Runge provided an overview of the Response to Instruction and Intervention (RtII) model and discussed issues pertinent to gifted education including assessment, eligibility determination, instructional delivery models, and integration with Gifted Individualized Education Plans.

Educational and School Psychology 

The purpose of the forum is to provide current graduate students the opportunity to discuss their academic work.

Boneshefski won the Dean’s Award for his research presentation entitled “Rate of Improvement Projections: An Aid to Special Education Decision-Making,” under the mentorship of Joseph Kovaleski.

Department of Educational and School Psychology

This year, nine alumni from the Department of Education and School Psychology presented 16 presentations at the NASP Conference held in Seattle, Washington, on February 12-15, 2013. The department would like to recognize these nine alumni and their presentations.

Dr. Leigh Armistead, D.Ed.

• Ethical issues in School Psychology Graduate Preparation
• The Ethics Committee’s Dilemmas: Responding to Questions from the Field
• Emerging Ethical Challenges in the 21st Century

Dr. Laura M. Crothers, D.Ed.

• Relational and Social Aggression and Reflective Processing in Late Adolescence
• Identity Cognitive Processing and Relational and Social Aggression in Adolescence

Dr. Susan C. Davies, D.Ed.

• Preparation of School Psychologist to Serve English Language Learning Students
• School-Based Training and Consultation to Improve concussion Awareness
• Neuroimaging Technology and TBI: What Am I Looking At?

Dr. Francis DeMatteo, D.Ed.

• Families of Students with Autism: A Resource-Based Transition Program

Dr. Steven G. Feifer, D.Ed.

• Using Cognitive Neuropsychology to Develop Evidence-Based Reading, Writing, and Math Interventions
• The Neuropsychology of Mathematics: Diagnosis and Intervention

Dr. David J. Lilenstein, D.Ed.

• The Role of the School Psychologist in RTI Data Analysis Teaming

Dr. Andrea B. Rodriguez, D.Ed.

• Improving cultural Competency through Understanding Stereotype Threat and Microagressions

Dr. Denise Rogers Foley, D.Ed.

• School Psychologists Lead with Research: Predicting High-Stakes Performance with M-CBM

Dr. Richard W. VanVoorhis, D.Ed.

• The SSTP Parenting Program for the ASD Population
• Work Values of School Psychologists: Finding the Right Employment Fit

Educational and School Psychology

The Child Study Center is based in the Educational and School Psychology Department and provides services to children, families, and schools.

Through the delivery of these services, graduate students obtain experiences in psychoeducational assessment and intervention that support their professional development as they prepare for careers in school psychology. The graduate students are supervised in the clinic by faculty within the department.

To find out more information, please call the Child Study Center during normal business hours at 724-357-2445. All information provided to the Child Study Center is confidential.

For more information refer to the Child Study Center website. 

The awards are presented to female students and professional women of the IUP/local community whose contributions and/or achievements reflect leadership, social justice, and diversity from the perspective of the IUP African American Cultural Center in conjunction with Victory Christian Assembly, the President’s Commission on the Status of Women, and the men of the Maat Student Organization President’s Council.

Skinner will receive her award at Fearless Diamonds: a Tribute to Women on Thursday, March 28, 2013, at 5:00 p.m. in the HUB Ohio Room.

Department of Educational and School Psychology 

He will be recognized during the annual Research Appreciation Week luncheon on April 1, 2013.

The mission of NASP is to empower school psychologists by advancing effective practices to improve students’ learning, behavior, and mental health.

Kovaleski’s lecture, entitled “Leaders of the Pack: School Psychologists as Leaders of School Change,” highlighted the ways in which school psychologists in Pennsylvania have risen to the challenge of leading school change.

The PASSHE virtual conference is comprised of sessions that were presented at various conferences throughout the past year. Committee members identified these sessions as being pertinent to the transformation of teaching and learning in the state of Pennsylvania. Only topics considered to be the top of the selected sessions were included in the virtual conference.

McLaughlin’s presentation was titled “Overcoming the Barriers of Online Assessment: Effective Use of Web-Facilitated and Blended Instructional Delivery Models.” McLaughlin discussed Web-facilitated and blended instructional delivery models that have been gaining momentum in education within the context of increased pressures on the development of effective online assessment.

Faculty and students presented on topics including assessment, mental health services, and School Wide Positive Behavior and Intervention Support.

The ASPP conference was held in State College, Pa., on October 18–19, 2012. The NASP conference was held in Seattle, Wash., on February 12–15, 2013.

