areas of difficulties that students can experience due to concussions. She helped to highlight the importance of the role of the school psychologist in developing a care plan for a student with a concussion and provided many useful resources that can help in the process. I thoroughly enjoyed her talk and look forward to hearing more from her in the future. Y Nicole M. Huber is in her third year of the School Psychology M.A./A.C. program at the University at Buffalo. She is also completing her internship with the North Tonawanda City School District. She currently holds a M.A. in Clinical Psychology from Cleveland State Universit 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 XXXI, Number 1 Beyond the Transition Plan: What School Psychologists Can Do to Help Students with Disabilities Transition to College Reviewed by Jennifer Baker Dr. Andrea Burch, Director of the Special Academic Services Center at Alfred University and adjunct instructor for the Division of Counseling and School Psychology, along with employed graduate assistants who currently work at the Center; Amanda Smith, Megan Morrision, Kelly Sission, Leah Houk and Katie Schumehl presented “Beyond the Transition Plan: What School Psychologists Can Do to Help Students with Disabilities Transition to College. Dr. Burch began by describing the academic consulting model specific to the academic services provided at Alfred University. Faculty and staff at the Services Center provide systems-level interventions for students through the utilization of post-secondary school psychology support. In addition, graduate assistants benefit from the training opportunities they receive. Student need for emotional and academic supports places strong emphasis on the need for such a program. Further, the number of students with disabilities enrolling in post-secondary education is on the rise, along with an increase in college students with “severe” psychological problems in addition to ADHD and learning disabilities. Dr. Burch provided information on the variation in law when students move from a secondary to a post-secondary education setting detailing that they are no longer protected under IDEA and instead are covered under ADA Law 504. Often times students are ill-prepared for the self- advocacy they must incorporate into their learning in order to be successful at the post- secondary level. Students must learn how to self-disclose their disability, in addition to how to access services at their respective schools. They also need to know how to appropriately interact with instructions and professors in higher education who may not be familiar with instructing students with disabilities. Third year doctoral student Kelly Sission, M.A., described steps towards building student self- awareness and advocacy. These steps include intensifying appropriate knowledge of their disability, including what it means to them and how to work within the disability, and stay cognizant of their rights and responsibilities and how to identify and request accommodations. High school educators can help by having prior discussion with students about NY School Psychologist Volume XXXI, Number 1 their disability and engage in role playing activities involving selfdisclosure. Involving students in IEP meetings and encouraging students to seek services during their first year may also prove helpful. Amanda Smith, M.A., School Psychology Intern presented on the usefulness of assistive technology in fostering student independence. She emphasized how assistive technology can decrease time spent on task, as well as the level of frustration and reliance on others which in turn increases self-esteem and independence. Leah Houk, M.A., School Psychology Intern cited primary difficulties for students with ADHD which include; temporal myopia, low persistence, high frustration and the inability to begin tasks. In order to help these students, school psychologists can use long and short-term reward systems, create external representation of tasks, directly teach time management and planning, and teach self- advocacy skills. Lastly, Katie Schubmehl, M.A., Doctoral Candidate and Megan Morrison, M.A., School Psychology Intern stated that the number of students with Asperger Disorder and Autism is steadily growing across the United States which will require additional attention from educators. College students with these disorders may exhibit strengths in intellectual areas while experiencing greater difficulties in areas of communication, engaging in appropriate social interaction as well as show signs of anxiety and sensory difficulties in the classroom. Strategies which prove helpful in high school may be incorporated such as; teacher/ student hand signals, breaks, use of sensory objects, behavioral contracts, and prescripted questions for later sharing. Overall, the information provided was both helpful and applicable for helping students with disabilities make a smooth transition to post- secondary educational opportunities. Y Jennifer Baker received a B.A. in Psychology from University at Buffalo and is currently a first year school psychology student at Roberts Wesleyan College. Her interests include working with students on the autism spectrum, assessment, and applied behavioral analysis. 5 Creating Suicide Safety in Schools Reviewed by Kim D’Imperio On average, there were 62 suicides per year between 2008-2010 for individuals aged 10-19. The three previous years, there were 49 suicides. Already, there seems to be a rise in suicide rates 20112012. Presenters Pat Breux and Jacquelyn O’connor answered the question: so how can school psychologists help? The role of the School Psychologist in school-based suicide prevention includes being knowledgeable about risk facts and warning signs, legal issues, best practices, and evidence based practices, the advantages of safety plans versus no-harm contracts, crisis assessment and intervention, and issues related to suicide contagion and clusters. School Psychologists are often in a position to develop their school’s comprehensive suicide safety plan. School psychologists should be able to formulate and conduct risk assessments, differentiate between suicidal behavior and non-suicidal self-injury, conduct crisis assessments and interventions, involve parents/guardians of potentially suicidal youth in the intervention process, safely integrate a student into the classroom following a suicide attempt, and effectively implement postvention procedures. However, schools are often unprepared to handle issues relating to suicide. There are seven characteristics of effective school-based prevention programs: (1) specific school needs should be considered, (2) theory-driven approaches used, (3) comprehensive approach used, (4) varied interactive teaching methods used, (5) strong and positive relationships promoted, (6) well-trained staff charged with implementation responsibilities and (7) continually monitored and assessed. There are many challenges that arise in the schools, including lack of leadership support, lack of time, cost of programs, implementation fidelity, perceived prevalence of the problem, acceptability among stakeholders, prior implementation of prevention programming, awareness of the link between social-emotional functioning and academic progress, and awareness and access to free/low cost resources. Keeping all of these things in mind, the New York State Office of Mental Health Suicide Prevention Initiative began the SPEAK Campaign in 2005, which provided general awareness of suicide. In 2007, they developed a strategic plan, including working with entities across the state, funding for local projects, ASIST (community based, 2-day training), and SafeTALK training. In 2009, they opened the Suicide Prevention Center of New York. In 2010, the Youth Specialist position was created to engage schools and create a toolkit for schools. 6 Creating Suicide Safety in Schools (CSSS) is a free one-day workshop on youth suicide prevention, intervention, and postvention planning. The workshop uses a problem-solving approach to build teams’ confidence and facilitate improved readiness. Schools are encouraged to send an interdisciplinary team to the training with at least one school-based mental health professional, such as the school psychologist. The goal for the workshop is simple: to provide the schools with a process/template. Schools need the tools and competency to figure out what is best for them. Between September 2011 and July 2012, the CSSS Workshop has been presented across New York State. Workshop evaluations were collected from 133 participants to determine the effectiveness of the workshop. The overall rating of the workshop was 98.5% positive, was 98.5% relevant to the job of the raters, and 97.8% of the raters said they were likely to apply information learned to their job. Tips for those who work in the schools in addition to school psychologists include being smart and careful about how you address suicide. It is important to refrain from discussing the risk of suicide because it may actually increase the temptation for those individuals who are thrill-seeking. Something interesting and surprising to learn is that testimonials do not help as much as we think they do. Why? Because students do not need to hear about the depression, they instead need to hear about hope because if there is no hope, the individual has no reason to hang on. There appears to be a “normalizing” of suicidality with adults in the room and it is important to address suicidality immediately. The workshop was put together to help schools standardize their approach to dealing with these issues by developing a common way of documenting and talking about suicide safely. The school cannot do this in isolation and they need help from family and community. Future directions include a partnership with NYASP, evaluation including follow up surveys of participating schools, incorporation of checklist in pre, post, and follow up surveys to track progress, pursuit of AFSP/SPRC Best Practice status, and Training for Trainers development. To learn more about the workshop, contact Pat Breux, Youth Prevention Specialists, Suicide Prevention Center of New York, 150 Broadway Suite 301, Menands, NY 12204. [email protected], PreventSuicideNY.org.Y Kim D’Imperio is a third year School Psychology graduate student at the State University of New York at Oswego. She is currently completing her internship in the Central Square Central School District. She is a NYASP Student Representative and has served as a committee member for the 2011 and 2012 NYASP Conferences. NY School Psychologist Volume XXXI, Number 1 The Predictive Validity of the Utility of the Developmental Reading Assessment, Second Edition Reviewed by Kim D’Imperio The Developmental Reading Assessment, Second Edition (DRA2) was developed in 2006 by Joetta Beaver and Mark Carter and is used as a comprehensive reading assessment to screen, predict, and progress monitor students. Administration takes up to 45 minutes and is administered by teachers to assess reading engagement, oral reading fluency, reading comprehension, present reading and instructional levels, student progress, and student strengths and weaknesses. It is important to note there is a lack of empirical research on the DRA-2 as there have been no actual studies but only peer reviewed articles of the technical manual. There were some studies focusing on the DRA in relation to state exams; however, it was the first edition. Scoring on the DRA-2 is subjective and based on the teacher. Inter-rater reliability is the extent to which two or more individuals agree and it provides a measure of consistency. The inter-rater reliability on the DRA-2 is 0.57-0.65, which is moderate. Good inter-rater reliability is 0.8 or higher. The presenters of the current study were Dr. James McDougal, Dr. Michael LeBlanc, Kristina Lavery, Brittany Riesbeck, and KeenaMarie Herne. For the purposes of this study, the DRA-2 was compared to the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and how well both predict performance on the English Language Arts assessment (ELA). DIBELS is a brief screening assessment that looks at early literacy skills. Oral Reading Fluency (ORF) tests speed and accuracy in one-minute probes and allows for grade-wide comparisons. The ELA assessment is a standard proficiency assessment following No Child Left Behind mandates. It assesses reading, writing, listening, and speaking. Scores range from 475-780. It is important to note 684 is 3rd grade proficiency. There has been more research on DIBELS ORF, which has been found to be a statistically significant predictor of performance on later standardized test scores. The researchers posed the following questions: (1) Does the DRA-2 predict future performance on the NYS ELA exam? (2) How does its ability to predict performance compare to the DIBELS ORF? (3) If the DRA-2 is a better predictor of student ELA performance, is it of any practical significance? In a small, rural school district in Central New York, 546 students in grade 3 were administered DIBELS ORF and DRA-2. There were 1,534 students in grades 4-6 who were administered the Scholastic Reading Inventory (SRI), DIBELS ORF, and DRA-2. The assessments were administered by teachers and school psychologists. NY School Psychologist Volume XXXI, Number 1 The researchers looked at the correlation between the DRA-2 (Fall & Winter) and ELA scores and ORF (Fall & Winter) and ELA scores, with the correlation at 0.59. The correlation between ORF and ELA is 0.56, on average. The researchers also looked at the regression of the DRA-2 (Fall) and ELA scores and ORF (Fall) and ELA scores. The regression indicates ORF predicts ELA, with r2 = 0.32 and a Standard Error of Estimate (SEE) of 20.86. The regression indicates DRA-2 predicts ELA, with r2 = 0.35 and SEE of 20.59. The DRA-2 is a statistically significant better predictor of ELA performance. In addition, the researchers also looked at the hierarchical regression of ORF (Fall) + DRA-2 (Full) and ELA. This indicates that r2 = 0.32, with an increase to 0.37 by adding the DRA-2 with SEE of 20.11. This means that 35% of the variance is accounted for by the DRA-2. There is a 68% chance scores will fall within 20.59 points of the students’ actual score. By adding the DRA-2, there is a 5% increase in explanation of variation. While it is statistically significant, it only improves accuracy by less than a point. Thus, there is no practical significance by adding the DRA-2. In addition, it takes time, money, and personnel. The researchers were now prepared to answer their original research questions: (1) Does the DRA-2 predict future performance on the NYS ELA exam? Yes. (2) How does its ability to predict performance compare to the DIBELS ORF? DRA-2 is a statistically significant better predictor of student performance on the ELA. (3) If the DRA-2 is a better predictor of student ELA performance, is it of any practical significance? Because the ORF only predicts within 5% of what the DRA-2 can predict, the practical significance is lacking. The researchers concluded that the DRA-2 is meant to drive instruction at the Tier 2 level and is not meant to be used as a screener because it will not tell you anything not already known. The DRA-2 and DIBELS ORF are both statistically significant predictors of NYS ELA scores; however, in the researchers’ ability to predict how the students will perform, the difference is not of any practical significance. Y Kim D’Imperio is a third year School Psychology graduate student at the State University of New York at Oswego. She is currently completing her internship in the Central Square Central School District. She is a NYASP Student Representative and has served as a committee member for the 2011 and 2012 NYASP Conferences. 7 Assessment of Executive Functioning in Children: New Ideas, New Data, and the Comprehensive Executive Functioning Inventory (CEFI) Reviewed by Lynette Maheu 2012 NYASP Conference attendees were given the opportunity to attend a discussion of Executive Functions, presentation by Jack Naglieri, Ph.D. Dr. Naglieri is well known in the field of school psychology, as an author of over 20 books, 35 tests and rating scales, and 250 research articles on cognitive assessment, cognitive interventions, specific learning disability eligibility determination, and measuring psychopathology and resilience. This current workshop explored Executive Functions, outlined the research behind a new rating scale, and tied it together with research-based interventions. Dr. Naglieri began his talk by sharing his background as a musician. When he was teaching music, discovered that students learned differently, which got him interested in trying to understand how people learn. Dr. Naglieri went on to discuss the familiar story of Phineas Gage, who survived an accident where a railroad spike impaled his frontal lobe. Based on Phineas Gage’s significant changes in behavior, scientists started the discovery that the prefrontal cortex of the brain is involved with different dimensions of cognition and behavior, playing a key role in impulse control, maintenance of set, and monitoring ongoing behavior and socially appropriate behaviors. This initial discovery lead to further research, and ultimately to Alexander Luria coining the term “Executive Function” (EF). When Dr. Naglieri and colleagues recently researched the way EF is currently defined, they found over 30 different definitions, including mentions of self-directed sets actions; organizing one’s behavior over time; enabling purposeful, goal-directed behavior, etc. Basically, what many of those definitions boil down to is that EF is “how you do what you do”. One of the questions explored through this presentation was, is EF a unitary construct (Executive Function) or is it multidimensional with independent abilities (Executive Functions)? This was researched through extensive factor analysis with parent, teacher, and self-ratings. Using different methods, one factor was consistently found. Therefore, Dr. Naglieri ultimately concluded that “Executive Function, not Functions, is the best term to use”. A recent review found that 168 measures exist to evaluate EF. During this presentation, some commonly known measures were reviewed for their standardization methods and psychometric properties. Dr. Naglieri emphasized that school psychologists need to be sure to closely read the manuals of the tools we use, because the psychometric properties can be misleading (i.e. due to low reliability, small or unrepresentative sample size, etc). Since the data we gather on children on a daily basis is used for very important decisions, we have an ethical responsibility to know the properties of the measures we are using. A new measure of EF has recently been published by Dr. Naglieri and Dr. Sam Goldstein: the Comprehensive Executive Function Inventory (CEFI). The CEFI is a rating scale designed to measure behaviors that are associated with EF for youth ages 5-18 years. Parent, teacher, and self-ratings are available, and there are both paper versions (with hand scoring or software scoring) and online forms. The CEFI is available in English and Spanish. In relation to the problems identified earlier with other published measures, the CEFI was developed to demonstrate the highest psychometric properties. Each form of the CEFI yields a Full Scale score (mean of 100, standard deviation of 15, with lower scores meaning more difficulties) and nine separate content scale scores: Attention - how well a youth can avoid distractions, concentrate on tasks, and sustain attention Emotion Regulation – a youth’s control and management of emotions Flexibility – how well a youth can adapt to circumstances, including problem solving ability Inhibitory Control – reflects a youth’s control over behavior or impulses Initiation – a youth’s ability to begin tasks or projects without being prompted Organization – how well a youth manages personal effects, work, or multiple tasks Planning – how well a youth develops and implements strategies to accomplish tasks Self-Monitoring – a youth’s self-evaluation of his/her performance or behaviors Working Memory – how a youth keeps important information in mind in order that he/she know what to do and how to do it, including remembering important things, instructions, and steps (Continued on page 10) 8 NY School Psychologist Volume XXXI, Number 1 UnMASC the Many Faces of Anxiety The The Multidimensional Multidimensional Anxiety Anxiety Scale Scale ffor or Children Children 2 nd E dition™ (MASC (MASC 2 ™) assesses assesses tthe he presence presence 2nd Edition™ 2™) of symptoms sympttoms related related tto o aanxiety nxiety disorders disorders iin n youth youth of aged 8 to to 19 19 years. years. aged The CEFI is a comprehensive evaluation of executive function strengths and weaknesses in youth aged 5 to 18 years. Provides scores on: ěũũAttentionũũěũũEmotion ũũ ũũ ũũ Regulation ě Flexibilityũũũũ ěũũInhibitory ũũ ControlũũěũũInitiation ũũ ũũ ě Organization ěũũPlanningũũěũũSelf-Monitoring ũũ ũũ ũũ ě Working Memoryũũũũ ěũ("2ũ(-ũ3'#ũ#1+8ũ("#-3(ă!3(.-Ĕũ"(%-.2(2Ĕũũũ ũ ũ ũ ũ ũ ũ ũũũ ũũũ ũũũ31#3,#-3ũ/+--(-%ũ-"ũ,.-(3.1(-%ũ.$ũũ ũ ũ ũ ũ ũũ ũũũ ũũũ-7(#38ı/1.-#ũ8.43'ũ ũ ũ ũ ěũ22#22#2ũũ ũ ũ ũ 1."ũ1-%#ũ.$ũ#,.3(.-+Ĕũũ ũ ũ ũ ũũ ũũ/'82(!+Ĕũ!.%-(3(5#Ĕũ-"ũ ũũ ũ ũ ũ #'5(.1+ũ28,/3.,2 ũ ũ ũũ ěũ#-#1+(9#"ũ-7(#38ũ(2.1"#1ũĸĹũ ũ ũ ũ ũ ũũ ũũ-"#7ũ"($$#1#-3(3#2ũ!'(+"1#-ũ6(3'ũ3'#ũũũ ũũ ũ ũ ũ ũ ũũũ ũũ"(2.1"#1ũ$1.,ũ3'#ũ%#-#1+ũ/./4+3(.ũũ ũ ũ ũ ũ ũ Normed on a sample p of 3,500 , yyouth who represent p the U.S. p population: p ě Race/Ethnicity ě Gender ě Geographic Region ě Parental Education ě Age www.mhs.com/CEFI *FREE Book Offer! P Pre-order re-order a any ny C CEFI EFI K Kit it a and nd rreceive eceive aF FREE REE b book, ook, v value alue o off $ $40. 40. Offer Offer valid valid u until ntil December December 31, 31, 2 2012. 012. www.mhs.com/MASC2 B Byy Jack J a c k A. A. N Naglieri, aglie ri , P Ph.D., h . D. , & E Eric ric B. B. Pi Pickering, c ke ring , Ph.D., Ph . D. , with with Spanish Spanis h Handouts Han dou t s by by T Tulio u lio Otero, O te r o, P Ph.D., h . D. , & Mary Mar y M Moreno, o re no, Ph.D. Ph . D . Offers O ff e r s a fre fresh sh practical prac tical ap approach proach to to tteaching eaching K-12 grades. Applying sstruggling trug gling sstudents tude nts iin n tthe he K -12 g ra d e s . A p plying their expert off h how the th eir e xpe r t knowledge kn ow l e d g e o ow cchildren hildre n llearn, earn , th e authors shortt qu questionnaire au thor s have have incorporated incorporate d a shor estionnaire psychologists and 75 ffor or sschool chool p s yc h o l o g i s t s a nd 7 5 iintervention nte r ve ntion handouts h andouts tto o assist assist teachers.ũũ teache r s .ũũ (Continued from page 8) The questions in the CEFI are phrased in both positive and negative directions (i.e. “how often does the child think before acting” and “how often does the child find it hard to control his/her actions”). There are validity scales of Consistency, Negative Impressions, and Positive Impressions. There are also methods to determine significant differences between content scales to identify personal strengths and weaknesses, and a way to determine significant differences between raters. This is not to say that one rater is right when the other is wrong; it is important to consider, for example, that lower scores from one teacher may mean that he/she manages the environment in a way which is more conducive to that particular student. The CEFI was also researched with different populations, and is determined to appropriately distinguish differences between control groups and students with ADHD, Autism Spectrum Disorders, Learning Disabilities, and Mood Disorders. about giving the students strategies, but facilitating discussions to help students become more self-reflective about the use of strategies. For example, one study was discussed where teachers asked such questions of their students as, “What was your goal? What strategies did you use? What will you do next time?”