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#psychedpodcast is excited to chat with Dr. Benjamin Solomon, professor in school psychology at the University of Albany, as he advocates against New York’s misguided plan for math instruction.

Petition: https://sites.google.com/view/retract-ny-math-briefs/sign-the-petition?authuser=0

https://nypost.com/2025/10/18/us-news/new-ny-state-math-guidelines-tell-teachers-to-stop-grading-kids-on-speed-solving-problems-because-it-causes-math-anxiety/

https://www.city-journal.org/article/new-york-students-math-scores-numeracy-initiative-briefs

https://www.families4newyork.com/p/the-ny-math-briefs-are-critically

https://www.edweek.org/teaching-learning/new-york-citys-new-curriculum-gets-caught-in-the-math-wars/2025/02

https://www.albany.edu/education/faculty/benjamin-g-solomon

Dr. Solomon joined the faculty in 2015. Prior to joining University at Albany, he was on the faculty at Oklahoma State University where he co-directed the OSU School Psychology Center and helped facilitate implementation of statewide Response to Intervention. His primary research interests include experimental methods and statistics, intervention efficiency/instructional time, and curriculum-based measurement. Dr. Solomon teaches the assessment sequence as well as academic intervention. He also directs New York’s Technical Assistance Partnership for Academics at UAlbany, which works closely with the state’s educational department to promote best practice in academic assessment, instruction, and intervention for students with disabilities.

#psychedpodcast is excited to have Dr. Lockwood back to help us keep an eye on AI. Scroll down to see some articles related to the discussion.

https://www.kent.edu/ehhs/spsy/dr-adam-lockwood https://lockwoodconsulting.net/about

https://lockwoodconsulting.net/blog/category/AI+Ethics Adam B. Lockwood, Ph.D., is an Associate Professor of School Psychology at Kent State University. Adam received his Ph.D. in School Psychology from Northern Arizona University. He also completed a pre-doctoral internship through the Louisiana School Psychology Internship Consortium, as well as a Leadership Education in Neurodevelopmental and Related Disabilities (LEND) post-doctoral psychology fellowship at the University of Kansas Medical Center. Before moving to Ohio, Adam worked as a school psychologist in California and served as a faculty member in the Psychology Department at Western Kentucky University. He has a passion for working with individuals with autism and their families, as well as with Native American stakeholders. Adam’s current research focuses on the role of artificial intelligence in psychological and educational practice. Additionally, Adam serves on NASP’s Artificial Intelligence Taskforce and the Ohio School Health Services Association’s AI/Teletherapy Task Force.

https://claude.ai/public/artifacts/a2f46959-33f4-4d5c-8aa5-df9812b89ab0

https://claude.ai/public/artifacts/1d8862db-e1ee-463d-b6b2-c3807d281799

https://lockwoodconsulting.net

https://www.linkedin.com/in/adam-b-lockwood

https://www.facebook.com/profile.php?id=61559517393918

https://lockwoodconsulting.net/video-game

Lockwood, A., Farmer, R., *Shergill, G., Benson, N., Gilbert, K. (in press). Human vs. machine: Comparing AI-generated and human-written psychological reports. Journal of Psychoeducational Assessment.

https://osf.io/preprints/psyarxiv/kea8t_v1 Farmer, R, Lockwood, A., Goforth, A., & Thomas, C. (2024). Artificial intelligence in practice: Opportunities, challenges, and ethical considerations. Professional Psychology: Research and Practice. 56(1), 19–32. doi.org/10.1037/pro0000595

Lockwood, A., Dillon, C. Farmer, R., & Kubick, R. (2025). Adoption and ethics of AI in school psychology in the 2024-2025 school year: A statewide survey of Ohio practitioners. The Ohio School Psychologist. 69(3). 12-25.

https://doi.org/10.13140/RG.2.2.33499.07209 Farmer, R., Lockwood, A., Floyd, R., & *Sisco, A. (2025). How are school psychologists using artificial intelligence in 2024? A descriptive study. PsyArXiv

https://osf.io/preprints/psyarxiv/cf2m3_v1 Lockwood, A. Brown, J. (2025). Mitigating AI bias in school psychology: Toward equitable and ethical implementation. PsyArXiv. https://osf.io/preprints/psyarxiv/mh4rj_v1. Lockwood, A., Newman, D. S., *Mossing, K.W., *Glubzinski, A., & *Cohen, E. (2025). Human vs. machine: A comparative analysis of qualitative coding by humans and ChatGPT-4. PsyArXiv. https://osf.io/preprints/psyarxiv/8g36r_v1 Lockwood, A., & Castleberry, J. (2024). Examining the capabilities of GPT-4 to write an APA-style school psychology paper. Contemporary School Psychology. doi.org/10.1007/s40688-024-00500-z

#psychedpodcast is so happy to welcome back Dr. Karen Harris! We will be getting some updates on her latest research and also diving into evidence based writing assessment.

https://www.guilford.com/author/Karen-R-Harris Karen R. Harris, EdD, is the Mary Emily Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University, and a former general and special education teacher. Her research focuses on theoretically based interventions for the development of academic and self-regulation abilities among at-risk students and those with disabilities, as well as effective models of inservice teacher preparation for writing instruction for all students. She developed the Self-Regulated Strategy Development model of strategies instruction. The former editor of the Journal of Educational Psychology, Dr. Harris is coauthor or coeditor of several books and over 200 peer-reviewed publications. She is a recipient of the Distinguished Researcher Award for special education research from the American Educational Research Association and the Career Research Award from the International Council for Exceptional Children.

From Retained to Resilient: Living with Disabilities, Defying the Odds, and Redefining School Psychology Practice Please join #psychedpodcast for this informative conversation! In this episode of School Psyched! Podcast, Dr. Gary E. Schaffer joins School Psyched! Podcast to share his experiences navigating the educational system as a student with ADHD, a learning disability, and a physical disability. Now a school psychologist, mental health counselor, and assistant professor of School Psychology at Niagara University, Dr. Schaffer reflects on how early educational experiences—including academic retention, public disclosure of his disability, and lowered expectations—shaped his personal and professional path to challenging systemic barriers in education. The conversation explores the challenges of accessing equitable support in both K–12 and higher education, including ableist policies, bias in standardized testing, and institutional barriers within graduate training and outside of it. Dr. Schaffer also discusses the importance of advocacy, mentorship, and systemic change in the field of school psychology. This episode offers a candid and thoughtful examination of disability, persistence, and the need for inclusive practices in education and psychology. It is intended for educators, practitioners, students, and anyone interested in understanding the lived realities behind disability advocacy and reform.

Biography: Growing up as a struggling student with Attention-Deficit Hyperactivity Disorder and a learning disability, Gary E. Schaffer, PhD, has dedicated his professional life to helping all learners succeed. After earning his bachelor’s degree in special education and English, Gary went on to obtain a PhD in school psychology and become both a school psychologist and a clinical mental health counselor. Before obtaining his PhD, Gary practiced as a school psychologist in school, hospital, and state agency settings for over a decade, primarily working with diverse learners and individuals with developmental disabilities. Currently, Gary is a full-time Assistant Professor at Niagara University, where he teaches graduate students in school psychology and counseling. He has authored numerous scholarly articles, books, book chapters, and programs on topics such as COVID-19, MTSS, autism, disability advocacy, and school psychology leadership, and he has consulted and presented nationally on these subjects. His two most recent books, published by SAGE and Routledge, are Multi-Tiered Systems of Support: A Practical Guide to Preventative Practice and Implementing Universal Social-Emotional Programs: A Step-by-Step Guide for Schools. He also offers consultation and presentations on Multi-Tiered Systems of Support and best practices in prevention under three-tiered frameworks, such as RTI and SWPBS.

#psychedpodcast is excited to have Dr. Poncy and Dr. Duhan back to talk more math! Join us to help drive the conversation! Potential topics include the instructional hierarchy core interventions, the importance of reinforcement/feedback to enhance learning rates, and the role of dose and treatment intensity to support decision making.

https://brianponcy.wixsite.com/mind Brian C. Poncy, PhD., is an Associate Professor in the College of Education at Oklahoma State University. He is a recipient of the 2005 Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychological Association and the School Psychology Review 2015 Honorable Mention Article of the Year. Dr. Poncy’s research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. He teaches classes focusing on the design, selection, implementation, and evaluation of academic interventions and single-case research designs. He has published approximately 20 research articles and book chapters.

Gary J. Duhon, Ph.D., is currently a Professor and Director of Training for the School Psychology PhD program at Oklahoma State University. His areas of research include response to intervention, direct behavioral interventions, academic intervention techniques and increasing treatment integrity of teacher run interventions. Dr. Duhon received his doctoral degree from Louisiana State University. He has worked with individual districts in Oklahoma and Louisiana to enhance pre-referral intervention procedures in an effort to reduce over referral concerns and enhance student achievement. He has also assisted in the design and implementation of response to intervention models in Oklahoma school districts.

Join #psychedpodcast on Sunday! In this episode, Rebecca Comizio, a school psychologist and doctoral student in clinical psychology, introduces listeners to Process-Based Therapy (PBT), a groundbreaking approach reshaping the mental health field. School psychologists will gain insights into how PBT moves beyond traditional diagnostic frameworks to focus on the underlying processes driving individual challenges. By integrating biopsychosocial dimensions and using evidence-based techniques tailored to each student’s unique needs, PBT offers a flexible and personalized framework for fostering resilience and well-being. Whether you’re navigating complex student cases or seeking innovative strategies for intervention, this conversation will inspire you to rethink how change happens in therapy and education.

#psychedpodcast is looking forward to learning from Sahaj Kaur Kohli!

https://sahajkaurkohli.com/about#about

Sahaj Kaur Kohli, MA.Ed&HD, LGPC, NCC is a practicing therapist, writer, and speaker on a mission to make mental health care more diverse, equitable, accessible, and inclusive. As the first in her family to do a lot of things — be born in the West, go to therapy, and marry outside of her religion/race/culture — Sahaj understands the unique struggles of children of immigrants, and she uses her personal experience to create original resources and content for this underserved population. As a therapist, Sahaj helps immigrant families, and adult children of immigrants identify their dominant stories — what they’ve been told, what they tell themselves — when it comes to feeling enough in their differing cultural identities. She also aims to mediate cultural brokering between loved ones to create healthier and more supportive relationships. Prior to becoming a therapist, Sahaj had a 6+ year career in journalism where she worked as a senior editor working closely with a diverse network of freelancers on a daily basis. In this role, Sahaj specialized in mental health and identity-driven content, particularly essays involving disability, mental illness, sexuality/gender, race, and culture. Sahaj’s passion lies at the intersection of narrative storytelling and mental health advocacy. Sahaj continues to write as a freelancer, and she has a weekly advice column with The Washington Post and has a book, But What Will People Say?, coming out in May 2024. In 2019, Sahaj founded Brown Girl Therapy, the first and largest mental health and wellness community organization for children of immigrants. Sahaj takes her role as a community advocate seriously, and through her career development, she has taken on additional roles as speaker, consultant, and educator. In 2024, Sahaj was named a Verywell Mind 25 Honoree. In her various positions, Sahaj aims to help others create healthier, more culturally inclusive relationships, workplaces, and lives.

https://sahajkaurkohli.com/brown-girl-therapy Founded by Sahaj Kaur Kohli, a mental health professional, Brown Girl Therapy aims to destigmatize mental health and promote bicultural identity exploration. The community of over 200,000 exists to remind children of immigrants that they deserve belonging and joy, to encourage growth in connection with others, and to decolonize mental health. Brown Girl Therapy is also a hub for inclusive mental health resources, original narrative storytelling, and intentionally created personal development workshops, discussion-based meetups, and events.

#psychedpodcast is thrilled to have Dr. Thomas back for this discussion! https://www.cbc-psychology.com/cbc-staff/minu-thomas-psyd Minu Thomas, Psy.D. is Director of Consulting Services at CBC where she oversees a large team of trainers and consultants as well as trains and consults to numerous schools, agencies and organizations nationally. She is a licensed psychologist in New York, certified school psychologist in New York and New Jersey, and holds a Diplomate in School Neuropsychology. Dr. Thomas has worked in a range of school settings in New Jersey and New York for the past 15 years as a school psychologist and Chairperson for the Committee on Special Education and Section 504. Most recently, Dr. Thomas was the Director of Pupil Personnel Services. Dr. Thomas has participated in hundreds of Individualized Education Plan (IEP) and Section 504 meetings in both New York and New Jersey with an extensive understanding of IDEA and OCR regulations. While a school psychologist, she served as DBT Team Leader among many other responsibilities there.

Dr. Thomas received a B.S. in psychology from Rutgers University. She received her M.S.E.d in school psychology at Queens College, and educational leadership at Bank Street College of Education. Additionally, she received her Doctor of Psychology degree at the Philadelphia College of Osteopathic Medicine. Her doctoral dissertation was “Program Evaluation of an Executive Functions Intervention at a Middle School Setting” and her master’s thesis was on “Multicultural Competence of School Psychologists and its Effect on Appropriate Service Delivery to Culturally and Linguistically Diverse Students and Their Families.” Dr. Thomas has supervised trainees at the masters and doctoral levels and was previously an adjunct professor at Rutgers University and Iona College. In these various roles, Dr. Thomas has chaired multiple committees, participated in and led numerous professional learning experiences on a wide variety of topics, initiated and supported many broad-based program development projects. She has worked extensively with students, parents, faculty members, administrators, and practitioners about special education, mental health, curriculum and instruction, and diversity, equity and inclusion. Dr. Thomas was instrumental in the implementation of comprehensive school-based DBT and creating a scope and sequence for the universal lessons. She has created and taught an online course on DBT and Diversity, Equity, Inclusion as well as Action Research courses for K-12 educators. Dr. Thomas has conducted district-wide training on multi-tiered systems of support, positive behavior supports, resilience, executive functioning, inclusion, diversity, belonging, & equity.

Dr. Thomas is passionate about supporting the mental health of children and their families through a strength based and culturally responsive lens.

#psychedpodcast is excited to have Dr. Moloney back! Dr. Terry Molony is a former School Psychologist of Year, case-manager and school psychologist in Cherry Hill School District, and Assistant Clinical at the Philadelphia College of Osteopathic Medicine (PCOM). Dr Molony brings a vast school base and counseling experiences through her long-time work in the field and her ability to infuse mindfulness and positive psychology in work. She is an assistant clinical professor in clinical psychology at PCOM.

#psychedpodcast is pleased to speak with Dr. Christina Danko! https://umdadhd.org/christina Dr. Christina Danko is an Assistant Research Professor at the University of Maryland, College Park. Dr. Danko completed her Ph.D. in Clinical Psychology, Child track, at DePaul University in 2014 and completed a clinical postdoctoral fellowship at Mt. Washington Pediatric Hospital in 2015. Dr. Danko’s research interests focus on the effectiveness of evidence-based treatments for families with young children and understanding the mechanisms of change in these treatments. Dr. Danko’s research interests also include developmental psychopathology, parent-child relationships, and the dissemination and implementation of evidence-based interventions.

Here is the 30% off discount code for listeners: ASPROMP8

Join #psychedpodcast as we catch up with Dr. Branstetter! https://rebeccabranstetter.com/ Rebecca Branstetter Ph.D., is a school psychologist, speaker, and author on a mission to help children be the best they can be in school and in life by supporting school psychologists, educators, and families. A sought-after speaker and national media expert, Rebecca’s expertise in supporting school psychologists, parents, teachers, and students in the public school system has appeared in various publications, including Huffington Post, NPR, CNN, Washington Post, and Parents Magazine. She and her husband are proud parents to two daughters and two furry husky dogs in the San Francisco Bay Area.

Come chat on DBT!

https://www.cbc-psychology.cognitivebehavioralconsultants.com/cbc-staff/minu-thomas-psyd

Minu Thomas, Psy.D. is Director of Consulting Services at CBC where she oversees a large team of trainers and consultants as well as trains and consults to numerous schools, agencies and organizations nationally. She is a licensed psychologist in New York, certified school psychologist in New York and New Jersey, and holds a Diplomate in School Neuropsychology. Dr. Thomas has worked in a range of school settings in New Jersey and New York for the past 15 years as a school psychologist and Chairperson for the Committee on Special Education and Section 504. Most recently, Dr. Thomas was the Director of Pupil Personnel Services in Edgemont School District. Dr. Thomas has participated in hundreds of Individualized Education Plan (IEP) and Section 504 meetings in both New York and New Jersey with an extensive understanding of IDEA and OCR regulations. While a school psychologist at the Bronxville School District, she served as DBT Team Leader among many other responsibilities there. Dr. Thomas received a B.S. in psychology from Rutgers University. She received her M.S.E.d in school psychology at Queens College, and educational leadership at Bank Street College of Education. Additionally, she received her Doctor of Psychology degree at the Philadelphia College of Osteopathic Medicine. Her doctoral dissertation was “Program Evaluation of an Executive Functions Intervention at a Middle School Setting” and her master’s thesis was on “Multicultural Competence of School Psychologists and its Effect on Appropriate Service Delivery to Culturally and Linguistically Diverse Students and Their Families.” Dr. Thomas has supervised trainees at the masters and doctoral levels and was previously an adjunct professor at Rutgers University and Iona College. In these various roles, Dr. Thomas has chaired multiple committees, participated in and led numerous professional learning experiences on a wide variety of topics, initiated and supported many broad-based program development projects. She has worked extensively with students, parents, faculty members, administrators, and practitioners about special education, mental health, curriculum and instruction, and diversity, equity and inclusion. Dr. Thomas was instrumental in the implementation of comprehensive school-based DBT and creating a scope and sequence for the universal lessons at Bronxville School. She has created and taught an online course on DBT and Diversity, Equity, Inclusion as well as Action Research courses for K-12 educators. Dr. Thomas has conducted district-wide training on multi-tiered systems of support, positive behavior supports, resilience, executive functioning, inclusion, diversity, belonging, & equity. Dr. Thomas is passionate about supporting the mental health of children and their families through a strength based and culturally responsive lens.

https://www.cbc-psychology.com/cbc-staff/lindsay-boudreau-ma-cas-lpc

Lindsay Boudreau, LPC, is a full-time School Consultant at CBC. Lindsay is a certified school psychologist and a licensed professional counselor who has experience working with students and school staff of all grade levels. Lindsay completed her bachelor’s degree at Loyola University where she majored in Psychology and minored in Spanish. She earned her master’s degree in School Psychology from Fairfield University. Lindsay is intensively trained in Dialectical Behavioral Therapy (DBT) and Cognitive Behavioral Therapy (CBT). She comes to CBC having worked in several school districts in Connecticut over the past eight years. Her work involved implementing a variety of social-emotional interventions for a wide range of students. She also conducted comprehensive psycho-educational evaluations, developed Individualized Education Plans (IEP) and 504 accommodation plans, and provided individual and group counseling. While working within school settings, Lindsay developed and implemented district-wide Dialectical Behavioral Therapy (DBT) classes as well as companion parent and teacher trainings. She led parent and staff workshops on developmental and social-emotional topics. She was an active member of the school district’s Yale Center for Emotional Intelligence Ruler Committee. Lindsay has also worked as a Licensed Professional Counselor in private practice for five years. Lindsay’s clinical practice was rooted in evidence-based treatments including DBT and CBT. She worked with a variety of populations including adults and children diagnosed with anxiety, depression, ADHD, learning disabilities, grief, trauma, and self-harm.

#psychedpodcast is excited for a great conversation! https://www.stacywilliamsphd.com/

Dr. Stacy A. S. Williams is the Director of New York State Education Department multi-tiered system of supports-integrated (MTSS-I) center located at the University at Albany, an adjunct associate professor and Director of Field Training at Marist College in Poughkeepsie, NY, a Licensed Psychologist, Nationally Certified School Psychologist, and Permanent Certified School Psychologist in New York State. Her years of working with groups of K-12 at-risk learners in both urban and rural communities have provided her with clear insights into the frustrations, challenges and joys of working as a school psychologist with limited resources. Dr. Williams has consulted with Instructional Support Teams (IST) in upstate New York and Bridgeport, CT working closely with school psychologists, general educators, administrators, and support staff integrating RTI initiatives at the IST level. Additionally, Dr. Williams has consulted internationally, bringing RTI strategies to rural classrooms in Jamaica. Dr. Williams has extensive experience collecting and managing systems’ data and developing whole class or individual interventions. In the past, Dr. Williams and her students at the University at Albany have worked with New York State Behavior Specialists helping them deliver effective Positive Behavior Intervention Support (PBIS) training to identified districts and schools in New York State. Dr. Williams’ area of research focuses on how to effectively communicate research findings to teachers and Local Educational Agencies (LEAs) and supporting teachers through consultation and the development of “responsive PD” as they deliver Tier 1 and 2 supports. Dr. Williams is also involved in social justice initiatives, training and research at the tertiary level. As a founding member of Creating Inclusive Communities (CIC) and inaugural director of Marist College Diversity Leadership Institute (MCDLI) at Marist, Dr. Williams and her colleagues have provided diversity and equity training to faculty and staff to support diversity and inclusion activities in the classroom and in the wider campus community. Dr. Williams regularly provides training in social justice, creating inclusive classrooms, academic and behavioral interventions, data-based decision-making for teachers, and university/school partnerships. Dr. Williams is an immigrant from Jamaica, who is proud of her birth land’s accomplishments on the world stage (i.e., track & field). She welcomes any opportunity to share the beauty of her homeland with others.

https://apps.nasponline.org/professional-development/asi/speaker-bio.aspx?id=182 https://www.linkedin.com/in/carleta-joseph-a14732b4?original_referer=https%3A%2F%2Fwww.google.com%2F

Carleta Joseph is a certified school psychologist with knowledge in applied behavior analysis, higher education administration, program evaluation and grants management. She has a passion for parent and family advocacy as well as transition services for students with disabilities, the advancement of Black School Psychologists nationwide and leadership development opportunities for women of color. She currently serves as the President of the New York Association of School Psychologists (NYASP) and is the co-founder and Chief Financial Officer (CFO) for the Black School Psychologists Network (BSPN, Inc).

Join #psychedpodcast Sunday for a special episode featuring Dr. Peter Faustino, NASP President! In these challenging times for education, we know Dr. Faustino will be able to share messages of hope and resilience for school psychologists and educators. We look forward to discussing: • The crucial role of school psychologists as agents of positive change • Strategies for maintaining focus on well-being amid uncertainty • The power of relationships and collaboration in educational settings Don’t miss this conversation that will surely remind us of our potential to make a difference. Tune in to find community and renewed purpose and optimism for our vital work in supporting all students!

#psychedpodcast is excited to welcome Dr. Hugh Catts! This presentation begins with a discussion of the primary characteristics of dyslexia. The dimensional nature of reading/spelling and its implication for the identification of dyslexia is considered. Next, a multifactorial causal model is presented that highlights the risk and resilience factors associated with dyslexia. This is followed by a discussion of the negative impact of dyslexia on academic achievement, psychosocial development, and quality of life. Finally, a prevention model is presented that discusses how early identification and intervention can significantly reduce the negative consequences associated with dyslexia. Dr. Catts is Professor of the School of Communication Science and Disorders at Florida State University. His research interests include the early identification and prevention of reading disabilities. He is a past board member of the International Dyslexia Association and past board member and President of the Society for the Scientific Study of Reading. He has received the Samuel T. Orton Award from the International Dyslexia Association and the Honors of the Association from the American Speech-Language-Hearing Association for his career contributions in each of these disciplines. His current research concerns the early identification of reading and language disabilities and the nature and assessment of reading comprehension problems.