The mission of ASPP is to represent and support school psychology through leadership in order to enhance the mental health and competence of all children. NASP’s mission is to empower school psychologists by improving effective practices to improve students’ mental health, behavior, and learning.

Rate of Improvement Projections: An Aid to Special Education Decision-Making

Boneshefski, M., Kuncelman, C., & Kovaleski, J. F. (2013). Poster presentation at the annual meeting of the National Association of School Psychologists, Seattle, WA.

The authors addressed rate of improvement (ROI) projections as an aid to special education decision-making. This presentation displayed oral reading fluency rate trajectories of students achieving at 100 percent, 75 percent, 50 percent, and 25 percent of the levels compared to grade level peers. ROIs were projected between one and five years for students in grades 1 through 6. Participants gained information about using ROI trajectories to help determine and communicate to parents the amount of time it will take students to achieve at a level of proficiency.

Disproportionate Discipline: Causes of Disproportionality and Outcomes for Minority Students

Boneshefski, M., & Runge, T. (2013). Poster presentation at the annual meeting of the National Association of School Psychologists, Seattle, WA.

The authors examined the factors contributing to disproportional discipline outcomes for African American students in an elementary school that implemented a schoolwide positive behavioral interventions and supports system. Session attendees learned about the factors that lead to disproportionality in school discipline and the outcomes for ethnic minority students. Implications for teacher and administrative practices that will better meet the educational and behavioral needs of minority students were also presented.

Using RtI for SLD Identification: Comparing Progress in Best Practices Across a Number of States: Symposium

Bush, K.L., Coulter, A., Deni, J., Kovaleski, J. F., Reschly, D., Lillenstein, J., & Pasternack, R. (2013). Presentation at the annual meeting of the National Association of School Psychologists, Seattle, WA.

The authors addressed the use of Response to Intervention (RtI) for Specific Learning Disorder (SLD) identification. The authors presented both national and state perspectives on rules for SLD identification using RtI. Common problems with RtI systems implementation and suggested resolutions were identified, as well as the multiple elements of comprehensive evaluations using RtI. In addition, the authors offered opinions about challenges regarding their state’s implementation process. Symposium attendees gained perspective on various approaches to SLD identification using RtI.

SWPBIS After Six Years: A Cohort Study

Gorlaski, A., Wagner, H., Boneshefski, M., & Runge, T. (2013). Presentation at the annual meeting of the National Association of School Psychologists, Seattle, WA.

Schoolwide positive behavioral interventions and supports (SW-PBIS) is a commonly used model to address problem behaviors in schools. The authors presented a project designed to track cohorts through six years of SW-PBIS implementation. During the first year of full implementation, there was an increase in the number of tangible reinforcers distributed and a decrease in office discipline referrals. Attendees learned about long-term effects of implementation and methods to increase effectiveness over time.

Considerations for Sustained Implementation of SWPBIS

Gorlaski, A., Wagner, H., & Runge, T. (2013). Presentation at the annual meeting of the National Association of School Psychologists, Seattle, WA.

Schoolwide positive behavioral interventions and supports (SW-PBIS) is an evidence-based practice for decreasing problem behaviors and promoting positive behaviors within the school setting. Implementing SW-PBIS requires a high degree of dedication, and sustained programming requires a number of building and systems-level supports. Using quantitative and qualitative data, the authors examined the average length of time needed for full implementation of SW-PBIS, the variables of sustainability of SW-PBIS, and the reasons schools discontinue SW-PBIS initiatives.

Gifted and Non-Gifted Learners: Behavioral Social and Emotional Differences

Holtzman, D. R., Boneshefski, M. J., & Coyne, T. (2013). Presentation at the annual meeting of the National Association of School Psychologists, Seattle, WA.

The authors explored the unique behavioral, social, and emotional characteristics of gifted learners. The Behavior Assessment System for Children–Second Edition (BASC-2) was administered to teachers, parents, and students. The results of these ratings scales were analyzed to determine how gifted students differ from their typically developing peers in areas such as problem behaviors, social skills, and emotional functioning. The potential implications of using this information for eligibility decisions were also examined.

The Role of School Psychologists in RTI Data-Analysis Teaming: Symposium

Hyson, D. M., Kovaleski, J. F., Lillenstein, D., Pedersen, J., McNamara, K. M., & Richardson, R. (2013). Presentation at the annual meeting of the National Association of School Psychologists, Seattle, WA.

The authors addressed the role of school psychologists within effective grade-level teams. The purpose of this symposium session was to discuss and define the role of school psychologists in the functioning of effective grade level teams (GLTs), provide participants with specific steps to implement as they guide GLTs through the process of analyzing student benchmark data, and subsequently make instructional decisions at the grade, class, and student level based on available data.