. In that study, significant differences were found pre- and post- intervention, and even one year later in a follow-up, the comparison group of students maintained their growth over the control group. This leads us to conclude that if we can teach students to be more strategic and think about their thinking, it can lead to long-term effects. In the CEFI manual, there are many recommendations to address the different areas of EF. Finally, strategies were discussed that can provide remedial and compensatory support for children with EF deficits. After an EF evaluation, the first critical step is to talk to the child about what was found. EF instruction can also be defined as using cognitive strategies, or in other words teaching a child to think about how they do what they do. Dr. Naglieri emphasized that it is crucial to teach youth “how to think”, not “how to do”, and that being smart is about thinking, not about remembering. In addition, it is not just http://nichcy.org/research/ee/learning-strategies The CEFI is available through MHS (www.mhs.com/cefi). For further information on EF and strategy instruction, Dr. Naglieri recommends the following resources: http://www.ncld.org/students-disabilities/ld-educationteachers/strategic-instruction-model-how-teach-how-learn Y Lynette Maheu is a school psychologist at Monroe 2-Orleans BOCES. She is the current Editor of The New York School Psychologist and previously served on the NYASP Board as a Student Representative. School Law for School Psychologists Reviewed by Lynette Maheu On Saturday, October 27, 2012, a full audience attended Dr. Shirley Woika’s workshop on school law for school psychologists, which also provided attendees with NASP CPD credits. Dr. Woika is the Director of Clinical & Field Training in Penn State’s School Psychology program, and has spent over 19 years working as a teacher, school psychologist, special education supervisor, and central office administrator. School psychologists are often familiar with special education laws, such as IDEA, but may not have as much knowledge about laws that apply to all students. Therefore, this presentation focused on the legal rights that all students have. Dr. Woika immediately started the presentation in a very interactive manner, asking participants to answer true false questions about school law. Such statements were: - Students who refuse to salute the flag may be required to stand in respectful silence. - School officials must permit students to distribute controversial religious materials on campus if it does not cause a disruption. - Teachers cannot be held liable for student injuries that occur in breaking up a fight. - Teachers can be held liable for any injury that occurs if they leave their classroom unattended. It was fairly evident that many participants were unsure of the truth to these statements. Do you know which are true or false? (The answers at the end of this article.) In order to increase participants’ knowledge, the following areas were explored: criminal law, juvenile law, civil law, educator liability, tort action, freedom of expression, search of students, and educational malpractice. Criminal Law cases are tried by a prosecutor who has the burden of proving beyond a reasonable doubt that the defendant committed the crime for which he or she is accused. Often times, though, the defendant accepts a plea after the lawyer and prosecutor plea bargain. School psychologists are typically not concerned with criminal law because they do not encounter criminal liability in (Continued on next page) 10 NY School Psychologist Volume XXXI, Number 1 their work. However, it is illegal to contribute to the delinquency of a minor. Juvenile Law is similar to criminal law, except that juveniles who commit criminal acts are not guilty of a crime; they commit an “act of juvenile delinquency”. It is neither a felony nor a misdemeanor. Also, juveniles do not receive a sentence, but a judge enters a disposition that focuses on “the needs of the child”. Civil Law is when a person who believes he/she has been wronged (plaintiff) sues another (defendant). This area of law is most likely to impact school psychologists, due to duty to warn and confidentiality. The standard of proof is lower here; instead of “beyond a reasonable doubt”, there needs to be a “preponderance of evidence”. Two areas of civil law were explored: educator liability and tort action. Educator Liability indicates that educators must provide adequate supervision and exercise reasonable care to protect students from hazards. Schools and individuals can be held liable if harm occurs when supervision is absent or negligently performed. For example, many cases have been tried over the injury of a student while the teacher was not in the room. The most critical question to answer in these cases is: would the injury have happened if the teacher was present? The right and obligation to control behavior of students in school is known as in loco parentis, meaning “in place of the parent”, which is bound by reasonableness and good faith without malice. Tort action involves injury or wrongful action for which the legal system may provide a remedy (which is often financial). In other words, it is when one party sues another. Oftentimes, judicial precedent (what courts have decided in the past) is viewed more closely than the actual statute (law). Educators may be sued for willful or negligent actions. There are three classes of torts: strict liability, intentional interference, and negligence. Negligence is conduct that falls below an established standard of care and result in an injury. Four elements must be considered: Did the defendant owe the plaintiff a duty of care? Did the defendant breach that duty? Did the negligence cause the injury? What was the injury or actual loss? Schools can reduce the risk of negligence by developing policies and procedures for volunteers, maintaining liability insurance, providing orientation and training, and screening/supervising all employees. Student Freedom of Expression: Before the 1960s, the First Amendment (freedom of speech) did not apply to public schools. However, there has since been four landmark supreme court cases which challenged this. In Tinker v. DesMoines (1969), several students had planned to wear black armbands to protest the Vietnam War. School officials quickly adopted a no-armband rule, and after the students came to school with the armbands they were suspended. The students claimed this was a violation of their First NY School Psychologist Volume XXXI, Number 1 Amendment rights, and ultimately the Supreme Court ruled in their favor, stating that “It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." (Justice Abe Fortas). However, in Bethel v. Fraser (1986) the Court ruled that vulgar and offensive speech is not protected. In Hazelwood v. Kuhlmeier (1988) the Court ruled that expression in school-sponsored activities (i.e. newspapers) can be limited, and in Morse v. Frederick (2007) the Court ruled that schools can prohibit student expression of messages promoting illegal drug use at school events. Further issues were discussed in this workshop, including disruptive expressions, dress (uniforms, gang activity), and hair (length, color). Search of Students: School officials have an obligation to respond when students bring drugs or guns to school; however, procedures must be established for confiscating and returning most other items. Without such rules, educators can be accused of “trespass of private personal property”. Schools need to exercise good judgment in personal searches, using reasonable cause (different than probable cause, which is what police searches are governed by). Locker/desk searches, strip searches, dog sniff searches, privacy issues, and metal detectors were all discussed. Educational Malpractice: Several cases were discussed in which a student or their family sued their school claiming malpractice. However, most courts have rejected claims of educational malpractice because it is hard to determine the causal relationship between the school’s actions and poor outcomes for the student, and many courts are reluctant to get involved in the public policy issue of the quality of education. However, Dr. Woika noted that if a strong case appears in the future, it could bring a flurry of educational malpractice cases. In sum, this was a lively presentation that was speckled with personal stories and real life cases. These examples truly illustrated the basic components of school law that school psychologists should be familiar with. It was obvious that the workshop attendees left entertained and full of new knowledge. Dr. Woika recommended an excellent resource that, although geared towards principals, is very applicable for school psychologists. The book is Principals teaching the law: 10 legal lessons your teachers must know, by Schimmel and Eckes (2010). And in case you’re wondering, the above statements are false, true, true (Teacher Liability Protection Act), and false (but true in cases where they are proved negligent). Y Lynette Maheu is a school psychologist at Monroe 2-Orleans BOCES. She is the current Editor of The New York School Psychologist and previously served on the NYASP Board as a Student Representative. 11 Girls Growing Through Yoga and Wellness: Preventing Anxiety and Eating Disorders in the Schools Reviewed by Sara Haugli “Girls Growing Through Yoga and Wellness: Preventing Anxiety and Eating Disorders in the Schools” was presented at NYASP 2012 in Buffalo, to a room full of graduate students and professionals. The presenters, Dr. Cook-Cottone and Linda Kane, were full of energy and passion as they spoke to the crowd. Linda Kane pulled us in as she spoke about how her 5th graders are already talking about dieting. This presentation focused on the unfortunate prevalence of eating disorders and anxiety in young women and how school professionals can work at preventing these diseases. According to the presentation, current estimates suggest that some form of eating disordered behavior occurs in 30% of girls. Likewise, anxiety disorders occur in 12% of children and adolescents. It is important to note that without treatment, 20% of people with serious eating disorders die. Eating disorders are the most deadly of all mental illnesses and among the most difficult to treat. Unfortunately, intervention is not always successful with eating disorders, which makes prevention programs that much more important. Girls Growing in Wellness and Balance (GGWB) is a girls group that is implemented at the 5th grade level. GGWB is evidence based and aims to prevent anxiety and eating disorders while teaching girls to empower themselves and view one another as unique, strong women. GGWB opens the eyes of these fragile girls and allows them to see that media can make them feel bad about themselves and that magazines distort their images. This Tier I/II level program is modeled on a positive psychology framework. Interestingly, throughout this eating disorder/anxiety prevention program, group leaders never once mention eating disorders. Instead, group leaders work to build a strong resilience and mature personal characteristics that will make them less likely to develop an eating disorder. The program is structured to have a body, mind, and mind and body component. Each session starts with yoga, an action, is then followed by a thinking based activity and journaling, and ends with an integration of the mind and body or visualization/relaxation exercise. Ideally, the group is run as an after school program. Starting the group with yoga allows the girls to decompress from school and get out some energy. The girls are able to focus much better on the content lessons of GGWB after yoga. Yoga provides physical self-esteem, mind body awareness, and body and spirit wellness. The 12 session sequence focuses on internal awareness, emotional integration, feelings, coping, changing automatic negative thoughts, setting boundaries, strong women, and sociocultural pressures. During the group’s final sessions, the girls make their own magazine and depict what a strong woman means to them. 12 Dr. Cook-Cottone and Linda Kane are passionate about their work. This group has been run in multiple schools for over 10 years. They have found significant decrease in body dissatisfaction attributed to group participation, significant decrease in future intentions to engage in eating disorder behavior, improvement in media literacy knowledge, and significant effects found on the social self-concept scale. Through many revisions and hard work, Dr. Cook-Cottone and Linda Kane were able to announce the release of the GGWB manual. This will be the first yoga based girls group manual published that focuses on the prevention of eating disorders and anxiety. They gave the audience a preview of what type of useful lessons to expect in the manual: “Another way to think about how our brain works is by using the Hot Soup model. Imagine a freshly poured, steaming hot bowl of soup- your favorite kind. The soup spoon is right next to it, waiting to be lifted. You might sprinkle some crackers or cheese into the soup, or eat it just how it is. It smells delicious, and you can feel your mouth start to water at this delicious meal in front of you. The soup, however, cannot be eaten just yet; It is piping hot. When we are upset or are facing a problem to solve, our brain is just like hot soup: It is too hot, and needs to be cooled before we can eat it. Nothing is wrong with the soup; it is still going to be delicious and good for us, it just needs to cool down. Like the soup, when our brain is “too hot,” or we are having strong feelings, it needs to be “cooled down” before acting or making decisions. Our moms often tell us, “wait a few minutes and it will cool off” or they say, “blow on it and it will cool off.” The soup needs TIME and AIR. This is exactly what the brain needs when it is wound up and ready to react: TIME and AIR. So, we wait and we breathe. The results, the thinking and the feeling parts of our brain can work effectively together to help us make a good choice.” There are many more kid friendly examples and lessons in their newly published book, “Girls Growing in Wellness and Balance: Yoga and Life Sills to Empower.” The manual can be found at www.psychprocesses.com/store/. Y Sara Haugli is a fourth year school psychology doctoral candidate at the University at Buffalo. Her practicum placements this year include Jacobs Neurological Institute and West Seneca Central School District. NY School Psychologist Volume XXXI, Number 1 Providing Safe and Supporting Environments for LGBTQ Youth Reviewed by Kim D’Imperio The presentation, delivered by Emily Owens and Dr. Amanda Nickerson, began with a definition of terms for those who may not be aware. The first thing to address is the difference between gender identify and biological sex. Gender identity is a person’s innate sense of (or lack thereof) maleness, femaleness, both genders, or somewhere in between. Biological sex refers to a person’s genitalia medically assessed and is established in utero or at birth. An individual is gender-variant when their innate gender identity does not align with their biological sex. The term transgender encompasses people whose anatomies and/or appearances do not conform to predominant gender roles. They have physical and/or behavioral characteristics that readily identify them as having non-conforming gender identity. This includes transsexual, cross dressers, performers, intersex and gender benders/androgynies. The DSM-IV-TR diagnostic criteria for gender identity disorder includes four main criteria: (A) a strong persistent cross-gender identification (not merely a desire for any perceived cultural advantages of being the other sex), (B) persistent discomfort with his or her sex or sense of inappropriateness in the gender role of that sex, (C) not concurrent with physical intersex condition, and (D) causes clinically significant distress or impairment in social, occupational, or other important areas of functioning. It is then important to define bullying and harassment. Bullying is the intentional, repeated acts of verbal, physical, or written aggression by a peer (or group) operating from a position of strength or power, with the goal of hurting the victim physically or damaging status and/or social reputation. Harassment is generally defined as conduct which annoys, threatens, intimidates, alarms, or puts a person in fear of safety. Unwanted, unwelcome, and uninvited behavior that demeans, threatens or offends the victim and results in a hostile environment based on race, color, national origin, sex, disability, or other “legally protected status.” Types of bullying and harassment includes physical bullying (punching, shoving), verbal bullying (name calling, offensive remarks), indirect bullying (rumors), and cyber bullying (email, text messaging, chat rooms). Individuals are expected to assume the gender of their biological sex as well as the gender roles associated with It, causing societal challenges. Actually, biological sex, gender identity, gender expression and sexual orientation run on a continuum and do not have to be in congruence with one another. It is difficult to develop a positive LGBTQ identity and succeed within hostile environments. There can be a lack of safety, including verbal and physical harassment, and intimidation by peers. There can also be feelings of isolation, vulnerability and invisibility, which contribute to poor academic performance and social isolation. Some risks for LGBTQ youth includes an increased risk for depression, anxiety, drug and alcohol abuse, eating disorders, harassment, homelessness, dropping out of school, self-harm, etc. There are often limited resources to address the mental health concerns of NY School Psychologist Volume XXXI, Number 1 LGBTQ youth and a lack of continuity of care given to LGBTQ youth by their schools, communities, and their families. Many mental-health professionals have little or no education in counseling LGBTQ persons. This is especially true for transgender youth. In the schools, it is important to recognize who in the student’s life is supportive of the coming out process for them. Identify who in the family knows and know their level of support (or lack thereof). It is important to discuss the pros and cons of coming out with the student and have resources on hand. It is important to not assume sexual orientation as gender identity does not need to align with sexual orientation. Recognize that LGBTQ is a sociocultural issue and is not a pathology. Common topics in therapy include body image, grief and loss, sexual concerns, social isolation, religious concerns, substance abuse, violence/abuse. With the youth’s consent, contact the parents to offer family support because family members may need just as much support as the youth. The family may suffer rejection from friends, other family members, or coworkers. It is challenging to find qualified mental and physical health providers. It is important to recognize your own limitations regarding these issues and if necessary, seek consultation, supervision, and local support groups. School personnel can reduce LGBTQ bullying and harassment by responding directly to concerns. It is important to know (and develop, if necessary) anti-bullying harassment policies that specifically deal with sexual orientation and/or gender identity. School Psychologists may need to train teachers on effective intervention strategies, including intervention, when harassment takes place. School personnel can help make a difference by becoming a visible ally. There is a program developed by GLSEN that highlights what was discussed during the workshop. The materials are free to print. Again, address name-calling, bullying, and/or harassment immediately. Take the opportunity to use as a teachable moment, indicate the behavior is unacceptable, hold the offender accountable, and support the targeted student. The workshop ended on this final note: no one can change a child’s gender identity or sexual orientation but we, as school psychologists, can directly impact how a child feels about their identity. When supported by their families and schools, LGBTQ youth have the opportunity to thrive and develop strong self-esteem. Y Kim D’Imperio is a third year School Psychology graduate student at the State University of New York at Oswego. She is currently completing her internship in the Central Square Central School District. She is a NYASP Student Representative and has served as a committee member for the 2011 and 2012 NYASP Conferences. 13 Behavioral Interventions for At-Risk Students Reviewed by Alitsa Panteloukas Dr. Randy Sprick, an adjunct faculty member at the University of Oregon, presented “Behavioral Interventions for At-Risk Students” at the 2012 NYASP conference in Niagara Falls, New York. Dr. Sprick is an educational consultant and trainer in Eugene, Oregon. His concentrations include helping teachers, principals, and other staff develop schools and classrooms that encourage student responsibility and motivation, while assisting with issues regarding discipline and classroom management. He is the director of Teaching Strategies, Inc. and the lead consultant for Safe & Civil Schools. Third, set formalized goals with the student without the need of contracts or rewards. Dr. Sprick enthusiastically opened the presentation with a message: Don’t forget the small stuff. When it comes to classroom management and behavioral intervention strategies, general education teachers are in a powerful position to eliminate misbehaviors by focusing on simple Tier I interventions as their primary defense. Fifth, increase positive interactions between student and teacher. Students should not be given attention only when they are misbehaving. Continuous positive reinforcement is critical when trying to change a negative behavior for a positive one. If the above mentioned strategies prove to be ineffective, look to discover what the function of the misbehavior is. Misbehavior can serve several functions: a means to escape, power-seeking, attention-seeking, offending behavior, and habitual behavior; all of which can be redirected with appropriate interventions. It seems that with the integration of RTI and evidence-based interventions within the school systems, teachers are welcoming the assistance they can receive through FBA’s and other support services without putting sufficient effort into basic behavioral management strategies. Granted, intervening with troublesome students can be exceptionally trying; however, it is best practice to conduct an intervention with fidelity before exhausting it. All behavioral management plans “should begin with a standard protocol of data-driven, early staged interventions that both general and special education teachers are trained in… to rule out potentially simple and easy to implement interventions.” Dr. Sprick listed several basic behavioral interventions proven to be successful with defiant students; all of which allow for data collection to show the progression of the student’s behavior. The first one involves arranging for a planned discussion to take place between student and teacher at a neutral time during the day to talk about the problem. Why this simple act fails to work is because the teacher chooses the time of the infraction to scold the student about their behavior which may result in embarrassment, anger, defensiveness, negative attention, and classroom disruptions. Instead, calmly speak to the student at an appointed time about the behavior and document the discussion and date. Second, provide academic assistance to rule out that the issue is not due to a “cannot” problem. Use district based norms to compare the students’ current achievement to their grade level and determine specifically where they are struggling. 