Last school year #psychedpodcast co-host Rachael went through a 504 hearing as a parent in support of her child with a 504 plan. Hear about that experience, with legal commentary and opinions from Lloyd Donders, special education law attorney! Bring your legal questions and let’s see where the conversation goes.

We were lucky enough to have Mr. Donders on twice before: https://www.youtube.com/live/86kDi_tlH90?si=YmTlJlhXlDrF43e7 https://www.youtube.com/live/btM6PM4El0Q?si=xysjq8788waxOdaY

https://specialedlegalinfo.com/ Lloyd’s first exposure to Education Law was back in 1996. He started as a litigation attorney, but it wasn’t until his wife and he learned that they had a child with special needs that he found his true passion. He had to advocate and, at times, battle for their child to get his needs met by his school. As difficult as it was for him, an attorney, to fight for his son’s rights, it made him appreciate how many families were struggling even more with this. It can be overwhelming. It was this realization that led him to change his practice to Special Education almost eight years ago. He understands what parents of children with disabilities are going through because he went through it; and is still going through it.

Lloyd earned his Juris Doctor from Brooklyn Law School and a Bachelor’s degree from Binghamton University. He is a member of the New York State Bar Association’s Elder Law & Special Needs Section, its Special Education Committee, and the Council of Parent Attorneys and Advocates (“COPAA”). He is admitted in New York State and the U.S. District Courts for the Southern and Eastern District of New York. Lloyd frequently gives presentations to parents and professionals on special education topics and makes regular appearances on podcasts and video podcasts. He lives in Hastings-on-Hudson with his wife and two children.

Join #psychedpodcast as well welcome back fellow school psych, Jenna! You can catch our first episode on ClickReport here: https://www.youtube.com/live/Xl-DgSKMZQ4?si=YrSjuUv93X6_hPR7

Read her story here:

MY NAME IS JENNA AND I HAVE BEEN YOU…

I know how it feels. I entered the field of school psychology because I wanted a career that was intellectually stimulating and allowed me to reach my ultimate goal—helping as many kids as possible. I loved being a school psychologist in the field, however, I often got frustrated about the guilt I felt from not being able to do more to help my students and schools. I felt like I was armed with the knowledge and ability to do so, but my time ended up spent mostly on the monotonous tasks within report writing.

In July of 2016, I went on maternity leave with my first child and began to worry about being able to maintain an appropriate work/life balance when it was time to go back to work. I was gripped with this idea about how to solve the problem of wanting to do the most for everyone with only a finite amount of time per day.

I started to research coding every free moment that I got and began to teach myself how to code. Since this was something very new to me, I was surprised by how much I loved it and how easily I slipped into flow. After a lot of trial and error, I created the first ClickReport smart template and presented my work to my colleagues. I will never forget the silence that seemed to fall upon the room after I was done presenting, then finally one person let out a very long, “WOW”. I will be forever grateful that after that moment my team pushed me to continue to work on this passion project.

I realized that if I could help others be more efficient it would mean that I am indirectly able to help more students. I realized I could make a bigger impact by tackling the problem at the source, and now I am devoting my career to empowering and equipping other educational evaluators to do more and be more for the students who need them.

https://schoolpsychclickreport.com/about/

#psychedpodcast is so excited to have Dr. Imad Zaheer back! Tune in Sunday night for a great conversation.

https://www.researchgate.net/profile/Imad-Zaheer

https://pubmed.ncbi.nlm.nih.gov/37561430/

https://docs.google.com/presentation/d/1rbuh09fPWnYu-5L1ESA2X1xUxSimwOYz/edit?usp=drive_link&ouid=104669229091021738930&rtpof=true&sd=true

https://drive.google.com/file/d/1B7URpsooWueVyalpW1gu7-48FklcIp4h/view?usp=drive_link

Dr. Imad Zaheer is an Assistant Professor of School Psychology in the Department of Psychology, at St. John’s University. Dr. Zaheer is a pediatric school psychologist and has worked on numerous projects in clinics, hospitals, and public and alternative school settings that involve direct and indirect (consultation) services across individual, group (classrooms) and systems level. His areas of interest are in developing assessments and interventions for children with emotional and behavioral challenges and creating comprehensive school-based prevention programs by integrating school mental health (SMH), social emotional learning (SEL) and school-wide positive behavioral interventions and supports (SW-PBIS). For his work in these areas, Dr. Zaheer was awarded the Council for Exceptional Children’s (CEC) Professional Performance Award in 2019. Additionally, Dr. Zaheer sits on the steering committee for the national group, Family School Community Alliance (FSCA), which is an organization dedicated to creating robust collaboration and engagement across schools and families/community settings. Dr. Zaheer is the co-founder of the Nurturing Environments Institute (NEI).

Join #psyched podcast as we speak with our NASP president!

https://www.nasponline.org/about-school-psychology/media-room/files/meet-the-2023%E2%80%932024-nasp-president-dr-andrea-clyne

Andrea Clyne, PhD, LP, is President of the National Association of School Psychologists (2023–2024) and a licensed school psychologist with over 30 years of experience as a school-based practitioner in Colorado. Andrea has spent many years working with her educator colleagues to advance safe and welcoming school environments, equitable practices, and multitiered systems of support (MTSS). Her leadership experiences include serving as district lead school psychologist; leading her school’s special education, PBIS, and MTSS teams; and serving on her district MTSS team. Advocating at the school, district, state, and national levels has reinforced her beliefs that change is possible, that everyone can be a change agent, and that building relationships is critical to success. Active in her state association leadership for 20 years, Andrea developed a passion for promoting the comprehensive school psychologist training and role. Andrea has also maintained a clinical practice, providing evaluations and psychotherapy for children, teens, and their parents. Before becoming NASP President, Andrea served for nearly a decade in NASP leadership in various roles, including as Colorado Delegate, NASP Practice Model Committee Chair, 2020 Practice Model Revision Writing Team Lead (as part of NASP’s 2020 Professional Standards revision), Western Delegate Representative, and President-Elect on the NASP Board of Directors. Throughout her presidency, Andrea hopes to shine a light on school psychologists’ important role as champions on behalf of students and for improving school and community systems to enable all students to thrive. In addition to her professional interests, Andrea loves music, reading, hiking, dancing, and spending time with her husband, daughters, family, and friends.

Join us as #psychedpodcast talks with Dr. Poncy and Dr. Duhon on math!

https://brianponcy.wixsite.com/mind

Brian C. Poncy, PhD., is an Associate Professor in the College of Education at Oklahoma State University. He is a recipient of the 2005 Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychological Association and the School Psychology Review 2015 Honorable Mention Article of the Year. Dr. Poncy’s research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. He teaches classes focusing on the design, selection, implementation, and evaluation of academic interventions and single-case research designs. He has published approximately 20 research articles and book chapters.

Gary J. Duhon, Ph.D., is currently a Professor and Director of Training for the School Psychology PhD program at Oklahoma State University. His areas of research include response to intervention, direct behavioral interventions, academic intervention techniques and increasing treatment integrity of teacher run interventions. Dr. Duhon received his doctoral degree from Louisiana State University. He has worked with individual districts in Oklahoma and Louisiana to enhance pre-referral intervention procedures in an effort to reduce over referral concerns and enhance student achievement. He has also assisted in the design and implementation of response to intervention models in Oklahoma school districts.

Join #psychedpodcast as we welcome doctors Lockwood and Farmer! Hear about some interesting studies looking at the use of AI in school psychology

https://www.kent.edu/ehhs/spsy/dr-adam-lockwood

https://scholar.google.com/citations?view_op=view_citation&hl=en&user=E_cOHe4AAAAJ&sortby=pubdate&citation_for_view=E_cOHe4AAAAJ:q3oQSFYPqjQC

https://www.memphis.edu/psychology/people/faculty/farmer.php

Dr. Lockwood received his Ph.D. in School Psychology from Northern Arizona University. He also completed a pre-doctoral internship through the Louisiana School Psychology Internship Consortium at Louisiana State University’s School of Allied Health Professionals, and a Leadership Education in Neurodevelopmental and Related Disabilities (LEND) post-doctoral psychology fellowship at the University of Kansas Medical Center – Center for Child Health and Development. Prior to joining the faculty at Kent State University, Dr. Lockwood worked as a school psychologist in California and as a faculty member in Western Kentucky University’s Psychology Department. He has a passion for working with individual with autism and their families, as well as with Native American stakeholders. Dr. Lockwood’s research focuses on improving educator training with an emphasis on evidence-based assessment and inclusive practices.

Dr. Farmer’s research program focuses on defining, describing, and understanding low-value practices (i.e., psychological and educational practices that are unvalidated, ineffective, harmful, or unnecessary), as well as what maintains their use amongst practitioners and educators. Concurrently and relatedly, he is interested in meta-science in school psychology and is exploring replication practices, publication processes, and evidence standards in the field. His past research has focused on assessment science, with emphasis on the psychometric properties of intelligence and adaptive behavior assessment. Dr Farmer employs a variety of research methodologies, including factor analysis, diagnostic accuracy estimation, delphi and survey designs, and systematic review. He has been supported in his work by the Oklahoma Department of Mental Health and Substance Abuse.

Please join #psychedpodcast for this important topic with Dr. Paula Gill Lopez

https://facultyprofile.fairfield.edu/?uname=pgilllopez

Paula Gill Lopez received her Ph.D. from the University of California, Berkeley. While working as a school psychologist in Richmond, CA, she co-wrote curriculum and conducted workshops in cultural awareness, anger management, conflict mediation, and gang violence prevention for the West Contra Costa Human Relations Department. In 1994, Paula was hired at Fairfield and is now an Associate Professor, chair of the Department of Psychological and Educational Consultation and directs the school psychology program. She has presented nationally and internationally and published articles on dropout and bullying prevention, mentoring, and social-emotional learning. In 2008 she attended her first mindfulness conference – Hearts & Minds – at Georgetown University and found her personal and professional passion. Since then Paula has attended many mindfulness conferences and retreats and has trained in several major programs, including Mindfulness-Based Stress Reduction (MBSR), Mindfulness in Education (MiEN), Mindful Schools, and Inner Resilience. She has presented self-care and mindfulness workshops throughout the state of CT and nationally. Paula authored a two-part article on self-care published in the December 2016 and January/February 2017 issues of the National Association of School Psychologists Communique’, which currently has over 300 reads. She was an invited the National Association of School Psychologists (NASP) Annual Convention in Atlanta in 2019. She has written blogs and two book chapters on self-care, as well as recorded a podcast. She and her student research team are currently compiling data that investigates the benefits of practicing self-care and mindfulness for school practitioners, graduate students, and whole school climate. The research teams have presented at state and national conferences, and published findings. She has lobbied NASP to include self-care in the revised Professional Ethics document coming out in 2020. Paula is a PREPaRE trainer, teaching prevention, preparation, intervention, and recovery of crisis to students and community members. She is the chair of the CT School Safety & Crisis Response Committee.

#psychedpodcast is excited for a great episode! Please join us as we chat with Natasha Daniels

https://www.anxioustoddlers.com/
https://hillchildcounseling.com/

Great topic! Join #psychedpodcast as we chat.

So happy to have Dr. Lisa Kelly-Vance back on #psychedpodcast! https://www.unomaha.edu/college-of-arts-and-sciences/psychology/about-us/directory/kellyvance-lisa.php

Jeff Bostic, MD, EdD, is a member of the child psychiatry faculty at Georgetown University Hospital, active in the intake clinic, DC MAP consultation program to primary care clinicians, and consultation to local DC schools. He remains affiliated with Harvard/Mass General Hospital, where he was the Director of School Psychiatry from 1997-2016. Dr. Bostic remains active on the American Academy of Child and Adolescent Psychiatry (AACAP) Committees for Schools and for Continuing Medical Education, and an assistant editor of their Journal. He received his MD and doctorate in education at Texas Tech University, psychiatry training at Timberlawn/UT Southwestern-Dallas, and child psychiatry training at the Harvard MGH/McLean program. His clinical and research interests include school consultation and enhancing mental health, police training to improve child/adolescent interactions, and sports psychiatry.

https://psychiatry.georgetown.edu/faculty/

#psychedpodcast is so happy to have Dr. McGill back!

https://education.wm.edu/ourfacultystaff/faculty/mcgill_r.php

Biography

#psychedpodcast is always thrilled to chat with Dr. McClure!

#psychedpodcast can’t wait to chat with Dr. Robin Codding again!

https://drive.google.com/file/d/1h2CbmFQ30agErTqoM83fYXZJeXlqdRoU/view?usp=drivesdk

https://bouve.northeastern.edu/bchs/directory/robin-codding/

https://www.guilford.com/author/Robin-S-Codding

Robin S. Codding, PhD, BCBA, is Professor of School Psychology in the Department of Applied Psychology at Northeastern University. She has served as Associate Editor of Journal of Behavioral Education, Journal of School Psychology, and School Psychology Review, and is a recipient of the Lightner Witmer Award from Division 16 (School Psychology) of the American Psychological Association. Dr. Codding’s research focuses on the development and evaluation of school-based interventions, the factors that contribute to student responsiveness to intervention, and strategies to support intervention implementation. Her work has emphasized academic interventions and associated assessment for data-based decision making, particularly in the area of mathematics. She has authored more than 50 articles and book chapters.

#psychedpodcast is so happy to have one of our all-time favorite guests back on! Dr. VanDerHeyden is an expert on MTSS and all things math! https://www.springmath.org/amanda-vanderheyden

No guest this week but please join us as we chat a bit! We would love to hear thoughts on topics/guests as well as how your year is going!

Matthew Bocchi is a survivor of devastating loss, emotional and psychological trauma, and sexual assault. He began speaking in front of high school audiences throughout the tri-state area, delivering a message of hope and perseverance. The awestruck reception led him to write his debut memoir, SWAY, the first story told by a child of 9/11. He is in long-term recovery, with plans to continue writing and speaking about inspiration and resilience.

https://matthewjohnbocchi.com

Ned Johnson is an author, speaker, and the founder of PrepMatters, an educational company providing academic tutoring, educational planning and standardized test prep. A professional “tutor-geek” since 1993, Ned has spent nearly 50,000 one-on-one hours helping students conquer an alphabet of standardized tests and honing his insights on communicating with students and parents. A battle-tested veteran in the fields of test preparation, anxiety management, and student performance, Ned coaches kids how to manage their stress while simultaneously motivating and empowering them to reach their full potential. Ned has written for the New York Times, The Telegraph, U.S. News & World Report & The Washington Post and co-authored three books, including the national best-seller The Self-Driven Child. Stop by his Twitter page to say hi!

Tiktok – @theothernedjohnson

Other mentions: Lisa Damour – previous School Psyched Podcast appearance – Episode 23

Lisa Damour – https://drlisadamour.com/

Lisa Damour’s podcast – https://drlisadamour.com/resources/podcast/

Join #psychedpodcast (even if you missed us for part 1!) as we dig further into Hacking Deficit Thinking!

https://www.10publications.com/hacking-deficit-thinking

Join us as we chat with the 23-24 NASP President Elect!

https://partalks.parinc.com/par/speakers/view/468

Peter Faustino, PhD, has been working as a school psychologist for more than 20 years. He is currently the New York delegate for the National Association of School Psychologists and a past president of the New York Association of School Psychologists. Dr. Faustino joined the Bedford Central School District in 2003 to work at the Fox Lane Middle School, where he cofounded the Student Clubs for Autism Speaks (SCAS). SCAS helps further the mission of Autism Speaks through education, awareness, and friendship. Dr. Faustino also maintains a private practice with the Developmental Assessment and Intervention Center (DAIC) in Bedford Hills, NY, where he specializes in adolescent issues, anxiety disorders, and autism. He presents frequently at national conferences, schools, and parent organizations.

#psychedpodcast is excited to chat with Dr. Nelson!

https://www.centerforchilddevelopmentwa.com/the-center-for-child-development/stephanie-nelson.html

Stephanie Nelson, Ph.D., ABPP, ABPdN is a licensed clinical psychologist who is board certified in pediatric neuropsychology and in clinical neuropsychology. She provides comprehensive neuropsychological assessments of children, adolescents, and young adults experiencing a wide range of cognitive, developmental, social, and emotional issues. Examples of issues she can help with include attention or organizational problems, thinking or processing differences, cognitive profiles associated with a medical condition, language or memory difficulties, sensory problems, friendship struggles, and anxiety or depression. Dr. Nelson specializes in assessment of very complex children whose multifaceted challenges have been difficult for families and other professionals to untangle. She also provides autism evaluations using the Autism Diagnostic Observation Schedule, Second Edition (ADOS-2). Her research focuses on improving assessment methods for children with neurodevelopmental challenges and their families, and making sure that reports are clear, comprehensive, and useful for the doctors, therapists, and teachers who work with these children. In the community, Dr. Nelson frequently presents to parent and educator groups on topics such as executive functioning, information processing, and learning.

#psychedpodcast is jumping into a book study discussion! Pick up a copy of Hacking Deficit Thinking by Drs. McClure and Reed and join in on our conversation. Join us even if you haven’t had a chance to give it a read, you may be inspired to pick it up.

https://www.10publications.com/hacking-deficit-thinking

Join #psychedpodcast as we speak with Dr. Christner on CBT!

https://podcasts.apple.com/us/podcast/psyched-to-practice/id1640575595

https://www.cognitivehealthsolutions.com/care_team.html

Dr. Christner founded Cognitive Health Solutions, LLC in 2009, following years of part-time private practice. He provides a variety of services to patients at Cognitive Health Solutions, LLC, including psychological testing, psychotherapy, and consultation. Dr. Christner is a Licensed Psychologist and a Licensed Professional Counselor in Pennsylvania.

Dr. Christner is recognized on a state, national, and international level, as he has published and presented on a number of topics including cognitive-behavioral therapy (CBT), school-based mental health, and neurocognitive-oriented psychological assessment. He has published numerous books in the field of psychology and education, including Anxiety Disorders in the Classroom: An Action Plan for Identification, Evaluation, and Intervention (2011; with Drs. Jessica Bolton and Jacqlyn Zarraba), Building Professional Competencies in School Psychology (2010; with Drs. Timothy Lionetti and Edward Snyder), Guide to Early Psychological Assessment with Children and Adolescents (2010; with Dr. Arthur Freeman, Mr. Corey Nigro, and Mr. Taymoor Sadar), Cognitive-Behavioral Interventions for Educational Settings: A Handbook for Practice (2006; with Drs. Rosemary Mennuti and Arthur Freeman), Handbook of Cognitive-Behavior Group Therapy with Children and Adolescents: Specific Settings and Presenting Problems ( 2007; with Drs. Jessica L. Stewart and Arthur Freeman), and School-Based Mental Health: A Practitioner’s Guide to Comparative Practices (2009; with Dr. Rosemary Mennuti). Dr. Christner is also the series coeditor School-Based Practice in Action book series, which is published by Routledge Publishing.

Dr. Christner has been acknowledged for his professional and clinical work. In 2003, Lincoln Intermediate Unit No. 12 (LIU) presented him with the “LIU School Psychologist of the Year Award.” In March 2005, the Association of School Psychologists of Pennsylvania (ASPP) acknowledged Dr. Christner for his work in school psychology by naming him “Pennsylvania School Psychologist of the Year.”

#psychedpodcast is excited to speak with Dr. Fabiano on ADHD!

https://case.fiu.edu/about/directory/profiles/fabiano-gregory.html

Dr. Fabiano is a professor of psychology at Florida International University (FIU). He is a core faculty member in the Clinical Science in Child in Adolescent Psychology Doctoral Program and the Center for Children and Families (CCF).

His program of research has focused on the development, validation and implementation of effective assessments and interventions for children with attention-deficit/hyperactivity disorder (ADHD) and their families. He has expertise in assessment and intervention development and implementation for youth with ADHD. This has included the development a rating scale teachers and parents can use to indicate impairment in daily life functioning, a parenting intervention for fathers of children with ADHD, a school-based behavioral intervention for children with ADHD in special education placements and an intensive psychosocial intervention for novice teen drivers with ADHD. He has served as principal investigator or co-investigator on multiple clinical trials that investigated psychosocial and/or pharmacological treatments for ADHD, and these studies have included multiple designs (single-subject, cross-over, between group, adaptive treatment).

#psychedpodcast is excited to have Dr. Scott Poland on to discuss this topic!

https://psychology.nova.edu/faculty/profile/poland.html

Dr. Scott Poland is a Professor in the College of Psychology and is the Co-Director of the Suicide and Violence Prevention Office at Nova Southeastern University in Fort Lauderdale, FL. Dr. Poland is a licensed psychologist and an internationally recognized expert on school safety, youth suicide, self-injury, bullying, school crisis prevention/intervention, threat assessment and parenting in challenging times. He has authored or co-authored five books and many chapters and articles on these subjects and has served as a legal expert in a number of lawsuits.

He also recently co-authored the Suicide Safer Schools Plan for the state of Texas and the Crisis Action School Toolkit-Suicide for the state of Montana. He previously directed psychological services for Cypress-Fairbanks ISD in Texas for 24 years and is a past President of the National Association of School Psychologists and a past Prevention Division Director of American Association of Suicidology. He is very dedicated to prevention and has testified about the mental health needs of children before the U.S. Congress on four occasions. He is a founding member of the National Emergency Assistance Team and has personally assisted school communities after many tragedies including 16 school shootings. Most recently in 2018, he has been assisting the Jordan School District in Utah, which experienced a suicide cluster, and the Broward School District in Florida after the school shooting in Parkland. He recently provided a presentation in South Florida on parenting in a challenging world that was attended by more than 2,000 parents. He is known for his dynamic and practical presentations. He has received many awards, including being named the most outstanding psychologist in Texas. Dr. Poland also has received the Houston Wage Peace Award and the Parkland Helping the Community Heal Award.

Join #psychedpodcast as we chat with Dr. Kappus on vocabulary!

https://www.jacksonville.edu/directory/ellen-kappus.php

https://www.researchgate.net/profile/Ellen-Kappus-2

https://www.linkedin.com/in/ekappus

#psychedpodcast is pleased to welcome Dr. Berens!

https://www.drkimberlyberens.com/

Kimberly Nix Berens, Ph.D., is a scientist-educator and Founder of Fit Learning. She co-created a powerful system of instruction based in behavioral science and the Technology of Teaching, which has transformed the learning abilities of thousands of children worldwide, including those who are struggling, average, gifted, or learning disabled. For more than 20 years, her system of instruction has produced one year’s worth of academic growth in only 40 hours of training. Her learning programs effectively target such essential areas as early learning skills, basic classroom readiness, phonemic awareness, reading fluency, comprehension, inferential language, basic and advanced mathematics, logical problem solving, grammar, and expressive writing. From her early beginnings in a broom closet at the University of Nevada – Reno, Dr. Berens has helped grow Fit Learning to an organization with more than 30 locations worldwide. She currently lives in Long Island with her husband and two children, where she oversees Fit Learning locations in Long Island, New York City, and Connecticut. Blind Spots: Why students fail and the science that can save them is her first book.

Join the #psychedpodcast discussion about report writing! How do we make sure our reports are useful? Relevant? Realistic? Positive? Efficient? Able to be understood?