Evaluating the Clinical, Forensic and Educational Validity of the SAVRY: A Meta-Analysis

Linaburg, M., Hunter, K., Roche, C., & McGowan, M. R. (2012). Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.

Using the Stanford-Binet’s Non-Verbal Composite Scores to Evaluate Gifted and Talented Learners

Linaburg, M., Wick, M., & McGowan, M. R. (2012). Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.

The Missing Link: SW-PBIS and Academic Performance

McFall, S. R., Runge, T., Staszkiewicz, M., O’Donnell, K. (2013). Poster presentation presented at the annual meeting of the National Association of School Psychologists, Seattle, WA.

The authors discussed School Wide Positive Behavioral Interventions and Supports (SW-PBIS) and its effects on student performance on the Pennsylvania System of School Assessment (PSSA).

An Interactional Approach to School Based Mental Health

McLaughlin, C. L., & Christner, R. W. (2012). Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.

The Impact of Increased Resources on State Standardized Test Scores in an Urban, Low Socio-Economic Elementary School

McLaughlin, C. L., & Vasbinder, S. (2012, October). Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.

NASP Distinguished Lecture: Leaders of the Pack—School Psychologists as Leaders of School Change

Shapiro, E. S., & Kovaleski, J. F. (2013). Poster presentation at the annual meeting of the National Association of School Psychologists, Seattle, WA.

School psychologists have the training, knowledge, and expertise to lead. The authors of this study highlighted the ways in which school psychologists in Pennsylvania have risen to the challenge of leading school change.

School Wide Positive Behavior and Intervention Support: A Tier II Implementation

Spayd, M. A., McGurk, D. G., & Runge, T. J. (2012). Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.

Effectiveness of Check-In Check-Out SWPBIS Program

Spayd, M. A., McGurk, D. G., & Runge, T. J. (2013). Poster presentation at the annual meeting of the National Association of School Psychologists, Seattle, WA.

The authors examined data on the effectiveness of a Tier 2 intervention (check-in, check-out) for schoolwide positive behavioral interventions and supports (SW-PBIS) at the junior high school level. Office discipline referrals and individual behavioral data were presented to demonstrate the program’s effectiveness. Attendees of this session were provided with information concerning SW-PBIS as well as Tier 2 interventions for academic or behavioral support.

SWPBIS After Six Years: A Cohort Study

Wagner, H. D., Boneshefski, M. J., Gorlaski, G. M., & Runge, T. J. (2012). Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.

The authors presented information about implementing a School-Wide Positive Behavioral Interventions and Supports (SWPBIS) system. Data were collected from an urban elementary school in Pennsylvania. The school monitored discipline data using office discipline referrals (ODRs). Discipline data allowed the SWPBIS team to determine the types and locations of problem behaviors as well as proportionality of discipline among racial minorities. In an SWPBIS system, appropriate behaviors are reinforced. Students received a Trojan Treasure Note ticket as a tangible reinforcer when observed behaving according to the rules and expectations. Program effectiveness was examined using ODR and reinforcer data. The authors examined the utility of using reinforcers to target locations that the school identified as problem areas. Also examined was the proportionality of ODRs distributed among racial minorities. Attendees were provided with information concerning the use of data to drive the decision-making process in the SWPBIS model.

Professional Roles and Collaboration: Exploring the Provision of Mental Health Services in Schools

Wagner, H. D., Thompson. T. L., & McGowan, M. R. (2012). Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.

The authors examined the working relationships between school psychologists and school counselors within the state of Pennsylvania. The goals of this study were to clarify professional roles with the hope that collaboration between both professionals increase, to examine barriers to collaboration between the two groups of professionals, and to examine the role of school psychologists and school counselors in working with community mental health services provided in the school setting.

Effects of Parents’ Perceived Invitations for Involvement on Involvement Behavior

Yagle, K., Vandervort, J., Maragouthakis, E., & Black, L. (2013). Poster presentation at the annual meeting of the National Association of School Psychologists, Seattle, WA.

The authors examined parents’ perceptions of invitations in relation to their parental involvement behavior. Differences in perceptions between parents of children classified with a special education disability and parents of children in general education was also presented. Session attendees gained a better understanding of what factors influence parent involvement behaviors and which type of invitation is best suited for each parental group.

To find out more, read the article “Best Social Services Jobs: School Psychologist.”