14 Fourth, utilize data decision making and debriefing by previously formulating a plan to collect data and make the student aware that the teacher is “keeping tabs” on his or her behavior. Just the act of objectively collecting data increases the likelihood of the behavior getting better on its own 33% of the time. In addition, provide excessive positive reinforcement when appropriate behavior is displayed. As a preventative method to identify students who are at-risk for trouble behaviors, Dr. Sprick shared several “red flags” that each school district should have as standard precautionary measures. Chronic absenteeism, failing grades in two or more classes, and retentions are key indicators of students who need to be monitored for academic and or behavior difficulties. Dr. Sprick also provided several forms (which are accessible through the NYASP website) that provide organized ways to keep track of interviews, data, and the design and implementation of interventions. This way, teachers can track these simple interventions through systematic data collection before ruling out their ineffectiveness. This type of tracking is also purposeful as preliminary documentation if additional support services or more intensive interventions are required. (Continued on page 39) Alitsa Panteloukas is a second-year school psychology graduate student at Marist College and is currently completing her practicum work in the Newburgh Enlarged City School District. Alitsa is a NASP Student Leader and a NYASP Student Liaison for 2012-2013. NY School Psychologist Volume XXXI, Number 1 Bullying Prevention: Issues, Challenges, and Opportunities Reviewed by Emily Owens Amanda Nickerson, Ph.D. and Michelle Serwacki, B.A. presented “Bullying Prevention: Issues, Challenges, and Opportunities” at the 2012 NYASP Conference on October 26, 2012 in Niagara Falls. Dr. Nickerson is an Associate Professor and Director of the Alberti Center for Bullying Abuse Prevention at the university at Buffalo, SUNY. Serwacki is a third year graduate student in the Combined Counseling and School Psychology doctoral program at the University at Buffalo, SUNY and works with Dr. Nickerson in the Alberti Center. Dr. Nickerson began this presentation by defining bullying as intentional, and usually repeated acts of verbal, physical, written, or electronic aggression by a peer (or group of peers) operating from a position of strength or power with the goal of hurting the victim physically or damaging the victim’s status and/or social reputation. Within this broad definition, she differentiated by specific subtypes, such as physical, verbal, indirect, and cyber bullying. Dr. Nickerson maintained within this definition that, “Although not all aggression is bullying, all bullying is aggression.” Detailing the complex nature of bullying, Dr. Nickerson stated that the factors of influence are imbedded within the bully and target themselves, as well as their interactions with family members, staff, peers, community, and social culture at large. Research reviewed within this presentation indicated that bullying tends to peak in grades 4 through 7 and is more likely to occur in less supervised areas such as bathrooms, hallways, playgrounds, buses, etc. Although estimates vary widely, approximately one in three adolescents are involved in bullying as a bully, a target, or as both. Dr. Nickerson argued the importance of bullying prevention within this presentation, stating that students who bully are more likely to experience legal or criminal troubles as adults and are less likely to develop and maintain positive relationships later in life. In addition, students who are targets of bullying experience higher rates of loneliness, peer rejection, school avoidance, anxiety, depression, and suicidal ideation. The essential elements of a comprehensive school wide bullying prevention program include data collection, whole-school antibullying policy, skill development, awareness and supervision, a continuum of response to bullying, and parental inclusion. Serwacki continued the discussion of school-wide anti-bullying programs by discussing both effective and ineffective intervention components. NY School Psychologist Volume XXXI, Number 1 Factors that have demonstrated little efficacy include one-time assemblies, zero-tolerance policies, and peer-led conflict resolution. Although brief assembles help to raise awareness and obtain student buy-in, no lasting impact from these one-time events has been observed. Zero-tolerance policies are discouraged as they may result in under-reporting bullying and there is limited evidence that they serve to curb bullying behavior. Finally, policies focused on peer mediation actually saw an increase in victimization and research suggests that the grouping of bullies together may actually reinforce this behavior. Serwacki highlighted successful factors of school-wide anti-bullying programs, indicating that such programs are often intensive and long lasting, carefully monitored, evidence-based, and include parent training. The conduction of a needs assessment prior to the selection of a bullying prevention program is necessary in order to include representative stakeholders, identify gaps in the school’s current practices, evaluate the level of administrative support, and determine teacher and administrative acceptability. One challenge in determining the efficacy of school-wide bullying prevention programs is the issue of implementation fidelity, or how close the actual implementation of a program compares to its original design. This serves to be a problematic component as research trials are often highly monitored and less attention is paid to program implementation in practice. Therefore, those programs that are implemented with integrity and systematically evaluated report the most positive outcomes. In conclusion, Nickerson and Serwacki introduced the SchoolWide Bullying Prevention Guide as a resource for educators on choosing from the many bullying prevention programs available. These guidelines encourage the selection of programs that are geared toward PreK-12 students, include content focused on bullying prevention alone or in combination with skills needed for social-emotional success, are based on solid research and theory, include universal (school-wide) interventions, and are evaluated within the United States. For more information and resources on topics addressed within this presentation, including data collection procedures, Dignity for All Students Act, skill development, and program selection, visit the Alberti Center for Bullying Abuse Prevention Website at http://gse.buffalo.edu/alberticenter/. Y Emily Owens is a fourth year PsyD student at SUNY Albany. Her interests are in crisis prevention, intervention, and postvention. 15 An Introduction to the Wechsler Primary and th Preschool Scales of Intelligence – 4 Edition Reviewed by Lynn M. O'Connell, Psy.D. The Wechsler Preschool and Primary Scale of Intelligence (Wechsler, 1967) recently underwent its fourth revision and is now available for purchase (WPPSI-IV; Pearson, 2012). At the 2012 NYASP Conference, Michael Grau, Psy.D., ([email protected]),Pearson representative, provided an overview of the newest Wechsler measure including revision goals; theoretical foundations of test structure; subtest changes; changes to administration, scoring, and interpretation; and information about the enhanced normative sample and psychometric properties. Over four years of collaborative work with an expert advisory panel and feedback from practicing psychologists resulted in extensive changes to this battery which will likely produce greater utility of this popular tool for assessing the cognitive abilities of young children. Revision Goals. The WPPSI-IV is an innovative measure of cognitive development for preschoolers and young children aged two years six months to seven years seven months, extending the age range upward from 7:3. The revision goals of the WPPSI-IV were created based on contemporary models of intelligence with a strong emphasis on child-friendly, developmentally appropriate features. Goals included (1) updated theoretical foundations; (2) increased developmental appropriateness; (3) increased userfriendliness; (4) improved psychometric properties; and (5) enhanced clinical utility. Changes within the WPPSI-IV include five new subtests, six retained subtests with changes to administration and/or scoring procedures, as well as new items on all subtests. Theoretical Foundations of Test Structure. Contemporary structural intelligence models, which assert that intelligence is conceptualized as a hierarchical model with global intelligence at the top and various related and distinguishable broad abilities at the level beneath, provides an expanded factor structure of the WPSSI-IV. In contrast to WPPSI-III, which only included verbal, performance, and processing speed composites, the new WPPSIIV includes extensive content changes to provide broader coverage of the intelligence construct. Major changes include (1) the separation of visual-spatial and fluid reasoning composites; (2) addition of a working memory composite; (3) revisions to the processing speed subtests; and (4) addition of Ancillary Index composites. Additionally, composite terminology replaced Quotients scores with Index scores. Due to the substantial developmental changes in cognitive ability of young children, the WPPSI-IV is divided into two age-band batteries: Level 1 for ages 2:6-3:11, and Level 2 for ages 4:0-7:7. Each battery allows for three levels of interpretation, including the Full Scale, the Primary Index Scales, and the Ancillary Index Scales. At Level 1, the entire battery includes seven subtests, with 16 five core subtests making up the Full Scale Index, and six subtests making up the Primary Index Scales which include Verbal Comprehension, Visual Spatial, and Working Memory (30 minute administration). At Level 2, the full battery is comprised of 15 subtests; six subtests make up the Full Scale Index and eight subtests make up the Primary Index Scales, which include Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed (45 minute administration). Subtest Changes. Several changes were made to the retained subtests of the WPPSI-IV, with all subtests acquiring new items, simplifications of directions, and revisions to administration and scoring procedures. The Level 1 battery retained five subtests including Information, Receptive Vocabulary, Picture Naming, Block Design, and Object Assembly. The Level 2 battery retained ten subtests including Information, Similarities, Vocabulary, Comprehension, Receptive Vocabulary, Picture Naming, Block Design, Object Assembly, Matrix Reasoning, and Picture Concepts. Four subtests were deleted and five subtests were added to the WPPSI-IV. The Word Reasoning subtest was removed due to its construct overlap with Vocabulary, its lack of strong validity evidence as a fluid reasoning measure, and its high correlation with the Information subtest. The Picture Completion subtest was dropped to decrease the emphasis on speed and to allow the inclusion of other working memory measures. Symbol Search and Coding subtests were replaced with new processing measures that are more developmentally appropriate and have fewer fine motor skill demands (i.e., Bug Search and Animal Coding). Additionally, Cancellation was added as an additional measure of processing speed. Picture Memory and Zoo Locations were added as measures of working memory. Both working memory subtests utilize proactive interference rather than sequencing to create necessary cognitive processing demands. Finally, new picture items were added to the verbal subtests (i.e., Similarities and Comprehension) to expand the floor to make it easier for young children to be successful. Processing Speed Subtests. Three new game-like subtests were added as measures of processing speed. Bug Search is a timed test in which the child marks the bug in the search group that matches the target bug. The stimuli are large, simple iconic images that are meaningful and engaging to young children. This task is conceptually similar to Symbol Search as it measures perceptual speed, short-term visual memory, visual-motor coordination, cognitive flexibility, visual discrimination, and concentration. Animal Coding which is a speeded paired-association task, conceptually similar to Coding, uses a large ink dauber rather than a pencil to reduce the fine motor demands. Cancellation was modified to provide a more child-friendly task in which the child stamps articles of clothing from a random and structured layout. NY School Psychologist Volume XXXI, Number 1 Working Memory Subtests. New to the WPPSI-IV are working memory subtests. These were added to the battery as the most highly rated customer request and practical need for measures of working memory in preschoolers. The new working memory subtests include Picture Memory and Zoo Locations. The Picture Memory subtest is a visual recognition task in which the child views the stimulus pictures and then selects stimulus pictures from a larger group. The Zoo Locations subtest is a visual-spatial recall task in which the child views a matrix with zoo animals and then places animal cards in correct position on layout. Administration, Scoring and Interpretation Changes. Improvements were made to the developmental appropriateness of the materials, instructions, and scoring options. The WPPSI-IV subtest manipulatives include blocks, colorful puzzles, memory card games, and ink dauber. All pictures include updated graphics and adaptive test manipulatives including ink dauber to ease fine motor demands. Directions are simplified to reduce verbosity and vocabulary level. For each subtest, instructions are provided to demonstrate, practice and teach the task. Discontinue rules were decreased from five consecutive scores of zero to two or three failures, depending on the subtest. Allowable subtest substitutions and out-of-level testing options were retained. Scoring can be completed by hand or with the Q-global web-based scoring and reporting platform. Q-global offers 24/7 secure, web-based access, portability use on mobile devices, on-demand scoring and reporting, as well as online ordering. Interpretative analysis provides ability-achievement discrepancies as well as patterns of strengths and weaknesses. Statistical linkages to the WIAT-III will soon allow combination reports using both measures. Normative Sample. The WPPSI-IV normative sample was collected December 2010 through May 2012 and is stratified for age, sex, gender, race/ethnicity, parent education levels, and geographic region using the 2010 Census. The normative sample totals NY School Psychologist Volume XXXI, Number 1 1,700 children, divided into nine, five-month age groups; 200 children were included in each of the age groups, with the exception of the oldest age group (7:0-7:7) which included 100 children. Psychometric Properties. Internal consistency reliability coefficients were obtained using split-half method for all subtests, with the exception of the processing speed subtests which used the testretest stability coefficients. Average reliabilities for the FSIQ, across age groups, were excellent, at .95 or higher. Index reliability coefficients were also excellent (.86 to .94 range) with the majority above .90, except for the Processing Speed Index which had good split-half reliabilities. The ancillary index scores were excellent (.91 to .96 range), while the reliability coefficients of subtest scores for special groups were good to excellent (.81 to .98 range), providing support for the instrument’s generalizability. Several clinical validity students were completed providing preliminary evidence of the instrument’s utility based on enhanced test content, added construct coverage, and acceptable correlation with other intelligence measures. Purchasing and Training. The purchase price for the WPPSI-IV complete kit of materials is $1,120; however, one can also purchase the kit of materials and case, with 25 Q-global score reports for additional fees. Current purchasers receive 10 complimentary score reports for free. To assist with learning the WPPSI-IV, several training tools are available from Pearson including webinars, on-demand videos, and free training on the administration and scoring of each of the subtests with the purchase of each kit. Y Lynn M. O'Connell, Psy.D. is an Associate Professor in the Division of Counseling and School Psychology at Alfred University. She is a NYS licensed psychologist who conducts preschool evaluations. 17 Panel Response to Bullying Issues Reviewed by Ruth Steegmann Experts on the various aspects of bullying convened a panel, reviewing the current status of our knowledge and progress in addressing this pressing issue on Friday, October 26th. Members of the panel were Amanda Nickerson, Associate Professor and Director of the Alberti Center for Bullying Abuse Prevention at the University at Buffalo; Susan Swearer, Professor of School Psychology at the University of Nebraska – Lincoln, and CoDirector of the Bullying Research Network; Randy Sprick, educational consultant and trainer in Eugene, Oregon, and primary author of the Safe and Civil Schools series, and Stewart Pisecco, CEO of Psychological Software Solutions and former Director of the Counseling Psychology at the University of Houston. All panel members had given presentations earlier in the conference. John Kelly, co-chair of NYASP’s Legislative Committee and former President of NYASP, moderated the discussion. Dr. Nickerson described the mission and work of the Alberti Center, which was established just a little over a year ago. A major challenge was to strike a balance between getting research grants and publishing, versus offering practical help to practitioners. During her first year she did 60 media interviews, held a regional conference in September, 2012 and established a symposium series focused on bringing research into practice. Cyberbullying was added to the list of the different ways that bullying takes place. Dr. Swearer reported on the second annual think tank for bullying research which she hosted in Virginia last summer. Emphasis was on considering bullying from a social-ecological perspective by understanding individual characteristics, familial influences and environmental factors when implementing programs for prevention and intervention. Dr. Sprick described the approaches for helping schools develop positive climate: teacher coaching, behavior management and professional development services. He noted that one problem is that schools want quick fixes, which is not realistic. Dr. Pisecco spoke about the challenge of implementing interventions consistently in the current atmosphere of distrust around the country. A primary emphasis is on helping districts manage discipline problems, as disruptive kids tend to be the ones who most often engage in bullying behaviors. Highlights of the panel discussion centered around what schools need to be aware of in planning and implementing prevention and intervention programs. Bullying issues tend to lower academic performance. Both peer group norms and structure along with family functioning and values are key components. It is important to assess what function bullying behaviors serve and whether families are reinforcing victimization. Are families and schools implementing meaningful consequences? We need to look at adult behavior in engagement with handicapped kids. Children with internalizing issues tend to be victimized more often. 18 The importance was stressed of giving students a role in the school. This can range from the traditional classroom housekeeping and messenger roles to ones that are uniquely creative. A project was cited in which Microsoft technicians taught computer repair to students, enhancing both their self esteem and their social status in the school. The biggest variability factor is the involvement of the building administrator. Potential liability issues with any school initiative accentuates the importance of getting the district’s attorney involved. Outside influences on districts were also cited; notably, media involvement and legislation. Strong emphasis was placed on the need be committed and not just compliant. The website of the Centers for Disease Control was referenced as a resource for information on what records that districts should maintain, along with some assessment tools. Importance was placed on looking at the discrepancy between staff responses and student responses. Staff need to treat students respectfully. Humor versus sarcasm was discussed, as a component of the bullying by teachers of students. Strategies for raising awareness need to start with the staff: - What kind of talk goes on in the teachers’ lounge? - Put anti-bullying within an RTI framework, including universal screening. - Implement appropriate supports including one-on-one counseling in lieu of supervision. - Involve school nurses along with other support personnel. - Children need adult supervision to model how civil society works. - Recognize the strength and persuasiveness of peers in empowering students. Concluding the presentation, the panelists gave three top tips to bring back our schools: 1. Bullying happens because of intolerance of differences. Celebrate differences with initiatives such as “Lunch Bunch” groups combining special ed and general ed students to increase awareness and acceptance. 2. Climate, Climate, Climate. 3. Recognize and celebrate what you are already doing, while resolving to be a better school next year. Y Ruth Steegmann is a twice retired school psychologist; in 2001 from the West Seneca Central school district and just recently, from the faculty of the school psychology training program at University at Buffalo. Along with Judy Harwood, she is working on a “History of NYASP”. NY School Psychologist Volume XXXI, Number 1 Early Childhood Assessment: Considerations for Diverse and Underserved Populations Reviewed by Lynn M. O'Connell, Psy.D. The assessment of young children can be a challenging, complex process given their tender age, developmental level, situation-specific behavior, language limitations, and cultural experiences. However, more school psychologists are being called upon to conduct preschool assessments than ever before. Yet, training programs often do not provide sufficient instruction and practice in the specialized approaches needed to effectively assess young children’s cognitive, language, adaptive, and social-emotional functioning. To address this need, Vincent Alfonso, Ph.D. professor of School Psychology at Fordham University, provided a review of best practices in the assessment of young children at the 2012 NYASP Conference. He addressed how to conduct a comprehensive, multisource, multi-method, and multi-setting assessment of young children, especially those from culturally and linguistically diverse backgrounds, and those living in poverty. Those of us who have worked with very young children appreciate their unique characteristics that often challenge even the most seasoned psychologists. Young children are self-focused which results in virtually no concern for the assessment process or evaluation outcomes. They often have a limited desire to please the examiner, and would prefer to engage in free play than examinerdirected sequenced activities. Additionally, young children’s developmental level is often manifested by limited attention span and expressive language skills, coupled with high energy and activity levels. Therefore, to be an effective evaluator of young children, one must be part entertainer, part interpreter, part speedy multi-tasker, and part detective in order to document and incorpo- rate all the child’s behaviors into assessment findings. Special considerations when working with young children include beginning with a play-based warm-up period, using the child’s own toys as part of the assessment process, allowing parents to encourage the child’s participation and effort, working quickly when managing manipulatives and paperwork, and paying close attention to everything the child does as evidence of ability or skill. Assessment for Young Children. The evidence of the importance of early assessment and intervention for the prevention of learning and behavioral problems in young children is well understood and accepted. The assessment domains of early childhood development must include intrauterine (i.e, prenatal and perinatal), temperament, language, cognitive, self-regulatory behaviors, social-emotional, adaptive behavior, motor (i.e., fine and gross), social skills, play, physical, as well as parenting behaviors and parenting stress. It is necessary to use a variety of assessment methods that include the typical norm-referenced approaches, as well as observations in a variety of settings, interviews with a variety of care-givers, play-based assessments, curriculum-based measures, and dynamic, ecologically-based procedures. Information from parents and extended family members, teachers and paraprofessionals, other professionals (i.e, pediatrician, speech pathologist, OT, PT), and community-based providers (i.e., daycare, church, neighbors) will provide comprehensive insight into the situation-specific behaviors that are typical of young children. (Continued on next page) 2012 NYASP Conference Bullying Prevention Panel Pictured are (L-R), Susan Swearer, Stewart Pisecco, Amanda Nickerson, Randy Sprick, and moderatorJohn Kelly NY School Psychologist Volume XXXI, Number 1 19 A variety of criteria must be considered when evaluating the adequacy of the technical characteristics of preschool norm-referenced assessment tools. Optimal criteria of the standardization sample include (1) data collection since 1999 or later; (2) 2000 overall sample with 200 children included in each one-year interval; (3) five or more demographic variables matched to census; and (4) two-month age bands (four-month age bands are acceptable). Subtest and composite internal consistency and test-retest reliability coefficients are adequate at .80 to .89; but good at .90 or above. The test-retest sample should contain at least 100 subjects who span no more than one-year interval, and the length of test-retest interval should be three-months or less. Test