#psychedpodcast is thrilled to have Dr. Karen Harris on! Join us to learn about SRSD (Self-Regulated Strategy Development).

https://srsdonline.org/srsd-deep-dive/

https://search.asu.edu/profile/1980816

Dr. Karen R. Harris is ASU Regents Professor Emeritus and the former Mary Emily Warner Endowed Professor of Education. Her experiences tutoring inner city children in Chicago during high school significantly impacted her future and contributed to a lifelong commitment to social justice. She has worked in education for more than 40 years, initially as a general education teacher in a coal-mining town in West Virginia, and then as a special education teacher in Nebraska for students ages 13-21 with learning, emotional, behavioral, and/or cognitive challenges. Dr. Harris has chosen throughout her teaching and research career to work in schools in high poverty areas due to her commitment to improving teaching and learning for all students. Achieving equitable and quality education for all students is one important aspect of achieving social justice.

Her research focuses on validating instructional approaches derived from integrating multiple theoretical views and evidence-based practices, as well as effective PD for these approaches. Schools, administrators, and teachers Dr. Harris and her teams collaborate with are partners in studying improvements in teaching and learning. When an approach or set of strategies is proven to work, all teacher and student materials are provided free to all administrators, literacy and curriculum leaders, coaches, and teachers in these schools, as is practice-based PD at no cost.

Dr. Harris developed the Self-Regulated Strategy Development (SRSD) model of strategies instruction, which has been deemed evidence-based in both special and general education. She can be contacted for a list of free and low-cost SRSD resources. She and her colleagues voluntarily support two nonprofit organizations dedicated to scaling up SRSD in schools, thinkSRSD (https://www.thinksrsd.com/) and SRSDonline (https://srsdonline.org/). SRSD has been most extensively researched in the area of writing and close reading for writing, although researchers have also addressed reading, math, and homework. Currently, SRSD instruction results in the largest effect sizes of any approach to writing instruction studied. Over 100 studies in over 12 countries have been reported. Her current research focuses on continued refinement of SRSD; practice-based professional development in SRSD for special and general educators; validating writing strategies in areas not yet addressed; development of new writing and reading strategies to address close reading and writing to learn; technology supported SRSD instruction; and integrating SRSD instruction with evidence-based practices in handwriting, spelling, sentence construction, and vocabulary in 1st and 2nd grade.

Dr. Harris is a former editor of the Journal of Educational Psychology and was lead editor of the APA Educational Psychology Handbook. She has authored 14 books and more than 200 peer-reviewed articles and chapters in special education, general education, and educational psychology. She is a Fellow of both the American Educational Research Association and the American Psychological Association and has served in leadership roles for AERA, APA, and CEC. Awards include the Council for Exceptional Children Career Award for Research, the AERA Division C Scribner Award for a program of work that has significantly influenced thinking and research in the field of learning and instruction, the AERA Division K Exemplary Publication Award for research in professional development, and the Kauffman-Hallahan Distinguished Researcher Award from the Division for Research of CEC.

#psychedpodcast is pleased to welcome Ben Sedley to speak on ACT and Exposure Response Prevention (ERP) in relation to OCD!

https://bensedley.com/workshops

Ben Sedley, PhD, is a clinical psychologist and acceptance and commitment therapy (ACT) practitioner with over fifteen years of experience working with adolescents and adults facing mental health difficulties. Sedley’s research and practice has focused on examining children and young people’s understanding of mental health, which has helped guide him on the best ways to explain mental health concepts and ACT to young people. He is author of the teen self-help book, Stuff That Sucks.

Join #psychedpodcast as we welcome back Dr. McGill! He’s here to chat about the state of school psychology training programs as well as the replication crisis!

https://education.wm.edu/ourfacultystaff/faculty/mcgill_r.php

Ryan J. McGill is Associate Professor of School Psychology and Chair of the Department of School Psychology and Counselor Education at William & Mary. Prior to W&M, he was a faculty member in the school psychology programs at Texas Woman’s University and Chapman University and was a practicing school psychologist in Southern California for several years. In addition to his current appointment, he is a Nationally Certified School Psychologist (NCSP), and a Board Certified Behavior Analyst (BCBA-D).

Dr. McGill regularly presents his scholarship at international, national and regional conferences and his work has been published in a variety of journals. He is also an editorial board member for several well respected school and assessment psychology related journals. In 2017, he was selected to participate in the School Psychology Research Collaboration Conference (SPRCC), sponsored by the Society for the Study of School Psychology, as an early career scholar and in 2018, he was an invited participant to the Institute of Education Sciences Advanced Training Institute on Single-Case Research Methods. Additionally, he is the recipient of several early career and research related awards.

SPP 152: Hacking Deficit Thinking With Byron Mc Clure And Kelsie Reed

#psychedpodcast is thrilled to be chatting with Dr. McClure and Dr. Reed!

https://www.hackingdeficitthinking.com/

Dr. Byron McClure, D.Ed., is a nationally certified school psychologist and founder of Lessons For SEL. He uses research and human-centered design thinking to build empathy, ideate, co-create solutions, and design equitable resources that put the needs of people front and center. While formerly serving as the assistant director of school redesign at a high school in Southeast, DC, he reimagined social-emotional learning within an inner-city community.

Dr. Kelsie Reed, Ph.D. is., a nationally certified school psychologist who, presently works at the elementary school level in Prince George’s County Public Schools in Maryland. She graduated from Loyola University Chicago in 2020 and was the recipient of two university awards for her dissertation titled, “Investigating Exclusionary Discipline: Teachers, Deficit Thinking, and Root Cause Analysis.”

#psychedpodcast has so many questions on progress monitoring. How many data points do you need? How frequent? How do you use rate of improvement numbers? How do you set appropriate goals? Where can you find norms? How do you know what to monitor?

We can think of nobody better to ask than Dr. VanDerHeyden and Dr. Burns! Please join us as we welcome them back for an informative episode.

https://www.springmath.org/amanda-vanderheyden

https://education.missouri.edu/person/matthew-burns/

Join #psychedpodcast as we touch base to discuss how this school year is looking! Teacher shortages. Support staff pulled to cover classes. No bus drivers. COVID. How are you managing? Come chat with us live!

Join #psychedpodcast as we continue to build our ACT (Acceptance and Commitment Therapy) skills! We are pleased to welcome Dr. Tamar Black to speak with us.

Tamar is an Educational & Developmental Psychologist who is an expert in Acceptance and Commitment Therapy (ACT) with children, adolescents and young adults. She has worked as a school psychologist for 19 years and in private practice for 20 years, and has extensive experience providing counselling, conducting assessments, and supervising psychologists.

Tamar is also trained in Compassion Focused Therapy and Cognitive Behavioural Therapy (CBT). She helps her clients achieve great results quickly, teaching life skills they can use for other issues in the future. Tamar works closely with parents, giving them quick and simple strategies to reinforce what she has taught their child. This helps the child take on the strategies learnt in therapy as part of their coping tool kit.

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#psychedpodcast is honored to have Dr. Malone back on! Please join us in welcoming NASP’s President Elect

https://profiles.howard.edu/profile/47076/celeste-malone

Celeste Malone, PhD, MS, is an associate professor and coordinator of the school psychology program at Howard University. She received her PhD in school psychology from Temple University in Philadelphia, PA. Prior to obtaining her doctorate, Dr. Malone received her MS in school counseling from Johns Hopkins University. Her primary research interest relates to multicultural and diversity issues embedded in the training and practice of school psychology. Specifically, Dr. Malone focuses on multicultural competence, the ability to work effectively with diverse populations through the application of cultural knowledge and to demonstrate awareness of and sensitivity to cultural issues. The overarching themes of her research are as follows: 1) development of multicultural competence through education and training, 2) diversification of the profession, and 3) the relationship between culturally competent practice and PK-12 student outcomes. Related to her interest in professional issues in school psychology, Dr. Malone has continuously held leadership positions in psychology professional associations. She currently serves on the National Association of School Psychologists (NASP) Board of Directors as the strategic liaison for the social justice strategic goal. In that capacity, Dr. Malone works closely with NASP boards and committees to develop and implement programs and activities to address social justice issues in school psychology and education. Additionally, Dr. Malone is an elected member of the American Psychological Association (APA) Board of Educational Affairs, the governance group which develops policies for education and training in psychology.

We are excited to welcome Dr. Caren Baruch-Feldman back to talk about resilience and the Resilience Workbook for Kids, coauthored with our very own Rebecca!

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#psychedpodcast is excited to welcome Dr. Melissa Bray and colleagues! Melissa A. Bray is a Professor and the Director of the School Psychology program within the Neag School of Education at the University of Connecticut. She is a Fellow of both the American Psychological Association and the American Psychological Society. Dr. Bray is an elected member of the Society for the Study of School Psychology. She is licensed as a psychologist in the State of Connecticut, holds national certification in school psychology, state certification in school psychology, and licensure in speech language pathology. Since receiving her doctorate in 1997, she has published or has in press over 200 articles, chapters, and reviews in the professional literature along with many books; further she has presented over 150 scholarly papers at national and international conferences. In several studies on faculty productivity it was determined that Dr. Bray was the first or second most prolific contributor to the 5 primary journals in school psychology. Further, she serves as associate editor of the International Journal of School and Educational Psychology and has served as an associate editor of School Psychology Quarterly. Of interest, she is the co-editor of the first Oxford handbook of school psychology. She has also guest edited numerous issues of Psychology in the Schools including topics on video self-modeling, behavior disorders, positive psychology, statistical reform, childhood obesity, counseling, social emotional disorders, equity-based practice, and autism spectrum disorder. As co-principle investigator, she has secured over $2 million dollars in student training contracts. Of particular significance, Dr. Bray was the 2003 recipient of the prestigious American Psychological Association Division 16’s Lightner Witmer Award, the Division’s highest honor given to young scholars. She has also been involved in state, national, and international professional associations including service as Vice-President, Social, Ethical Responsibility, and Ethnic Minority Affairs, and President of APA’s Division 16 Executive Committee. Dr. Bray has also served as Division 16’s convention chair, hospitality suite coordinator, chair of the Division’s publications committee, and as a member of the conversation webinar series. She currently is D16 VP for Membership. Her research interests are in the area of interventions for communication disorders mainly stuttering and selective mutism, mind body health, integrated behavioral health care, and physical health and wellness, especially in the areas of asthma and cancer.

https://education.uconn.edu/person/melissa-bray/#

Please join #psychedpodcast in welcoming Dr. Schonert-Reichl!

Dr. Kimberly Schonert-Reichl

Dr. Kimberly Schonert-Reichl is an Applied Developmental Psychologist and a Professor in the Human Development, Learning, and Culture area in the Department of Educational and Counselling Psychology, and Special Education at the University of British Columbia (UBC). She is also the Director of the Human Early Learning Partnership in the School of Population and Public Health in the Faculty of Medicine at UBC. Dr. Schonert-Reichl began her career as a middle school teacher and then was a teacher for “at risk” adolescents in an alternative high school. She received her M.A. from the University of Chicago and her Ph.D. from the University of Iowa. She was a National Institute of Mental Health Postdoctoral Fellow in the Clinical Research Training Program in Adolescence at the University of Chicago and Northwestern University Medical School in the Department of Psychiatry.

Dr. Schonert-Reichl is a renowned expert in the area of social and emotional learning (SEL) research with children and adolescents, particularly in relation to the identification of the processes and mechanisms that foster positive human qualities such as empathy, compassion, altruism, and resiliency. For more than two decades, Dr. Schonert-Reichl’s research has focused on the social and emotional development of children and adolescents in school and community settings. Her current projects include studies examining the effectiveness of classroom-based universal social and emotional learning (SEL) programs including the MindUp, program, the Taxi Dog Educational Curriculum, and the Random Acts of Kindness program. Dr. Schonert-Reichl is also conducting interdisciplinary research in collaboration with neuroscientists and psychobiologists examining the relation of executive functions and biological processes to children’s social and emotional development in school settings.

Dr. Schonert-Reichl has received numerous awards and honors for her work. She is a Fellow of the Mind and Life Institute and a Fellow of the Botin Foundation’s Platform for Innovation in Education. In 2009, Dr. Schonert-Reichl received the Confederation of University Faculty Associations BC (CUFA BC) Paz Buttedahl Career Achievement Award. As the associations highest honor, the award recognizes an individual for sustained outstanding contributions to the community beyond the academy through research or other scholarly activities over the major portion of his/her career. She is also the recipient of the 2007 UBC Killam Teaching Prize in recognition of excellence in undergraduate and graduate teaching, and the 2004 Vancouver School Board Recognition Award for her work promoting social responsibility in students. In 2006, Dr. Schonert-Reichl was on the organizing committee for the visit of the Dalai Lama for the “Vancouver Dialogues,” and was the chair of a dialogue between the Dalai Lama and leading educators, researchers, and policy makers on the themes of cultivating compassion and educating the heart. In 2009, she was again in conversation with the Dalai Lama on the topic of social and emotional learning at the “Vancouver Peace Summit,” and she was then featured in a documentary about the event titled 4 Paths to Peace.

Join #psychedpodcast as we chat with Dr. Max Pearl!

#psychedpodcast is pleased to welcome Dr. John Murphy! John Murphy is a Professor of Psychology & counseling at the University of Central Arkansas, a former finalist for NASP School Psychologist of the Year, and an internationally recognized practitioner, author, and trainer of collaborative, solution-focused approaches with young people, families, and school problems. He taught in public schools before working as a full-time school psychologist in Covington (KY, USA) Public Schools for 13 years. Dr. Murphy continues to provide therapeutic and consultation services to young people, adults, families, schools, and other agencies. His books have been translated into multiple languages, including the recent 3rd edition of the award-winning book, Solution-Focused Counseling in Schools. His work is featured in the NY Times bestseller Switch and the DVD training series, Child Therapy with the Experts. Dr. Murphy serves as a consultant and trainer for the North American Chinese Psychological Association (NACPA) and a Project Director with the Heart & Soul of Change Project, an international research/advocacy group that promotes respectful, client-directed services for marginalized persons of all ages and circumstances. He is a sought-after keynote and workshop speaker who has presented to thousands of helping professionals, teachers, parents, and others throughout the US, Europe, China, Japan, New Zealand, Vietnam, Canada, and elsewhere. His workshops are consistently rated as practical and inspiring. https://www.drjohnmurphy.com/index.html

Due to a scheduling issue, our guest will not be able to join us. But join us to touch base!

#psychedpodcast is so excited to speak with Dr. Robin Codding and Dr. Corey Peltier!

https://www.thescienceofmath.com/

https://bouve.northeastern.edu/bchs/directory/robin-codding/

https://news.cehd.umn.edu/welcome-dr-robin-codding/

https://www.ou.edu/education/people/corey-peltier

Please join #psychedpodcast in welcoming Dr. McClure back!

#psychedpodcast is pleased to welcome back Dr. Zaheer to dive back into ACT (Acceptance and Commitment Therapy)! (catch episode 75 here https://youtu.be/RNeJoTdP4MU)

Dr. Imad Zaheer is the director for the Clinic for Evidence-based Practices in Schools (CEPS), as part of the Secondary and Special Education department. He earned his PhD in Pediatric School Psychology from Lehigh University, followed by completion of his pre-doctoral internship at Centennial School at Lehigh University and post-doctoral fellowship at Devereux’s Center for Effective Schools.

Dr. Zaheer has worked on numerous projects in clinics, hospitals, and public and alternative school settings that involve direct and indirect (consultation) services across individual, group (classrooms) and systems level. His primary research and clinical focus are on developing assessments (with a focus treatment utility) and interventions for children with emotional and behavioral disorders (EBD), integrating school mental health (SMH) and school-wide positive behavioral supports (SW-PBS), and creating comprehensive school-based prevention programs.

https://www.montclair.edu/teaching-and-learning/clinic-for-evidence-based-practices-in-schools/about-us/

#psychedpodcast is excited to connect with Dr. Nisbett!

https://www.richardnisbett.com/ Richard E. Nisbett is one of the world’s most respected psychologists. His work focuses on issues in social psychology and cognitive science.

Richard E. Nisbett has received the Award for Distinguished Scientific Contributions from the American Psychological Association and many other national and international awards. He is a member of the National Academy of Sciences and the American Academy of Arts and Sciences and is a recipient of the John Simon Guggenheim Fellowship. His book The Geography of Thought: How Asians and Westerners Think Differently . . . and Why won the William James Award of the American Psychological Association. That book, as well as Intelligence and How to Get It: Why Schools and Cultures Count and Mindware: Tools for Smart Thinking have been translated into multiple languages. His newest book is Thinking: A Memoir.

Topics he has researched, and which are reflected in his books, include:

What are the basic reasoning processes people use to think about the world?

Why do those reasoning processes so commonly result in errors?

What kinds of social consequences do such reasoning errors produce?

What reasoning processes would avoid those errors?

What is the contribution of genetics vs. the environment in determining intelligence?

Are any of the peoples of the world getting smarter?

What educational practices could be improved to make children smarter?

What can adults do to increase their intelligence?

How should we define rationality?

What kinds of problems are best solved by the unconscious mind?

Do people in different cultures use different thinking procedures?

Do economic systems influence the way people reason?

What are the philosophical implications of answers to questions like these?

https://www.apa.org/education-career/guide/paths/richard-nisbett

#psychedpodcast is so thrilled to have Dr. VanDerHeyden back on!

Special thanks to MedTravelers for sponsoring this episode! https://www.medtravelers.com/SchoolPsyched/

Amanda M. VanDerHeyden, Ph.D. is a private consultant and researcher who has worked as a researcher, consultant, and national trainer in a number of school districts and published more than 60 scholarly articles and book chapters related to RTI.

In 2006, Dr. VanDerHeyden was named to a National Center for Learning Disabilities advisory panel to provide guidance related to RTI. She is associate editor of School Psychology Review, serves on the editorial boards of several journals including School Psychology Quarterly and Journal of Early Intervention, is author of Essentials of Response to Intervention (with Dr. Matthew Burns), and Keeping RtI on Track: How to Identify, Repair, and Prevent Mistakes that Derail Implementation RtI (with Dr. David Tilly) and is co-editor of the Handbook of Response to Intervention.

Dr. VanDerHeyden received the 2006 Lightner Witmer Early Career Contributions Award from the APA for her scholarship on early intervention, RTI, and models of data-based decision making. She serves as research advisor to iSTEEP, a web-based data management system. Amanda lives on the gulf coast, has two young children, and is active in a number of organizations designed to improve educational outcomes locally and nationally.

http://www.rtinetwork.org/about-us/advisory-council/vanderheyden-amanda-m

https://www.springmath.org/about-us

Please join the School Psyched Podcast for a special follow up episode with Dr. Luthar.

Authentic Connections

http://www.suniyaluthar.org/#about

https://view.publitas.com/national-association-of-independent-schools/fall-2020/page/64-65

Suniya Luthar is Co-Founder & Chief Research Officer at Authentic Connections and Professor Emerita at Columbia University’s Teachers College. After receiving her Ph.D. from Yale University in 1990, she served on the faculty of the Department of Psychiatry and the Child Study Center at Yale. Between 1997 and 2013, she was at Columbia University’s Teachers College, where she also served as Senior Advisor to the Provost (2011-2013). Between 2014 and 2019, she was Foundation Professor of Psychology at Arizona State University. Dr. Luthar’s research involves vulnerability and resilience among various populations including youth in poverty, children in families affected by mental illness, and youth and parents (especially mothers) in high-achieving, pressured communities.

Please join #psychedpodcast in this discussion!

Special thanks to MedTravelers for sponsoring this episode! https://www.medtravelers.com/SchoolPsyched/

We are pleased to be speaking with Rosie Cataldo. Rosie Cataldo, serves as a human trafficking consultant, researcher, and prevention educator. Offering communities tools to be safe and to create life-long barriers to traumas is her passion. She is honored to serve as a member of Rotary International’s Global Human Trafficking Task Force and Minnesota’s Human Trafficking Task Force.

Spotlight: Rosie Cataldo’s Mission

https://victor-pacini.mykajabi.com/valyou-project?preview_theme_id=2148800452

Click to access filedownload.ashx

Special thanks to MedTravelers for sponsoring this episode! https://www.medtravelers.com/SchoolPsyched/

#psychedpodcast is excited to have Dr. Evelyn Bilias Lolis with us again!

https://www.drbilias.com/

https://facultyprofile.fairfield.edu/?uname=ebilias

https://www.researchgate.net/profile/Evelyn-Bilias-Lolis

Evelyn Bilias-Lolis currently works at the Graduate School of Education and Allied Professions, Fairfield University, Evelyn’s research interests are in the area of positive psychology in th school, school climate reform, evidence-based interventions, and school based mental health. Her most recent publication is ‘On promoting understanding and equity through compassionate educational practice: Toward a new inclusion’.

Special thanks to MedTravelers for sponsoring this episode! https://www.medtravelers.com/SchoolPsyched/

#psychedpodcast is thrilled to have Dr. Byron McClure back!!

https://www.lessonsforsel.com/founder

Dr. Byron McClure is a National Certified School Psychologist who redesigned a high school in Southeast, D.C. His work centers around influencing change and ensuring students from high-poverty communities have access to a quality education. Dr. McClure has extensive knowledge and expertise in mental health, social-emotional learning, and behavior.

Dr. McClure has done considerable work advocating for healing-centered practices for all students, particularly, for African-American boys. He has designed and implemented school-wide initiatives such as SEL, restorative practices, MTSS, and trauma-responsive practices. As a result of this work, led by Dr. McClure, his school won the 2019-2020 Whole Child Award.

Dr. McClure has presented across the country as a panelist, featured, and keynote speaker. He believes in maximizing everyone’s limitless potential.

Special thanks to MedTravelers for sponsoring this episode! https://www.medtravelers.com/SchoolPsyched/ Join #psychedpodcast to have a conversation about the benefits of play! https://www.playworks.org/about/staff/meet-ceo-founder/ Jill Vialet is the founder of Playworks, the leading national nonprofit leveraging the power of safe, fun, and healthy play at school every day. Playworks creates a place for every kid on the playground to feel included, be active, and build valuable social and emotional skills. Playworks partners with schools, districts, and after-school programs to provide a service or mix of services including on-site coaches, professional training for school staff who support recess, and consultative partnerships.

Special thanks to MedTravelers for sponsoring this episode! https://www.medtravelers.com/SchoolPsyched/

#psychedpodcast is excited to speak with Dr. Steve Graham https://education.asu.edu/about/people/steve-graham

Steve Graham is the Warner Professor in the Division of Leadership and Innovation in Teachers College. For over 40 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. His research involves typically developing writers and students with special needs. Steve is the editor of the Journal of Educational Psychology. He is the co-author of the Handbook of Writing Research, Handbook of Learning Disabilities, APA Handbook of Educational Psychology, Writing Better, Powerful Writing Strategies for all Students and Making the Writing Process Work. He is also the author of three influential Carnegie Corporation reports: Writing Next , Writing to Read, and Informing Writing.

We’d like to thank MedTravelers for sponsoring this episode! https://www.medtravelers.com/SchoolPsyched/ Kick off your school year with #psychedpodcast as we speak with Lenore Skenazy from https://www.freerangekids.com/

https://en.wikipedia.org/wiki/Lenore_Skenazy

#psychedpodcast would like to thank MedTravelers for sponsoring this episode and our endeavor to bring psychs quality PD https://www.medtravelers.com/schoolpsyched/

#psychedpodcast is so excited to chat with Steven Hayes!