Department of Educational and School Psychology 

VanVoorhis lives at home with his wife (Hayley), daughter (Rebecca), and son (Andrew). After 17 years working as a full-time school psychologist in the states of Illinois and Ohio, VanVoorhis accepted a faculty position at Youngstown State University in the fall of 2009. He was instrumental in moving the proposed program through all university and state approval steps, and the program was officially “state approved” during the summer of 2011. The first YSU school psychology program cohort began in the summer of 2012.

Currently, VanVoorhis continues his employment as an assistant professor in the school psychology program at Youngstown State University. He was honored to receive the YSU Distinguished Professor Award in the area of Service in the spring of 2012. He was also recently featured in Ohio Magazine’s Excellence in Education edition. He enjoys teaching students about the role and function of school psychologists, career development, consultation, assessment, and various other topics. He also conducts research, offers presentations, and writes articles related to topics involving low incidence disabilities, assistive technology, parenting programs, career development, job satisfaction, program development, and other field-related topics. This year, he will once again coordinate the third annual YSU School Psychology Program Summer Institute.

VanVoorhis reports that his degree from IUP has helped him immensely as both a practitioner and faculty member. He indicates that his training was challenging and comprehensive, and at the same time interesting and enjoyable. He continues to keep in touch with his former IUP professors nearly a decade after he graduated. In fact, he and Ed Levinson recently served as guest editors and contributors for a special edition of the Journal of Employment Counseling (December 2012).

VanVoorhis wishes to encourage current IUP school psychology students to go above and beyond the minimum level that is expected in everything that they do. He recommends current students take the time to ask extra questions, attend state or national conferences, or become involved in an extra project. This, in combination with the wonderful school psychology training that IUP offers, will enable IUP’s school psychology graduates to continue their success through helping students, families, and fellow educators.

Department of Educational and School Psychology 

ABCT is multidisciplinary organization dedicated to the understanding and improvement of human functioning through the study and application of behavioral, cognitive, and other evidence-based principles to the assessment, prevention, treatment of human problems, and the enhancement of health and well-being.

The article presented the current definitional criteria for the identification of specific learning disabilities (SLD) and noted that school districts must establish their own criteria for determination of SLD that are consistent with Pennsylvania educational regulations. Of particular note was the increasing number of schools in Pennsylvania that are approved to use a response to instruction and intervention model for determining if a student has an SLD.

Parents and private practitioners must be aware of the criteria a school uses for determining SLD when conducting an independent educational evaluation of a public school child. Otherwise, independent evaluations may not provide the necessary data for schools to identify or rule out an SLD.

Suggestions for private practitioners and parents were offered so that schools, parents, and private practitioners can work collaboratively to help provide a free, appropriate public education for children.

Educational and School Psychology 

This article reviewed the psychometric properties of three measures of early literacy skills adapted from previous research. These measures, which are free and available on Dr. Runge's website, were found to have sufficient internal consistency and inter-rater reliability for use as screeners and progress monitoring tools. Predictive validity with measures of reading fluency and comprehension three years later were comparable to nationally-normed, commercially available products. This research continues to lay the psychometric foundation for group-administered, easy-to-administer, visually appealing instruments that measure critical pre-literacy skills.

PAGE is a nonprofit advocacy organization dedicated to helping gifted learners, parents, and educators. An affiliate of the National Association for Gifted Children since 1951, PAGE has assisted countless parents, teachers, and administrators in helping Pennsylvania’s gifted learners reach their full potential. PAGE operates a free helpline, a network of local affiliates, annual conferences, Web-based resources, and effective advocacy. Working with state legislators and members of the state Department of Education, PAGE fostered the passage of Pennsylvania’s Chapter 16, Special Education for the Gifted, one of the strongest for gifted education in the nation.

Runge, director of the IUP Center for Rural Gifted Education, will work with PAGE and institutions of higher education to advocate for the inclusion of knowledge and skill development related to gifted children in undergraduate and graduate curricula so that educators are better prepared to meet the needs of gifted learners.

Department of Educational and School Psychology 

Kovaleski presented the keynote address on “Creating the Future of School Psychology” as well as a workshop entitled “Implementing RTI in Secondary Schools Using Data-Analysis Teams.”

Students and faculty from the Department of Educational and School Psychology will present at the annual Association of School Psychologists of Pennsylvania (ASPP) fall conference, held in State College, Pa., on October 18–19, 2012.

The mission of ASPP is to represent and support school psychology through leadership to enhance the mental health and competence of all children. This year, the Educational and School Psychology Program at IUP will be represented at the conference by several student and faculty presenters on topics such as assessment, mental health services, and School Wide Positive Behavior and Intervention Support.