authors should provide at least four strands of validity evidence. Additionally, subtests with a raw score of one should be associated with a standard score greater than two standard deviations below the normative mean. It is recommended that test directions are brief with limited vocabulary demands, each subtest provides opportunities to teach the task prior to asking the child to perform the task, expressive language response requirements are minimal, and alternative stopping points are in place so as to not overburden a child who has not yet developed the skill. Special Considerations for Diverse Children. When considering the assessment of children who are culturally and linguistically diverse, Dr. Alfonso discussed common observed themes including, language dysfluencies, slow rates of learning, socialemotional problems, and difficulties with attention and impulsivity. Often children who are in the process of learning English as a second language are characterized as manifesting language and behavioral problems that are interpreted as learning difficulties or disabilities, rather than acculturation to mainstream American society. He argued that evaluators must be keenly aware of the cultural and linguistic factors that may negatively influence test performance, be familiar with the assets and limitations of each assessment tool used with diverse populations, be able to adapt their interactive style to the demands of the child, and assess children’s language development in the primary language as well as in English. It is critical to consider the magnitude of the child’s language and behavioral differences as evidence of a cultural or linguistic diversity in contrast to a disability/disorder. Dr. Alfonso provided a graphic representation of two variables that impact performance on cognitive measures: (1) degree of linguistic demand; and (2) degree of cultural loading. Instruments with the least linguistic demand and cultural loading allow for performance with minimal impact from diverse upbringing, while tools 20 with greater receptive and expressive English language demands combined with a high degree of cultural experiential loading will result in performance that is most affected by those from diverse backgrounds. Special Considerations for Children in Poverty. Several talking points regarding research about children living in poverty were also provided. Dr. Alfonso noted that persistent poverty has more detrimental effects on IQ, school achievement, and social-emotional functioning, and leads to greater risk exposure than transitory poverty. Children living in poverty are often exposed to significant family turmoil and separation, instability and violence, as well as environmental risks such as air and water pollution, crowded and noisy housing, and dangerous neighborhoods. Additionally, parents often take an authoritarian parenting approach which results in limited responsiveness and support to the child. Therefore, early childhood evaluation procedures should include temperament and emotional reactivity, self-regulation, as well as parent involvement and parenting stress in order to develop intervention procedures aimed at reducing stress and fostering emotional competence needed for cognitive and academic development. Research on resilient children indicates several key characteristics including: good cognitive development; appealing, sociable disposition; self-efficacy; high self-esteem; talents; faith; close relationships with parent figure; authoritative parenting practices; supportive extended familial network as well as other pro-social adults, and attending effective schools, in addition to SES advantages. In summary, early childhood assessment is not for everyone as it involves a complex process, expertise in conducting interactive assessments, and heightened knowledge of the cultural and linguistic implications for children from diverse backgrounds, including those living in poverty in order to sort out unique individual differences from educational disabilities. Effective preschool evaluators must be able to be interactive and entertaining while conducting an ecologically valid assessment of young children from diverse upbringings.Y Lynn M. O'Connell, Psy.D. is an Associate Professor in the Division of Counseling and School Psychology at Alfred University. She is a NYS licensed psychologist who conducts preschool evaluations. NY School Psychologist Volume XXXI, Number 1 Best Practice: Intervention for ADHD in Schools Reviewed by Carrie Baeza Gregory A. Fabiano, associate professor of psychology at the University of Buffalo, discussed the issues surrounding children with Attention-Deficit/Hyperactivity Disorder (ADHD). Dr. Fabiano received a Ph.D. in Clinical Psychology in 2005 from the University of Buffalo, where he now serves as associate professor of counseling, school and educational psychology. His research primarily entails assessment and treatment of ADHD, as well as other disruptive behavior disorders. He has dedicated a substantial amount of time to ADHD research with the resulting dissemination of numerous articles on the subject. Dr. Fabiano began his presentation by defining ADHD as being developmentally inappropriate levels of inattention, hyperactivity and impulsivity. He stated, “ADHD behaviors are developmentally inappropriate, pervasive, enduring and cause problems in daily functioning.” Those with ADHD experience difficulties both academically and socially. These functioning problems, he asserted are not deliberate and those who experience them feel they have no control over their behavior. Dr. Fabiano then described a situation where a student continuously disregarded their teacher’s rules in class. When his instructor asked why he continued to disobey the rules the student replied: I don’t know why, I know how to behave but it is like my brain is telling me not to. Dr. Fabiano described how different parenting is for a child with ADHD. “While the average parent has to give maybe four or five commands to their six year old during their morning routine, the parent who has a child with ADHD may have to give 30 or 40 commands.” The smallest tasks become daunting and difficult with a seemingly never ending cycle for parents and teachers to try and manage. Simultaneously, children feel badly about the repercussions of their behavior. In the classroom, a child with ADHD is likely to be excluded from their peers due to punishment for “misbehaving” or avoidance by other children because they view the child with ADHD as having poor behavior. This exclusion combined with academic difficulties, contributes to the manifestation of low self-esteem in children with ADHD. Low selfesteem can lead to anxiety, depression, academic difficulties and a multitude of other problems. Dr. Fabiano stressed that the prognosis for a child with ADHD, is highly dependent on the implementation of an appropriate and effective program. It is important to understand that ADHD is a chronic disorder that extends into adolescence and adulthood. He stated, “these children need consistent support to be successful, even as they reach the higher grades in school.” most in the form of parent and teacher rating scales. A separate scale is used to measure the degree of impairment a child is experiencing. Dr. Fabiano stated that once a diagnosis is made, the practitioners focus must then go to a detailed assessment of multiple areas of functioning, treatment and progress monitoring. Dr. Fabiano concluded his seminar by discussing effective techniques for helping children with ADHD. He described both behavior modification and stimulant medication as effective treatments and when combined, they provide a child with the greatest benefits and best chance at a positive life-long outcome. Behavior modification consists of classroom contingency management, behavioral parent training and peer interventions in recreational settings. Antecedents and consequences are essential to the process of behavior modification. Dr. Fabiano described behavior modification antecedents as “establishing rules, issuing clear commands, clarifying expectations and contingencies and structuring situations.” Consequences include praising and attending, planned ignoring, rewards and punishments. Some empirically valid class-wide behavior modification interventions, discussed by Dr. Fabiano, include a classroom point system or classroom lottery. With a point system, students start with 100 points and lose 10 for each violation, while rewards are given for positive behaviors. In a lottery system, Dr. Fabiano explained that teachers would tell students they were assigning classroom jobs. Those who won a drawing at the end of the day would get to choose their job. The teachers would then award tickets to students displaying good behavior and those students would be able to enter the contest. An effective, evidence-based tier 2 intervention and progress monitoring technique, described by Dr. Fabiano, is the Daily Report Card (DRC). The DRC provides immediate feedback from teachers to student’s, is time and cost effective and helps students identify problems to facilitate progress towards goals. Dr. Fabiano advocated for the DRC’s empirical effectiveness as well as practicality. For a more in-depth understanding of the effectiveness of the DRC, Dr. Fabiano recommends his book, Daily Behavior Report Cards: An Evidence-Based System of Assessment and Intervention (Guilford Practical Intervention in the Schools). Y Carrie Baeza is a first-year graduate student in the school psychology program at The College of Saint Rose. Her interests include early intervention for children with behavioral/social emotional issues and mental health counseling. According to Dr. Fabiano, to accurately and adequately diagnose ADHD, it is necessary to use an evidence-based assessment. He explained that there are many different reliable assessment tools, NY School Psychologist Volume XXXI, Number 1 21 The Leader in Me: How the 7 Habits of Highly Effective People Impact School Culture Reviewed by Ruth Steegmann The Leader in Me is a school-wide process that grew out of Stephen Covey’s widely acclaimed The 7 Habits of Highly Effective People. Its implementation in The Winchester Elementary School in West Seneca, just adjacent to Buffalo, was presented by Kathy Brachmann, principal; and Jim Sipior, school psychologist on Saturday, October 27th. Kathy described how, when she came to Winchester as principal some six years ago, there were major concerns in the domains of student achievement, attendance, discipline, parent engagement, teacher/administrator job satisfaction and general school climate. This school has the lowest SES in the district, with approximately 50% of the pupils on free or reduced lunch. She described how, one day early in her career a Winchester, she was browsing in a bookstore and Covey’s book caught her eye. She bought it, read through it with record speed and resolved to implement it in her school. The 7 Habits are cited as follows: Habit 1: Be Proactive (You’re in Charge) Habit 2: Begin With the End in Mind (Have a Plan) Habit 3: Put First Things First (Work First, Then Play) Habit 4: Think Win-Win (Everyone Can Win) Habit 5: Seek First to Understand, Then to be Understood (Listen Before You Talk) Habit 6: Synergize (Together is Better) Habit 7: Sharpen the Saw (Balance Feels Best) Audience participation was invited at the outset of the presentation, with Kathy and Jim challenging everyone to brainstorm ideas as to what their ideal school would look like. Responses were recorded on a flip chart and included concepts of academic achievement, positive school climate, cooperative behaviors, lack of serious discipline issues, respect, no bullying, good attendance and parent engagement, among others. The presenters stressed that in order to create this kind of school, everyone has to be on board. The school community must include everybody, from administrators, teachers and support personnel, to clerical, custodial and transportation staff, as well as parents and family, and the community at large. The Leader in Me is not a program, but rather a process which permeates all aspects of the school experience. Everyone working in the Winchester school participated in orientation to the philosophy, structure and procedures. Weekly meetings are held for the faculty and staff to review and evaluate progress, there are pushin activities by the psychologist and social worker, the Mission Statement was redesigned, a “Lighthouse Team” was developed to help guide the process, the “Peaceful School Bus” program was adopted, with regular meetings taking place; “Read and Lead” assemblies are held and a Leadership Day was scheduled. 22 The school day begins at Winchester with the arrival of the school buses at about 8:30. As the students stream into the building they are greeted by multiple adults who shake hands with them, address them by first name, and wish them a good day. Greeters typically are the principal, support personnel and often visitors, who are asked to arrive at that time so that they can also participate. Their classroom teachers are awaiting the arrival of the children in their rooms. Most of the students go through this daily routine with considerable animation, some initiating conversation with the adult they know best. Review and discussion of The 7 Habits is subsumed in class activities, with leadership development seamlessly integrated into the daily curriculum, routines and systems. Each student has a specific responsibility within the classroom, with assignments rotating daily. There is a class greeter who welcomes visitors, a child who waters the plants, one who passes out papers, one who delivers messages to the office, etc. A culture has been created where every student is encouraged to set and achieve meaningful goals, be a positive influence on others and use his or her individual gifts to better their world. A visitor to Winchester immediately experiences the positive culture of the school. With virtually all schools now requiring entrance permission procedures and many of these procedures feeling more like barriers to admittance, at Winchester it is a real welcoming practice. Guests in the classrooms will typically have children spontaneously approach them, wanting to share what they are working on and often referencing one or more of The 7 Habits as a component of their work. One is immediately struck by how confident these children are in speaking with adults, how they maintain good eye contact and communicate enthusiasm. An open house was held last Spring, to which basically all of Western New York was invited. In an assembly program the children interpreted the Leadership in Me process and a number spoke about their own experiences and what was their favorite Habit. Visitors then spent time in the classrooms, during which students were able to give them more in-depth descriptions and examples of how this all was working. Results from the five years the program has been in operation were reported: - Significantly enhanced student self-confidence - Improved student achievement - Increase in teacher/administrator job satisfaction (Continued on page 39) - Delighted parents Ruth Steegmann is a twice retired school psychologist; in 2001 from the West Seneca Central school district and just recently, from the faculty of the school psychology training program at University at Buffalo. Along with Judy Harwood, she is working on a “History of NYASP”. NY School Psychologist Volume XXXI, Number 1 Working with Families Affected by Cancer Reviewed by Kim D’Imperio This workshop, presented by Dr. Cate Flanagan-Priore, began with sobering data. In 2007, approximately 10,400 children under the age of 15 were diagnosed with cancer. On average, 1-2 children develop the disease every year for every 10,000 children in the United States. Though it is still extremely rate, cancer remains the #1 non-accident related cause of death in children. In WNY, there are 50-60 new pediatric cancer cases diagnosed each year and this includes children over the age of 14. We are diagnosing cancer at a much faster rate than previously and the rate has consistently risen. Types of childhood cancer include leukemias (most common), lymphomas, bone, liver, soft tissue sarcomas, brain, Wilm’s Tumor, neuroblastoma, and retinoblastoma. There are numerous short- and long-term effects from cancer treatment. Short-term effects includes hair loss, mouth/throat sores, nausea/vomiting, diarrhea/constipation, anemia, fatigue, and social and emotional issues (anxiety, depression, fear). Late effects of cancer includes cognitive issues. Some individuals have problems with organization, reading and/or reading comprehension, processing speed, visual memory, and understanding math concepts or remembering math facts. Generally, a slow decline occurs six months after treatment. Physical effects include seizures, eyesight and/or hearing problems, and physical mobility issues. Hearing problems can be caused because the drugs are platinum-based , which affects hearing. Psychological issues include PTSD/PMTS, anxiety, depression, grieving the loss of the life they had before, and adjustment issues. One important thing to consider is that family is also affected by cancer. Families struggle to keep up with everyday activities and responsibilities. One suggestion by Dr. Flanagan-Prior is to not wait for the family to ask for help. The average family with “good” health insurance will spend close to $20,000/year on expenses related to cancer treatment. Families affected by cancer are grieving, going through the stages of shock & confusion, denial, hope, fear & anxiety, anger, guilt & blame, sadness & loss, and doubts about religious and spiritual beliefs. Siblings may experience guilt, anger, sadness, annoyance with extra attention that cancer patient gets. They may feel lost in the shuffle of treat- NY School Psychologist Volume XXXI, Number 1 ment exhibit depressive symptoms, headaches, and problems at school. Siblings need normal routine and discipline, involvement in activities, opportunities to talk about their feelings, cancer, and treatment, alone time with mom/dad, support from other caring adults. When students return to school either during or after treatment, there are accommodations to reduce physical and/or cognitive stressors. Physical accommodations include two sets of books (one for home, one for school), a water bottle to stay hydrated, physical education restrictions, allow to wear a hat/scarf, and snacks as needed. Cognitive accommodations include extra time to complete assignments, home instruction/tutoring as necessary, an extended school year, and a lightened workload. As a school district, it is important to include at least one member of the treatment team to determine the best possible return to school for the student. There are certain behaviors to watch for when the student with cancer does return to school, including being loud and demanding, quieter/withdrawn, changes in eating habits, generally not doing well in school, and possible regression. Take note of any changes. Schools can provide medically necessary accommodations, invite medical personnel into school before the student returns, maintain normalcy, reach out to family during treatment, understand and appreciate the stress associated with cancer treatment diagnosis. Remember that the child with cancer still wants and needs to go to school, have friends, and enjoy activities he/she participated in before diagnosis. The student needs to feel normal and be treated like everyone else. Keep in mind the student needs opportunities to maintain contact with friends and classmates. When the student does return to school, the same rules and levels of discipline must apply just as they did before diagnosis. Y Kim D’Imperio is a third year School Psychology graduate student at the State University of New York at Oswego. She is currently completing her internship in the Central Square Central School District. She is a NYASP Student Representative and has served as a committee member for the 2011 and 2012 NYASP Conferences. 23 I’m Ready for College, But I Can’t Find My Backpack: Executive Strategies for Young Adults with Asperger’s Syndrome and Learning Differences Reviewed by Ruth Steegmann Executive functioning, especially with reference to young adults with Asperger’s Syndrome and learning differences, was discussed by Mary Lawler, Program Director for the College Internship Program (CIP) on Saturday, October 27. CIP provides individualized, postsecondary, academic, internship and independent living experiences for this population. The local facility is located in Amherst, NY. CIP also maintains programs in Massachusetts, Florida, Indiana and California. Students are enrolled in college courses and are housed in residential houses and apartments which include support staff. Executive function is centered in the prefrontal cortex, which has been called the CEO of the brain. It has many connections to other parts of the brain and is responsible for all meta-cognitive functioning and processing. It is the last component to develop and mature in the individual, with neurotypicals occurring by age 25, but later with people with learning differences. This provides an explanation for the unpredictable teen and young adult behavior – and why insurance rates go down at age 25. Components of executive functioning include attention, impulse control, transition from one task or activity to another, and time management. Executive functions are cognitive activities of logic, strategy, planning, problem solving, information processing and behavior control. Executive functions continue to develop and change throughout adulthood and are affected by physical changes in the brain, life experiences and direct instruction (with explicit feedback being essential). Executive functioning helps the student to: - Engage in mental planning - Persist to complete a task or activity - Organize / keep track of one’s belongings and actions - Self-regulate and exhibit self-control - Self-monitor one’s behavior Difficulties with executive functioning can lead to a wide range of problems: - Difficulty predicting what will happen next (creates anxiety and transition problems) - Inflexibility / getting stuck / needing to preserve sameness - Difficulty attending / concentrating - Impulsivity (blurting out) - Difficulty with working memory so that it is available when needed - Difficulty allocating and managing time (especially with respect to long-term assignments, homework) - Difficulty keeping track of belongings / materials, forgetting things - Difficulty with multi-step or complex tasks 24 - Disorganization - Difficulty working in groups - Difficulty with planning Executive functioning impacts all areas of development and life: academic, money management, intrapersonal, interpersonal, health / fitness, and occupational. Four types of attention are needed in most upper level classrooms: focused attention (ability to respond to sensory stimuli), sustained attention (vigilance and concentration during a continuous activity); alternating attention (ability to shift focus between tasks; and divided attention (multitasking). Many persons with executive functioning problems are visual thinkers and do not respond well to a traditional lecture format of instruction. Chances are good that the student is not lazy or dumb, is not oppositional and is not “doing this on purpose to drive me crazy”.In addressing the needs of the population at CIP, a focus is on metacognitive training, which is the knowledge and awareness of one’s own thinking and the ability to monitor and regulate the process of that thinking. Structuring, storing, organizing and retrieving from memory are aspects of metacognition that can be learned. Memory is an active process: you must manipulate information to get it into your head. Memory requires rehearsal. Some general strategies / interventions used at CIP include: - Help the student choose the individual strategies that work best for him/her - Teach step by step approaches toward task completion - Use time organizers, computers, watches with alarms, smart phones - Use visual schedules - Provide written and oral directions and oral instructions - Plan and structure transition times and shifts in activities Several examples of individualized weekly student schedules were shown. One was a calendar page with pictures and logos pasted onto the blocks for each day, to supplement and reinforce the written prompts. Techniques for improving memory were outlined: repetition, visualization, association, group / placing like items together, written recording, use / create acronyms or mnemonics. Problem solving strategies were described, grouped into