About

Steven C. Hayes is a Nevada Foundation Professor of Psychology in the Behavior Analysis Program at the University of Nevada. An author of 46 books and nearly 650 scientific articles, he is especially known for his work on “Acceptance and Commitment Therapy” or “ACT” which is one of the most widely used and researched new methods of psychological intervention over the last 20 years. Dr. Hayes has received several national awards, such as the Lifetime Achievement Award from the Association for Behavioral and Cognitive Therapy. His popular book Get Out of Your Mind and Into Your Life for a time was the best-selling self-help book in the United States, and his new book A Liberated Mind has been recently released to wide acclaim. His TEDx talks have been viewed by over 600,000 people, and he is ranked among the most cited psychologists in the world.

#psychedpodcast would like to thank MedTravelers for sponsoring this episode and our endeavor to bring psychs quality PD https://www.medtravelers.com/schoolpsyched/

Join #psychedpodcast for a conversation with researchers Dr. McGill and Dr. Dombrowski!

http://www.stefandombrowski.com/

https://education.wm.edu/ourfacultystaff/faculty/mcgill_r.php

#psychedpodcast​ would like to thank MedTravelers for sponsoring this episode and our endeavor to bring psychs quality PD https://www.medtravelers.com/schoolpsyched

#psychedpodcast​ is so excited to have a conversation with Kierra Fulmore, founder of School Psych Sistahs! School Psych Sistahs is a nonprofit organization that supports the recruitment, retention and advancement of women of color in the field of School Psychology. Kierra hosts a podcast titled Dear School Psych Sistah. Through authentic dialogue and dialectic discussions, Dear School Psych Sistah invites guests to explore what it is like to be in the profession and identify as a woman of color. Guests reflect on personal triumphs and challenges together to gain insight and perspective.

Kierra Fulmore, Ed.S. is currently working as a School Psychologist in North Carolina. She obtained her graduate degrees from Indiana University in Bloomington, Indiana. Kierra became a School Psychologist because she loves data-based problem-solving and investigating strategies that aid children in their learning. Being an underprivileged youth ignites Kierra’s passion for social justice and culturally affirming practices. She is the founder of School Psych Sistahs, a nonprofit organization that supports women from marginalized backgrounds within the profession of School Psychology. She proudly serves on the Social Justice Ad-Hoc Committee and Professional Learning Committee within the North Carolina School Psychology Association (NCSPA).

https://podcasts.apple.com/us/podcast…​ https://www.facebook.com/groups/schoo…​ https://www.instagram.com/schoolpsych…​ https://anchor.fm/schoolpsychsistahs/…​ https://www.instagram.com/p/CMhibDfBAGr/​ https://education.wm.edu/ourfacultyst…

#psychedpodcast will be chatting with Dr. Shane Jimerson, editor of SPR!

https://www.nasponline.org/about-school-psychology/media-room/press-releases/shane-jimerson-named-new-editor-of-school-psychology-review#:~:text=Shane%20Jimerson%20Named%20New%20Editor%20of%20School%20Psychology%20Review,-In%20This%20Section

Join #psychedpodcast as we welcome Annalise (and maybe her cats too?!?!) back to the podcast to speak on this important topic! Anna is a school psychologist in upstate NY who has been making strides in her own community to promote acceptance and inclusion for all.

Join #psychedpodcast as we speak with the authors of 10 Things Schools Get Wrong (and how we can get them right), Dr. Jared Cooney Horvath and David Bott.

Jared Cooney Horvath (PhD, MEd) is a neuroscientist, educator, and author of the best-selling book Stop Talking, Start Influencing: 12 Insights from Brain Science to Make Your Message Stick. He has conducted research and lectured at Harvard University, Harvard Medical School, the University of Melbourne, and over 250 schools internationally. He currently serves as Director of LME Global: a team dedicated to bringing the latest brain and behavioral research to teachers, students, and parents alike.

David Bott is the Associate Director of the Institute of Positive Education. He is a
sought-after speaker and education consultant who works with government
organizations and some of the world’s leading schools to help guide wellbeing vision and strategy. David sits on the Dubai Future Council for Education and has published in academic journals, industry periodicals, and co-authored the book Teach Positive.

Show Notes:
4:33 – Dr. Carol Dweck
Mindset

The 10 things:
Teacher Expertise
Evidence-Based Practice
Grading
Homework
Mindset
21st Century Skills
Computers
Rewards
Daily Organization
Function

https://www.lmeglobal.net/

Jared Cooney Horvath’s YouTube channel

Jared’s Twitter
David’s Twitter

#psychedpodcast is so excited to be speaking with Dr. McClure about Social Emotional Learning!

Dr. McClure’s Website
6 Minute SEL
Dr. McClure’s Linktree with variety of links
Dr. McClure’s YouTube Channel
National Geographic Article

NASP Exposure Project

Black Lives Matter at School

School Psych Sistahs
School Psychologists for Social Justice
African American School Psychologists

1619 Project
Learning for Justice (Previously Teaching Tolerance)

Dr. Byron McClure is a National Certified School Psychologist. He received his B.S in Psychology from Hampton University and he received his Specialist in School Psychology (S.S.P) degree from Abilene Christian University. Dr. McClure is a recent graduate of Indiana University of Pennsylvania. His doctoral dissertation was an investigation of CASEL SELect programs with minority students from high-poverty communities. He has over six years of practical experience providing psychological services, therapeutic support, and consultative services in a school setting. He is currently licensed to provide psychological services within the school setting in the state of Maryland and the District of Columbia. Dr. McClure also has expertise administering psychological assessments, functional behavior assessments, and developing behavior intervention plans. Further, he has experience working with children who have attention deficit disorders, emotional and conduct problems, executive functioning deficits, learning disabilities, autism, and social-emotional distress. He has served as a PBIS coach and 504 facilitator for the past six years. He has provided consultative services to school teams and administrators to address a range of topics such as; school climate, school discipline, disproportionate discipline practices, and school-wide behavior expectations.

#psychedpodcast is excited for this conversation on resilience!

Authentic Connections

http://www.suniyaluthar.org/#about

https://view.publitas.com/national-association-of-independent-schools/fall-2020/page/64-65

Suniya Luthar is Co-Founder & Chief Research Officer at Authentic Connections and Professor Emerita at Columbia University’s Teachers College. After receiving her Ph.D. from Yale University in 1990, she served on the faculty of the Department of Psychiatry and the Child Study Center at Yale. Between 1997 and 2013, she was at Columbia University’s Teachers College, where she also served as Senior Advisor to the Provost (2011-2013). Between 2014 and 2019, she was Foundation Professor of Psychology at Arizona State University. Dr. Luthar’s research involves vulnerability and resilience among various populations including youth in poverty, children in families affected by mental illness, and youth and parents (especially mothers) in high-achieving, pressured communities.

Please join us for this conversation with Dr. Julie! https://drjulieslittlethings.com/

Have thoughts of practicing outside of the schools but don’t know where to start? Join #psychedpodcast as we speak with Dr. Jeremy Sharp about what it takes to jump into private practice. Dr. Sharp provides resources and advice to private practice psychs via his podcast, The Testing Psychologist, as well as through his FB community.

https://www.thetestingpsychologist.com/category/podcast/

“The Testing Psychologist was born out of those years of pain – feeling overwhelmed, not knowing how to afford testing materials, spending hours and hours away from my family, and struggling to get paid by insurance companies and clients. I’d love to help you avoid the mistakes I made so that you can have a practice that’s meaningful, respectable, and profitable.”

Have you heard of the Science of Reading (SOR) movement? We’ve spoken some about the science behind reading instruction and the process of learning to read in prior episodes. Join #psychedpodcast to hear from Dr. Burns as we distinguish between science and pseudoscience/trends. Post questions live!

Powerpoint: https://drive.google.com/file/d/1gqDLhJY8Ixc1i-ysDX2TQNWhYwUJyaMh/view

https://www.researchgate.net/profile/Matthew_Burns

https://www.guilford.com/author/Matthew-K-Burns

https://education.missouri.edu/person/matthew-burns/

Dr. Matthew K. Burns is a Professor of Special Education and Director of the Center for Collaborative Solutions for Kids, Practice, and Policy (SKiPP). He is a prolific researcher (e.g., published over 200 articles and book chapters, and 12 books), but is dedicated to positively influencing practice in K-12 schools and mentoring the next generation of thought leaders in education. As one of the leading researchers regarding the use of assessment data to determine individual or small-group interventions, Dr. Burns works closely with schools to study and implement response-to-intervention models, intensive reading and math interventions, school-based teams, and generally supporting students with and without disabilities who needs are not being met. He is the immediate Past Editor of School Psychology Review and Past Editor of Assessment for Effective Intervention. Dr. Burns was also a practicing school psychologist and special education administrator before becoming an academic, and served on the faculty of the University of Minnesota for 10 years and Central Michigan University for 5 years.

Hattie https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/

https://charts.intensiveintervention.org/aintervention

https://intensiveintervention.org/

https://ies.ed.gov/ncee/wwc/

Please join #psychedpodcast for a conversation with Karen Gross, author of Trauma Doesn’t Stop at the School Door: Strategies and Solutions for Educators, Pre-K through College.

Trauma Doesn’t Stop at the School Door

#psychedpodcast is excited to speak with Dr. Branstetter!

Rebecca Branstetter, Ph.D., is a school psychologist, speaker, and author on a mission to help children thrive by supporting school psychologists, educators, and families.

She is the founder of The Thriving School Psychologist Collective, an online community dedicated to improving mental health and learning supports in public schools, as well as the co-creator of the “Make It Stick Parenting” course, which provides parents tools to build their child’s social-emotional learning, and the “Peace of Mind Parenting” course to support families during distance learning.

A sought-after speaker and national media expert, Rebecca’s expertise in supporting school psychologists, parents, teachers, and students in the public school system has appeared in various publications, including Huffington Post, NPR, CNN, Education.com, and Parents Magazine.

You might also know her from her first book, “The School Psychologist’s Survival Guide” and her blog, “Notes from the School Psychologist.” She has just released (LITERALLY, TODAY!) her newest book, The Thriving School Psychologist: 4 Steps to Better Time Management, Lower Stress, and More Impact in Your School Community — Beyond Testing.” Today, she’ll be giving us a “sneak peek” at the 4 most common burnout traps for school psychologists…and how to get out of them!

She and her husband are proud parents to two daughters and two furry husky dogs in the San Francisco Bay Area.

Elizabeth C. Hamblet has been a college learning disabilities specialist at the college level for two decades. In addition to working at a university, she is a nationally-requested speaker and Understood expert on preparing students with disabilities for successful college transition. Hamblet is the author of From High School to College: Steps to Success for Students With Disabilities, and her work has appeared in numerous journals and online platforms. Explore her site, http://www.LDadvisory.com, and connect with her at http://www.facebook.com/LDadvisory or Twitter @echamblet.

School Psyched Podcast is excited to speak with Renee Jain, founder of Go Zen:Research-based techniques to help alleviate childhood anxiety and author of the new book, SUPERPOWERED!

Get your school year and your students going in the right direction with some positive psychology strategies from author, school psychologist, and positive psychology practitioner Shira Levy! #psychedpodcast would like to thank Advanced School Staffing for sponsoring this episode and our endeavor to bring psychs quality PD

https://www.advancedschoolstaffing.com/schoolpsyched/

https://www.bmorethrives.org/

https://www.amazon.com/Stan-Four-Fantastic-Powers-Appreciative/dp/1938552652

#psychedpodcast is honored to have Dr. Barrett back for this continued conversation, as well as to welcome Adrianna Crossing and Marie Tanaka!

#psychedpodcast would like to thank MedTravelers for sponsoring this episode and our endeavor to bring psychs quality PD https://www.medtravelers.com/schoolpsyched

https://charlesbarrett.org/about

Adrianna is currently a fifth year doctoral candidate in the school psychology program at Michigan State University. Her research interests include supporting low-income and economically marginalized students and social justice preparation in school psychology graduate programs. Her clinical interests include mood and anxiety disorders, social identity issues, and neuropsychological assessment. She currently works as a program evaluator for a racial justice initiative in the Lansing area, a continuation of several years of work in racial justice programs. Adrianna has been a member of the NASP Social Justice committee along fellow guest Dr. Charles Barrett since 2018. Outside the field of psychology, Adrianna likes to travel with family and friends and go on socially-distanced hikes with her small dog.

Marie is a fourth year doctoral candidate in the school psychology program at the University of Arizona. She is minoring in Social, Cultural, and Critical Theory. Marie’s research interests include: (1) using a critical race theory lens to inform and respond to schoolwide and classroom-level practices in student-teacher interactions; (2) supporting adolescent students from immigrant and refugee backgrounds, and (3) recruitment and retention of graduate students of color in our field. Marie is also committed to the practice of bilingual school psychology, and has been able to learn more about the realities of bilingual practice through her advisor, Dr. Desireé Vega’s research. Marie currently provides services to children and families in English and Spanish at outpatient clinics in the Tucson community. Marie serves as president-elect for APA Division 16’s SASP board and Equity Coordinator for NASP’s graduate student committee. When she is not engaging in her coursework and research, Marie enjoys acro-yoga, crafting, rock-climbing, and going on hikes with her dog.

#psychedpodcast gets to chat with Dr. Reynolds! Come join the fun!

#psychedpodcast would like to thank MedTravelers for sponsoring this episode and our endeavor to bring psychs quality PD https://www.medtravelers.com/schoolpsyched

https://en.wikipedia.org/wiki/Cecil_R._Reynolds https://youtu.be/gUqq7YUD6tY

*Eagle-eyed audience members may have noticed that we inadvertently had two episode 110’s. This episode has been renumbered to correct the numbering.

For the second year in a row, the School Psyched podcast joins Jeremy Sharp of The Testing Psychologist podcast. Rebecca, Rachael, and Eric join Jeremy today for a little crossover episode. The team talked about how to conceptualize gaps in achievement as kids return to school, special ed guidelines for intervention and assessment, teacher mental health, supporting marginalized kids, and a trauma-informed lens for achievement as kids return.

COOL THINGS MENTIONED

• Suniya Luther’s work on faculty and student resilience
• Authentic Connections for student wellbeing
• CASEL
• SAMSHA trauma-informed schools toolkit
• Dr. Caren Baruch Feldman live webinar: Resilience Upon Reentry
• School Psyched! episode w/ Drs. Farmer and Lockwood
• Links on ineffective learning approaches
• The Testing Psychologist Advanced Practice Mastermind
• School Psyched! podcast crossover episode

#psychedpodcast would like to thank MedTravelers for sponsoring this episode and our endeavor to bring psychs quality PD https://www.medtravelers.com/schoolpsyched

We are thrilled to have Dr. VanDerHeyden back to share her knowledge on universal academic screeners, effective practices, and how to make good decisions for students as we head into this new school year. Instructional time is more precious than ever, so schools will be needing to have a strong game plan. And we know the last time we had her on we were tight on time, so bring any remaining questions about math that you may have!

https://www.springmath.com/the-people-behind-spring-math

Join #psychedpodcast with your questions as we chat with Dr. Farmer and Dr. Lockwood, authors of the papers below:

https://www.researchgate.net/publicat…

https://psyarxiv.com/2py3j

https://rfarmerokstate.wixsite.com/main

https://www.wku.edu/psychology/staff/…

#psychedpodcast would like to thank MedTravelers for sponsoring this episode and our endeavor to bring psychs quality PD https://www.medtravelers.com/schoolpsyched

And for a laugh, check out Rachael’s cognitive decision tree here: https://forms.gle/ViAgQwdCU6q4CKD96

Download to edit for your own purposes here: https://docs.google.com/forms/d/1cxa8…

Additional links discussed during the show:

Risk management for teleneuropsychology: https://ce.nationalregister.org/wp-content/uploads/2020/04/Risk-Management-for-Teleneuropsychology.pdf

Tele-autism assessment: UW – COVID-19 TELE-PSYCHOLOGY ASD DIAGNOSTIC CONSULTATION GROUP – free weekly zoom meetings – https://www.washington.edu/calendar/?trumbaEmbed=view%3Devent%26eventid%3D144597065

Vanderbilt Kennedy Center TELE-ASD-PEDS MATERIALS – https://vkc.vumc.org/vkc/triad/covid19/

Brief Observation of Symptoms of Autism (BOSA) – https://www.youtube.com/watch?v=WqzCm8roJy8

Please join us.

https://anagraceproject.org/

https://www.huffpost.com/author/nelba-marquezgreene

Conversation with Dr. Barrett and Dr. Proctor On Racism, Social Justice, Police Brutality, Violence and Systemic Racism #psychedpodcast

https://charlesbarrett.org/about

http://justschoolpsychologists.weebly.com/

APA’s town hall https://www.facebook.com/watch/live/?v=281418503055582&ref=watch_permalink

#psychedpodcast is so pleased to be able to welcome Dr. Amanda VanDerHeyden back to talk about research based methods for instruction, intervention, and assessment in math. Learn about educational myths related to math!

https://www.springmath.com/the-people-behind-spring-math

https://www.researchgate.net/publication/338585344_Belief-Based_Versus_Evidence-Based_Math_Assessment_and_Instruction_What_School_Psychologists_Need_to_Know_to_Improve_Student_Outcomes

https://eric.ed.gov/?id=EJ1173184

https://apps.nasponline.org/professional-development/convention/session-detail.aspx?id=17249

School Climate Research to Practice: a Discussion on School Connectedness with Dr. Evelyn Bilias Lolis on FB Live

Dr. Stefan Dombrowski is joining #psychedpodcast for a discussion that is sure to be interesting!

https://www.rider.edu/faculty/stefan-…

https://youtu.be/W2bKaw2AJxs

#psychedpodcast is so excited to chat with Dr. Katie Dockweiler on this important (and tricky!) topic Dr. Katie Dockweiler is a policy researcher and practicing school psychologist. She is a recipient of the NASP Outstanding Advocate award and currently serves on the Nevada State Board of Education. Dr. Dockweiler proudly serves as Co-Chair of the NASP Communications Committee, alongside many talented colleagues, to promote advocacy and the role of school psychologists across a variety of contexts. Finally, Dr. Dockweiler is the Director of Policy, and Immediate Past-President, of the Nevada Association of School Psychologists. Alison Clark is a practicing school psychologist who has dedicated her career to the academic and social-emotional-behavioral health of students. She has expertise in the areas of organizational psychology in school systems, educator training and staff development, teacher coaching, classroom management, PBIS, MTSS, threat assessment, crisis response, school-based mental health services, and family engagement. She is a certified family wellness instructor teaching healthy family systems and communication skills to parents/caregivers and children. Alison is the recipient of the 2016 Lifetime Achievement Award presented by the Nevada Association of School Psychologists. https://katherinedockweiler.com/ https://www.amazon.com/Multi-Tiered-S…

http://heymancenter.org/people/carla-shedd/

https://www.gc.cuny.edu/Faculty/Core-Bios/Carla-Shedd

https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity/social-justice/unequal-city-book-group-guidance

Dr. Carla Shedd is an Associate Professor of Urban Education and Sociology at CUNY Graduate Center. She received her PhD from Northwestern University and her A.B. in Economics and African American Studies from Smith College. Her research and teaching interests focus on: crime and criminal justice; race and ethnicity; law and society; social inequality; and urban sociology.

Dr. Shedd is passionate about illuminating the plight of urban adolescents who each day confront the paradoxes of:

a school system that can work to educate or criminalize them; 

a police department that can work to protect or harass them; 

and a justice system that can work to rehabilitate or damage them further. 

Dr. Shedd’s first book, Unequal City: Race, Schools, and Perceptions of Injustice, focuses on the city of Chicago. Centrally, the book examines the two institutions that prominently shape the lives of urban youth: the public school system and the criminal justice system. It also highlights the racially stratified social and physical terrain youth traverse between home and school. Shedd’s exploration of the “carceral continuum” is extended in her new research capturing and analyzing the myriad legal and extra-legal attributes that impact juvenile justice processing and dispositions in New York City. Dr. Shedd has been published in various academic journals and edited book volumes. She has also received numerous competitive fellowships and grants from the Russell Sage Foundation, the Ford Foundation, the National Consortium on Violence Research, Columbia University, and Northwestern University. 

For those who may not be familiar with Unequal City, this was our National Association of School Psychologists’ National Book read. Kudos to Dr. Shedd for writing this book and to our association for seeking to impact issues of race and equity. To give a really brief summary, in Unequal City, Dr. Shedd examines the ways in which Chicago’s most vulnerable residents navigate their neighborhoods, life opportunities, and encounters with the law, through illuminating how schools have both reinforced or ameliorated the social inequalities that shape the worlds of students. 

Q: What led to your interest in sociology in general, and more specifically in the areas of justice and educational systems? 

A: Always interested in crime, justice. She joined a project where questions were asked about police and questions of injustice.

Q: Intersectionality. Can you explain that?

A: Overlap of race and gender. Until recently, you had to choose which was more important, race or gender. But really, it’s a combination.

Q: There are vast differences within the school district. There are some better funded schools compared to others. Can you talk about that?

A: Students in more diverse schools seemed to have higher feelings of injustice. Dr. Shedd fought to reveal school names since students moved on in the time of her study. Harper, in particular, had a large swing from 2500 students to being slated for closure.

Q: What can you tell us about the idea of “safe passage”?

A: Adults were placed on the route to school in “dangerous neighborhoods”. Responsible adults were posted on corners where there are concerns. This doesn’t really address the underlying issues. Additionally, students were told to call police if they didn’t feel safe. When asked, students said they wouldn’t call police if they were concerned. We need to address the underlying problems rather than just covering over the problem.

Q: Trust in institutions is different between generations. Can you talk about that?

A: Justice is the lack of a gap between your perceptions of justice and the reality. Students want to trust in institutions but they have difficulty when these things are in conflict. Choice is an area of difference between higher and lower SES.

Q: Can you tell us more about what the  “Carceral continuum” is and perhaps how that may or may not differ from the “School  to Prison Pipeline” concept?

A: There actually isn’t a lot of empirical data to support the School to Prison Pipeline concept. The carceral continuum has been a little better researched, including by Dr. Shedd. She studied the defendants to find the patterns in their experiences. There are certain neighborhoods where judges say they don’t want to send people back to their neighborhoods because they will get in trouble again.

Q: Inequalities between people of color and COVID-19.

A: New York is supposed to be a melting pot but there are big discrepancies between people of color and white people. There are some people who are trying to place individual blame on people of color rather than looking at historic oppression and structural problems. We should provide supports rather than be punitive. Also, black women tend to be essential workers and are thereby at higher risk.

NYC is threatening to use the police against people who are not applying social distancing practices appropriately. Why is everything punitive all the time?

Q: What kind of data collection would be useful to compare when students have been home versus when they come back to school?

A: Direct questions to children. What was helpful? What will you need moving forward? Also, we need to shore up the essential services that are necessary to provide supports rather than be punitive.

Do things not just because we can but because they’re actually helpful.

Q: What is social justice?

A: The alignment with expectations and experiences.

Q: How does systemic racism impact learning dynamics?

A: Not just the content matters, but also the people and ways information is presented. There have been some changes in classrooms in critically analyzing the packaged curriculum. It’s important for us to examine our biases and to understand the differences between cultures. It’s also important to look at both individual differences as well as systemic differences.

What are the opportunities for building up individuals rather than punitive measures?