The presenters include:

• Linaburg, M., Hunter, K., Roche, C., & McGowan, M. R. (2012, October). Evaluating the Clinical, Forensic and Educational Validity of the SAVRY: A Meta-Analysis. Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.
• Linaburg, M., Wick, M., & McGowan, M. R. (2012, October). Using the Stanford-Binet's Non-Verbal Composite Scores to Evaluate Gifted and Talented Learners. Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.
• McLaughlin, C. L., & Vasbinder, S. (2012, October). The Impact of Increased Resources on State Standardized Test Scores in an Urban, Low Socio-Economic Elementary School. Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.
• Spayd, M. A., McGurk, D. G., & Runge, T. J. (2012, October). School Wide Positive Behavior and Intervention Support: A Tier II Implementation. Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.
• Wagner, H. D., Boneshefski, M. J., Gorlaski, G. M., & Runge, T. J. (2012, October). SWPBIS After Six Years: A Cohort Study. Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.
• Wagner, H. D., Thompson. T. L., & McGowan, M. R. (2012, October). Professional roles and collaboration: Exploring the provision of mental health services in schools.Poster presentation presented at the annual meeting of the Association of School Psychologists of Pennsylvania, State College, PA.

APSCUF represents more than 6,000 faculty and coaches who have devoted themselves to Pennsylvania students and excellence in higher education, and functions to further the preparation of educational leaders, role models, advocates, and mentors.

Congratulations to our colleague and friend!

The mission of MHEDIC is to promote national interdisciplinary collaboration on mental health services in the schools.

Recently, McLaughlin participated in the biannual meeting on September 6–7, 2012, at Penn State University. The function of this meeting was to continue research, collaboration, and policy development regarding mental health initiatives that promote collaboration among families, children, mental health, and health providers.

While learning communities are helpful in many regards, little has been documented about cross facilitating learning communities using technologies. The coauthors have established a professional learning community using Wiki and other Web 2.0 technology to (a) scaffold the development of research ideas and (b) collaborate across disciplines in writing projects.

McLaughlin shared the preliminary findings of self-study, coauthored with Machado and Messekher, that has been unfolding over the last eight months. McLauglin described how this technology is being used to reduce the isolation that is generally associated with writing for publication. She also described how this learning community will be used to foster international collaboration, maintain professional fidelity, and provide formative feedback on writing projects.

The article focused on the evolving definition of mental giftedness and shared a sample of district policies which are consistent with contemporary theories of giftedness. Future areas of research were highlighted as schools attempt to merge theory with practice in schools.

Educational and School Psychology 

This is a tremendous honor, and the department members would like to offer their collective congratulations to Staszkiewicz on his this achievement!

IUP’s APSCUF represents approximately 800 faculty and coaches who have devoted themselves to students and excellence in higher education, and functions to further the preparation of educational leaders, role models, advocates, and mentors. We anticipate a bright future for the organization and for our colleague and friend!

This is a tremendous honor, and the department would like to offer their collective congratulations to Dr. Staszkiewicz on his this achievement!

APSCUF represents more than 6,000 faculty and coaches who have devoted themselves to Pennsylvania students and excellence in higher education, and functions to further the preparation of educational leaders, role models, advocates, and mentors. We anticipate a bright future for the organization and for our colleague and friend!

McLaughlin will give an introduction to the interdisciplinary nature of mental health in educational settings in her presentation, “From Research to Practice: Constructing School-Based Mental Health Systems.” 

The APA is the largest association of psychological professionals in the world, with a membership of over 150,000. This year’s professional gathering features a vast selection of internationally known presenters covering topics relevant to effective research and practice.

Runge’s workshop, “PAPBS Data: What’s In It For Me?” focused on how schools should collect data from various sources to evaluate their implementation of School-Wide Positive Behavioral Interventions and Supports (SWPBIS) framework. Moreover, Runge helped connect local data collection efforts to the statewide evaluation of SWPBIS as a means to support the maintenance and expansion of SWPBIS across the Commonwealth.

In Runge’s keynote presentation, “PBIS Implementation: Current Trends and Future Directions,” he reviewed data from the third annual program evaluation conducted and highlighted data analysis plans for the upcoming year.

Approximately 1,000 educators and mental health professionals from across the Commonwealth attended this conference.

The conference was organized by the Local Inter-Agency Coordinating Council of Armstrong/Indiana counties.

Black’s expertise in early childhood issues stems from her research and previous work as a school psychologist, director of the Child Study Center at IUP, and mental health consultant to Indiana County Head Start.

We congratulate Lynanne Black on her accomplishments thus far and for the honor of being selected to be a keynote speaker at this important conference.