three components: Plan (goals, steps, sequence), Execute (deciding how and when to start, how to persevere, and being aware of what could go wrong) and Repair (evaluating whether the plan is working, how to know when task is completed and determining what do to the same and what to do differently next time). NY School Psychologist Volume XXXI, Number 1 Managing time is a key component for successful achievement. Strategies employed at CIP include: - Segment large tasks into chunks - Use calendars / day planners to keep track of long term assignments, due dates, deadlines - Reminders on computers and smart phones - Reorganize daily, weekly, monthly - Use checklists, to-do lists - Time estimation worksheet To manage space and material, students at CIP are helped to create a dedicated work space and organize it with color coded bins and sections in their backpacks. They are strongly encouraged to minimize clutter, and schedule cleaning and organizing at least once per week. They are helped to keep a notebook or filing system, usually an accordion file or a three ring file with sections. Specific academic interventions include a master notebook, accommodations, note taking and tutorial support, mnemonics and flash cards, tape recorded lectures, livescribe smart pen, audio books and text to voice software. Residential interventions are composed of educational function checklists posted on bedroom doors, photos of what an acceptably clean kitchen or bedroom looks like posted in the student’s apartment, along with photos of what a properly groomed student looks like, also posted in the apartment. A hygiene checklist, similar to the calendar used to track schedules, was shown. The importance of interventions in the clinical domain was emphasized. Key aspects are to reconcile the discrepancy between giftedness and differences, help students to understand complex emotions, assist in goal setting and action planning, monitor pharmacological program, teach stress management techniques and techniques for overcoming anxiety, and establish treatment for comorbid conditions. CIP’s program is structured around a continuum of growth: Selfawareness leads to self-regulation, then self-advocacy and finally, self-determination. Links and resources: The Source for Executive Function Disorder – Susanne Phillips Keeley Psychology Today http://wwwpsychologytoday.com/experts/michael-mcmanmon-edd Assessment and Intervention for Executive Function Difficulties (School-Based Practice in Action) – Dr. George McCluskey Asperger’s for Dummies – Stephen Shore College Internship Program www.collegeintrnshipprogram.com/links.html Y Ruth Steegmann is a twice retired school psychologist; in 2001 from the West Seneca Central school district and just recently, from the faculty of the school psychology training program at University at Buffalo. Along with Judy Harwood, she is working on a “History of NYASP”. Call for Proposals for the 2013 NYASP Conference Proposals for Conference 2013 will be accepted Feb. 1, 2013 – May 31, 2013 The NYASP Conference 2013 will be held in White Plains, N.Y. October 24-26. The theme of the 2013 NYASP Conference is Expanding the Role of the School Psychologist, and focuses on the many hats that we wear as school psychologists. We understand that school psychologists are both scholars and practitioners. To that end, the conference committee has endeavored to pair theory and practice, offering workshops on applied, solution-oriented activities which are based upon sound theory and best practice. Current workshop topics include identification and treatment of learning disabilities, prevention through PBIS, RTI and other Tier II activities, bullying, spectrum disorders, ADHD/executive function, early childhood, emotional disorders and behavioral health. The conference will also feature two panels focusing on school-based programs on PBIS and Autism Spectrum Disorders. If your school has a particularly effective and innovative program that you are particularly proud of, please consider submitting a proposal to be included on the panel. We are soliciting papers from our membership that would reflect the theme and the goals of the conference. Papers should be submitted via www.nyasp.org no later than May 31, 2013. Instructions for submitting your proposal is detailed at www.nyasp.org. NY School Psychologist Volume XXXI, Number 1 25 Graphing RTI Data Using Microsoft Excel By Patrick S. O’Donnell, Psy.D., NCSP Response to Intervention (RTI) has become a major topic within schools and has led to a shift in the way interventions are implemented, tracked, and analyzed. With up to 70% of schools indicating the use of some form of RTI (Brown-Chidsey & Steege, 2010), progress monitoring for interventions has become a common concern in school teams across the country. Many dedicated computer programs now exist for progress monitoring and they include the ability to collect, plot, and present intervention data. Unfortunately, many of these programs come with substantial and ongoing costs that are difficult to absorb given the current fiscal climate. Plus, some of us have the personal inclination toward maximizing the resources we already have. I am still proud of (but reluctant to admit to) the night I was making macaroni and cheese and I substituted ice cream for milk upon encountering an empty milk carton. You know you’ve thought about it. For those of us working without the benefit of RTI-specific progress monitoring computer programs, there may be a useful alternative right at our fingertips. And it does not even require going to the freezer. Microsoft Excel is part of the Microsoft Office (Microsoft, 2010) software package. As of July 2011, 100 million copies of Microsoft Office 2010 had been sold (Foley, 2011; Warren, 2011) and there were 750 million users of Office worldwide (Warren, 2011). With such widespread use of the Microsoft Office suite, there is a good probability that it and Excel are installed on a computer near you. The Excel interface allows users to enter data, create graphs, and perform statistical calculations. These are just the right tools that school psychologists need to complete progress monitoring within the RTI process. If you have Microsoft Excel on your computer, you are ready to get started. The best place to start in this process is learning how to enter data and create graphs. The first step in using Excel to create baseline and intervention data graphs is understanding how a spreadsheet uses rows and columns to enter data. The rows are the entry boxes displayed horizontally across the page and the columns are the vertical boxes. The data box/cell where row 1 and column A converge would be cell A1. Once your data is entered in the cells, everything else flows from knowing the correct button or sequence of buttons to press. So, let’s get started by entering some data and pressing some buttons! We will use the format of a reading fluency intervention conducted with Jane Student for this example. Just open Excel and follow the steps below: 26 the intervention data (four school weeks). All of these dates are listed one after the other in column A. The last date should be in cell A31. 3. In column B, enter the baseline data collected for each of the baseline dates in column A. This should result in data in cells B2 to B11. 4. In Column C, enter the peer norm for each of the dates in column A. In this case, we will assume the peer norm has remained constant and enter the same number (reading fluency rate) in column C for each of the baseline dates. 5. You are now ready to create your baseline graph. Use the mouse to highlight all of the information that you have entered so far. This will encompass columns A through C and rows 1 through 11. With all those cells highlighted, go to the top menu bar and click “Insert,” then “Line,” then the picture that corresponds to “Line with Markers.” Your baseline graph will now appear. 6. To add a trendline to your baseline data, use the mouse to rightclick on the baseline data line on the graph. Then, choose “Add trendline.” You can extend the trendline into the future by going to the “Forecast” option in the dialog box that appears and entering the number of days you would like to extend the trendline. Then click close and your trendline will appear on the baseline graph. 7. To add a title, click anywhere on the graph, go to the top menu and click “Layout,” then “Chart Title,” then “Above Chart.” You can now enter the title in the box that appears on the graph. With your baseline graph complete, you can now move forward with the analysis and intervention phases of your process. Once you have collected your intervention data, you can use the same spreadsheet to create an intervention graph following the steps below: 1. Using the same spreadsheet from above, enter “Jane’s Goal” in cell D1 and “Jane’s Intervention Fluency” in cell E1. 2. In Column D, enter the value for Jane’s goal in each of the cells starting with D12. This will likely be the same value from cells D12 through D31. 1. Enter the following headings: a. In cell A1: Date b. In cell B1: Jane’s Baseline Fluency c. In cell C1: Peer Norm 3. In Column E, enter the values for each of the daily fluency measurements during the intervention phase, which should correspond with the 11th date in Column A and begin in cell D12. 2.Starting with cell A2, enter the series of dates during which you will be collecting data. For this example, list ten dates (two school weeks) for the baseline data immediately followed by 20 dates for 4. You should now have a spreadsheet that includes both baseline and intervention data and you are now ready to create your intervention graph. Use the mouse to highlight all of the information NY School Psychologist Volume XXXI, Number 1 that you have entered so far. This will encompass columns A through E and rows 1 through 31. With all those cells highlighted, go to the top menu bar and click “Insert,” then “Line,” then the picture that corresponds to “Line with Markers.” Your baseline graph will now appear. 5. To add the baseline trendline and chart title, follow steps 6 and 7 in the baseline graph instructions above. Congratulations! You now have a graph that includes baseline data, an extended trendline, peer norm, student goal, and intervention data. As you grow accustomed to the interface, there are many additional items that you can add and modifications that you can make to individualize your graph. For instance, you can adjust the spacing/alignment of dates on the x-axis, modify intervals on the y-axis, move the chart title and key, add a trendline to intervention data, include changing criterion data for goals, and/or attach values to each datapoint on the graph. Now that you have your data and graph, a wide variety of analysis techniques exist for establishing whether an adequate response to an intervention has occurred. Evaluation of change for both tier two and three interventions can be accomplished using visual analysis, percentage of non-overlapping data points, g-index, and d-index (Hunley & McNamara, 2010). Gresham (2008) also offers the option of percent of change in median from pre to post-intervention. A more comprehensive version of the methodology above, including instructions for a multiple baseline design, can be found in Zaslofsky and Volpe (2010).Whether you are a new or experienced school psychologist, having a variety of tools to do your job is a necessity. Sometimes, we even have tools at our disposal that we did not realize were available. Microsoft Excel is a tool that most of us have right on our desktop. Following the steps above, it can be used to create detailed RTI graphs that can be shared with students, parents, and faculty. So get out that data, open a spreadsheet, and press some buttons! References Brown-Chidsey, R., & Steege, M. W. (2010). Response to intervention: Principles and strategies for effective practice (2nd ed.). New York, NY: The Guilford Press. Foley, M. J. (2011). Microsoft: 400 million Windows 7 and 100 million Office 2010 licenses sold (and more partner conference stats). Available from http://www.zdnet.com/blog/microsoft/microsoft-400-million-windows-7-and100-million-office-2010-licenses-sold-and-more-partner-conference-stats/9988 Gresham, F. (2008). Best practices in diagnosis in a multitier problem-solving approach. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V (Vol. 2, pp. 281-294). Bethesda, MD: National Association of School Psychologists. Hunley, S., & McNamara, K. (2010). Tier 3 of the RTI model: Problem solving through a case study approach. Thousand Oaks, CA: Corwin. Microsoft Office. (2010). [Computer Software]. Redmond, WA: Microsoft. Warren, T. (2011). Microsoft has sold 100 million copies of Office since launch. Available from http://www.winrumors.com/microsoft-has-sold-100-millioncopies-of-office-2010-since-launch/ Zaslofsky, A. F., & Volpe, R. J. (2010). Graphing single-case data in Microsoft Excel 2007. School Psychology Forum: Research in Practice, 4, 15-24. Y SAVE THE DATE: NYASP Conference 2013 October 24-26, 2013 Crowne Plaza Hotel: White Plains, NY “Expanding the Role of the School Psychologist” Friday Keynote Speaker: Former Assistant Deputy Secretary of Education President/CEO of “Be the Change” Kevin Jennings NY School Psychologist Volume XXXI, Number 1 27 book revIew Culturally Responsive Teaching: Theory, Research, and Practice Written by Geneva Gay Geneva Gay (2010), author of Culturally Responsive Teaching: Theory, Research, and Practice, promotes and advocates for the widespread implementation of culturally responsive teaching through her book. Her argument supporting the implementation of culturally responsive teaching provides multiple discussions of research studies and instructional practices that incorporate culturally responsive teaching techniques that are sensitive to different learning styles. Gay explores culturally responsive teaching through the relationship between education and culture, culture and communication in the classroom, and cultural diversity in curriculum. An examination of each of these notions follows, along with a discussion of the relevance culturally responsive teaching has on the field of school psychology. An Examination of Culturally Responsive Teaching: Theory, Research, and Practice Culturally responsive teaching adheres to the individual cultural identity of students. Descriptive characteristics of culturally responsive teaching compiled by Gay (2010) include: validating and affirming, comprehensive (teaching the whole child), multidimensional, empowering, transformative, and liberating. Ideally, for these characteristics to be feasible, teachers must learn what the cultural differences are between themselves and the students they teach. Curriculum will then need to be adapted to reflect cultural learning styles in order to increase academic achievement. Materials used within the classroom must also reflect culture for cultivating intrinsic value for the students (Gay, 2010). Just as culture and identity are codependent upon one another, culture and communication share the same bond. The cultural influences on communication are listed by Gay (2010) including: sociocultural context and nuances, discourse logic and dynamics, delivery styles, social functions, role expectations, norms of interaction, and nonverbal features. All of these cultural features within communication are important for teachers to be perceptive of and have the ability to reciprocate in times of need. Gay provides research indicating that higher proficiency in a first language correlates with higher academic achievement in English, respect for the self and others, civic and community participation, moral and ethical behaviors, and multicultural competence. Due to these results, Gay (2010) argues that multiple communication systems should be a central feature in culturally responsive teaching. Gay (2010) argues that culturally influenced curriculum enhances levels of learning by empowering the learner to accentuate his/her abilities, attitudes, and experiences. In other words, cultural diversity in curriculum personalizes learning for the individual. Gay (2010) explains that both curriculum content and delivery should reflect culture, making it easier for the learner to comprehend the material. Curriculum content for culturally responsive teaching comes from a multitude of sources including, but not limited to, 28 Reviewed by Katherine LeMire textbooks, standardized testing, literary and trade books, and mass media. These sources have the power to positively and negatively influence students’ self-perceptions, attitudes towards others, what is considered knowledge worth knowing, and how to respond to classroom instruction (Gay, 2010). Culturally Responsive Teaching’s Relevance to the Field of School Psychology Culturally responsive teaching is relevant to the field of school psychology in many of the same ways in which it is relevant to teachers. By incorporating the same notions and techniques teachers use in a culturally responsive classroom into the encounters between school psychologists and students would greatly impact communication in a positive way. Building a culturally responsive relationship with a student could potentially increase the reliability and validity of information gathered about the student, whether it be test scores or better rapport building within the consultation process. Finally, cultural responsiveness is also relevant to the field of school psychology in the practice of curriculum based assessment. Knowledge of how culture impacts instruction and learning styles can help the school psychologist negate any possible problems the student is having with the presentation of instruction or even the curriculum itself. Conclusion Geneva Gay’s Culturally Responsive Teaching is an evidencebased argument supporting the implementation of culturally responsive teaching within the classroom. Gay (2010) found that significant academic achievement improves when culturally relevant content, teacher attitudes and expectation, and instructional actions converge. Culturally responsive teaching increases learning among culturally diverse students, and simultaneously does not impede on the quality of learning for those students of mainstream cultural backgrounds. Even though her arguments for culturally responsive teaching are supported, Gay (2010) states further professional development in culturally responsive teaching will be required and more evidence is needed on the effects multicultural content on student achievement in all subjects, grade levels, and ethnic/racial groups. All educators should practice cultural responsiveness within their professional duties in order to enrich the educational experience for all students. Reference Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). New York: Teachers College Press. Katherine LeMire, M.S.E., Department of Counseling and School Psychology, University of Wisconsin—River Falls. Correspondence concerning this article should be addressed to Katherine LeMire, 1646 Lakewood Dr., Maplewood, MN 55119. Email: [email protected] NY School Psychologist Volume XXXI, Number 1 NYASP Position Statement on Mandate Relief January 2013 New York Association of School Psychologists The New York Association of School Psychologists (NYASP) is an active partner with New York State in efforts to contain educational costs and provide flexibility to school districts in budget development. There are many reasonable mandate relief and flexibility provisions that appear to have minimal impact upon student programs or established protections afforded to students and/or parents. It is imperative to eliminate unnecessary mandates which place a financial burden upon school districts. However, it is equally important to be mindful that some mandates provide important benefits and offer protection to children and families. There are mandates that represent sound educational practice. One of the often targeted areas is “Special Education mandates that exceed federal requirements.” NYASP wants to ensure that certain provisions related to special education services remain intact in order to prevent unintended negative consequences that may severely impact the education of New York’s most vulnerable students. In fact, the removal of some mandates could increase the costs of special education in New York. Significant concerns exist within the proposed Executive Education Budget, specifically related to “school district mandate relief”. The proposal by the Mandate Relief Council which would allow school districts the ability to petition for “waivers from certain duties” is cause for grave concern. While the Individuals with Disabilities in Education Act (IDEA, 2004) provides the minimum standards for the provision of special education services, New York has been a leader in recognizing the value of requiring provisions that have been proven to support the education of all children. It is important for school communities to recognize that some mandates are just best practice and vital to providing a free appropriate public education which ultimately adds value to the education of all children. Therefore, restraint must be employed in making over-inclusive demands for “mandate relief” to ensure that New York State does not jeopardize the educational advancements of our students. Districts are encouraged to be mindful of requesting waivers that damage services to children and explore flexibility and relief that currently exists within education law. One illustration of the damaging effect of waiving certain special education mandates would be the removal of the requirement to have a school psychologist as a member of the Committee on ! Special Education. This type of waiver would provide minimal fiscal relief for school districts and has the potential to negatively impact students and families with special education needs. The school psychologists are integral members of the general and special education process in schools. As mandated members of the CSE, school psychologists are the only professionals who are uniquely trained and qualified to provide all of the following services: NYASP Position Statement on Mandate Relief January 2013 • • • • • • • • • • • Use assessment data to identify strengths and needs, develop interventions, and measure progress and outcomes. Develop IEP’s and Research Based Interventions for students classified under all 13 Special Education classifications. Develop FBA/BIP’s in conjunction with families and school staff. Consult and collaborate with teachers, administrators and parents to promote positive outcomes for students. Develop interventions and supports to promote the development of academic skills. Develop and provide mental health services to promote mental wellness and social and life skills. Provide preventive services on multiple levels to build resiliency in youth or respond to crises that occur in schools. Work with families to support their influence on children’s learning and mental health, as well as develop a collaborative relationship between home and school. Understand the impact of factors related to diversity on learning and development. Understand ethical and legal practice of school psychology, as well as multiple models of service delivery. Understand and present information pertaining to both federal and state Special Education laws to ensure legal compliance and avoid costly due process proceedings. With their expertise in these areas, the school psychologists often design the Response to Intervention and Positive Behavioral Support programs in districts. All of these skills serve to control the classification rates of students with disabilities, broaden the school-based options and programs, institute appropriate conduct and discipline policies and procedures, promote an individualized approach to student’s needs, and promote quality programs and instructional practices based upon research and data. Removal of the mandate for these professionals as part of the CSE eliminates the protections and benefits afforded to school districts, students, and parents. The vast majority of school psychologists in New York State are engaged in a variety of activity beyond membership on the CSE. They bring the expertise of these varied roles to the CSE and are able to provide recommendations that will benefit the student, family, and the school district. Therefore, the relief of this mandate would not represent substantial savings to school districts. Concern seems to have been raised related to the mandate for the attendance of these professionals on the CSE and potential delays in the scheduling or conduct of meetings. While noncompliance with timelines established in the special education process is an important