#psychedpodcast is excited to chat with Sadie Cathcart! Powerpoint: https://drive.google.com/file/d/1S3ab… Sadie C. Cathcart is currently in her fourth year of doctoral studies in school psychology at the University of Massachusetts Boston. She completed her undergraduate studies at Bard College at Simon’s Rock and Lesley University, respectively. Sadie has worked in a variety of roles providing support to students, ranging from counseling and assessment services in a school-based context, to hospital-school consultation. Her research primarily pertains to quality of life and learning opportunities for children with chronic medical conditions, and the relationship between in-school and at-home care for children in need of additional support. A staff writer for an online publication promoting social justice in psychiatry, her passion is to contribute to the reduction of disparities in access to psychosocial care for those historically underserved. Email: sadie.cathcart001@umb.edu https://www.madinamerica.com/author/s…

Missing adult interaction? Come join us to see where people are at and how people are managing.

https://www.txasp.org/assets/docs/COVID-19/ED%20OCR%20OSERS%20Supplemental%20Facts%20Sheet%203_21_2020.pdf?fbclid=IwAR2qDfkoqGpFxERKCXy1EcKYZVJVZFwgAAh9jH_gcp9N3zVJUkiuoMZyrRw

Always a relevant topic at #psychedpodcast! https://www.researchgate.net/profile/… Katie Maki is an Assistant Professor in the School Psychology program at the University of Florida. She earned her Ph.D. in school psychology from the University of Minnesota in 2016. She earned her master’s degree in special education from Vanderbilt University and was a special education teacher in Nashville Public Schools prior to attending graduate school in school psychology. Her research centers on the examination of academic interventions and data-based decision-making within multi-tiered systems of support (MTSS), and the identification of specific learning disabilities. Katie is particularly interested in conceptual, measurement, and practical implementation issues related to SLD identification procedures and how such issues impact identification decision-making. The goal of her academic intervention and SLD identification work is to ensure that all students receive appropriate academic support in schools. She is also currently the associate editor for Assessment for Effective Intervention.

We discuss some of the things psychs can be doing to help during this crisis, resources to share with parents, and to learn how we are taking care of ourselves during this social distancing adventure

Dr. Canivez knows his stuff and #psychedpodcast is excited to chat with him about ethics and test measurement!

#psychedpodcast talks with Dr. Traci Williams! Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6Vkh5ZHNDSS1UZ0V3dXphU0VRRDVLRW1CSjNF/view?resourcekey=0-95XwCyNPHH5ZXCE31Yr6Cw

https://www.pediatrics.emory.edu/divi… Dr. Traci Williams is a licensed psychologist, specializing in child, adolescent, and family psychology. Also an Assistant Professor at Emory University, Dr. Traci utilizes her extensive knowledge to provide clinical services in the Emory University Developmental Progress Clinic (DPC). Working within a multidisciplinary team, she screens for developmental delays and consults on the psychosocial needs of children, typically between 1 and 5 years of age, previously cared for at Emory Regional Perinatal Center’s neonatal intensive care units (NICUs). The patients seen at the DPC are at the highest medical risk for developing long-term disabilities. Dr. Traci has presented to mental health providers, both nationally and internationally, on a broad range of topics related to child development and mental health care access.

Great topic that #psychedpodcast is so excited for! Slides: https://drive.google.com/file/d/0B7Jk… https://psychology.illinois.edu/direc… Brent W. Roberts is a Professor of Psychology in the Department of Psychology at the University of Illinois, in the Social-Personality-Organizational Division. Dr. Roberts received his Ph.D. from Berkeley in 1994 in Personality Psychology and worked at the University of Tulsa until 1999 when he joined the faculty at the University of Illinois, Urbana-Champaign. He received the J. S. Tanaka Dissertation Award for methodological and substantive contributions to the field of personality psychology in 1995. He has since been awarded the Carol and Ed Diener Mid-Career award in Personality Psychology, The Theodore Millon Mid-Career award in Personality Psychology, the Henry Murray Award, and was recently acknowledged by Thomson Reuters as a highly cited researcher for 2016 & 2017 and received an Honorary Doctorate of Psychology from the University of Basel. He has served as the Associate Editor for the Journal of Research in Personality, and Psychological Science, as a member-at-large, Executive Officer, and President for the Association for Research in Personality, as a member of the Data Monitoring Committee of the Health and Retirement Study, and on the Editorial Boards of the Journal of Personality and Social Psychology, Personality and Social Psychology Review, and Perspectives on Psychological Science. He is currently the Chair of the Social and Behavioral Sciences Research Initiative at the University of Illinois at Urbana-Champaign.

#psychedpodcast is excited to speak with Dr. Charles Barrett

Join #psychedpodcast and Dr. Beaujean for part two of stats!

https://www.baylor.edu/psychologyneuroscience/index.php?id=946790
Dr. Beaujean joined the Psychology & Neuroscience department in 2017. Prior to joining, he worked in Baylor’s Educational Psychology department where he created and coordinated the quantitative methods specializations for the doctoral and master’s programs. In addition, he contributed to the school psychology program and served as the program coordinator for two years where he developed the program’s doctoral specialization.

Dr. Beaujean is a prolific scholar, having published 2 books on latent variable models, more than 80 articles and book chapters in peer-reviewed scientific outlets, and presented more than 80 papers/posters at professional conferences. In 2016, he was listed as one of the most prolific faculty members in non-doctoral school psychology programs across the nation, and has won research awards from the American Academy of Health Behavior, American Psychological Association (school psychology division), Mensa Education & Research Foundation, and Society for Applied Multivariate Research. He has been previously awarded funding from the National Institutes of Health, and aided in program evaluations for the National Science Foundation, Inter-American Development Bank, and Lego Foundation. Moreover, multiple organizations and universities have invited him to speak on the issue of data analysis and psychological measurement.

In addition to his scholarship, Dr. Beaujean has extensive experience with psychological assessment in both school and clinical environments. He holds licensure for the independent practice of psychology in Texas. In 2015, his advanced clinical competence was recognized by the American Board of Assessment Psychology when they awarded him a diplomate in Assessment Psychology.

Dr. Beaujean’s research interests are broadly in the field of individual differences. More specifically, he is interested the application of quantitative methods to study human variability, especially as it relates to cognitive ability and educational outcomes.

For additional information about Dr. Beaujean’s research, please see the website for Baylor Psychometric Laboratory. http://sites.baylor.edu/psychometric_lab/

Complete Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6YzU3R1lmcnBrRHZkTWFiN2JYZWMzMUk4S1h3/view?resourcekey=0-NLfWwTPosysAIYkZetibqg

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

Join #psychedpodcast live to hear about this important topic

https://www.eastern.edu/kirby-wycoff

Dr. Farmer is back and speaking on functional analysis!
https://www.researchgate.net/profile/Ryan_Farmer3

#psychedpodcast welcomes Dr. Lisa Kelly-Vance back for another great episode! Powerpoint: https://drive.google.com/file/d/0B7Jk… Referenced blog post on reading instruction https://shanahanonliteracy.com/blog/w…

#psychedpodcast is thrilled to be speaking with Dr. Joel Schneider! https://assessingpsyche.wordpress.com… Powerpoint: https://drive.google.com/file/d/1fLyP…

Rachael, Rebecca, and Eric are joined by an amazing special education lawyer who also has a degree in school psychology! Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6ODN0WVd0R0JOLXV1X3IzamlhT0RvM0dmdFZj/view?resourcekey=0-WzHvmyr-BtTGA4hgZzaSnQ

https://sclscal.org/staff/carl-d-corbin/

#psychedpodcast is so excited to be talking with Dr. Feifer! Steven G. Feifer, D. Ed., NCSP, ABSNP is a nationally renowned speaker in the field of learning disabilities, and has authored six books on learning and emotional disorders in children. He has 19 years of experience as a school psychologist in three different school systems. Dr. Feifer conducts neuropsychological assessments and is director of the neurofeedback program at the Monocacy Neurodevelopmental Center. He is also an adjunct professor at George Washington University, and is a Diplomate and a clinical supervisor with the American Board of School Neuropsychology training program. Dr. Feifer was voted the Maryland School Psychologist of the Year in 2008, and awarded the 2009 National School Psychologist of the Year. In 2011, he was honored as Distinguished Alumni Scholar of the Year by the Indiana University of Pennsylvania College of Education. http://www.schoolneuropsychpress.com/…

Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6a3pIZlhOeFBlbnJSSGM5cTJSMC1fVXZZNkZN/view?resourcekey=0-dJKXcnTe9QhOj6X_8DA5Zg

Lisa Kelly-Vance, PhD, began her career as a school psychologist in Council Bluffs, Iowa, serving children birth through 21 and leading the early RTI initiatives. She is a Professor of School Psychology at the University of Nebraska at Omaha and serves as the program director. Her research and applied interests are assessment and interventions with preschool children in the context of play, mental health in early childhood, school-based academic and social interventions, prevention, and self-care. She is the Past President of the National Association of School Psychologists and her theme was “Unlock Potential: Prevention Is Key.”

https://www.unomaha.edu/college-of-ar…

Terry Molony is a School Psychologist in Cherry Hill, NJ, where she has spearheaded several initiatives in her school including Positive Behavior Supports and a Positive Psychology Club for fifth graders. Terry has been a leader for the National Association of School Psychologists, having previously served as the New Jersey Delegate to NASP, a member of the Executive Council, coordinator for NASP Positive Psychology Special Interest group, and is currently a member of NASP’s Communications Workgroup. In addition, Terry has written several articles for the Communiqué on various topics over the past years. She has been a Prepare trainer for 12 years and has participated in several crisis interventions in her large school district. In addition to being an adjunct faculty member in the School Psychology and an assessment supervisor in the Clinical Psychology Programs at the Philadelphia College of Osteopathic Medicine, Terry has also presented nationally on various topics, including reading, crisis intervention/prevention, counseling techniques, positive psychology, motivational interviewing and mindfulness. Terry was honored to be selected by NASP as the 2014 National School Psychologist of the Year. She infuses Positive Psychology into her everyday activities and practice.

The School Psyched podcast joins Jeremy Sharp of The Testing Psychologist podcast. As one of the only other podcasts out there that’s focused on psych testing, we’ve shared many guests and topics of discussion. Rebecca, Rachael, and Eric join Jeremy today for a little crossover episode. We dive into some of the most common issues in bridging the gap from private practice evals to school services!

COOL THINGS MENTIONED

• Podcast FB page: https://www.facebook.com/SchoolPsychedPodcast/
• Google Drive (currently defunct, but hopefully restored to its full glory soon): https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing
• Backup Google Drive: https://drive.google.com/drive/folders/1q_BeuSF-_WwCNpMvgowQeqLxRs9Aqu97?usp=sharing
• Rebecca’s FB page: https://www.facebook.com/YourSchoolPsychologist/
• Eric’s FB page: https://www.facebook.com/Eric-Elias-School-Psychologist-407423849435166/
• Evidence Based School Psychology FB page: https://www.facebook.com/EBSPsych/
• Sincerely, School Psychologist FB page: https://www.facebook.com/SincerelySchoolPsychologist/
• Said No School Psychologist Ever FB group: https://www.facebook.com/groups/SNSPE/
• Twitter handles:
  • @BeccaComiz Rebecca
  • @EE1SchoolPsych Eric
  • @MrsDonnellyPK12  Rachael

https://www.wral.com/company-awarded-k-3-reading-contrac…/…/

Have you kept an eye on this story over the summer? We’ve got a rock star school psych standing up to advocate for the children of North Carolina. Join us as we chat with Dr. Bartel!

Chelsea Bartel, PhD, is a school psychologist practicing full-time in three K-8 schools in large districts in North Carolina. She also maintains a small private clinical practice where she provides psychotherapy services to primarily adults. Dr. Bartel earned her master’s degree in Clinical Psychology from Washburn University (Topeka, Kansas), and her doctorate in School Psychology at North Carolina State University. She completed year-long internships in clinical psychology at a behavioral health clinic in Kansas City, and in school psychology at a large urban school district in North Carolina. She also completed a post-doctoral fellowship designing and researching the effectiveness of computer games to assess and teach social skills.Her research and practice interests include consultation, psychoeducational evaluation, and increasing the use of evidence-based practices in schools. Dr. Bartel is a member of the North Carolina Psychological Association’s Continuing Education Committee, and she also serves on the leadership team for NC Families for School Testing Reform, a parent advocacy group working for fewer tests, fairer tests, and fruitful tests for students. She has two children, heading into fourth and second grades this year.

#psychedpodcast is excited to speak with Dr. Alfonso! https://www.gonzaga.edu/school-of-edu… Dr. Vincent C. Alfonso, PhD, is a former professor in the Graduate School of Education at Fordham University in New York City and is currently the dean of the School of Education at Gonzaga University in Spokane, Washington. He received his MA in Clinical/School Psychology from Hofstra University in 1987; and later, in 1990, he received a PhD in the same subject. His research interests include: · assessment and Treatment of Preschoolers · psychoeducational Assessment · life Satisfaction and Subjective Well-being · professional training · stressful Life Events, Social Support, and Health He is coeditor of Essentials of Specific Learning Disability Identification and coauthor of Essentials of Cross-Battery Assessment, Third Edition among other books (on SLD and interventions). He is also the former president of Division 16 (School Psychology) of the American Psychological Association, a certified school psychologist, and a licensed psychologist in New York State. In addition, he is a Fellow of Divisions 5 and 15 of the APA.

#psychedpodcast is honored to have rock star advocate Jackie Jackson-Dean who has come under fire for her support of her students yet stands strong. Join us to learn how school psychs can advocate for our LGBTQ+ students. Jackie earned both her Bachelor’s (Special Education) and Master’s degrees (School Psychology) from The Ohio State University. She also holds a Master’s degree in Mental Health Counseling. In addition to being a certified School Psychologist in the state of Florida, Jackie is also a Licensed School Psychologist, a Nationally Certified School Psychologist, and a Registered Mental Health Counselor Intern. She has been a School Psychologist for 16 years, with the last 13 years in Pasco County Schools (just north of Tampa, Florida). Jackie was one of the founding members of her district’s LGBTQ+ Committee and had the opportunity to begin as the district’s LGBTQ+ Liaison in 2016 (in which is she is allocated 1/2 day each week to carry out the responsibilities of this position). Jackie’s professional interests include poverty, trauma, issues impacting adolescents, crisis intervention, and marginalized populations (with an emphasis on LGBTQ+ youth). https://www.tampabay.com/blogs/gradeb…

#psychedpodcast is beyond excited to have Dr. Samuel Ortiz back! Powerpoint: https://app.box.com/s/lzgov5f5e5mf56d… Dr. Ortiz is Professor of Psychology at St. John’s University, New York. He holds a Ph.D. in clinical psychology from the University of Southern California and a credential in school psychology with postdoctoral training in bilingual school psychology from San Diego State University. He has served as Visiting Professor and Research Fellow at Nagoya University, Japan, as Vice President for Professional Affairs of APA Division 16 (School Psychology), as member and Chair of APA’s, Committee on Psychological Tests and Assessment, as member of the Coalition for Psychology in Schools and Education, as representative on the New York State Committee of Practitioners on ELL and LEP Students, and as member of APA Presidential Task Force on Educational Disparities. Dr. Ortiz serves or has served on various editorial boards including Journal of School Psychology, School Psychology Quarterly, and Journal of Applied School Psychology and is a member of the Society for the Study of School Psychology (SSSP). Dr. Ortiz has published widely on a range of topics and is a frequent presenter at professional conferences as well as an internationally recognized expert on issues involving nondiscriminatory assessment, evaluation of English learners, Cross-Battery Assessment (XBA), and specific learning disabilities. He is author of the new Ortiz Picture Vocabulary Acquisition Test (Ortiz PVAT)—the first test with dual norms designed specifically for English learners and English speakers. He is also primary co-author of the Cross-Battery Assessment Software System (X-BASS v2.0) and the Culture-Language Interpretive Matrix (C-LIM). His books include “Assessment of Culturally and Linguistically Diverse Students: A practical guide,” which is currently under revision, and “Essentials of Cross-Battery Assessment, 3rd Edition.” Dr. Ortiz is bilingual (Spanish) and bicultural (Puerto Rican).

#psychedpodcast is excited to have Lloyd Donders back! Lloyd serves as a parent attorney to help advocate for children. Bring your questions!

http://www.specialedlegalinfo.com/

http://ldonders.wixsite.com/lloyd-donders/single-post/2016/08/23/Is-A-Diagnosis-Necessary-For-A-Specific-Learning-Disability-Classification

http://ldonders.wixsite.com/lloyd-donders/single-post/2016/11/14/Specific-Learning-Disability-and-the-Twice-Exceptional-Child

https://www.facebook.com/SpecialEdLegalInfo/?fref=ts

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

#psychedpodcasts is happy to be chatting with Dr. Amanda VanDerHeyden!

https://eric.ed.gov/?id=EJ1173184

http://www.rtinetwork.org/about-us/advisory-council/vanderheyden-amanda-m

http://www.springmath.com/

Amanda M. VanDerHeyden, Ph.D. is a private consultant and researcher who has worked as a researcher, consultant, and national trainer in a number of school districts and published more than 60 scholarly articles and book chapters related to RTI.

In 2006, Dr. VanDerHeyden was named to a National Center for Learning Disabilities advisory panel to provide guidance related to RTI. She is associate editor of School Psychology Review, serves on the editorial boards of several journals including School Psychology Quarterly and Journal of Early Intervention, is author of Essentials of Response to Intervention (with Dr. Matthew Burns), and Keeping RtI on Track: How to Identify, Repair, and Prevent Mistakes that Derail Implementation RtI (with Dr. David Tilly) and is co-editor of the Handbook of Response to Intervention.

Dr. VanDerHeyden received the 2006 Lightner Witmer Early Career Contributions Award from the APA for her scholarship on early intervention, RTI, and models of data-based decision making. She serves as research advisor to iSTEEP, a web-based data management system. Amanda lives on the gulf coast, has two young children, and is active in a number of organizations designed to improve educational outcomes locally and nationally.

#psychedpodcast is pleased to have Dr. Shareefah Al’Uqdah and Dr. Celeste Malone on to discuss this important topic!

Celeste Malone, PhD, MS, is an assistant professor and coordinator of the school psychology program at Howard University. She received her PhD in school psychology from Temple University in Philadelphia, PA. Prior to obtaining her doctorate, Dr. Malone received her MS in school counseling from Johns Hopkins University. Her primary research interest relates to multicultural and diversity issues embedded in the training and practice of school psychology. The overarching themes of her research are as follows: 1) development of multicultural competence through education and training, 2) diversification of the profession, and 3) the relationship between culturally competent practice and PK-12 student outcomes. Dr. Malone serves on the National Association of School Psychologists (NASP) Board of Directors as a strategic liaison and lead board member for the social justice strategic goal. In this capacity, she works closely with NASP boards and committees to develop and implement programs and activities to address social justice issues in school psychology and education.

Dr. Shareefah Al’Uqdah is an Assistant Professor and Director of Training in the APA Accredited Counseling Psychology Program at Howard University. Her research focuses on promoting family wellness and reducing mental health disparities for African American families by exploring 1) risk factors that negatively impact family wellness (2) interventions that may promote family wellness (training and activism) and (3) ways families cope or adjust to the risk factors they experience. In addition to these areas, Dr. Al’Uqdah also explores the diverse experiences of African-American Muslims. Dr. Al’Uqdah is a licensed psychologists and maintains a private practice in Washington, DC. Currently, she is the managing editor for PsychDiscourse, the newsletter publication of the Association of Black Psychologists, and a writer for APA’s Div 17 SCP connect. Dr. Al’Uqdah is also a wife and mother of four wonderful sons.

https://education.howard.edu/academics/department-human-development-psychoeducational-studies/faculty-profiles

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

#psychedpodcast is pleased to chat with Dr. MacDonald about dos/don’t for school psychologists, especially first year/early career psychs

Powerpoint: https://docs.google.com/presentation/d/112JlJbi3BlubciCeFXNBQFKWF1u3mcEd0pt3Q1UhoiI/edit?usp=sharing

Dr. Heidi MacDonald is a school psychologist practicing in the state of Connecticut. She earned her doctoral degree from Penn State University. Currently, she works in an intermediate school with 3rd through 5th grade students. Prior to moving to CT, Heidi worked in Pennsylvania. This is her 20th year in the field. Heidi LOVES her job and strives to be a piece of the puzzle at her school. At work, Heidi enjoys assessment, individual and group counseling, and consultation. She runs a number of extracurricular clubs such as the Environmental Club, Sign Language Club, and Drama Club. She is also the school’s Title IX coordinator and the keeper of the school’s 2 emotional support guinea pigs and an axolotl. Outside of work, she enjoys spending time with her husband (also a school psychologist) and their 15 year old daughter. Heidi loves volunteering on countless numbers of committees, working out, cooking, DIY projects, and searching for thrift store finds.

Join #psychedpodcast as we talk with Dr. Carriere about writing psychoeducational evaluations! Dr. Carriere is co-author of “Writing Useful, Accessible, and Legally Defensible Psychoeducational Reports”

Powerpoint: https://docs.google.com/presentation/d/1dW-OC-hzUbjBPlk9aT9tsVC1wXA2ZOAy7q7EU-lVZrQ/edit?usp=sharing

https://www.wiley.com/en-us/Writing+Useful%2C+Accessible%2C+and+Legally+Defensible+Psychoeducational+Reports-p-9781118205655

Jeanne Anne Carriere, PhD, is a Licensed Educational Psychologist with over 25 years of experience working within the public school system. She is the Director of the Families and Schools Together (FAST) Program, a collaboration between The Center for Autism & Neurodevelopmental Disorders and Chapman University’s Attallah College of Educational Studies. As part of FAST, Dr. Carriere designs and presents a range of workshops to advance the expertise of educators, service providers, community members and parents working and living with children with neurodevelopmental disorders. She also collaborates with medical and clinical providers to conduct multi-disciplinary evaluations and consults with local school districts to support comprehensive ASD evaluations. Jeanne Anne is an Assistant Clinical Professor for the Chapman University School Psychology program. She teaches graduate classes and supervises school psychology fieldwork students. Her professional interests include effective report writing, comprehensive autism assessment, making assessment information meaningful and useful for parents and teachers, and support for parents’ understanding and involvement in their child’s special education program. She has presented at the state, national and international level and co-wrote, with Michael Hass, PhD, the book Writing Useful, Accessible, and Legally Defensible Psychoeducational Reports (Wiley, 2014).

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

#psychedpodcast is pleased to have Sheila Ratsch Lepkin back to chat about selective mutism!

Sheila is the Colorado Coordinator for the Selective Mutism Association and has been an NCSP for over thirty years. She helps run a summer intensive camp for children with Selective Mutism with Anxiety Solutions of Denver called Courageous Kids Camp.