Lynanne Black, Timothy Runge, and Courtney McLaughlin will teach the following worshops:

• Understanding the R, the t, and the two I's (RtII)
• Bullying Prevention and Intervention in Schools 
• Be Part of the Solution: Addressing Problem Behaviors in Your Classroom

Runge has previously served as an educational consultant for the Pennsylvania Training and Technical Assistance Network, and his work included regional coordination of the School-Wide Positive Behavior Support Initiative.

As a professor, he continues to work with districts on the implementation and maintenance of SWPBIS program. We congratulate Timothy Runge on his accomplishments thus far and for the honor of being selected to be a keynote speaker at this important meeting.

McLaughlin presented on “The Status of School-Based Mental Health in the United States: Current Trends and Future Considerations.” This topic is both timely and relevant, and it is well aligned with the U.S. Virgin Islands Department of Education’s commitment to the superior preparation and performance of every student.

Kovaleski will be participating in the webinar on May 9, 2012, from 3:30–5:00 p.m. Kovaleski will address data teaming within an RtI model.

We are proud to recognize Joseph Kovaleski and his continued service to the field of school psychology.

The Educational and School Psychology Department in proud to recognize three graduate students—Michael Boneshefski, Jon Flynn, and Dean Holtzman—for recently accepting two distinguished awards.

Boneshefski received the Julius Filcik Doctoral Fellowship. As a recipient, Michael has demonstrated great potential for academic excellence and merit in his doctoral studies thus far. The Julius Filcik Doctoral Fellowship is made possible by Shirley Filcik, wife of Julius, in remembrance of her husband who was a member of IUP’S Class of 1953. We are proud to acknowledge Michael and recognize his academic excellence.

School Psychology graduate students Jon Flynn and Dean Holtzman received the 25th annual IUP Foundation Doctoral Fellowships. As recipients, Flynn and Holtzman have demonstrated strong academic credentials and the potential for excellence in both teaching and research.

Congratulations Michael, Jon, and Dean!

This webinar discussed Pennsylvania’s use of Response to Instruction and Intervention (RtII) as a method for determining Specific Learning Disabilities (SLD). The work of Pennsylvania Training and Technical Assistant Network is reflected within the context of this webinar.

Kovaleski joined a number of administrators, educators, and coordinators in the state to provide their perspectives on this initiative and to further provide details on the state’s revised application process for schools seeking to implement RtII. This webinar can be viewed on the website for the National Center for Response to Intervention.

The 2012 convention will be held in Philadelphia, Pennsylvania, from February 21–24. NASP strives to deliver valuable information to school psychologists across the nation and improve practice for all school psychologists on a variety of topics.

This year’s conference will feature keynote speaker Diane Ravitch, who will be addressing how to reignite your passion for school psychology. This convention provides many opportunities, including the ability to connect with peers, experts, and legends, as well as gain valuable training and information regarding new and innovative strategies.

The NASP convention also provides many students and universities the opportunity to participate in presentations. These presentations allow convention attendees to examine various research projects that are going on around the nation and engage in conversation about important topics in the field.

The following IUP Educational and School Psychology students and faculty members will present at this years’ NASP convention in February:

• “Targeting Cafeteria Behavior Problems Using a SWPBIS Model”
  Presenters: Jamison Drab, Dean Holtzman, Brittany Vignero, and Timothy Runge
• “SWPBIS After Four Years: A Cohort Study”
  Presenters: Dean Holtzman, Jamison Drab, Brittany Vignero, and Timothy Runge
• “Exploring the Utility of Standford-Binet Composite Scores for Evaluating Giftedness”
  Presenters: Felicia Kaas, Dean Holtzman, Brian Linaburg, Heather Wagner, and Mark McGowan
• “Grade-level Differences of SWPBIS in an Elementary School”
  Presenters: Brittany Vignero, Dean Holtzman, Jamison Drab, and Timothy Runge
• “Drill Down on Risk and Protective Domains for SWPBIS Schools”
  Presenters: Kevin O’Donnell, Timothy Runge, and Mark Staszkiewicz
• “Implications of Using Age-Based Versus Grade-Based Norms in Grades K-12”
  Presenters: Jon Flynn, Courtney Kuncelman, Korinne Ankerbrand, Lynanne Black, and Mark McGowan
• “CBT in Schools: Advancements in Promoting Emotional Well-Being in Children”
  Several presenters are included in this symposium, including Courtney McLaughlin.

We congratulate Jon Hite, a current doctoral student, and Susan Hoopes, an alumnus of the certification program, for publishing these important and informative articles. Congratulations and best of luck in your future endeavors.