issue, remedies for these concerns already exist within the law. Chapter 311 of 1999 allows for members of the CSE to serve multiple roles on the CSE and Chapter 378 of 2007 allows members of the CSE to be excused from attendance with parental consent. Therefore, any potential delay in scheduling or conducting CSE meetings due to difficulties in assembling members can be addressed through these procedures. It is of vital importance to ensure that mandate relief decisions are balanced between the educational needs of children and fiscal matters. Decisions CANNOT be made based upon funding alone. This is the very reason that the protections were offered by Federal and State mandates. Authorizing waivers may lead to the unintended consequence of removing the protections necessary to provide appropriate educational supports for children with learning needs. ! School Psychologists and Education Reform The New York Association of School Psychologists The Role of the School Psychologist in New York’s Education Reform 0 School Psychologists and Education Reform The New York Association of School Psychologists Putting Students First: The Role of the School Psychologist In New York’s Education Reform “Achieving excellence in education for the 21st Century requires that every student is ready to learn and every teacher is empowered to teach. From pre-kindergarten through high school graduation, children need to be healthy, supported, and focused when they come to school. All children possess tremendous potential and deserve access to comprehensive, rigorous curricula and high quality instruction. Too often, though, they come to class struggling with life challenges that can create barriers to learning—and teaching—as well as undermine school climate. Left unaddressed, issues such as learning difficulties, poor mental and physical health, cultural and linguistic differences, and socioeconomic or family problems can significantly impede student and school success. Even the most highly skilled teachers cannot help children achieve their fullest potential unless such barriers to learning and instruction are remedied. Teachers cannot do this alone and it is counterproductive to expect them to. The educational environment presents unique opportunities to address barriers, but only when services are available that support the whole child. Effective student support services enable teachers, administrators, and parents to know how best to ensure that students are ready and able to learn.” (Cowan & Skalski, 2008) Education reform across our country has generally focused on two components of the education system; instructional factors that impact learning and governance and operations of schools. There is no doubt that high quality teachers, improved academic assessments, improved data collection systems, and increased accountability will contribute to improvements in education. However, without addressing barriers to learning that interfere with student success, reform and growth will be limited. Learning Supports and Education Reform The New York Association of School Psychologists has worked with the Center for Mental Health in the Schools at UCLA to promote a “comprehensive system of learning support” that is integrated with other areas of education reform. This system is defined as “resources, strategies, and practices that provide physical, social, emotional, and intellectual supports to enable all students to have an equal opportunity for success at school by directly addressing barriers to learning and teaching and by re-engaging disconnected students.” “A comprehensive, multifaceted, and cohesive learning support system provides essential interventions in classrooms and school-wide. To ensure effectiveness, it is fully integrated in school improvement policies and practices designed to enhance instruction and school management” (Skalski & Taylor, 2010). However, these 1 School Psychologists and Education Reform The New York Association of School Psychologists learning supports are often fragmented in schools and generally viewed as ancillary to instruction in the classroom. Instead, addressing barriers to learning must be viewed as an essential component of education reform and improvement. The learning supports component establishes an umbrella for ending marginalization by unifying fragmented efforts and evolving a comprehensive system. Major content areas for developing learning supports are: supports component on par with the instructional and management components, the marginalization of associated programs, services, and policies ceases and a comprehensive school improvement framework is established (Skalski & Taylor, 2010). School Psychologists and the Education Process The National Association of School Psychologists (NASP) published a policy Integration of document entitled Ready Building teacher to Learn, Empowered to learning supports capacity to re-engage Teach, in which there is disconnected students with reform of recognition that services and maintain their which lower barriers to engagement instructional and learning are not ancillary Providing support for the management to education but rather full range of transitions central to the supportive that students and components of the educational process families encounter as school system will necessary to prepare all of they negotiate school America’s children for and grade changes provide a academic success, healthy Responding to and comprehensive development, and preventing academic, responsible citizenship behavioral, social– framework for school (Cowan & Skalski, 2008). emotional problems and One of the “guiding improvement. crises principles” of this Increasing community document indicates that and family involvement and support schools must provide sufficient student Facilitating student and family support services to meet the needs of the access to effective services and whole child in order to promote healthy special assistance as needed learning and development. Effective integration of this component is Relevant research indicates that family risk dependent upon promoting collaborative factors are associated with poor performance models of practice that value and capitalize in school-aged children and are also linked on school and community resources and with lower proficiency in early reading, expertise. By integrating the learning 2 School Psychologists and Education Reform The New York Association of School Psychologists math skills, and general knowledge (U.S. as provide direct classroom-wide Department of Education, National Center interventions, targeted academic for Education Statistics, 2000). One in five intervention services (AIS) for smaller children and adolescents will experience a groups, and more intensive individualized significant mental health problem that can supports based upon the student’s needs. interfere with their educational achievement The school psychologist is often providing during their school years (U.S. Department social and emotional supports at all three of Health and Human levels. Addressing problems Services, 1999). Also, before they escalate or School psychologists teachers cite student behavior become chronic is less costly ensure quality, and attitude, lack of student over time than intensive motivation, poor school remedial services or negative genuinely accessible climate, and lack of adequate outcomes such as dropping education for all support among the top out of school, delinquency, reasons for leaving the or incarceration (Aos, Lieb, students. profession (Ingersoll, 2001). Mayfield, Miller,& Pennucci,2004; National Despite these challenges, we Research Council and Institute of Medicine, know that there are proven strategies to 2000). For at-risk children and youth, in address such barriers in ways that are particular, services should begin in early appropriate to and supportive of the mission childhood and include quality after-school and purpose of schools. Access to student activities at all ages to ensure better supports is cost–effective; directly assists outcomes. Families are children’s first and teachers, administrators, and families; and most important source of guidance and care improves school outcomes. For example, and they are essential partners in the longitudinal studies provide strong empirical learning process. Providing supports within evidence that interventions that strengthen a continuum of care that engages families, students’ social, emotional, and decisioneducators, and community service providers making skills also positively impact their promotes continuity and enhances academic achievement, in terms of both effectiveness. School-employed higher standardized test scores and better professionals who are trained specifically grades (e.g., Fleming, Haggerty, Brown, for work in educational settings are best Catalano, et al., 2005). Effective student equipped to guide school-based services, supports include mental health services, even those provided in schools by emphasize prevention and early community providers. intervention, actively engage families, and incorporate strength-based approaches such The School Psychologist within the School as positive behavioral supports, social– Setting emotional learning, and response to A primary role of the School Psychologist is intervention. School psychologists help to work with students, educators, and teachers and administrators develop, as well 3 School Psychologists and Education Reform The New York Association of School Psychologists families to support the academic achievement, positive behavior, and mental wellness of all students. These professionals help schools and families address some of the biggest challenges in education; improving and individualizing instruction to close the achievement gap; increasing graduation rates and preventing dropouts; creating safe, positive school climates and preventing violence; providing meaningful accountability; and strengthening family– school partnerships (Cowan & Skalski, 2008). School psychologists have extensive training in assessment, progress monitoring, instruction, child development and psychology, consultation, counseling, crisis response, program evaluation, and data collection and analysis. Their training is specific to applying this expertise to the school setting, both within general education and special education, and also includes extensive knowledge of school systems and law (NASP 2010a, 2010b). As critical members of the school team, school psychologists ensure quality, genuinely accessible education for all students. This is one of our state’s most important responsibilities and wisest investments. While New York State is engaged in the process of education reform, now is the time to correct some of the deficiencies of previous efforts to accomplish the same goal. Recognition of learning supports that enhance classroom instruction and aide in the management and operation of schools must be an integral part of this reform. Utilizing the expertise of school-based mental health professionals, like school psychologist, to provide these learning supports has been demonstrated to be not only cost effective, but successful in improving the educational outcomes for students. We Are Here to Help School psychologists are specially trained in school law, learning, child development, the operation of school systems, as well as in family systems, traditions and cultures, and mental health service delivery. This expertise is especially important in school districts serving high need populations if we are to genuinely raise the bar and close the gap in achievement for all students. By nature of their training and expertise, school psychologists are an integral part of effective educational practices and have a strong investment in the school reform process. Addressing problems before they escalate or become chronic is less costly over time than intensive remedial services or negative outcomes such as dropping out of school, delinquency, or incarceration 4 School Psychologists and Education Reform The New York Association of School Psychologists References Aos, S., Lieb, R., Mayfield, J., Miller, M., & Pennucci, A.(2004). Benefits and costs of prevention and early intervention programs for youth. Olympia, WA: Washington State Institute for Public Policy. Retrieved July 9, 2008, from http://www.wsipp.wa.gov/rpt3les/04-07-3901.pdf Cowan, K.C., & Skalski, A.K. (2008). Ready to Learn, Empowered to Teach: Excellence in Education for the 21st Century. Bethesda, MD: National Association of School Psychologists. Available: http://www.nasponline.org/advocacy/2008educationpolicydocument.pdf Fleming, C. B., Haggerty, K. P., Brown, E. C., Catalano, R. F., Harachi, T. W., Mazza, J. J., et al. (2005). Do social and behavioral characteristics targeted by preventive interventions predict standardized test scores and grades? Journal of School Health, 75, 342–349. Ingersoll, R.M. (2001). Teacher turnover, teacher shortages, and the organization of schools. Seattle, WA: Center for the Study of Teaching and Policy, University of Washington. Retrieved July 9, 2008, from http://depts.washington.edu/ctpmail/PDFs/Turnover-Ing-01-2001.pdf Jussim, L., Smith, A., Madon, S., & Palumbo, P. (1998). Teacher expectations. In J.E. Brophy (Ed.), Advances in research on teaching: Expectations in the classroom (pp. 1–48). Greenwich, CT: JAI Press. National Association of School Psychologists. (2010a). Model for comprehensive and integrated school psychological services. Bethesda, MD: National Association of School Psychologists. http://www.nasponline.org/advocacy/2008educationpolicydocument.pdf National Association of School Psychologists. (2010b). Standards for the credentialing of school psychologists. Bethesda, MD: National Association of School Psychologists. http://www.nasponline.org/standards/2010standards/2_Credentialing_Standards.pdf National Research Council and Institute of Medicine. (2000). From neurons to neighborhoods: The science of early childhood development. Committee on Integrating the Science of Early Childhood Development, J. P. Shonkoff & D. A. Phillips (Eds). Board on Children, Youth, and Families, National Research Council and the Institute of Medicine. Washington, DC: National Academy Press. Skalski, A.K., & Taylor, L. (2010). Enhancing the Blueprint for School Improvement in the ESEA Reauthorization: Moving From a Two- to a Three-Component Approach. Bethesda, MD: National Association of School Psychologists. Available: http://www.nasponline.org/advocacy/UCLA_NASP_Brief_FINAL.pdf U.S. Department of Education: National Center for Education Statistics. (2000). The condition of education 2000 (NCES 2000-062). Washington, DC: U.S. Government Printing Office. Retrieved July 9, 2008, from http://nces.ed.gov/pubs2006/2006071.pdf U.S. Department of Health and Human Services. (1999).Mental health: A report of the surgeon general. Executive summary. Rockville, MD: National Institute of Mental Health. _________________________________________________________________ January 1, 2013 We write to you about a matter of great significance and concern related to educational funding and budget development within local school districts. In February 2007, the Federal Centers for Medicare and Medicaid Services (CMS) clarified provisions of Federal Medicaid laws and regulations governing the reimbursement procedures for school-based psychological services. Accordingly, qualified Medicaid providers for these services must be able to provide the same services within the community. School psychology is one of the professions that provide these vital services within the schools. Unfortunately, limitations within the current credentialing of school psychologists restrict their practice to the school setting. Therefore, over 75% of our current school psychology workforce has been declared ineligible to provide Medicaid services. This change in Medicaid Provider status has cost our school districts millions of dollars in lost reimbursement for services that we are mandated to provide. An analysis of Medicaid reimbursement in New York estimates that school psychological services represent $100 million dollars in unreimbursed services. During these difficult economic times, when the Legislature and the Governor are faced with difficult budgetary decisions, it becomes imperative for New York to advance all opportunities to utilize any available revenue streams to fund educational mandates. In addition, provisions within the Patient Protection and Affordable Care Act of 2010 expands the Medicaid program by increasing the number of children and their families who are eligible for services and expanding the availability of preventative services. This Act identifies children as a priority population for the provision of “behavioral health services” and schools as a priority location for these services. School psychology is defined as a “mental health service profession” (Section 5002, Definitions, (22)) and school psychologists are defined as “qualified health providers” for the provision of child and adolescent mental and behavioral health services (Section 5203, Subpart 3, Sec. 775, (B)). As mentioned earlier, current statutory and regulatory provisions within New York conflict with these aspects of the Affordable Care Act. We ask that you support legislation (S2923/A3570) which is the first step to opening the revenue stream for Medicaid reimbursement of school psychological services. This legislation removes the restriction of school psychological practice to the walls of the school. We believe that the "school" in school psychology represents the type of psychology practiced by these professionals, not the specific location. The legislation is careful to limit practice to activities in which school psychologists currently engage on a daily basis and for which they are well trained and highly qualified. It is vital to advance this legislation as part of the budget process. Without these funds, provision of school psychological services to Medicaid eligible students becomes another drain on precious dollars for local school districts. We look forward to your anticipated support of this legislation and your continued support of schools and children throughout New York State. Yvette Gooorevitch Karen Keemp Keelly Caaci Council of NY Special Education Administrators NY Association of School Psychologists Pamela Maadeiros, Essq. Miichael Boorges NYS Alliance for Children with Special Needs NYS Association of School Business Officials Jay Woorona, Essq. Roobert Loowry NYS School Boards Association NYS Council of School Superintendents Conducting Research in the Schools By John Garruto, D.Ed., NCSP-NYASP Research Chair Some things never change. Whether you have been in the field ten months or ten years, you probably have noticed consistent realities. There are those parts of our jobs that are rewarding-such as the feeling we get when a child leaves our offices saying "Thank you" for helping them, or when we discover why a child might be struggling to learn. There are those parts of our jobs that can be frustrating, such as the amount of administrative paperwork that we are often asked to complete. One thing that has also held consistent is the limited amount of research conducted by actual practitioners. You might remember having to do a research proposal or learning how to analyze data via statistical tests. School psychologists might think that the volume of work to conduct this research may mirror what they remember from graduate school. The irony is-there is no better person to conduct this research than school psychologists! Think about it-you're sitting on a pile of data. You have test scores, evaluations conducted, you might conduct surveys for systems level analysis, etc. You have a real opportunity to turn that into something real. It's not as hard as you think! The most important thing in any research that you wish to conduct is to have it approved by an Institutional Review Board (IRB). Often, Boards of Education can help serve this purpose. If this is troublesome, you can look to link up to a local college-professors are always looking to conduct research. Whether you're looking to compare state test scores to your CBM data so that you can share this information with your school community or you want to see if your Positive Behavioral Interventions and Supports (PBIS) initiative has reduced discipline referrals, you can use your skills to answer important questions and inform best practices in your school. Finally, it's important to remind New York School Psychologists that there is a research grant that is available to one member every year. One thousand dollars is awarded to the winner (five hundred before the research takes place and five hundred when it sees completion). Perhaps this is the year that you decide to pilot a new program in your school to see if it truly helps enhance the social skills of children with autism, or you create a survey for parents to determine which practices have helped their kids the most. However you do it is up to you. Research...it's not just for graduate school. Y Behavioral Interventions for At-Risk Students The Leader in Me... (continued from p. 14) (continued from p.22) Dr. Sprick ended with a shocking research finding: Out of 200 behavior intervention plans that were designed by school psychologists and assessed, 54% of teachers said they were implementing these plans in their classrooms. In actuality, direct observation showed that only 4% were doing them correctly! If this is indeed what is occurring in schools, it is imperative teachers act as problems solvers in the earliest stages to increase the probability that they are creating a general, congruent environment of support for these students. - Improved school culture - Support from business and community leaders - Reduced discipline referrals Below are additional resources authored by Dr. Randy Sprick on discipline and classroom management: Sprick, R. (2008). Interventions: Evidence-based behavioral strategies for individual students. Eugene, OR: Pacific Northwest Publishing. Sprick, R., Booher, M., & Garrison, M. (2009). Behavioral response to intervention. Eugene, OR: Pacific Northwest Publishing. Y NY School Psychologist Volume XXXI, Number 1 Bus misconduct reports declined from over 100 in 2008-2009 to about ten in 2011-2012.School suspensions were reduced from 55 to 10 during the same period. The RTI caseload dropped from 55 to 10. Reasons given for why this works include the idea that this is a new paradigm: Every child is a leader. It is based on universal principles and involves teachers, students and parents. It employs a ubiquitous approach – everywhere, all the time. The presentation concluded with two quotes, the first from Thoreau: “Go confidently in the direction of your dream. Live the life you have imagined”, and from The Leader in Me: “Be the school you have imagined”. A video, “Creating Greatness” was then shown. Y 39 New York Association of School Psychologists Research Grant Application The NYASP Research Committee invites you to apply for a research grant. Applicants must be members in good standing of NYASP. 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 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: 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 John Garruto 17 Ellen Street Fulton, NY 13069 Also, submit your proposal by e-mail to [email protected] IV. Discussion - briefly state the potential signifi cance of the study APPlICAtIoN Form Name_______________________________ Current Position__________________________ Email Address________________________________________________________________ Address_____________________________________________________________________ City/Town___________________________ State & Zip Code_________________________ Office Phone_________________________ Home Phone_____________________________ Title of Research Proposal_______________________________________________________ 40 NY School Psychologist Volume XXXI, Number 1 Updates from Your NY NASP Delegate NASP NoteS Submitted by Vincent Alfonso Coming to grips with the tragedy in Newtown as well as the loss of one of our own has been challenging. But the school psychology community came together to support our schools and communities, and I personally want to thank you for counseling, comforting, and educating your community during this national tragedy. Below are some NASP notes that provide information about what is happening on the national level: 1) NASP released statements relating to Newtown. Read the statement on the tragedy at http://www.nasponline.org/ communications/press-release/ Sandy_Hook_Media_Statement.pdf, the statement 'Stigmatizing Mental Health or Developmental Disorders is Harmful' at http://www.nasponline.org/communications/press-release/Diagnosable_Disorder_Statement.pdf, and the call to action for comprehensive school safety policies at h t t p : / / w w w. n a s p o n l i n e . o r g / c o m m u n i c a t i o n s / p r e s s release/School_Safety_Statement.pdf. 2) In light of the tragedy at Sandy Hook, many districts are reexamining their safety procedures and crisis plans. As you do, take time to review the NASP school safety and crisis resources at http://www.nasponline.org/resources/crisis_safety/index.aspx. NASP offered PREPaRE training at its convention in February. To learn more about PREPaRE training, visit http://www.nasponline.org/prepare/index.aspx. NY School Psychologist Volume XXXI, Number 1 3) The winter Emotional and Behavioral Screening issue of School Psychology Forum is now available at www.nasponline.org/publications/spf/index.aspx?vol=6&issue=3 Articles include 'Screening for Behavioral and Emotional Risk: Constructs and Practicalities' and 'Mental Health Screening and Academic Outcomes in Elementary School.' If you have questions, comments, ideas for future theme issues, or manuscript submissions, e-mail them to [email protected]. 