View her initial presentation on selective mutism here: https://youtu.be/1fSjcB7nVpA

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

Come and learn about ACT with #psychedpodcast! Join us as we welcome Dr. O’Dell and Dr. Zaheer Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6TXV0QXpUd3NPMXloN0NwYjBkaWlKTlJzcFRn/view?resourcekey=0-l1bgebYyOzoZBxo-btwhxg

Dr. O’Dell is a pediatric school psychologist working as a clinician investigator at Geisinger in Central Pennsylvania. In his role as a clinician, he runs a pediatric integrated behavioral health clinic and provides clinical didactics in Acceptance and Commitment Therapy and Motivational Interviewing for predoctoral interns and postdoctoral fellows in pediatric psychology. In his role as an investigator, he conducts translational research with an emphasis psychological flexibility as a potent and malleable process of change with relevance to youth, families and healthcare. Current research projects related to Acceptance and Commitment Therapy include developing and testing a web-based universal prevention intervention for parents, studying how best to support families through the adjustment of receiving genomic results for their child indicating increased risk for adult-onset medical conditions, and program evaluation of an ACT group therapy intervention delivered in primary care. https://www.geisinger.edu/research/research-and-innovation/find-an-investigator/2018/04/04/13/27/sean-odell

Dr. Imad Zaheer is a pediatric school psychologist working as the director for the Clinic for Evidence-based Practices in Schools (CEPS), as part of the Secondary and Special Education department at Montclair State University (MSU). He is also the associate director for the “Center for Clinical Research” at MSU, which focuses on cross disciplinary research for health related concerns.

Dr. Zaheer has works on numerous projects in clinics, hospitals, and public and alternative school settings that involve direct and indirect (consultation) services across individual, group (classrooms) and systems level. His primary research and clinical focus are on developing assessments (with a focus treatment utility) and interventions for children with emotional and behavioral disorders (EBD), integrating multitiered systems of support initiatives (MTSS; i.e., school mental health (SMH) and school-wide positive behavioral intervention sand supports (SW-PBIS)) to create comprehensive school-based prevention programs.

With all three areas of research (assessment, interventions and comprehensive MTSS programs), Dr. Zaheer focuses on integrating and enhancing existing practices with the inclusion of Acceptance and Commitment Therapy (ACT). Current projects include using ACT to enhance areas such as Check and Connect mentoring programs, increasing school buy-in for evidence-based interventions, and with school professionals to increase fidelity of evidence-based interventions as well as for self-care related needs. https://www.montclair.edu/sse/clinic-for-evidence-based-practices-in-schools/

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

Join #psychedpodcast as we hear from Dr. Terry D’Elisa on the topic of DBT!

Home

Dr. Terry D’Elisa is a Licensed Psychologist and Nationally Certified School Psychologist. Dr. D’Elisa received her Master’s Degree and Certificate of Advanced Study in School Psychology from Fairfield University and then went on to complete her doctoral training at Philadelphia College of Osteopathic Medicine (PCOM). Prior to entering private practice, Dr. D’Elisa worked in both urban and suburban school settings with kindergarten through post-high school aged students.

Dr. D’Elisa maintains a psychology practice in New Canaan Connecticut focused on assessment and psychotherapy. Dr. D’Elisa provides psychological evaluations for Autism Spectrum Disorder, Learning Disabilities, ADHD/Executive Functioning deficits, and other areas of concern. Dr. D’Elisa also provides therapeutic supports for children, adolescents and adults using Dialectical Behavior Therapy (DBT), Cognitive Behavior Therapy (CBT) and play therapy for younger children. She also provides parent coaching in group and individual settings. Dr. D’Elisa is a long-time resident of Fairfield County, Connecticut and the mother of 5 children.

Powerpoint: https://docs.google.com/presentation/d/0B7JkmPE1QnD6aU9mbHNZb2RPdEJBRTdHZlVzTGhNaklHSDRr/view?resourcekey=0-T4G_pjwGuoEjMjAV-DwKlg

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

#psychedpodcast welcomes Dr. David Kilpatrick!

DAVID A. KILPATRICK, PHD is Associate Professor of Psychology for the State University of New York, College at Cortland and teaches courses in learning disabilities and educational psychology. He is also a New York State Certified School Psychologist and has done over a thousand evaluations of students with reading difficulties during his 27 years with the East Syracuse-Minoa Central School District. David currently conducts research on reading difficulties and does professional development workshops for educators. He is also the author of Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (Wiley, 2015).

https://dyslexiaida.org/do-you-know-which-indicators-explain-interventional-effectiveness-most-reliably/
https://www.wiley.com/en-us/Essentials+of+Assessing%2C+Preventing%2C+and+Overcoming+Reading+Difficulties+-p-9781118845240

https://www.nichd.nih.gov/research/supported/nrp

https://dyslexiaida.org/annals-of-dyslexia/

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

#psychedpodcast will be chatting with Dr. George McCloskey about executive functioning. Please join in the discussion!

About George

Powerpoint: https://docs.google.com/presentation/d/0B7JkmPE1QnD6aG5LSVY1bXNuVUhnYnpITDlndXRsd2FrN3dV/edit?resourcekey=0-J8LIS16wpK8TYgh4iwlgow#slide=id.p1
reading list: https://drive.google.com/file/d/0B7JkmPE1QnD6VVp3LU54bVROM1dqT0JiU3l3bU1pZ1Z0LW13/view?usp=sharing

George McCloskey, Ph.D., is a professor and director of School Psychology Research in the School of Applied and Professional Psychology of the Philadelphia College of Osteopathic Medicine and holds Diplomate status with the American Academy of Pediatric Neuropsychology. Dr. McCloskey has amassed 35 years of experience in test development, teaching, research and assessment and intervention work with a wide range of clients. Based on the past 20 years of his research and experience working specifically with children, adolescents and adults exhibiting executive function difficulties, Dr. McCloskey has developed a comprehensive model of executive capacities that can be used to assess executive capacity strengths and difficulties and guide efforts to foster growth and intervene with difficulties. He frequently presents at international, national, regional and state conferences on cognitive and neuropsychological assessment and intervention topics and consults with a number of school districts and private schools nationwide on issues related to improving students’ self-regulation capacities in the classroom, behavior management, and assessment and intervention for executive capacity difficulties related to academic and behavior problems.

Dr. McCloskey is the lead author of the books Assessment and Intervention for Executive Function Difficulties and Essentials of Executive Functions Assessment and his most recent writing on interventions for executive function and executive skills difficulties appears in Chapter 10 of the book Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners. He also is the author of the McCloskey Executive Functions Scales (MEFS) that have been standardized and published with Schoolhouse Educational Services.

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

#psychedpodcast is so excited to chat with Dr. Cecil Reynolds!

http://directory.cehd.tamu.edu/view.epl?nid=c-reynolds
Cecil R. Reynolds, PhD, ABN, ABPdN, earned his Doctoral Degree from the University of Georgia in 1978 under the tutelage of Dr. Alan S. Kaufman, with a major in School Psychology and minors in Statistics and in Clinical Neuropsychology. He served an internship divided between the Medical College of Georgia and the Rutland Center for Severely Emotional Disturbed Children. Prior to joining the Texas A & M University faculty in 1981, Dr. Reynolds was a faculty member at the University of Nebraska, Lincoln, where he served as Associate Director and Acting Director of the Buros Institute of Mental Measurement, after writing the grants and proposals to move the Institute to Nebraska following the death of its founder, Oscar Buros. His primary research interests are in all aspects of psychological assessment with particular emphasis on assessment of memory, emotional and affective states and traits, and issues of cultural bias in testing. He is the author of more than 300 scholarly publications and author or editor of 55 books including the Handbook of School Psychology, the Encyclopedia of Special Education, and the Handbook of Clinical Child Neuropsychology. He is the author of several widely used tests of personality and behavior including the Behavior Assessment System for Children and the Revised Children’s Manifest Anxiety Scale. He is also senior author of the Test of Memory and Learning, Reynolds Intellectual Assessment Scales, and more than 30 other commercially published psychological and neuropsychological tests, and coauthor of several computerized test interpretation systems. He currently practices forensic neuroscience nationally out of Austin TX.

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

Join #psychedpodcast as we chat with Dr. Melissa Reeves about this important topic

Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6aVRNWldoYnctcGFSaElsMllaTXZVc2RLNGJN/view?ts=61b1731f&resourcekey=0-ROjXBWeBRac12Fxtpj_O_A

https://www.safeandsoundschools.org/speaking/our-speakers/dr-melissa-reeves/

Dr. Melissa Reeves, Ph.D., NCSP, LPC is the immediate Past-President of the National Association of School Psychologists (2016-17). She is also a national certified school psychologist, licensed special education teacher, licensed professional counselor, and former district coordinator of social/emotional/behavioral services. She formerly worked for the Cherry Creek School District in Colorado and is currently an Associate Professor at Winthrop University. She most recently worked as a school psychologist at a preK-12 grade school. She teaches both undergraduate and graduate psychology courses for Winthrop, in addition to supervising graduate school psychology students in their field-based traineeship and internship placements. She has also previously provided mental health services in day treatment and residential treatment settings. She recently joined Sigma Threat Management Associates as a senior consultant and trainer and serves on the advisory board and speakers bureau for Safe and Sound Schools.

Dr. Reeves is also co-author of the National Association of School Psychologists (NASP) PREPaRE School Crisis Prevention and Intervention curriculum, the first nationally disseminated school crisis prevention and intervention curriculum; and current member and former Chair of the NASP National School Safety and Crisis Response Committee which provides consultation and support to school districts across the country after large scale crisis events including school shootings and natural disasters. She was a founding member of the Colorado Society of School Psychologists State-Wide Crisis Response Team, which trained school districts across Colorado in crisis response and was also a crisis responder to support students after Columbine. In addition to responding to various crises over the years, she travels both nationally and internationally training professionals in the areas of crisis prevention and intervention, threat and suicide assessment, the impact of trauma and PTSD on academic achievement, and cognitive behavior therapy in the school setting. She has conducted more than 250 workshops and presentations and works with schools on establishing a positive and safe school climate that focuses on prevention programs and positive discipline measures to decrease behavioral incidences while increasing academic achievement. She has also provided consultation and staff development training to United States Department of Defense Educational Activity Schools located on military installations and is involved in school safety and advocacy work with two parents who lost their children in the Sandy Hook tragedy.

Dr. Reeves is co-author of four books: School Crisis Prevention and Intervention: The PREPaRE Model (original and 2nd Edition); Identifying, Assessing, and Treating PTSD at School; and Comprehensive Planning for Safe Learning Environments: A School Professional’s Guide to Integrating Physical and Psychological Safety: Prevention through Recovery. She has contributed multiple articles to the Communiqué, the nationally disseminated publication for the National Association of School Psychologists and has co-authored numerous book chapters and journal articles. In addition, she has testified, at the invitation from United States Senator Mary Landrieu from Louisiana, in front of the U.S. Senate Ad Hoc Subcommittee for Disaster and Recovery regarding “Children and Disasters: A Progress Report on Addressing Needs.” As NASP President, Dr. Reeves appointed the NASP Social Justice Task Force, and two additional task forces to study distance education and virtual delivery of school psychology services.

Dr. Reeves has been awarded the National Association of School Psychologists Presidential Award in 2006, 2012, and 2018 and the NASP Crisis Interest Group Award for Excellence in 2007 and 2011. She was a 2007 national finalist for the Joseph E. Zins “Purpose” Award for Early Career Practitioners in Social Learning; in 2006 awarded Golden Heart Award, presented by Cherry Creek School District Parent Special Education Advisory Council; and received the University of Denver, College of Education Leadership in Learning Alumni Award in 2006. She has received numerous other awards throughout her career in addition to serving elected terms on the NASP Board of Directors as a NASP Delegate, Regional Representative, and NASP President.

referenced meta-analysis https://www.scientificamerican.com/article/suicide-risk-assessment-doesnt-work/

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

Join #psychedpodcast as we talk about the Cultural-Language Interpretive Matrix with Dr. Samuel Ortiz!

Powerpoint: http://facpub.stjohns.edu/~ortizs/CLIM/C-LIM%20Myths%20and%20Miconceptions%20-%209.2.18.pptx

Dr. Ortiz is Professor of Psychology at St. John’s University, New York. He holds a Ph.D. in clinical psychology from the University of Southern California and a credential in school psychology with postdoctoral training in bilingual school psychology from San Diego State University. He has served as Visiting Professor and Research Fellow at Nagoya University, Japan, as Vice President for Professional Affairs of APA Division 16 (School Psychology), as member and Chair of APA’s, Committee on Psychological Tests and Assessment, as member of the Coalition for Psychology in Schools and Education, as representative on the New York State Committee of Practitioners on ELL and LEP Students, and as member of APA Presidential Task Force on Educational Disparities. Dr. Ortiz serves or has served on various editorial boards including Journal of School Psychology, School Psychology Quarterly, and Journal of Applied School Psychology and is a member of the Society for the Study of School Psychology (SSSP). Dr. Ortiz has published widely on a range of topics and is a frequent presenter at professional conferences as well as an internationally recognized expert on issues involving nondiscriminatory assessment, evaluation of English learners, Cross-Battery Assessment (XBA), and specific learning disabilities. He is author of the new Ortiz Picture Vocabulary Acquisition Test (Ortiz PVAT)—the first test with dual norms designed specifically for English learners and English speakers. He is also primary co-author of the Cross-Battery Assessment Software System (X-BASS v2.0) and the Culture-Language Interpretive Matrix (C-LIM). His books include “Assessment of Culturally and Linguistically Diverse Students: A practical guide,” which is currently under revision, and “Essentials of Cross-Battery Assessment, 3rd Edition.” Dr. Ortiz is bilingual (Spanish) and bicultural (Puerto Rican).

Powerpoint: https://drive.google.com/file/d/1eSx4gUsYUHsIUHzllCWYSNdSAlV2A-pD/view?usp=sharing

Referenced article http://www.nasponline.org/publications/periodicals/spr/volume-42/volume-42-issue-4/diagnostic-utility-of-the-culture-language-interpretive-matrix-for-the-wechsler-intelligence-scales-for-childrenandmdashfourth-edition-among-referred-students

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

#psychedpodcast review

Resources drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

#psychedpodcast brief review of the RCMAS-2

Resources drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

Interview with SPOTY
haha
#psychedpodcast

#psychedpodcast is excited to talk about this great topic! Tune in live to ask questions and make comments.

http://psychology.emory.edu/home/people/faculty/lilienfeld-scott.html

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4522609/?platform=hootsuite

https://www.psychologytoday.com/us/blog/the-skeptical-psychologist

https://en.wikipedia.org/wiki/Scott_Lilienfeld
Dr. Lilienfeld argues that there is a large and growing difference between traditional psychology and “pop psychology”, and that personal experiences, intuition and common sense fuel pop psychology and are compelling and powerful, but are also “limiting when testing theories… about the brain”. He states that hundreds of self-help books are published every year because people want “quick, easy solutions” to their problems.

#psychedpodcast Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

Join #psychedpocast live to make sure you are up to date on your knowledge regarding psychological test scores! We are pleased to be chatting with Dr. Beaujean!

https://www.baylor.edu/psychologyneuroscience/index.php?id=946790
Dr. Beaujean joined the Psychology & Neuroscience department in 2017. Prior to joining, he worked in Baylor’s Educational Psychology department where he created and coordinated the quantitative methods specializations for the doctoral and master’s programs. In addition, he contributed to the school psychology program and served as the program coordinator for two years where he developed the program’s doctoral specialization.

Dr. Beaujean is a prolific scholar, having published 2 books on latent variable models, more than 80 articles and book chapters in peer-reviewed scientific outlets, and presented more than 80 papers/posters at professional conferences. In 2016, he was listed as one of the most prolific faculty members in non-doctoral school psychology programs across the nation, and has won research awards from the American Academy of Health Behavior, American Psychological Association (school psychology division), Mensa Education & Research Foundation, and Society for Applied Multivariate Research. He has been previously awarded funding from the National Institutes of Health, and aided in program evaluations for the National Science Foundation, Inter-American Development Bank, and Lego Foundation. Moreover, multiple organizations and universities have invited him to speak on the issue of data analysis and psychological measurement.

In addition to his scholarship, Dr. Beaujean has extensive experience with psychological assessment in both school and clinical environments. He holds licensure for the independent practice of psychology in Texas. In 2015, his advanced clinical competence was recognized by the American Board of Assessment Psychology when they awarded him a diplomate in Assessment Psychology.

Dr. Beaujean’s research interests are broadly in the field of individual differences. More specifically, he is interested the application of quantitative methods to study human variability, especially as it relates to cognitive ability and educational outcomes.

For additional information about Dr. Beaujean’s research, please see the website for Baylor Psychometric Laboratory. http://sites.baylor.edu/psychometric_lab/

Part1 Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6Wkd0Z0ZuNjQ4R2xlZmdrNW1veUtHUWEwMmlz/view?resourcekey=0-ssiUfYqw6BUuiU27oBsjjg

Complete Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6YzU3R1lmcnBrRHZkTWFiN2JYZWMzMUk4S1h3/view?resourcekey=0-NLfWwTPosysAIYkZetibqg

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

Join #psychedpodcast as we welcome Dr. Farmer back for a third episode! What is best practice when the referral concern is intellectual disability? Do you use a hard cut-off of 70? Do all indices need to be low? Should we be considering part scores at all? How about adaptive behavior? Do all of the adaptive domains need to be below 70? Just one? Join us to hear about Dr. Farmer’s research and thoughts on the identification of intellectual disability.

https://www.wku.edu/psychology/staff/ryan_farmer

http://aaidd.org

Ryan L. Farmer is an assistant professor with the school psychology program at Western Kentucky University; he also serves as the coordinator of the Educational & Behavioral Interventions Clinic. Prior to WKU, he was an intern and postdoctoral fellow at University of Nebraska Medical Center’s Munroe-Meyer Institute (2014-2016). Dr. Farmer is a licensed psychologist in the Commonwealth of Kentucky and a Board Certified Behavior Analyst (BCBA).

Dr. Farmer’s research is on evidence-based assessment, functional behavior assessment, and dissemination of evidence-based practices. He has contributed book chapters to two volumes on the process of using cognitive assessment, including an in press chapter on best practices in identifying intellectual disability. Recently, he was selected to participate in the School Psychology Research Collaboration Conference, sponsored by the Society for the Study of School Psychology, as an early career scholar.

Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6Vi1XVTM4ZlhFTWpIanBsT3ZabHQ5a3BBNGRB/view?usp=sharing&resourcekey=0-cRLf36UTssDgSPQ7NdeLCQ

Handout: https://docs.google.com/document/d/0B7JkmPE1QnD6NEFsQld3OUJCZmpaYTc3bEJjVUhyeHgwak9Z/edit?usp=sharing&ouid=103697667100639681428&resourcekey=0-5yJhS1lKjGRruEMS4QNrzw&rtpof=true&sd=true

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg&usp=sharing

No fee associated with the online license, you buy the electronic protocols which are the same cost as the paper.

Starts at age 2.5

Review https://eric.ed.gov/?id=EJ1027050

Review https://link.springer.com/article/10.1023/A:1025014929212

Review https://onlinelibrary.wiley.com/doi/full/10.1002/aur.49

Review https://link.springer.com/article/10.1007/s10803-011-1178-0

Ordering information/options
https://www.wpspublish.com/store/p/2994/srs-2-social-responsiveness-scale-second-edition

#psychedpodcast Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

Join #psychedpodcast as we chat with Brendan Mahan who runs a podcast devoted to ADHD!

Website: http://www.adhdessentials.com

Facebook: https://www.facebook.com/ADHD-Essentials-376907899134627/

Twitter: https://twitter.com/adhdessentials

Meet Brendan

Podcast

Free E-Book “5 Ways to Overcome The Wall of Awful”

Essentials

Brendan Mahan, MEd., MS, is a dynamic ADHD/Executive Function consultant, coach, and speaker. As a veteran educator, he is skilled at effectively teaching people how to effectively manage the challenges they face. Brendan helps people affected by ADHD troubleshoot, and redesign their lives in order to lessen the impact of the disorder.

An internationally recognized expert, and highly engaging speaker, Brendan helps individuals, families and institutions address the emotional, academic and lifestyle impacts ADHD has on them. He gets ADHD because he has ADHD. (And a heck of a lot of experience and schooling!)

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

Join #psychedpodcast live for a CHC update and discussion!

http://www.themindhub.com

Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6MlltS3pBQjhXbXNvT29KRllpMm40Z3FzeHZB/view?resourcekey=0-xm-dxkRZHtkIzzU_ot3dZg

Dr. Kevin McGrew is the Director of the Institute for Applied Psychometrics (IAP) and a Visiting Lecturer in Educational Psychology (School Psychology Program) at the University of Minnesota. He received his BA in Psychology (1974) and MS in School Psychology (1975) from Moorhead State University, Moorhead, MN. He received his doctorate in Educational Psychology at the University of Minnesota in 1989.

McGrew has 12 years of experience as a practicing school psychologist in the states of Iowa and Minnesota (1975 to 1989). He subsequently was a Professor in Applied Psychology (teaching educational psychology courses) at St. Cloud State University, St. Cloud, MN (1990 to 2000). He served as the Research Director for the Woodcock-Muñoz Foundation (WMF) from 2005 to 2014. He also served as Associate Director for Measurement Learning Consultations (MLC) from 2008 to 2014.

He is currently serving as an intelligence theory and testing consultant to two major international test development projects. He serves in this capacity (2014-present) to the Dharma Bermakna Foundation and Universatas Gadjah Mada (UGM) for the Indonesian AJT Cognitive Assessment Development Project and to the Ayrton Senna Institute (Instituto Ayrton Senna, Sao Paulo, Brazil; 2016-present) for a large group assessment project— Twenty-first century cognitive SKILLS: Measures of reasoning, knowledge and creativity in large-scale assessment systems.

He has served as a measurement consultant to a number of psychological test publishers, including Riverside Publishing, the Psychology Corporation (now Pearson Assessments), and CTB/McGraw-Hill. He has also served as a measurement and research consultant or advisory board member for a number of national research studies and organizations. He currently serves (external consultant) as the Director of the Scientific Research Board for Interactive Metronome, a private neurotechnology company.

His research interests include: (a) theories and measurement of human intelligence, personal competence and adaptive behavior, (b) the application of psychological and educational measurement principles and techniques (applied psychometrics) to the development and interpretation of psychological and educational assessment instruments, (c) the Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities, (d) narrowing the theory-practice gap in educational and psychological assessment, (c) the influence of non-cognitive (conative) characteristics on learning and human performance, (d) psychological assessment practices in the identification and classification of individuals with intellectual and learning disabilities and other exceptionalities, and (e) the application of emerging neurotechnologies to learning and cognitive performance.

The practical application of psychometric methods to educational and psychological problems, together with a strong interest in knowledge dissemination and the education of both psychologists and non-psychologists regarding psychological measurement, is a particular interest of McGrew. He has authored or coauthored over 80 professional journal articles and book chapters, four professional books on intelligence test interpretation, six norm-referenced intelligence, achievement, or special purpose psychological test batteries, and over 40 technical (grant) and special publications and reports. McGrew is a frequently requested speaker and has conducted numerous state, national and international presentations or workshops. In addition, McGrew has served on the editorial board or as an ad hoc reviewer of manuscripts for a number of journals in psychology and developmental disabilities, including Intelligence, Journal of Psychoeducational Assessment, Psychology in the Schools, School Psychology Review, School Psychology Quarterly, Baltic Journal of Psychology, Learning and Individual Differences,
and the American Journal on Intellectual and Development Disabilities.

Since 2009 McGrew has served as a consulting expert, via declarations or testimony, to the courts regarding the
measurement of intelligence and psychometric issues relevant to intellectual assessment in Atkins (Atkins v Virginia, 2001) death penalty cases (capital punishment cases involving individuals with intellectual disabilities).