• “Lowering Barriers to Progress at the State Level”, p. 24
  Authors: John Hite and Jayne Boulos

• “An Overview of Long-Term Memory”
  Author: Susan Hoopes

Department of Education and School Psychology 

As a recipient, Kevin has demonstrated great potential for academic excellence and merit in his doctoral studies. Kevin recently accepted his award at the 2011 Distinguished Alumni Scholar Award and Scholarship Reception.

The Julius Filcik Doctoral Fellowship is made possible by Shirley Filcik, wife of Julius, in remembrance of her husband who was a member of IUP’S class of 1953. We are proud to acknowledge Kevin and recognize his academic excellence.

Department of Educational and School Psychology 

IUP is proud to honor alumnus Dr. Steven Feifer as the 2011 Distinguished Alumni Scholar. Dr. Feifer graduated from IUP in 2006 with his Doctorate in Education.

Dr. Feifer has focused his career on learning and emotional disorders in children and made efforts to combine school psychology and neuropsychology to improve the field of school psychology. He has co-authored numerous books, presented nearly two hundred seminars, and is a frequent presenter at the National Association of School Psychologists conference, as well as the Learning and the Brain conference.

Currently, Dr. Feifer is a member of the Monocracy for the American Board of School Neuropsychology and is an adjunct professor at George Washington University. He resides in Maryland with his wife and three children.

After speaking with the College of Educational and School Psychology graduate students about neuropsychology, Dr. Feifer was honored at a reception in Stouffer Hall.

Dr. Garruto’s dissertation, “Curriculum Based Measurement and Cognitive Assessment Predictions on Reading Outcomes: A Meta Analysis,” was recognized by the WMF as an outstanding dissertation that helps bridge the theory-to-practice gap in cognitive assessment.

The Woodcock-Muñoz Foundation is a private, nonprofit foundation that supports the advancement of modern cognitive assessment. The foundation is engaged in efforts to support professional preparation programs, related educational and research projects, and research regarding the abilities of individuals with diagnoses.

We are proud to recognize Dr. Garruto’s accomplishment, and we wish him the best!

Department of Educational and School Psychology

IUP alumnus Dr. Joel Erion recently received the Association of School Psychologists of Pennsylvania (ASPP) Distinguished Service Award for 2011 at the annual fall ASPP conference.

Dr. Eroin is employed as a professor at Edinboro University of Pennsylvania. He serves on a number of departmental and university committees and is a member of many professional organizations.

Prior to this award, Dr. Eroin had been recognized by ASPP as the School Psychologist of the Year in 1993, by the National Association of School Psychologists with the Government and Professional Relations Award in 1993, and by ASPP with the Past-Presidents Award in 2005.

Dr. Erion received his B.S. in Elementary Education from Clarion University of Pennsylvania in 1975. He later pursued his M.Ed. in Educational Psychology and D.Ed. in School Psychology from IUP.

He previously worked in the Oil City Area School District for sixteen years as a school psychologist before becoming an adjunct professor at IUP and continuing on to become a professor at Edinboro University. Dr. Erion has also been a licensed psychologist since 1986.

His dedication and service makes us proud to honor Dr. Joel Erion as the recipient of the ASPP 2011 Distinguished Service Award.

Department of Educational and School Psychology

As part of the efforts to improve the practice of school psychology in Pennsylvania, the ASPP and Pennsylvania State University held the conference on October 19 and 20, 2011. Wednesday featured a full-day bullying prevention and intervention workshop by Dr. Susan M. Swearer. Thursday included morning and afternoon sessions from individuals and groups.

The ASPP conference also provided many students, practitioners, and faculty members the opportunity to participate in poster presentations. These presentations allowed conference attendees to examine various research projects and engage in conversation about important topics in school psychology. We are proud that several students and faculty participated in the ASPP conference this year! Congratulations to those who participated!

The following IUP SPSY students and faculty members presented at ASPP during the October 2011 conference:

• “Exploring the Utility of the Stanford-Binet 5 Composite Scores for Evaluating Gifted and Talented Students”
  Presenters: Dean Holtzman, Felicia Kaas, Brian Linaburg, Heather Wagner and Dr. Mark McGowan

• “Implications of Using Age Versus Grade Based Normative in Grades K-12”
  Presenters: Courtney Kuncelman, Jon Flynn, Korinne Ankerbrand, Dr. Lynanne Black and Dr. Mark McGowan

• “Universal and Grade-Level Effectiveness of SWPBIS in an Elementary School”
  Presenters: Dean Holtzman, Brittany Vignero Jamison Drab, and Dr. Timothy Runge

• “Universal Screening for Behavior, Social, and Emotional Functioning in a SWPBIS Model”
  Presenters: Pratiksha Patel and Dr. Timothy Runge

The Association of School Psychologists of Pennsylvania is a professional organization designed to be a valuable resource for practitioners in Pennsylvania. The ASPP strives to provide school psychologists an organization to connect with other professionals, valuable resources, ways to promote the profession, and an avenue to improve the practice and better serve the communities and families that they serve.