4) Save the date for the NASP 2013 Summer Conferences. This year they will be held July 8-10 in Cincinnati, OH, and July 22-24 in Albany, NY. Get in-depth training during your summer break. For more information, keep checking back at http://www.nasponline.org/conventions/2013/summer-conferences/index.aspx. 5) Want to affect the future of school psychology? Serve as a mentor at future conventions and share your experiences and provide guidance to a school psychology graduate student or early career professional. Through a 1-hour meeting, scheduled at your convenience, you'll give your mentee a chance to ask real-life questions about professional practice. Information is available on the NASP website preceding the annual convention. 7) Please take a moment to update your member profile to enable NASP to provide you with greater member value. Visit www.nasponline.org/membership/memberupdate.aspx to select your e-mail and print subscription preferences and specify your professional interests. With this, NASP can provide you with more targeted information. 41 NewS From NYASP 2012 NYASP Award Winners Honored at the Conference in Niagara Falls Frank Plumeau School Practitioner of the Year Award The recipient of this award is chosen from the regional chapter winners in NYS. Linda Dugan of the Williamsville School District was honored as this year’s School Practitioner of the Year. Her colleagues entertained the audience at the Awards Luncheon with a creative presentation honoring Linda. Gil Trachtman Leadership in School Psychology The Leadership in School Psychology Award has been renamed the Gil Trachtman Leadership in School Psychology Award. The recipient of this award for 2012 is James Sipior of the West Seneca Central School District. 42 NY School Psychologist Volume XXXI, Number 1 NewS From NYASP Ted Bernstein Awards The Ted Bernstein Awards honor outstanding graduate students in the school psychology training programs across the state. Twentythree students were nominated by their programs this year. The Ted Bernstein Award winners are: Yeshiva University, Lindsay Sherrin; Hofstra University, Leah Jacobs; St. John’s University Queens Campus, Tara Cuskley; St. John's University Oakdale Campus, Nicole Hudson; Fordham University, Wendy Roman; Pace University, Meredith Mahoney; Roberts Wesleyan College, Edgarda Zordan; Alfred University, Brad Ervin; College of New Rochelle, Jennifer Fucci; SUNY at Buffalo, Stuart Linke; Brooklyn College, Kimberly Black; Syracuse University, Kaitlin Hendricks; Niagara University, Eileen Rohan; RIT, Amy Dosaro; Marist College, Amber Saracino; Queens College, Sean McCabe; Columbia University, Lindsay Cook; SUNY at Albany, Christine Viall; Mercy College, Kristen Byrne; LIU – Brooklyn, Samantha Benvenuto; LIU – Westchester, Ayla Mertturk; SUNY Oswego, Brittany Riesbeck; College of St. Rose, Leslie Herwig; SUNY Plattsburgh, Dina Casey. 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: Jennifer Ragan of Chapter A, Madrid-Waddington Central School, Linda Dugan of Chapter C, Williamsville School District, Shannon Miller of Chapter K Germantown CSD, and Helen Stevens of Chapter O, Farmingdale UFSD. NY School Psychologist Volume XXXI, Number 1 43 NewS From NYASP The Friend of Children Award Presidential Service Awards The Institute for Autism Research at Canisus College was the recipient of the 2012 Friend of Children award. Accepting were Martin Volker, Marcus Thomeer, Christopher Lopata, Gloria Lee, Susan Putnam, Jeffrey Fox, and Jennifer Toomey. The Presidential Service Awards for 2012 are awarded to Kirsten Eidle-Barkman, Robin Raphael, and Ruth Steegmann, pictured with President Kelly Caci.. Nominations for the NYASP Psychologist of the Year and Gil Trachtman Leadership in School Psychology Awards are Now Being Accepted Chapter School Practitioner of the Year These awards recognize excellence in the provision of school psychological services. They are presented by local chapters to individuals who spend the majority of their time (75%) providing direct services to children and their families. Contact your local chapter representative to nominate a school psychologist in your chapter for this award. Each local winner becomes the chapter nominee for the NYASP Frank Plumeau School Practitioner of the Year Award. Chapter representative information available at http://www.nyasp.org/contact_us/ Gil Trachtman Leadership in School Psychology Award This award recognizes a school psychologist who has made a significant contribution to the field of School Psychology by virtue of teaching, research or supervision. Nominees may not necessarily spend the majority of their time providing direct services to children and their families but have made a significant impact to the field of school psychology in other ways. Nomination forms are available at: http://www.nyasp.org/awards/leadership_packet.pdf Deadline is August 15. For information or questions, please contact: [email protected]. Send completed nomination forms to Dr. Jeanne B. Gold, 21 Shaw Lane, Irvington, NY 10533. 44 NY School Psychologist Volume XXXI, Number 1 NewS From NYASP Chapter A News Submitted by Mary Kay Hafer Chapter A of NYASP celebrated Jennifer Ragan’s nomination for School Practitioner of the Year for the 2011-2012 school year on Friday September 21, 2012 at Cheel Arena during their fall School Psychologists Networking Meeting. Jennifer was nominated by a fellow school psychologist and former Chapter A winner, Robert Higgins. Jennifer is employed by the Madrid Waddington Central School District where she functions in all capacities as a school psychologist. Mr. Higgins, a Behavior Consultant, praised Ms. Ragan’s ability to work collaboratively with parents and teachers, offer reasonable and appropriate recommendations, and positioning herself in leadership roles. In particular, Mr. Higgins noted a special program initiated by Ms. Ragan which involved Social Skills Training for children on the Autism Spectrum. Ms. Ragan’s program implemented the use of social thinking® groups for late elementary and middle school students. In implementing this program, Ms. Ragan also included multidisciplinary members to aid in fidelity of the program (a speech therapist, teaching assistants, and behavior consultant). Mr. Higgins noted that he “greatly appreciated Ms. Ragan’s professionalism, high ethical standards, and all around competence”. In addition to Mr. Higgins’ letter, Ms. Ragan received supporting letters from other school personnel who work closely with Ms. Ragan. As a chapter winner of this award, Ms. Ragan is eligible as a candidate for the state award as “School Practitioner of the Year”. The New York State winner is then nominated for the National Association of School Psychologists Award. The National Association of School Psychologists (NASP) is composed of over 24,000 members across the country. The standard for this award at the state and national level requires that one is a member of the association and is practicing full time. In addition to this require- ment, NYASP and NASP consider the eleven domains of School Psychology which include; Data Based Decision Making and Accountability, Consultation and Collaboration, Effective Instruction and Development of Cognitive/Academic Skills, Socialization and Development of Life Skills, Student Diversity in Development and Learning, School and Systems Organization, Policy Development and Climate, Prevention, Crisis Intervention and Mental Health, and Home School Community Collaboration. Other duties and training areas of school psychologists are; Research and Program Evaluation, School Psychology Practice and Development, and Information Technology. Ms. Ragan is a graduate of The University of Rhode Island, Kingston, Rhode Island where she received a Master of Science Degree in School Psychology (May, 2009). Her Bachelor of Arts Degree is from Connecticut College, New London, Connecticut (May, 2004). She is married to Dan Ragan and the mother of a three-year-old daughter, Addison. When receiving the award, Ms. Ragan stated “Undeniably, the teachers, support staff, and families of the students I work with have been instrumental in this process. Parents and staff have remained alongside me and have enthusiastically incorporated Social Thinking ® pieces into both classrooms and homes. Without question, the dedication on the part of the families and professionals who spend far more time with these students than I, has been the catalyst to the everyday, small successes that occur.” Chapter A also joined with The New York Association of School Psychologists and the National Association of School Psychologists to celebrate School Psychology Awareness Week during the week of November 12-16, 2012. Chapter J News Submitted by Eliane Hack Chapter F partnered with Chapter J to host meet and greet events during School Psychology Awareness Week in November. Chapter F's event, which was billed as a "Meet, Eat, and Share", was hosted at Uno's Chicago Grill in Queensbury, New York. Local school psychologists gathered to discuss local issues of NY School Psychologist Volume XXXI, Number 1 interest and shared FBA templates. Another event is planned for January 17th with a topic of APPR for School Psychologists. Please check out NYASP Chapter F's facebook page for regular updates regarding events in our area and beyond. 45 NewS From NYASP Chapter C News Submitted by Aimee Lepsch Chapter C Celebrates the Frank Plumeau Practitioner of the Year! It was with great excitement that Chapter C honored NYASP’s Frank Plumeau Practitioner of the Year, Linda Dugan! Linda was proudly nominated by Jennifer Griffin, one of her colleagues in the Williamsville School District, where she worked prior to her retirement in June 2012. Linda’s career has been filled with significant accomplishments, continued learning, and an unbounded and unconditional love for the profession. During her career in Williamsville, Linda was instrumental in the implementation of data-based decision making methods and procedures. She was on the forefront of developing a system of accountability and discussion to institute positive change. She chaired various committees such as the Child Support Team, Committee on Special Education, and PBIS Behavioral Data Team. The provision of direct and indirect services for children, families, and schools has been a skill which Linda honed to perfection. She continually gained further insight into the field of psychology through attending trainings and workshops. Linda was a member of a three-year BOCES training in PBIS and was an integral member of a collaborative project with Canisius College and the University of Buffalo to gather research data for students with high functioning autism. These successful programs were rolled out to other elementary and middle schools within Williamsville. Linda also wrote a proposal for a ‘community learning’ in-service for the school psychologists in Williamsville. This in-service provided a 17-hour training with Niagara University professors in the administration, scoring, and interpretation of various neuropsychological, cognitive, and academic tests. Linda’s commitment to the continuing education of school psychologists has also been evidenced in the time she has spent planning the 2012 NYASP Conference in Niagara Falls. Chapter E News Submitted by Kara McCarten May Chapter E has been busy attending and hosting local events in the Central New York area. In September of 2012, Michelle Storie and Kara McCarten May represented NYASP at the 2012 Children’s Mental Health Summit, held at the Crowne Plaza in Syracuse. Information was distributed regarding the role of school psychologists and free resources were provided regarding a range of children’s issues including ADHD, bullying, homework completion, anxiety and depression. In December of 2012, Chapter E hosted a workshop at East Syracuse High School with Dr. John Garruto and Dr. Andrew Shanock entitled “Moving towards best practice in the identification of learning disabilities in New York.” The event was attended by over 100 local school psychologists, graduate students, Directors and Assistant Directors of Special Education, professors, CSE and CPSE chairs. The event was met with overwhelming attendance and response. Attendants received a great deal of information reviewing and critiquing the various methods of designating learning disabilities in New York, which included Response to Intervention, discrepancy, and patterns of strengths and weaknesses. The workshop was humorous, thorough, entertaining, and informational, and attendants were able to earn CPD credits. Additionally, information was disseminated at the event regarding the benefits of NYASP membership and renewal. 46 In February of 2013, Chapter E hosted a two-hour WPPSI-IV training with Dr. Michael Grau, Assessment Consultant at Pearson Publishing, at the new and improved Syracuse Teacher Center. Through this workshop, participants were able to describe the new domains and factor structure of the WPPSI-IV, increase their understanding of the cognitive processes assessed by the WPPSIIV subtests and how these processes contribute to school achievement, and understand how the tool can be used to identify developmental strengths and weaknesses and make program eligibility and intervention decisions. As of January of 2013, Kara McCarten May proudly stepped into the role of Chapter E representative. Kara attended the fall and winter NYASP Board meetings in Albany in preparation for the new position. Kara is excited to be part of the NYASP Board and to continue to work with the dedicated and enthusiastic Chapter E committee in planning future events and meetings. We have already begun to plan upcoming events, as well as the 2015 Conference to be held at the Turning Stone Resort. We are proud to welcome back Michelle Storie as a conference co-chair for a second time and introduce Jennifer Vega Meyers as the new cochair. We welcome any new or seasoned faces who would like to get involved at the local level. If you have ideas for local events, please don’t hesitate to contact Kara! NY School Psychologist Volume XXXI, Number 1 Summary of Efforts to Gain Licensure, Independent Practice for Masters Level Certified School Psychologists hIStorY oF NYASP By Ruth Steegmann A portion of this article appeared in Volume XXX Number 3. The complete article, including a further section on the issue of the MLA and the details of NYASP’s response appears below. BACKGROUND The issue of licensing for psychology has been formally explored in New York State since 1937 and possibly even earlier. Prior to 1936 the field of psychology in New York State had had a system of self certification. In the period between 1946 and 1948 State Senator Desmond proposed two certification bills to the State Legislature, both being unsuccessful, having died in committee because of objections from the State Department of Education. There were myriad organizations within the State, representing various divisions of psychology (general psychology, teaching, research, applied social psychology, personnel psychology, clinical and abnormal psychology). In 1947 they collaborated in writing a licensing bill which they submitted to the Division of Licensure of the State Department of Education. Their response was that it was “too soon for the psychologists to seek a licensing bill” and advised the committee to seek a certification bill instead. The following year (1948-49) a certification bill was presented to State Ed.; however, that department had changed its mind and stated that a certification bill would not adequately protect the public or make prosecution of questionable practitioners possible. They directed the psychologists to develop a licensing bill “with teeth in it”. A bill presented late in the 1950 legislative session died in committee, largely because of the opposition of a number of psychology groups. The following year another bill was introduced but was vetoed by Governor Dewey, based on the perceived danger that the public (and even some of the practitioners) would not understand the distinction between psychologists and psychiatrists (and the opposition of a large number of physicians and psychiatrists). In 1953 a bill, backed by the American Medical Association, was introduced without prior knowledge of psychologists, limiting psychotherapy to the exclusive domain of medical practice. This bill also died in committee. It was not until 1956 that a psychology licensing bill was signed into law by Governor Harriman. By this time, following extensive negotiations, the American Psychiatric Association supported the bill. CURRENT STATUS This bill, known as Article 153 of Education Law, officially established the profession of psychology in New York State, and is still NY School Psychologist Volume XXXI, Number 1 basically in effect. It addresses the use of the title “psychologist” and to the practice of psychology. Its basic provisions are: Use of the title and practice in the field are limited to persons licensed or otherwise authorized under this article. Practice was defined as including observation, description, evaluation, interpretation and modification of behavior, for the purpose of eliminating symptomatic or undesired behavior, enhancing personal adjustment, mental health, etc. Practice includes but is not limited to psychological testing and counseling, psychoanalysis, psychotherapy, diagnosis and treatment of mental, cognitive and behavioral disorders, alcohol and substance abuse, psychological aspects of learning and the use of accepted classification systems. “Diagnosis and treatment” were defined as the appropriate psychological diagnosis and the ordering or providing of treatment according to need, which included (but not limited to) counseling, psychotherapy, marital or family therapy, psychoanalysis and other psychological interventions, including verbal, behavioral, etc. A state board of psychology was established to assist the board of regents with licensing and professional conduct issues. Licensure requirements were established. These include a doctoral degree from a program registered with the NY State Education Department (or the substantial equivalent) and two years supervised employment in appropriate psychological activities or the substantial equivalent, in accordance with the commissioner’s regulations. Additionally, applicants for licensure must pass an examination satisfactory to the board, must be at least 21 years of age, be of good moral character, as determined by the department and pay a fee for admission to the examination and for an initial license and an additional fee for each triennial registration period. There are no citizenship requirements. Limited permits were available to persons licensed in other states or countries, which were valid for a year, after which the applicant had to pass the NY state examination. These were also available to persons who had completed their doctoral degree requirements and were gaining the experience requirements. Exemptions to all of the above requirements are outlined and include persons in the employ of a federal, state, county or municipal agency or other political subdivision, or a chartered elementary or secondary school or degree-granting educational institution, insofar as such activities and services are part of the duties of his or her salaried position. 47 hIStorY oF NYASP Basically, non-doctoral level certified school psychologists are restricted to practice only in their school or other exempt settings, and are prohibited from engaging in independent contracting, either with individuals or with schools, hospitals or agencies. This restriction was not well understood – many school psychologists were not aware of these provisions of the education law. The same applied to school districts and agencies. Or they chose to ignore them. Some districts adopted the practice of contracting with school psychologists from other districts for help cleaning up backlogs of triennial re-evaluations, particularly during the summers. A number of school psychologists earned extra income by contracting with pre-school assessment or other agencies on a part time basis. A number of attempts to obtain clarification of the precise definition and interpretation of what constitutes “salaried employment” have failed to result in definitive information In May, 1992, NYASP published a position paper on independent practice, prepared by the organization’s government relations committee and the legal firm of O’Connell and Aronowitz in Albany. Members of the committee who contributed to this paper were Debra Handel, Chairperson; Jack Kamins, NYASP president, Dirk Hightower, past president; Kevin Bacher, Kevin Coats, David Giannascoli, Robert Johnston, Paul Meller, Peggy Plumeau, Marcia Schaeffer and Cherie Tyler. Counsel members were Peter Danziger, Esq. (who was also NYASP’s lobbyist) and Robert E. Biggerstaff, Esq. Major arguments put forth included: 1. Independent practice would enable school psychologists to provide services under their professional title, to school age children and families after the school day and the school year, enhancing the availability of services and the profession of school psychology. 2. Based on their education and training, the current law allows school psychologists to provide services outside the school system under a different title, such as “therapist”, “counselor”, or “educational consultant”. This is misleading to the public and a disservice to the profession. 3. School psychologists have extensive education, training, experience and understanding of the school as a social system, and family structure which shapes a child’s educational and emotional development. We are uniquely qualified to deal directly and effectively with school-age children’s learning disabilities, emotional, and developmental difficulties. 4. A child in need of psychological services during the day is most likely to also have that need after the school day. While the family may hire a teacher to tutor a student after school hours, it cannot seek additional counseling from a school psychologist. 48 5. Unlike the Masters level speech pathologists, social workers, occupational therapists, etc., school psychologists are the only professionals to be prohibited from using their earned title privately. 