McGrew has extensive experience in the development and psychometric analysis of nationally standardized norm referenced
psychological and educational assessment instruments. He was the primary measurement consultant (and first author of the technical manual) for the Woodcock-Johnson Psychoeducational Battery (WJ-R, 1991).

#psychedpodcast is pleased to have Dr. Canivez on to talk CHC Theory!

Powerpoint: https://drive.google.com/file/d/1Vb9R1g8nYHMVRgCUCIF-xylqstDUsCFR/view?usp=sharing

https://www.eiu.edu/schoolpsych/faculty.php?id=glcanivez

Canivez, G. L., & Youngstrom, E. A. (2017, August). A World without CHC Domination? Clinical and Policy Implications. Symposium paper presented at the 2017 Annual Convention of the American Psychological Association, Washington, DC.

http://meehl.umn.edu/recordings/philosophical-psychology-1989

Resources Drive:
https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

Join the discussion with #psychedpodcast!

Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6bkNhUlFXYWNUbldZMWJQekVNZ2pfaU1tWUJV/view?resourcekey=0-uEIE4o36_lFZZHnhJhQXJg

http://www.nrich.consulting/about.html
Dr. Richard M. Cash is an award-winning author and educator who has worked in the field of education for over twenty-five years. His range of experience includes teaching, curriculum coordination, and program administration. Currently, he is an internationally recognized education consultant (www.nrich.consulting). His consulting work has taken him throughout the United States, as well as into Canada, the Czech Republic, China, England, Indonesia, the Kingdom of Saudi Arabia, Mexico, Poland, Qatar, Spain, South Korea, and Turkey.

Richard received his doctorate in educational leadership and a master’s degree in curriculum and instruction from the University of St. Thomas in Minneapolis, Minnesota. Along with his bachelor’s degree in education from the University of Minnesota, Richard holds a bachelor’s degree in theater from the University of Wisconsin, Eau Claire. For over ten years, he codirected a children’s theater company in Minnesota, and coauthored four award-winning children’s plays. He was recipient of the National Association for Gifted Children’s Early Leader Award (2011), recognizing his leadership in programming for gifted children. Richard was also named the “Friend of the Gifted, 2016” by Minnesota Educators of the Gifted and Talented.

His areas of expertise are educational programming, rigorous and challenging curriculum design, differentiated instruction, 21st century skills, brain-compatible classrooms, gifted and talented education, and self-regulated learning. Dr. Cash is the author of Advancing Differentiation: Thinking and Learning for the 21st Century (2011), a finalist for the Association for Educational Publishers Distinguished Achievement Award; Self-Regulation in the Classroom: Helping Students Learn How to Learn; and coauthor of (with Diane Heacox) Differentiation for Gifted Learners: Going Beyond the Basics (2014), winner of The Legacy Book® Award for Outstanding Educators Publication.

Resources Drive:
https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

Great topic on #psychedpodcast with Eryn Kruger!

https://marylandeip.com/

http://mdbehavioralhealth.com/

Eryn Kruger is a 5th year doctoral student in the clinical psychology program at University of Maryland, Baltimore County. She is the outreach and education coordinator for the Maryland Early Intervention Program, which specializes in early identification, evaluation, and comprehensive treatment of adolescents and young adults at risk for, or in the early stages of, a mental illness with psychosis.

Powerpoint: https://docs.google.com/presentation/d/0B7JkmPE1QnD6UzlLTGgtYkk1V2JUNFhZNWhqQVF2LXNsRlpF/edit?resourcekey=0-J7ixK8zH0IEGz32IMKYKOg#slide=id.p1

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

Join #psychedpodcast as we welcome Dr. McGill back for a second episode! Do you say things like ‘interpret with caution,’ call the FSIQ invalid, or not report the FSIQ or index scores given significant discrepancies in your cognitive scores? Tune in to hear about Dr. McGill’s research and his thoughts on scatter and interpretation of cognitive profiles.

Biography

http://education.wm.edu/ourfacultystaff/faculty/mcgill_r.php

Ryan J. McGill is an assistant professor and director of the school psychology program at William & Mary. Prior to W&M, he was a faculty member in the school psychology programs at Texas Woman’s University (2014-2016) and Chapman University (2011-2014) and was a practicing school psychologist in Southern California from 2009-2014. In addition to his current appointment, he is also a Licensed Educational Psychologist in the State of California, a Licensed Behavior Analyst and School Psychologist in the Commonwealth of Virginia, a Nationally Certified School Psychologist (NCSP), and a Board Certified Behavior Analyst (BCBA-D).

Dr. McGill regularly presents his scholarship at international, national and regional conferences and his work has been published in a variety of journals. He is also an editorial board member for several well respected school and assessment psychology related journals. In 2016, he earned Early Career Research Awards from Division 16 (School Psychology) of the American Psychological Association and the Trainers of School Psychologists. Most recently, he was selected to participate in the School Psychology Research Collaboration Conference (SPRCC), sponsored by the Society for the Study of School Psychology, as an early career scholar.

Related reading:

Do Large Subtest Score Differences Invalidate Composite Scores?

https://drive.google.com/file/d/0B7JkmPE1QnD6Ylp5dmE5eWxuMHZ1c25FYlpkMUFKZ2FPRlhV/view?resourcekey=0-fUIu-nf_hPEkVIWDCOrO3g
https://drive.google.com/file/d/0B7JkmPE1QnD6RlNwT1g5M0FnczY3LVBEQl9zRjZuQXVWQUZz/view?resourcekey=0-5qYlPFwzquYPAprQ3t23og
https://drive.google.com/file/d/0B7JkmPE1QnD6MWpQLUpNQURYTllBZmU5UWVURnctTEFpelNn/view?usp=sharing

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

Join #psychedpodcast as we talk with school psychs who have created tech to make all our jobs easier!

Behavior Observation Made Easy
http://behaviorobservationmadeeasy.weebly.com/
Learn about Zhanna here:
My name is Zhanna Shekhtmeyster and I am a school psychologist in Santa Monica, California. I received my Masters of Education Degree in Counseling, Clinical, & School Psychology from the University of California, Santa Barbara in 2010. I am a Licensed Educational Psychologist (LEP#: 3530), Nationally Certified School Psychologist (NCSP #: 41355), and carry a Pupil Personnel Services Credential in School Psychology.

I created the Behavior Observation Made Easy app after years of searching for an electronic data collection tool, but not finding the right one on the market. My goal was to simplify the data collection process, increase data reliability, improve data analysis efficiency, and to save time for myself and my colleagues.

The Behavior Observation Made Easy app does just that! It is easy to use, can be used to track single or multiple behavioral targets, and is completely customizable. Observation formats include momentary time sample with or without a randomly generated peer comparison, ​frequency counter, duration, and a simple interval timer. Results are generated and can be exported as a CSV file (to Excel or Numbers) for further analysis or finalized as a chart to place directly into reports. Observation templates can be ​saved for future use or shared across multiple devices, so observations can be completed by a multi-disciplinary team.
App Store Link: https://itunes.apple.com/app/apple-store/id1281984900?pt=118807375&ct=SchoolPsychedPodcast&mt=8

ClickReport
https://schoolpsychclickreport.com/
ClickReport was created by a School Psychologist, for School Psychologist and Special Educators. Like most people who embark on a career in School Psychology, I had dreams of making a difference and positively impacting the lives of young children and adolescents. However, once in the field it became apparent that the reality of school psychology was much different than the dream. More often than not, I noticed that a large amount of my time is taken away from counseling, consulting, collaborating, and intervening to complete the mass amounts of paperwork involved with the position. I began working on ClickReport’s Template Toolkit because I saw a tremendous need for myself, and my colleagues, for a system that would help save time without compromising results when it came to report writing. While my county uses the various score report tools, none of the reports are written to be used as a final product within an evaluation/reevaluation review report. ClickReport’s Template Toolkit helps with the efficiency of report writing by using standard scores and instantly calculating and inputting percentiles and descriptors where they need to go in the report. Once the table is complete a button is pressed to generate the report. The report auto-fills the standard scores, percentiles, descriptors, name, and the appropriate pronoun throughout the report (so no more trying to explain that you know Johnny isn’t a she at the results meeting). The chart of scores can also be copied for an easy to understand table to accompany each report. I am a full-time School Psychologist and this system has been extensively tested with a pilot study of other School Psychologist. As data based decision makers you would be interested to know that:

Learn about ClickReport’s creator, Jenna:
My name is Jenna McCallon, I am a first year School Psychologist in Georgetown County, South Carolina. I graduated from the Citadel in Charleston with my Masters in General Psychology and Specialist in School Psychology (Ed.S.) in June of 2017. I interned with Georgetown County prior to be offered a full-time job. My experience thus far as a School Psychologist has been wonderful and I attribute much of that to the group I have within my district. We only have 10 (amazing) School Psychologists and we all meet on a regular basis to collaborate and share our different experiences. Each and every day is still a learning experience that I welcome. I serve at a Primary School that is PK-3 four days a week and a K-5 school one day a week.

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

Spend Wednesday after work with #psychedpodcast as we chat with Dr. Dan Siegel about his latest book, The Yes Brain: How to Cultivate Courage, Curiosity, and Resilience in Your Child

Dr. Dan Siegel Home Page

http://www.drdansiegel.com/about/biography/

Daniel J. Siegel received his medical degree from Harvard University and completed his postgraduate medical education at UCLA with training in pediatrics and child, adolescent and adult psychiatry. He served as a National Institute of Mental Health Research Fellow at UCLA, studying family interactions with an emphasis on how attachment experiences influence emotions, behavior, autobiographical memory and narrative.

Dr. Siegel is a clinical professor of psychiatry at the UCLA School of Medicine and the founding co-director of the Mindful Awareness Research Center at UCLA. An award-winning educator, he is a Distinguished Fellow of the American Psychiatric Association and recipient of several honorary fellowships. Dr. Siegel is also the Executive Director of the Mindsight Institute, an educational organization, which offers online learning and in-person seminars that focus on how the development of mindsight in individuals, families and communities can be enhanced by examining the interface of human relationships and basic biological processes. His psychotherapy practice includes children, adolescents, adults, couples, and families. He serves as the Medical Director of the LifeSpan Learning Institute and on the Advisory Board of the Blue School in New York City, which has built its curriculum around Dr. Siegel’s Mindsight approach.

The Yes Brain
When facing challenges, unpleasant tasks, and contentious issues such as homework, screen time, food choices, and bedtime, children often act out or shut down, responding with reactivity instead of receptivity. This is what New York Times bestselling authors Daniel J. Siegel and Tina Payne Bryson call a No Brain response. But our kids can be taught to approach life with openness and curiosity. Parents can foster their children’s ability to say yes to the world and welcome all that life has to offer, even during difficult times. This is what it means to cultivate a Yes Brain.

When kids work from a Yes Brain, they’re more willing to take chances and explore. They’re more curious and imaginative, less worried about making mistakes. They’re better at relationships and more flexible and resilient when it comes to handling adversity and big feelings. They work from a clear internal compass that directs their decisions, as well as the way they treat others. Guided by their Yes Brain, they become more open, creative, and resilient.

In The Yes Brain, the authors give parents skills, scripts, ideas, and activities to bring kids of all ages into the overwhelmingly beneficial “yes” state.

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

Join #psychedpodcast as we learn about PD and using PD for advocacy!

https://www.linkedin.com/pulse/confusion-around-school-psychologists-roles-skills-jill

Powerpoint: https://docs.google.com/presentation/d/1jQUlvPsTUPezKNdrquSXOyeOdElXj2qL-GXlud4-P18/edit?usp=sharing

Dr. Jill Timmons is currently in her first year as a school psychologist in a rural school district in Nebraska. In this position she serves students birth-21 as the only school psychologist for about 1000 students. She is the first school psychologist the district has ever hired, previously they contracted with private psychologists for testing only, so together they are learning how to work together most efficiently to most effectively meet the needs of students.

Prior to this role, Dr. Timmons served as a Special Education Supervisor, or Asst. Special Ed Director, for the 2nd largest school district in Nebraska. In this role she was responsible for supervising, hiring and appraising 51 school psychologists. This included planning professional development for the school psychologists and a variety of other roles related to being an Asst. Special Ed Director.

She has served as a building special education and literacy coordinator for 4 years and prior to that was a school psychologist for 7 years.

She is heavily involved in the state association of Nebraska, serving as president-elect, president and past president. She is currently the Advocacy Liaison.

Dr. Timmons earned her Education Specialist degree in school psychology from the University of Nebraska at Kearney and her Ph.d. in Educational Leadership from the University of Nebraska at Lincoln.

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

Join the conversation live with #psychedpodcast Sunday night!

https://www.lynnekenney.com/
Dr. Lynne Kenney integrates neuroscience + kinesiology + education to improve children’s learning with cognitive and physical activities designed to enhance children’s attention, memory, self-regulation, learning, and behavior.

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

Join #psychedpodcast for this live discussion!

http://www.lindalantieri.org

Linda Lantieri, MA has been in the field of education for over 40 years in a variety of capacities: classroom teacher, assistant principal, director of a middle school in East Harlem, and faculty member at Hunter College in New York City. She is a Fulbright Scholar and internationally known speaker in the areas of Social and Emotional Learning, Contemplative Teaching and Learning and Mindfulness in Education.

She is also the co-founder of the Resolving Conflict Creatively Program (RCCP), a research based social and emotional learning program which has been implemented in over 400 schools in the United States, with pilot sites in Brazil, Spain and Puerto Rico. Started in 1985, RCCP is now one of the largest and longest running K-8 SEL school programs in social and emotional learning in United States.

Linda is one of the co-founders and presently a Senior Program Advisor for the Collaborative for Academic, Social and Emotional Learning (CASEL). She is also core faculty of the Spirituality Mind Body Intensive M.A. Degree Program at Teachers College, Columbia University and has been involved with designing and leading the concentration in k-12 education since its beginning in 2014.

For the last 15 years, she served as the Founding Director of The Inner Resilience Programwhose mission is to cultivate the inner lives of students, teachers and schools by integrating social and emotional learning with contemplative practice.

Linda is the author of numerous articles and book chapters and coauthor of Waging Peace in Our Schools (Beacon Press, 1996) editor of Schools with Spirit: Nurturing the Inner Lives of Children and Teachers (Beacon Press, 2001), and author of Building Emotional Intelligence: Practices to Cultivate Inner Resilience in Children (Sounds True, 2008, 2014).

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

Check out this amazing discussion with Dr. Ross Greene!
https://www.livesinthebalance.org/

Ross Greene, PhD, Founding Director, served on the faculty at Harvard Medical School for over 20 years, and is now adjunct Associate Professor in the Department of Psychology at Virginia Tech and adjunct Professor in the Faculty of Science at the University of Technology Sydney in Australia.

Join the conversation live! #psychedpodcast

http://efpractice.com/home/meet-our-team

http://efpractice.com/

Click to access Sarah_Ward_execfuncpres.pdf

Click to access sarah-ward-executive-function-lecture-handout-December-6-2016-Glenbard-IL.pdf

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

Join the discussion live with #psychedpodcast!

http://www.elishevaschwartz.com/

http://www.elishevaschwartz.com/series/episode-archieve/

Elisheva is a dyslexia researcher, mother, wife , intelligence re-difiner and podcast host. She’s on a mission to decode the dyslexic mind, and empower the dyslexic community to fully understand both the strengths and the difficulties of the processing style. Both her academic background in Cognitive Science and Education, as well as her own personal experiences with dyslexia, allows Elisheva to draw on a unique blend of both the personal and scientific. Elisheva often writes about dyslexia, cognition , learning, creativity and intelligence, and maintains an occasional column at The Creativity Post. Additionally, Elisheva often speaks at Universities and Conferences, with some of her latest speaking engagement including The International Dyslexia Association( Panel) and University of Philadelphia.

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

Join the conversation live!

http://www.hannabogen.com/

Hanna Bogen, M.S., CCC-SLP is a Speech-Language Pathologist with a primary focus on therapies that support self-regulation, social communication and executive functioning as they relate to successful communication. In addition to providing individual and group therapy services, Hanna trains and consults with school and therapy teams to support greater understanding of how students develop and use metacognitive thinking to build self-regulation, executive functioning capacities, and social-regulation skills.

#psychedpodcast
Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

Join the conversations with Dr. Caren Baruch-Feldman!

Home

Participate live using #psychedpodcast or the YouTube Live chat box

Dr. Baruch-Feldman is the author of the book titled, The Grit Guide for Teens (July 2017). She uses Cognitive Behavioral Therapy (CBT) to help children and adults with depression, anxiety, stress, ADHD and weight loss. Caren received her doctorate in Clinical-Child Psychology and her certification as a school psychologist from St. John’s University. She did her post-doctoral training at Long Island Jewish Medical Center and received training in CBT under both Dr. Albert Ellis and Dr. Judith Beck. She maintains a private practice in Scarsdale and works as a school psychologist in the Harrison School District. Caren has trained hundreds of teachers, parents, children and health care professionals giving workshops and lectures throughout the country. Providing in-services, interactive workshops, and now writing her first book, titled, The Grit Guide for Teens are the highlights of Dr. Baruch-Feldman’s professional life.

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6MzlXNnFuZDRGTEc5VDFKXzlCUjFxa0xYTDBF/view?usp=sharing&resourcekey=0-0QZT12nRVACe6DQnr3C8bA

We are pleased to kick off the fall with Dr. Dawn Flanagan! Participate live through adding your questions/comments to the chat box!

http://www.stjohns.edu/academics/bio/dawn-p-flanagan

Click to access Flanagan_Dawn.pdf

#psychedpodcast

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg&usp=sharing

Join the discussion with #psychedpodcast to learn about Division 16’s Early Career Professionals Workgroup!

Division 16 Early Career Professional Workgroup

Handouts:
https://drive.google.com/file/d/0B7JkmPE1QnD6dDNJX3VNN09TQU9uTkJ3Sm9YQmlZV3ZlM0Vj/view?usp=sharing
https://drive.google.com/file/d/0B7JkmPE1QnD6bmJqV3hNY3hkY0M0d2MtcnhSUHdvMEdQNi1n/view?usp=sharing
https://drive.google.com/file/d/0B7JkmPE1QnD6T0tmOGh5eGl3TnF5NXhjTHZ3UlRCelloN1dB/view?usp=sharing

Early Career Professionals (ECPs), individuals within ten years of the receipt of their degree, are a unique group with particular needs within the field of psychology. In line with Division’s 16 continued interests in meeting the needs of their members, the Early Career Workgroup was established to better address the needs of ECPs in the field of School Psychology. Since it’s inception, members of Division 16’s ECP Workgroup have worked to increase ECP-focused programming and engage ECPs within School Psychology, including practitioners and academicians, within the Division. In 2014, the Workgroup was recognized as the Runner-up for Early Career engagement across APA’s divisions.

Julie A. Grossman has worked as a Nationally Certified School Psychologist in Prince George’s County Public Schools, Maryland since July, 2014. She received her Bachelor of Arts from the University of Rochester and her Master of Arts and Doctorate of Philosophy in School Psychology from the University of Maryland, College Park. She has authored three publications and presented over twenty posters and workshops at different local, national, and international conferences and meetings. Her professional and research interests include home-school partnerships, parent involvement and engagement, and school-based mental health. Julie also is involved, including leadership roles, in several local, state, and national-level school psychology related organizations, such as the American Psychological Association, Division 16- Early Career Professional Workgroup, National Association for School Psychologists, Maryland School Psychology Association, and the Prince George’s County School Psychologists’ Association.

Jacquie Brown, PhD, NCSP, is an assistant professor in the Department of Psychology at the University of Montana who teaches specialist and doctoral students in school psychology. She completed her specialist degree in School Psychology at the University of British Columbia and did her internship at both an elementary school and at the Provincial Outreach Program for Autism and Related Disorders (POPARD) in British Columbia. She then completed her doctoral degree in Counseling, Clinical, and School Psychology, with an emphasis in School Psychology, at the University of California, Santa Barbara, and did her doctoral internship at Boys Town Center for Behavioral Health in Omaha. Her interests include school-based crisis prevention and intervention, focusing specifically on building resilience in school-aged children and providing effective support to grieving students. She is the Chair of the Division 16 Early Career Professional Workgroup and is dedicated to ECPs and the profession of school psychology.

Dr. Devadrita (Tanya) Talapatra is an Assistant Professor in the Child, Family, and School Psychology Program within the Morgridge College of Education at the University of Denver. She received her B.S. from Emory University in Neuroscience and Behavioral Biology and a Doctorate in School Psychology from Georgia State University. Tanya’s research interests focus on enhancing outcomes for students with intellectual and developmental disabilities (IDD) through promotion of inclusion in post-secondary settings and development of adaptive interventions to improve post-school transition and self-determination. She is also committed to the training of school psychologists to increase their engagement with students with IDD. When she is not at school, Tanya enjoys exploring with her dog, reading a good book, and finding delicious food!

#psychedpodcast

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

Do you get PD through social media (if you watch our podcast you do!)? Share ideas with other psychs on FB/Twitter/Pinterest? Pass resources around online? Advocate for the profession online? Tune in to discuss how to use social media for PD and to grab some good resources!

#psychedpodcast guests will include Sue from Sincerely, School Psychologist (FB Group), Clem Coulston (NASP Manager, Communications and Public Relations), Dr. Steven Shaw (Twitter enthusiast and hilarious psych meme provider), and our own Rebecca from School Psyched, Your School Psychologist (FB Group).

Look for a concurrent Twitter chat using #psychedpodcast (we will walk you through it on air!)

Hoping to grab the attention of other psychs to better connect and collaborate. Let’s be loud!

https://www.facebook.com/SincerelySchoolPsychologist/

https://www.facebook.com/YourSchoolPsychologist/

@clementc26
@Shawpsych
@sue__a
@BeccaComiz ‏
@MrsDonnellyPK12
@SchPsychologist

#psychedpodcast

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

This is a follow-up from Episode 22! Check in with Riplie, Alyska, and Krista to see how their internship has gone, what shocked them the most, and to hear their advice for future interns. Participate live with #psychedpodcast!

Riplie currently is finishing his internship in the Portland area. He has two internship supervisors, three sites, and recently graduated last week with his Educational Specialist Degree. During his internship, Riplie helped pilot a SEL curriculum at the primary level, co-facilitated a DBT group at the secondary level and was part of a trauma response team. Now that he has graduated his current goals are staying on top of his evaluations and getting back to a somewhat normal schedule.

Krista Klabo is completing her internship at two different locations in Denver, CO. She spends three days a week at a private school for students that have been identified as gifted or twice-exceptional. Her students are from urban Denver with various exceptionalities and learning differences. She spends her other two days a week at the department of education as the Intensive Support Coordinator in the Exceptional Student Services Unit. Krista has a different supervisor for each site that oversee her work. During the past year, Krista has been able to implement a school wide SEL curriculum, conduct various groups, conduct individual counseling, and consult with staff on differentiation and best practices for 2E students.

Alyska is in her third and final year at western Carolina university in North Carolina. She is currently completing her internship in North Carolina as well. Her internship site is rather rural, which has given her some interesting experiences. She is serving as the sole school psychologist in an elementary and a middle school; however, she’s supervised by the lead school psychologist of the district with whom she meets once a week to discuss cases cases and have her approve reports. She will be graduating May 5th, so she is very near the end!

#psychedpodcast

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

#psychedpodcast is pleased to have Sheila Ratsch Lepkin on to chat about selective mutism!

