The 29th Annual School Psychology Conference
Friday, March 6, 2009

Recent Advances in Assessment and Intervention

Presenters

Samuel Ortiz, PhD—Keynote Speaker
Associate Professor of Psychology, St. John’s University

Patricia Jones, PhD
Professor of Adult Organization and Development, PSE Department, Temple University

Cecil Reynolds, PhD, ABPN
Professor of Educational Psychology and Professor of Neuroscience, Texas A&M University

Paul LeBuffe, MA
Co‐Director, Devereux Center for Resilient Children

Stephen Behnke, PhD, JD
Director, American Psychological Association Ethics Office

Erin Rotheram Fuller, PhD
Assistant Professor of School Psychology, PSE Department, Temple University

 

Schedule of Events

 

7:45—8:25 Registration and Continental Breakfast
2nd Floor, Student Activities Center

 

8:30—9:00 Welcome

Joseph G. Rosenfeld, PhD, NCSP, ABPP
Professor of School Psychology, Temple University

C. Kent McGuire, PhD
Dean, College of Education, Temple University Professor of Educational Administration

Irwin A. Hyman Student Travel Award Stanley Rosner Award
Presenter: Catherine Fiorello, PhD
Coordinator, School Psychology Program, Temple University

 

9:00—10:30 Keynote Address
The English Language Learning Odyssey: “Am I Monolingual Yet?”

As a result of this session, participants will be able to:

• Develop an in‐depth knowledge regarding the manner in which the various, current types of bilingual and ESL programs affect the school achievement and the subsequent test performance of English learners
• Learn the steps and process involved in conducting comprehensive and systematic evaluation of culturally and linguistically diverse learners

Presenter: Samuel Ortiz, PhD Chair: Catherine Fiorello, PhD

 

10:45—12:45 Concurrent Workshops

A) Development and Use of the Koppitz‐2: The Koppitz Developmental Scoring System for the Bender‐Gestalt Test, Second Edition

As a result of this session, participants will be able to:

• Understand the similarities and differences between the first and second editions of the Koppitz Bender‐Gestalt Test
• Understand the conceptual and technical development of the Koppitz‐2
• Be able to interpret the Koppitz VMI as a measure of visual motor integration skills in the context of Koppitz original conceptualization, as well as current models of visual motor integration skills
• Understand Koppitz’ emotional indicators

Intended Audience Level: Intermediate Presenter: Cecil Reynolds, PhD Chair: Frank Farley, PhD

B) Equitable Assessment of English Language Learners

As a result of this session, participants will be able to:

• Learn the advantages and benefits of certain tests for use with multicultural populations (e.g. nonverbal, native language) and how such tests may be used for conducting evaluations of culturally and linguistically diverse learners in English
• Apply and use the Culture‐Language Test Classifications and Interpretive Matrix as a method for evaluating the impact of cultural and linguistic factors on test performance
• Learn how to interpret standardized test and other data in a nondiscriminatory manner

Intended Audience Level: Intermediate Presenter: Samuel Ortiz, PhD Chair: Patricia Feurstein, PhD

C) Teaching and Assessing the “Language” of Social Success: Nonverbal Communication in Conflict Resolution Education

As a result of this session, participants will be able to:

• Understand theoretical frameworks for understanding the functions of nonverbal communication and the necessity of nonverbal communication competence
• Utilize activities and exercises from the federally funded CRETE Project (Conflict Resolution Education in Teacher Education) to teach nonverbal social skills
• Develop their understanding of dyssemia and the DANVA assessment that helps to identify children with dyssemia

Intended Audience Level: Intermediate Presenter: Trish Jones, PhD Chair: James Connell, PhD, BCBA

Workshop C: download/view the presentation (ppt)

D) Assessing Socio‐Emotional Competencies Related to Resilience in Children in Grades K‐8

As a result of this session, participants will be able to:

• Administer and score the DESSA
• Create and interpret both individual child and classroom protective profiles
• Plan socio‐emotional competency enhancing classrooms and family‐based interventions utilizing both the child and classroom protective factor profiles

Intended Audience Level: Intermediate Presenter: Paul LeBuffe, MA Chair: Naomi Lennox, PhD

 

2:00—4:00 Afternoon Workshop (2 hours)

E) Exploring the Social Inclusion of High‐Functioning Children with Autism in Regular Education Classrooms: Current Interventions and Future Needs

As a result of this session, participants will be able to:

• Understand the success of existing interventions to improve the social skills of high‐functioning children with autism included within regular education classrooms.
• Use the “Friendship Survey” as an assessment tool and intervention guide

Intended Audience Level: Introductory Presenter: Erin Rotheram‐Fuller, PhD Chair: Jeri Goldman, PhD

Workshop E: download/view the presentation (ppt)

 

2:00—5:00 Concurrent Workshops (3 hours)

F) Targeting the I in RtI: Preventing School Failure Through Assessment and Remediation of Deficits in Study and Learning Strategies, Listening Skills, Reading Comprehension Strategies, and Related Academic Skills

As a result of this session, participants will be able to:

• Understand the development, standardization, and psychometric characteristics of the SMALSI
• Be able to administer score the SMALSI accurately and understand the interpretation of the SMALSI to Tier I RtI methods
• Be able to locate additional resources and teaching methods to address skill development in each SMALSI area to enhance the individualization and effectiveness of instruction in each area
• Determine the need for additional assessment or referral related to issues associated with high levels of test anxiety

Intended Audience Level: Introductory Presenter: Cecil Reynolds, PhD Chair: Jean Boyer, PhD

G) Ethics and Law in School‐Based Contexts for Mental Health Professionals

As a result of this session, participants will be able to:

• Understand how the APA Ethics Code may be used by practicing mental health professionals as a tool for resolving ethical dilemmas
• Grasp the relationship between the APA Ethics Code and laws relevant to school‐based contexts
• Gain a process for applying the APA Ethics Code in school‐based contexts

Intended audience Level: Intermediate Presenter: Stephen Behnke, PhD, JD Chair: Ronald Fischman, EdD

*This will satisfy the 3 hour ethics requirement for license renewal.*

 

4:00—6:30 School Psychology Alumni Reception
Gittis Student Center