6. School psychologists are under-utilized in New York State and there is a severe shortage of school psychologists throughout the state. Independent practice would enhance both the availability of services and the attractiveness of the profession. The following month (June, 1992) a bill was introduced in the state Senate by Senator Stafford, to amend the education law in regard to school psychologists. Listed as TITLE BILL FOR SCHOOL PSYCHOLOGISTS (S. 8633, A. 12282) the bill proposed amending section 7605 of the education law by adding a new subdivision 5 to read as follows: “The activities, services, and use of the title school psychologist on the part of a person who has a permanent certificate as a school psychologist issued pursuant to the regulations of the commissioner.” Section 7605 deals with exempt persons, beginning with the statement: “Nothing in this article shall be construed to affect or prevent”, then has eight sections covering different categories of exempt persons. School psychologists as salaried employees of public schools, municipalities, etc., are cited in subdivision 1 of section 7605. The original subdivision 5 states: “The conduct, activities or services of the clergy or Christian Science practitioner, in the provision of pastoral counseling services within the context of his or her ministerial charge or obligation”. The bill proposes to add the above statement to cover certified school psychologists practicing outside of our exempt settings. With passage of the title legislation, permanently certified New York State school psychologists would be able to use the title and to practice as school psychologists outside of school hours. This bill reached the Higher Education Committees of the Senate and Assembly but remained there at the end of the legislative session, and was not brought to a vote by the entire bodies. There was a concerted effort by the APA state affiliate, NYSPA, to block the bill from being acted upon. As the 21st century began, APA/NYSPA, which primarily represents licensed psychologists, attempted to impose restrictions which would narrowly define the practice of psychology to doctoral level persons. A number of other professional groups (social workers, marriage and family therapists, creative art therapists, psychoanalysts.) developed their own initiatives to define and implement scope of practice in their professions. State Ed responded by stating its unwillingness to work with that number of disparate groups and instructed them to collaborate on an omnibus bill which would cover all of them. School psychology was not represented in the discussions. APA (and its NY affiliate, NYSPA), have always maintained that the entry level for practice NY School Psychologist Volume XXXI, Number 1 hIStorY oF NYASP in any of the sub-disciplines of psychology is the doctorate. Discussion, commentary and debate ensued for several years, at length resulting in the passage of the omnibus bill in 2002. It restricted the practice of psychology, set requirements for Master Social Worker, Licensed Clinical Social Worker, Marriage and Family Therapist, Creative Arts Therapist and Licensed Psychoanalyst, along with establishing the new profession of Licensed Mental Health Counselor. NYASP had attempted to gain our own scope of practice regulation along with licensure through a bill introduced into the NY legislature in May, 1999. This bill was drafted by Peter Mannella of CARR Public Affairs, NYASP’s legislative consultant and lobbyist, with Lynne Thies and Tom Kulaga providing advisement. Senator Dale Volker sponsored the bill in the Senate and Representative Steve Sanders in the Assembly. (S. 8391 / A.5747). The bill provided a statutory definition of “school psychology” and “school psychologist” and prescribed the requirements for individuals to become licensed as school psychologists. These were: (1) filing an application with the State Education Department, (2) having a master’s degree and/or a certificate of advanced studies or the substantial equivalent thereof, (3) two years supervised employment as a certified school psychologist or engagement in appropriate school psychology activities satisfactory to the state committee for school psychologists and in accordance with the commissioner’s regulations, (4) pass an examination satisfactory to the state committee (described above) (5) be at least 21 years of age (6) meet no requirements as to United states Citizenship, (7) be of good moral character as determined by the department (8) Pay a fee of $115 to the department for admission to a department conducted examination, and a fee of $155 for license renewal after each triennial registration period, (9) continuing professional education: as a condition of renewal of licensure, complete not less than 20 hours of continuing competency activities annually during each registration period. Once again, NYASP’s bill was referred to the Higher Education Committees, but was not acted upon before the end of the legislative session. It was reintroduced in subsequent legislative sessions, again remaining in the Higher Education Committees at the close of each year’s session. In 2007 George Lattimer came on as the major sponsor of our bill in the Assembly. In the elections of 2009 Democrats won control of the New York State Senate and Senator Volker was no longer in a position to be the primary sponsor of our bill. He announced his retirement from public office in May, 2010. The current sponsor of the bill in the Senate is John Flanagan (R, Suffolk County), while George Lattimer (D, Westchester County) was elected to the State Senate and remains a co-sponsor. The bill was reintroduced in January of 2012, and again in January of 2013, with Linda Rosenthal (D, NY County) as the sponsor in the Assembly and Michael Miller (D, Queens) as co-sponsor. NY School Psychologist Volume XXXI, Number 1 Requirements for licensure have become more specific than in the original bill, with the added stipulation that education must include a minimum of 60 graduate hours. The course of study must cover the areas of (1) biological, social and cultural bases of development, (2) psychopathology and exceptionality in learning and behavior, (3) assessment and appraisal of learners in home and school contexts, (4) consultation and collaboration in family, school and community systems, (5) effective instruction and development of cognitive and academic skills, (6) prevention and treatment of behavioral and emotional disorders and deficits, (7) school organization, curriculum, policy and law, (8) research and program evaluation (9) professional and ethical practice of psychology in schools, (10) completion of a 1200 hour supervised internship in school psychology, with no less than 600 hours completed within a school setting. Experience requirements are specified in the current bill as completion of a minimum of 2400 hours of post-master’s supervised experience relevant to the practice of school psychology satisfactory to the board and in accordance with the commissioner’s regulations, such supervised experience which may include 1200 hours completed as part of a program in school psychology. Current fees are $240 for the examination and initial license, along with $85 for each reexamination. The current bill spells out boundaries of professional competency. Outside of these boundaries are the provision of services for serious mental illnesses on a continuous basis without a medical evaluation of the illness by, and consultation with a physician. “Serious mental illness” is defined as schizophrenia, schizoaffective disorder, bipolar disorder, major depressive disorder, panic disorder and obsessive-compulsive disorder. Persons licensed under provisions of this bill are also prohibited from (a) prescribing or administering drugs, (b) using invasive procedures, or (c) being granted hospital privileges. The exemption under which certified, non-licensed school psychologists are permitted to work remains essentially the same as in the original Article 153 of Education Law, enacted in1956. Increasing importance and urgency for certified school psychologists to gain licensure was APA’s proposal in 2007 of a Model Act for State Licensure of Psychologists. This included removal of the exemption from licensure regulations for school psychologists (which the APA governance had actually adopted in 1977). Two periods of public commentary were held during which both NYASP and NASP were key players. Ultimately, APA dropped the part of the proposal that would have eliminated the exemption. An update of the Model Licensure Act was again proposed in 2010, this time not including the removal of the exemption. 49 hIStorY oF NYASP An additional rationale for licensure of certified school psychologists involves the changes to regulations for Medicaid reimbursement to schools for services performed by school psychologists. The Medicaid and Medicare programs came into being in 1965 as Title XIX of the Social Security Act and have undergone numerous revisions in the ensuing years. In 1988, as part of the Medicaid provisions, Congress allowed Local Education Agencies (LEAs) to claim reimbursement for covered related services authorized in an IEP, which included the assessment and mental health intervention services performed by school psychologists. States have discretion in determining which groups their Medicaid programs will cover and the financial criteria for Medicaid eligibility. In the fall of 2008 NASP conducted an informal survey regarding the impact of recent changes in Medicaid reimbursement of school psychological services. Several states do not bill Medicaid for psychological services in the schools. In New York State, all non-doctoral and non-licensed school psychologists were no longer eligible for reimbursement of their services to Medicaid-eligible students, causing local districts to lose one to one and a half million dollars of potential Medicaid reimbursement. If certified school psychologists are able to gain licensure, these funds would once again become available to districts. This was a major component of the rationale for passage of our current licensure bills which were discussed with key members of the New York State Senate and Assembly by a delegation of NYASP Board members on Lobby Day, May 7, 2012 in Albany. Participants were Kelly Caci, Beth Rizzi, Britton Schnurr, Lisa Kilinowski-Press, Andrew Shanock, Kyle Sutton, John Kelly and Pam Madieros (NYASP’s lobbyist). Additional significant talking points included: - Without licensure, school psychologists are getting squeezed and their scope of practice is being limited. - In some cases, school psychologist positions have been cut because the districts are unable to obtain the Medicaid reimbursement. - Many educational professionals, who at the specialist/masters level, have less training than school psychologists, but can be licensed (i.e. social workers). - School psychologists have broad training in both education and psychology, which is not the case with other service providers in the schools who are eligible for licensure. - School Psychologists are leaders in the schools and often the main go-to persons to deal with school crises and work with teachers to implement various interventions. - Outside of NYC, there are few licensed psychologists. (In some counties there are fewer than five and in some, none at all.) - Poverty levels, under the ACA, will be lowered, thus, more children will be Medicaid-eligible. It is in the schools where most children are served. - It would allow more school psychologists to get out of their offices and into the classrooms to do more than just what is mandated by law. Representatives from NYASP met with legislators again on Lobby Day, May 6 of this year. A summary of these discussions will appear in the next issue of The New York School Psychologist. Y Ruth Steegmann is a twice retired school psychologist; in 2001 from the West Seneca Central school district and just recently, from the faculty of the school psychology training program at University at Buffalo. Along with Judy Harwood, she is working on a “History of NYASP”. 50 NY School Psychologist Volume XXXI, Number 1 By Kim D’Imperio, Ayla Mertturk, Elizabeth Tiffany, and Craig Hanthorn, Graduate Student Representatives It was wonderful to see a large number of students in attendance at the Niagara Falls conference. In fact, it was one of the largest numbers of students to attend in a while! We hope that you found the sessions informative and helpful. As always, we are here to facilitate communication between the graduate students of New York and the NYASP board. We welcome any and all feedback on the student strand of the conference. As a reminder, the 2012 conference student strand consisted of the following workshops: - Tips and strategies to utilize in forming your resume, interviewing, and searching for jobs StudeNt Forum Did you find these workshops helpful? Did you miss one that you would be interested in attending in the future? Tell us what you think! Graduate students can contact their NYASP student representatives or their university’s student liaison to express any concerns about past or future NYASP conferences. Does your university have a student liaison? Do you know who it is? If the answer is no, please contact us at [email protected] for more information. Student liaisons are representatives of their respective School Psychology programs. Information is passed along to the liaisons to be disseminated to students in their programs. Interested? Contact us! - Preparing for the PRAXIS II exam in school psychology - Applying for NCSP when graduating from a non-NASPapproved program - Finding creative solutions in the job market with a School Psych skill set New York State School Psychology Graduate Training Programs 1. Adelphi University (MA) 2. Alfred University (MA/CAS; Psy.D.) 3. Brooklyn College (MS Ed/CAS) 4. College of New Rochelle (MS) 5. College of Saint Rose (MS Ed/CAS) 6. Columbia University, Teachers College (MS Ed, Ph.D., Ed.D.) 7. CUNY – Graduate Center (Ph.D.) 8. CUNY – Queens College (MS Ed/CAS) 9. Fordham University (Ph.D.; PD; BiPD) 10. Hofstra University (Ph.D.; Psy.D.) 11. Iona College (MA/CAS) 12. Long Island University – Brooklyn (MS Ed) 13. Long Island University – Westchester (MS Ed) 14. Marist College (MA/CAS) 15. Mercy College (MS/CAS) 16. Niagara University (MS/CAS) 17. Pace University (MS Ed; Psy.D.) 18. St. John’s University (MS; Psy.D.) 19. Roberts Wesleyan College (MS/CAS) 20. Rochester Institute of Technology (MS/CAS) 21. SUNY Albany (Psy.D./CAS) 22. SUNY Buffalo (MS/CAS; Ph.D.) 23. SUNY Oswego (MS/CAS) 24. SUNY Plattsburgh (MA/CAS) 25. Syracuse University (Ph.D.) 26. Touro College (MS) 27. Yeshiva University (Psy.D.) NY School Psychologist Volume XXXI, Number 1 51 tom’S teCh tAlk Managing Your Digital Footprint: Think Before You Post By Tom Kulaga The New York State Office of Cyber Security recent newsletter on digital footprint offers good advice for all of us. Digital footprint refers to the compilation of content on the Internet that can be associated with you and, thus, potentially available to anyone performing a search on you. The list of possible content visible online is endless (e.g., your family videos on YouTube, your comments on a news article or blog, vacation photos on Flickr, your posts on Facebook and Twitter). Why should you be concerned about the information available online about you? While these bits of information may seem innocuous on an individual basis, when pieced together they create a composite profile that could be used by cyber criminals. The more information about you on the Internet, the more information that is accessible for social engineering and identity theft. Additionally, this content may be accessed at some point by an outside source doing an assessment of you, whether it be for college admissions or a new job. Can you do anything to manage your digital footprint? Yes. By reviewing the tips and recommendations below, you can help minimize your online exposure and possibly reduce the risk of identity theft. Keep in mind, once information is posted on the Internet, it may be impossible to remove it. Map Your Footprint. Before you can start reducing and cleaning your digital footprint, you should know what it currently looks like. Make a list of all social networking sites that you've signed up for, any websites where you've had an account in the past and all the user names or aliases you have used on the web. Using your name, other personal details, and the information from your list, do a few searches on multiple search engines and you'll get a good idea of how big or small your digital footprint is. Take Control of Your Privacy. Once your footprint is mapped, you can start to clean it up. Perhaps you found a few social networking posts that were available to the public, or maybe a few photos that you would rather not have everyone see. Most social networking sites have varying levels of privacy controls, so you can change a few settings and restrict access. 52 Manage Your Interactions with Others. Be careful about how you interact with others online. Be selective about which venues you participate in. If you regularly contribute to blogs or message boards, consider how your statements might be interpreted by others. Be cautious about referencing your place of employment or your job function as this might be used for social engineering and other scams. Use Caution on Social Media and Networking Websites. Use the available privacy controls to limit and control access to your information. Do not post any inappropriate photos, comments, status updates or other content. Think before you post. Recommendations • Clean up your footprint. Remove any photos, content and links that are inappropriate or reveal too much information. • Be selective about who you authorize to access your information. • Monitor comments made by others. • Consider using the “block comments” feature or setting your social networking profile to “private” so only designated friends can view your information. • Think before you post. For More Information OCS Newsletters: http://www.dhses.ny.gov/ocs/awareness-training-events/news/ MaximumPC: How To Erase Your Digital Footprint: http://www.maximumpc.com/article/features/how_erase_your_di gital_footprint Washington Post: Beware of Privacy Policies: Time to Clean Up Your Digital Footprint: http://www.washingtonpost.com/ lifestyle/style/beware-of-privacy-policies-time-to-hide-your-digital-footprint/2012/01/31/gIQADI7PnQ_story.html Tom Kulaga is a School Psychologist in the Marlboro Central School District, a past-president of NYASP, and the webmaster of www.nyasp.org. NY School Psychologist Volume XXXI, Number 1 What About Those New Tests? By Merryl Bushansky, Psy.D. the ethICS CorNer By the time you read this, the annual rite of passage for preschoolers, Kindergarten Screening, will probably have come and gone. Hopefully, it went smoothly but for some of you, it may have been a difficult or uncomfortable situation. ing tests and assessments. You may be told that the district can’t afford it this year. You may need to negotiate or compromise, perhaps offering to share the kits instead of purchasing one for each elementary school in your district. A popular assessment tool for this annual activity came out with its 4th Edition in 2011. You probably used the 3rd Edition when you held your screening in the spring of 2012 which was ok since it had been less than a year since the newer version had been released. This year, however, the new instrument has passed its first birthday and accepted practice is to no longer use the outdated tests after one year of the publishing of a new assessment. Your administrators may still deny your request to purchase the new materials. Long time readers of my columns and Position Papers may be familiar with what I have advocated in the past, to use a different assessment measure instead of the outdated test. That may not be practical when it comes to Kindergarten Screening. Another option would be to refuse to use the outdated test but then you run the risk of being perceived as insubordinate. So what’s a school psychologist who is well versed in best practice and ethical guidelines to do? Hopefully, your district has purchased the new measure. If not, perhaps you can bring the issue to the attention of those responsible for purchasing assessment materials as it is possible that they may be unaware that the new version has been published. You may need to explain why this is necessary since not all administrators are well versed in psychometrics, norming procedures and the rationale for periodically updat- So what should you do? I’m sure you are well aware that most Ethics and Professional Practices issues are not black and white and there are often no easy answers. I believe it’s important to raise the issues however, and start the conversation… 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] 53 NY School Psychologist Volume XXXI, Number 1 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 Andrew Shanock, President-Elect [email protected] 7318 Vic Court Schenectady, NY 12303 518-817-3692 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 Aimee Lepsch [email protected] Christine Metzger (co-rep) [email protected] D Monroe, Ontario, Seneca, & Wayne Victoria Mosetti [email protected] (D alternate OPEN) Lawrence Pelkey [email protected] 315-668-1796 h / 315-253-0361 w Kara McCarten-May (co-rep) [email protected] 315-427-6958 F (B Alternate OPEN) Erie, Genesee, Niagara, Orleans, & Wyoming Cayuga, Cortland, Madison, Oneida, Onondaga, & Oswego Fulton, Hamilton, Herkimer, Montgomery, Saratoga, Warren, & Washington Eliane Hack [email protected] 518-879-5494 (F Alternate OPEN) G 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 54 NY School Psychologist Volume XXXI, Number 1 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 (I Representative OPEN) N (I Alternate OPEN) J Shauna Maynard (co-rep) [email protected] 518-330-6553 K Tiffany Sivco (alternate) [email protected] 845-235-5830 L (Second alternate OPEN) O Dutchess, Greene, Orange, Sullivan, & Ulster Heather Dahl [email protected] 845-987-9234 Putnam, Rockland, & Westchester Robert Meagher [email protected] 917-561-8098 c Elzbieta Black (alternate) [email protected] 718-549-2714 h / 718-696-6010 x2551 w Albany, Columbia, Schenectady, Schoharie, & Rensselaer Katherine Kelly [email protected] New York City (Manhattan, Brooklyn, The Bronx, Queens, and Staten Island) P Nassau Michael Amorgianos [email protected] 917-549-4999 (O Alternate OPEN) 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] 914-693-6300 x2280 w 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. 2011-2013 Student Reps 2012-2014 Student Reps Kim D’Imperio [email protected] 315-664-0194 Liz Tiffany [email protected] 315-558-2329 Ayla Mertturk (alternate) [email protected] 917-574-3124 Craig Hanthorn (alternate) [email protected] 419-236-4981 NY School Psychologist Volume XXXI, Number 1 55 exeCutIve boArd dIreCtorY Executive Committee (2012-2014) President President-Elect Andrew Shanock [email protected] 7318 Vic Court Schenectady, NY 12303 518-817-3692 Peter Faustino [email protected] 1 Old Orchard Rd, Rye Brook, NY 10573 914-417-7661 c / 914-241-6119 w Treasurer Treasurer-Elect Lynette Maheu [email protected] 205 Yorkshire Rd, Rochester, NY 14609 315-569-7813 c Kelly Caci [email protected] 25 Shadowood Ln New Windsor, NY 12553 845-567-4815 h / 845-563-3715 w Cindy Burns-McDonald 414 Elizabeth St, Ogdensburg, NY 13669 315-393-4992 h / 315-393-0900 x248 w Secretary Michelle Storie [email protected] 8772 Wedgefield Lane, Cicero, NY 13039 315-450-5269 Arielle D’Aprile [email protected] 216 Main Street # 30, Nyack, NY 10960 Past-President Newsletter Editor NASP Delegate 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 2013 Ernie Collobolletta ∙ [email protected] 914-761-3411 Mitch Samet ∙ [email protected] 914-980-0722 Conference 2014 Flora Covey ∙ [email protected] 518-369-9803 Conference 2015 Michelle Storie [email protected] ∙ 315-450-5269 Jennifer Meyers [email protected] 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 John Kelly ∙ [email protected] 631-912-2122 Beth Rizzi ∙ [email protected] 914-475-8155 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 Urban Initiatives open position Website Listserves Tom Kulaga ∙ [email protected] 845-790-4382 h / 845-236-8000 x1913 w Bullying/School Voilence Prevention TSP-NY to NYASP Kelly Caci ∙ [email protected] 845-567-4815 h / 845-563-3715 w John Kelly ∙ [email protected] 631-912-2122 Liaisons & Affiliates Archivist Lisa Kilanowski [email protected] 716-553-4977 RTI Amy Piper ∙ [email protected] 56 Amanda Nickerson ∙ [email protected] Andrew Shanock ∙ [email protected] 518-817-3692 NYASP to NYSCEA Student Representatives Bruce Weiner [email protected] 413-738-5488 h / 518-658-2515 x222 w Mark Terjesen ∙ [email protected] 718-990-5860 NY School Psychologist Volume XXXI, Number 1 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 • 911 Central Avenue • Suite 118 • Albany, NY 12206 or join/renew online at www.nyasp.org NY School Psychologist Volume XXXI, Number 1 57 New York ASSoCIAtIoN oF SChool PSYChologIStS Non-Profit Organization US Postage 911 Central Avenue Suite 118 Abany, New York 12206 PAID Newburgh, NY 12550 Permit No 8604 Calendar of Events July 22-24, 2013 NASP 2013 Summer Conference Albany, NY October 24-26, 2013 NYASP 2013 Conference White Plains, NY Looking Ahead February 18-23, 2014 November 5-7, 2014 February 17-21, 2015 October 22-24, 2015 February 10-13, 2016 February 21-24, 2017 February 13-16, 2018 NASP 2014 Convention NYASP 2014 Conference NASP 2015 Convention NYASP 2015 Conference NASP 2016 Convention NASP 2017 Convention NASP 2018 Convention Washington, DC Albany, NY Orlando, FL Verona, NY New Orleans, LA San Antonio, TX Chicago, IL Visit our Website: www.nyasp.org Find us on Facebook! Follow us on Twitter! Join the group ‘NYASP’ Like the page ‘NYASP Legislative Forum’ @nyasp