Sheila is the Colorado Coordinator for the Selective Mutism Association and has been an NCSP for over thirty years. She helps run a summer intensive camp for children with Selective Mutism with Anxiety Solutions of Denver called Courageous Kids Camp.

Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6M3lUNHFNY1k5eHc/view?resourcekey=0-TjAR_4r5x0htXsRWPDB14Q

Handout: https://docs.google.com/document/d/0B7JkmPE1QnD6Z3VDU3VHVkhiN1U/edit?resourcekey=0-xq8TO2P_IcrnKXrc7g1GZA

Resources Drive: https://drive.google.com/drive/u/2/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

https://www.facebook.com/School-Psyched-Podcast-1494498527497140/timeline/

https://plus.google.com/communities/107500016711274208603 

#psychedpodcast chats with Dr. Lea Theodore of Division 16!

http://apadivision16.org/about-apa-division-16/leadership/

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

https://www.facebook.com/School-Psyched-Podcast-1494498527497140/timeline/

https://plus.google.com/communities/107500016711274208603

Join #psychedpodcast to chat with Colleen Murray Bowers about gifted education!

Colleen is the director of Sunrise Learning Lab. She is an educational consultant and gifted advocate who has presented at the National Association for Gifted Children. Colleen is the mother of two gifted children and has worked as a classroom teacher and resource teacher for the gifted.

Presentation: https://drive.google.com/file/d/0B7JkmPE1QnD6U0VoY3dOUWJ3MVRwOFp1NmZxdHlOMEpkYTdr/view?usp=sharing

https://www.nationalregister.org/pub/the-national-register-report-pub/spring-2013-issue/giftedness-and-gifted-education-reconceptualizing-the-role-of-professional-psychology/

Click to access State%20definitions%20%288-1-13%29.pdf

http://www.nagc.org/resources-publications/gifted-state

http://sengifted.org/misdiagnosis-and-dual-diagnosis-of-gifted-children/

http://www.hoagiesgifted.org/schools.htm

http://renzullilearning.com/

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

https://www.facebook.com/School-Psyched-Podcast-1494498527497140/timeline/

https://plus.google.com/communities/107500016711274208603

Disproportionality – underrepresentation or overrepresentation? Join the conversation live! #psychedpodcast

https://ed.psu.edu/directory/plm17

http://www.aera.net/Newsroom/Recent-AERA-Research/Minorities-Are-Disproportionately-Underrepresented-in-Special-Education-Longitudinal-Evidence-Across-Five-Disability-Conditions

The Wrong and Right Ways to Ensure Equity in IDEA

http://journals.sagepub.com/doi/full/10.3102/0013189X12459678

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4441335/

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4972004/

http://pediatrics.aappublications.org/content/early/2013/06/19/peds.2012-2390

http://onlinelibrary.wiley.com/doi/10.1111/jcpp.12204/full

http://journals.sagepub.com/doi/abs/10.1177/0014402916664042

http://blogs.edweek.org/edweek/speced/2016/11/analysis_finds_flaws_in_studie.html

https://www.theatlantic.com/education/archive/2015/07/the-racial-imbalances-of-special-education/397775/

Presentation: https://drive.google.com/file/d/0B7JkmPE1QnD6bjcyanpwNVhEOGNycHF4aDRTTTNkaUVlRGZB/view?resourcekey=0-M-GGCmc7wprSf6S_P67HiQ

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

https://www.facebook.com/School-Psyched-Podcast-1494498527497140/timeline/

https://plus.google.com/communities/107500016711274208603

Join #psychedpodcast live!

http://www.hdnews.net/news/usd-psychologist-publishes-children-s-book/article_2485d666-588a-5668-a664-7bae7f9032e1.html

https://www.edutopia.org/sel-research-evidence-based-programs

Click to access Illinois-SEL-Standards.pdf

http://www.casel.org/guide/

http://csefel.vanderbilt.edu/

http://www.dbtinschools.com/

https://www.facebook.com/CASELorg/?hc_location=ufi

Resources Drive: https://drive.google.com/folderview?id=0B7JkmPE1QnD6SUJSNHo0NERJWFU&usp=sharing

https://www.facebook.com/School-Psyched-Podcast-1494498527497140/timeline/

https://plus.google.com/communities/107500016711274208603

#psychedpodcast

http://www.wku.edu/psychology/staff/ryan_farmer

http://www.evidencebasedreform.com/blog/staff-member/kristin-n-johnson-ph-d/

http://www.mybehaviorassistant.com

Home

Session 14: Mark Dixon on Acceptance and Commitment Therapy for Children with Autism and Emotional Challenges

Click to access Delivering%20Effective%20Commands.pdf

5 Types and Functions of Visual Supports–Antecedent Interventions for Behavioral Support

Click to access Tootling.pdf

https://www.abainternational.org/constituents/bios/stevenhayes.aspx

http://www.appliedbehavioralstrategies.com/reinforcement-101.html

https://www.hdc.lsuhsc.edu/tiers/resources.aspx

https://contextualscience.org/steve_hayes

https://contextualscience.org/

https://docs.google.com/presentation/d/0B7JkmPE1QnD6THJZWUM0ZGFZc28/edit?actionButton=1&resourcekey=0-3LldvTUak7nrHdNmkc1AJg#slide=id.p1

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

https://www.facebook.com/School-Psyched-Podcast-1494498527497140/timeline/

https://plus.google.com/communities/107500016711274208603

Join #psychedpodcast for this awesome live discussion!

http://www.ascd.org/Publications/ascd-authors/heidi-hayes-jacobs.aspx

About Curriculum21

Clearinghouse

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https://www.mcgill.ca/connectionslab/directors-page

https://www.mcgill.ca/connectionslab/resources

@ShawPsych

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Join #psychedpodcast live as we hear from a special education law attorney! Ask questions and chat with Lloyd Donders, who helps parents advocate for educational support for their children.

http://www.specialedlegalinfo.com/

http://ldonders.wixsite.com/lloyd-donders/single-post/2016/08/23/Is-A-Diagnosis-Necessary-For-A-Specific-Learning-Disability-Classification

http://ldonders.wixsite.com/lloyd-donders/single-post/2016/11/14/Specific-Learning-Disability-and-the-Twice-Exceptional-Child

https://www.facebook.com/SpecialEdLegalInfo/?fref=ts

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Join us Tuesday 11/22 and participate live! #psychedpodcast

http://www.jacknaglieri.com/

Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6UDlwUmMzX2gyREU/view?resourcekey=0-z0WyQbJ1f5uIZuauALsHRA

http://www.jacknaglieri.com/handouts—research-by-test.html

http://nebula.wsimg.com/ca6382bb797fbeb535eb39adad085f8e?AccessKeyId=5BBC44D87B24C07C253A&disposition=0&alloworigin=1

Click to access Discrepancy-Consistency-Model-for-SLD-Naglieri.pdf

Presentation: https://drive.google.com/file/d/0B7JkmPE1QnD6UDlwUmMzX2gyREU/view?resourcekey=0-z0WyQbJ1f5uIZuauALsHRA

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Join the live discussion with #psychedpodcast

Come and share your thoughts on SPAW week with #psychedpodcast! We hope to chat with Jay Peterson, creator of those catchy SPAW songs! 2016: https://youtu.be/DcLoB9jDzYo

https://www.nasponline.org/research-and-policy/advocacy-tools-and-resources/school-psychology-awareness-week-2016

http://theblackbriefcase.blogspot.com/2008/09/school-psychologist-vs-social-worker.html

Click to access Difference%20between%20School%20Psychologists%20and%20School%20Counselors.pdf

https://www.nasponline.org/research-and-policy/advocacy-tools-and-resources/school-psychology-awareness-week-2016/small-steps-change-lives-videos

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Join the discussion and participate live! #psychedpodcast

Sorry about the last minute change, but GoZen! had to reschedule. Join us for a discussion of trauma!

http://www.centerforyouthwellness.org/

Click to access HOW%20CHILDREN%20COPE.pdf

https://www.samhsa.gov/nctic/trauma-interventions

https://www.cdc.gov/violenceprevention/acestudy/

Trauma-Sensitive Schools: A Whole-School Approach

Click to access Child_Trauma_Toolkit_Final.pdf

Click to access mmtt_general.pdf

http://cbitsprogram.org/

https://www.crimesolutions.gov/ProgramDetails.aspx?ID=139

Click to access Dealing%20with%20Trauma%20-%20A%20TF-CBT%20Workbook%20for%20Teens.pdf

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?usp=sharing

From NASP Fact Sheet: Warning Signs. If any of the following symptoms do not decrease over time, if they severely impact the child’s ability to participate in normal activities, or if significant changes are noted, a referral to a mental health professional may be necessary. Disruption or withdrawal from peer relationships
General lack of energy or lack of interest in previously enjoyed activities. Strained family relationships (increased misbehavior, lashing out against family members, refusal to participate in normal family routines). Decline in school performance, school avoidance, or difficulty concentrating Physical complaints with no apparent cause Maladaptive coping (drug or alcohol use, severe aggression) Repeated nightmares and reporting strong fears of death, violence, etc. Repetitive play re-enacting the traumatic events Low self esteem, negative talk about self (if this was not apparent prior to the trauma) Sleeping (difficulty falling or staying asleep) and eating disturbances Increased arousal (easily startling or quick to anger), agitation, irritability, aggressiveness Regression in behavior (thumb sucking, bedwetting, clinginess, fear of the dark)

Join the discussion live! #psychedpodcast

Kellen Roberts is a permanently certified school psychologist and also has a provisional certification in School Building Leadership. He served as a school psychologist in an urban school district for 5 years. Kellen is now a stay-at-home parent with his two children (number 3 on the way), one of which is a child with special needs. Kellen is also a member of the Board of Directors for a pre-school that serves both typical and special needs children.

Powerpoint: https://drive.google.com/file/d/0B7JkmPE1QnD6ZzlLNm5uT3hfQ0IzQVpKcFoxd0RZWHBlVGY0/view?usp=sharing

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http://www.wku.edu/psychology/staff/ryan_farmer

http://www.evidencebasedreform.com/blog/staff-member/kristin-n-johnson-ph-d/

Home

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Tune in for this new and interesting topic with Dr. Florell! Ask questions and participate live through #psychedpodcast

http://psychology.eku.edu/people/florell

https://www.facebook.com/groups/141798755860302/

@schpsyforum

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Paul Tough is the author, most recently, of Helping Children Succeed: What Works and Why. His previous book, How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, was translated into 27 languages and spent more than a year on the New York Times hardcover and paperback best-seller lists.

About Paul

http://www.theatlantic.com/magazine/archive/2016/06/how-kids-really-succeed/480744/

#psychedpodcast

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Learn about the Evidence Based Intervention network and Direct Behavior Ratings!

http://ebi.missouri.edu/

http://ebi.missouri.edu/?page_id=6

http://dbr.education.uconn.edu/

http://www.intensiveintervention.org/

#psychedpodcast

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Join us live through facebook and #psychedpodcast   http://education.indiana.edu/dotnetforms/Profile.aspx?u=huberty

http://www.behavior-consultant.com/social.htm

http://schoolpsychologistfiles.com/emdisability/

http://cecp.air.org/resources/20th/eligchar.asp

Presentation: https://docs.google.com/presentation/d/0B7JkmPE1QnD6X0tKZWlZOE96ZEU/edit?resourcekey=0-U-tEcxDku85ZTyuXDsL5qw#slide=id.p1

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Participate live with #psychedpodcast

http://www.chalkbeat.org/posts/co/2016/04/07/how-a-denver-elementary-school-is-using-pop-music-and-viral-videos-to-teach-social-skills/#.V0GvzBMrLnA

http://www.9news.com/news/education/school-creates-music-videos-to-teach-character/143334916

http://www.peace4kids.org/

https://www.youtube.com/channel/UCYklfAI8FQiFg_ewApOlFiQ

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Use facebook and #psychedpodcast  to chat with Dr. Burns live!

http://cehdvision2020.umn.edu/people/matthew-burns/

Presentation: https://docs.google.com/presentation/d/0B7JkmPE1QnD6Y3ROb0Y2UzFaOEE/edit?resourcekey=0-Gv7S-rJLj0xC-avFlIKTGA#slide=id.p1

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

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Join us live! #psychedpodcast

https://www.socialthinking.com/Speaker%20Details?name=Nancy%20Tarshis

https://www.socialthinking.com/Articles?name=Social%20Thinking%20Social%20Communication%20Profile

https://www.socialthinking.com/Resources

https://www.socialthinking.com/Search%20Results#q=Thinking%20about%20you%20thinking%20about%20me

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What are some of the things that school psychs might not be on the same page about? Come and join the discussion on #psychedpodcast  as we talk “hot button” topics within our field.

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https://www.drlisadamour.com/bio

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What are graduate students learning these days? Come join us on #psychedpodcast  to find out! We will be chatting with students across six different states to see what programs are focusing on.

Learn about some of our guests below!

Riplie is from Oregon and attends a private university in the Portland area.  He is currently an Instructional Assistant in a self-contained classroom.  Interests in the School Psychology field are behavioral consulting, autism, and an interest in starting a support group for parents of children with special needs.  Unrelated hobbies are bollywood dancing, Improv comedy, biking, and sleeping when he can

Krista is originally from North Dakota and attends a private university in the Denver area. As a former special education teacher, Krista has a passion for advocacy, postsecondary transition, public policy, and consultation. She currently works as an academic counselor for undergraduate students with emotional disabilities, learning disability, and ADHD. Outside the field of school psychology, Krista likes to travel, spend time with her nephews, and follow her favorite hockey teams.

Alyska Kalmeijer attends Western Carolina University in North Carolina. Her interests are autism and  preschoolers. Her research will be looking into the effects that physical activity has on academic achievement and executive functioning. Unrelated interests include being outdoors/active and spending time with friends!

Allison is a second year School Psychology student, minoring in Multicultural Psychology and earning a graduate certificate in Teaching English to Speakers of Other Languages (TESOL). As a school psychologist, she would love to focus on a districts’ English Language Learners (ELL) program. She is very interested in paving new paths for school psychologists to be involved in the ELL process, just as they are involved in the special education and general education processes. She believes that a school psychologist’s job is to help other school professionals utilize data (i.e. pre/post tests, monitoring progress data, data that supports or does not support intervention effectiveness, and fidelity data), in order to make decisions about how to work with every student in the school (Tier I-Tier III). Currently ELL students are being over or under represented, depending on the district, when it comes to identifying students in need of extra supports. Many school professionals do not feel confident in determining whether the language disparity is due to a language deficit or a language disability, and school psychologists are uniquely prepared to aid in utilizing data to make that determination.

#psychedpodcast

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Participate live! #psychedpodcast

http://www.cehd.umn.edu/edpsych/people/Faculty/Burns.html

From Dr. Burn’ recent Communique article,  ‘Effect of Cognitive Processing Assessments and Interventions on Academic Outcomes: Can 200 Studies Be Wrong?’: “Over 200 studies synthesized in seven meta-analyses found a negligible to small effect for cognitive assessments and interventions on reading and mathematics improvements. Examining cognitive processing data does not improve intervention effectiveness, and doing so could distract attention from more effective interventions.”

Click to access Intervention.pdf

http://ebi.missouri.edu/

http://gosbr.net/

http://tylervigen.com/spurious-correlations

http://www.npr.org/sections/ed/2016/02/02/463593878/the-science-of-getting-kids-organized?utm_source=facebook.com&utm_medium=social&utm_campaign=npr&utm_term=nprnews&utm_content=20160202

#psychedpodcast

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If you aren’t attending NASP this year do what we are doing and live vicariously through Dr. Kelly during this podcast. If you are there – see if you can spot him during air time!

Participate live by submitting questions to #psychedpodcast !

https://apps.nasponline.org/membership-and-community/nasp-elections.aspx

#psychedpodcast

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Have you ever supervised an intern or practicum student? Thinking about it? Join us as we speak with two experienced supervisors!

http://www.randomactsofcounseling.com

https://www.facebook.com/Eric-Elias-School-Psychologist-407423849435166/

Click to access Scott_FASP%202006%20Internship%20Handout.pdf

#psychedpodcast

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Too much to do during the work day? Bringing work home? Join us for a collaborative discussion and share how you are fairing this school year!

http://www.apa.org/gradpsych/2011/03/corner.aspx

http://www.apadivisions.org/division-16/publications/newsletters/school-psychologist/2014/07/compassion.aspx

https://www.psychologytoday.com/blog/pressure-proof/201306/7-strategies-prevent-burnout

https://www.apa.org/helpcenter/work-stress.aspx

http://www.myfourcircles.com/

https://jfe.qualtrics.com/form/SV_eKyfFyoYTxkbbet

http://www.huffingtonpost.com/kare-anderson/ready-to-live-a-richer-li_b_5929566.html?utm_hp_ref=books&ir=Books

Click to access compassion-satisfaction-and-fatigue-stamm-2009.pdf

Click to access are-you-burning-out.pdf

#psychedpodcast

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Have a discussion with the creators of these very cool resources! http://www.schoolpsychologytools.com and http://schoolpsych.com/

http://schoolpsych.com/the-story-behind-schoolpsych/

Click to access BOSS-Webinar-Handout-10-2013.pdf

https://www.specialedhub.com/

https://e-drc.com/

http://www.interventioncentral.org/

#psychedpodcast

Resources Drive: https://drive.google.com/folderview?id=0B7JkmPE1QnD6SUJSNHo0NERJWFU&usp=sharing

https://www.facebook.com/School-Psyched-Podcast-1494498527497140/timeline/

https://plus.google.com/communities/107500016711274208603

http://www.templegrandin.com/

#psychedpodcast

Resources Drive: https://drive.google.com/folderview?id=0B7JkmPE1QnD6SUJSNHo0NERJWFU&usp=sharing

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Read about Monica’s background here: http://www.monicaoganes.com/blog/biographies/monica-oganes/

Participate by submitting questions live to #psychedpodcast  or the FB page https://www.facebook.com/School-Psyched-Podcast-1494498527497140/?ref=aymt_homepage_panel

http://www.monicaoganes.com

https://drive.google.com/file/d/0B7JkmPE1QnD6WlRMYzdPNkFjcFYzWS1hVjA3RERiRWdIaFJn/view?resourcekey=0-qD78EsLzaCPcQgTURq6CtQ

#psychedpodcast

Resources Drive: https://drive.google.com/drive/u/0/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCgcast

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Dr. Rebeck continues his presentation on executive functioning. Participate live with #psychedpodcast  and through the FB page https://www.facebook.com/School-Psyched-Podcast-1494498527497140/?ref=aymt_homepage_panel

book referenced in podcast: Helping Children Learn: Intervention Handouts for Use in School and at Home http://www.amazon.com/Helping-Children-Learn-Intervention-Handouts/dp/1557666466

#psychedpodcast

Presentation: https://docs.google.com/presentation/d/0B7JkmPE1QnD6dHpsMmJMZGJZaEE/view?resourcekey=0-Wgr5jRoguUonOYYnEAg5UQ#slide=id.p1

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

https://www.facebook.com/School-Psyched-Podcast-1494498527497140/timeline/

Dr. Scott Barry Kaufman shares his thoughts and research on intelligence and creativity, topics that his book “Ungifted: Intelligence Redefined” discusses.

#psychedpodcast

http://www.scottbarrykaufman.com

http://www.ipositive-education.net/

http://www.apa.org/monitor/2015/09/smart.aspx

http://www.creativitypost.com/psychology/creative_people_are

http://designmind.frogdesign.com/2012/08/paradox-passion/

Resources Drive: https://drive.google.com/folderview?id=0B7JkmPE1QnD6SUJSNHo0NERJWFU&usp=sharing

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Dr. Rebeck is a Diplomate of the American Board of School Neuropsychology and will be discussing this topic!

#psychedpodcast

Presentation: https://drive.google.com/file/d/0B7JkmPE1QnD6dHpsMmJMZGJZaEE/view?resourcekey=0-Wgr5jRoguUonOYYnEAg5UQ

Resources Drive: https://drive.google.com/drive/u/0/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

http://schoolneuropsych.com

“If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we… …teach? …punish? Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

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Please join us for the discussion of these important topics

#psychedpodcast

Click to access Memorial%20Guidelines.pdf

http://www.casel.org/state-scan-scorecard-project

Click to access WS%20Press%20Release%20Final.pdf

https://mentalhealthscreening.org/programs/youth

Support Homepage

http://www.sprc.org/bpr/section-i-evidence-based-programs

Click to access AfteraSuicideToolkitforSchools.pdf

http://www.isbe.state.il.us/ils/social_emotional/standards.htm

https://itunes.apple.com/us/podcast/the-social-work-podcast/id216662405?mt=2&i=300212710

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

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How do you get ready for a new school year? Join the conversation and let us know!

#psychedpodcast

Resources Drive: https://drive.google.com/folderview?id=0B7JkmPE1QnD6SUJSNHo0NERJWFU&usp=sharing

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https://plus.google.com/communities/107500016711274208603

Sorry for the technical difficulties everybody…

#psychedpodcast

http://www.interventioncentral.org/schoolpsyched

http://www.interventioncentral.org/

http://ies.ed.gov/ncee/wwc/

https://www.nprinc.com/strategies-for-struggling-learners-in-the-era-of-ccss-rti/

Presentation: https://drive.google.com/file/d/0B7JkmPE1QnD6aTdQSnhYcHdGdGc/view?resourcekey=0-kLzcjJS_azbdU5GmKQCnPw

Resources Drive: https://drive.google.com/drive/folders/0B7JkmPE1QnD6SUJSNHo0NERJWFU?resourcekey=0-oMf9-tv9Fsb70BGPO2dmCg

https://www.facebook.com/School-Psyched-Podcast-1494498527497140/timeline/

Collaborative discussion with Autism Classroom News https://www.facebook.com/autismclassroomnews

#psychedpodcast

Resources Drive: https://drive.google.com/folderview?id=0B7JkmPE1QnD6SUJSNHo0NERJWFU&usp=sharing

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Collaborative discussion

#psychedpodcast

http://autismpdc.fpg.unc.edu/evidence-based-practices

http://www.researchautism.org/family/intervention/index.asp

https://www.autismspeaks.org/family-services/tool-kits

https://www.autismspeaks.org/what-autism/diagnosis/dsm-5-diagnostic-criteria

Click to access Prompting_Steps-Least.pdf

http://www.cdc.gov/ncbddd/autism/hcp-screening.html

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Discussion of using a profile of strengths/weaknesses to identify LD

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Click to access Specific%20Learning%20Disorder%20Fact%20Sheet.pdf

Click to access CommentsDSM5ColkerShaywitzSimon.pdf

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Collaborative discussion around school psychology topics

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ericschleiferphd.com

http://www.nbcnews.com/health/kids-health/teens-more-stressed-out-adults-survey-shows-n26921

http://www.bing.com/images/search?q=optimal+anxiety+curve&qpvt=optimal+anxiety+curve&FORM=IGRE#view=detail&id=45C78209A96BBD1B35B8584AB8B8874B60411ACF&selectedIndex=12

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Is Your Child’s Behavior a Manifestation of Their Disability?

http://theeducatorsroom.com/2014/11/expect-manifestation-determination-review/

http://www.wrightslaw.com/info/discipl.mdr.strategy.htm

http://idea.ed.gov/explore/view/p/,root,dynamic,QaCorner,7,

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BehaviorSnap and eDRC

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https://e-drc.com/

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