Dr. Feifer received his certification in school psychology from James Madison University and went on to complete his doctoral work at Indiana University of Pennsylvania in 2006. Dr. Feifer completed his dissertation, analyzing “Executive Functioning Skills in Male Students with Social-Emotional Disorders.” Since then, he has written six books on childhood learning disabilities. Most recently, he has coauthored a text with former IUP faculty member Gurmal Rattan, titled Emotional Disorders: A Neuropsychological, Psychopharmacological, and Educational Perspective.

Dr. Feifer currently resides in Frederick, Maryland, and serves as a school psychologist as well as course instructor for the American Board of School Neuropsychology neuropsychological training program. He is a nationally certified school psychologist and is a diplomat in School Neuropsychology.

Dr. Feifer is a nationally renowned speaker in the field of learning disabilities and is considered an expert in the field of school neuropsychology. He has spent his career bringing awareness of the role of cognitive functioning in childhood learning and emotional disabilities. He has developed and implemented assessment tools based on his studies of neuropsychology. Dr. Feifer is a highly popular speaker on these issues at workshops, seminars, and professional trainings.

Dr. Feifer has made and continues to make important contributions to the field of school psychology. IUP is proud to have helped him along his way to achieving such success.

Department of Educational and School Psychology

McGowan discussed the following topic: “Violence Risk Assessment in Pediatric Populations: Using a Structured Professional Judgment Model.”

McGowan is a licensed psychologist with expertise in the area of violence risk assessment.

Two faculty members, thirteen current graduate students, and nine alumni from the department attended. IUP presented a total of sixteen papers, posters, mini-skills sessions, symposia, and workshops.

The 2011 convention of the National Association of School Psychologists was held in San Francisco, Calif., in February 2011.

Faculty

• Dr. Lynanne Black (not attending)
• Dr. Joseph Kovaleski
• Dr. Timothy Runge
• Dr. Mark Staszkiewicz (not attending)

Graduate Students

• JoAnna Cogan-Ferchalk
• Matthew Ferchalk
• Caitlin Flinn
• Melissa Gilroy
• Meagan Guenther
• Erica Kaurudar
• Michelle Kring
• Stacy Leed
• Maryssa McGuire
• Fiona Richardson
• Sarah Rosswog
• Ellie Whitner

Alumni

• Angela Bloomquist
• Laura Crothers
• Joel Erion
• Lori Fernald
• Denise Foley
• Lisa Kilanowski-Press
• Denise Ohler
• Richard VanVoorhis

This article builds on Dr. McGowan's research concerning the use of Structured Professional Judgment approaches in educational settings to identify risk and protective factors for violence.

Department of Education and School Psychology

It will include hundreds of short articles (handouts) that cover a wide variety of subjects. The handouts are designed to be practical and easy to follow. The materials will serve as a great resource to aid school psychologists when working with parents, teens, educators, and child advocates.

As in past editions of Helping Children at Home and School, IUP’s professors, students, and graduates have provided significant contributions to the contents of this well-designed, educational tool.

Dr. Joe Kovaleski, professor and director of the doctoral program, co-authored an article on “Response to Intervention (RTI) and the Identification of Learning Disabilities: Guidance for School Teams.” This article gives a brief explanation of how RTI can be implemented, the advantages of using RTI in comparison to the ability-achievement discrepancy model, and how RTI data contributes to decision-making for special education eligibility.

Dr. Mary Ann Rafoth, dean of the College of Education and Educational Technology, contributed two articles. The first, titled “Kindergarten Programs: Full-Day Versus Half-Day,” provides information to parents on the advantages and disadvantages of full-day and half-day kindergarten and how to decide which is best for their child. The second article, which Dr. Rafoth co-authored with Anthony Iapalucci, a recent graduate of the IUP specialist program, is entitled “Bedtime: Guidelines for Parents.” This is a short informative article that will help parents intervene with their children with sleeping issues, including various sleeping problems and how to address them.

Recently retired Professor Edward M. Levinson contributed three articles in Helping Children at Home and School III. The first, co-authored with IUP specialist graduates Matthew Ferchalk, Tara Lynn Seifert, and Jaime Slonim, titled “Postsecondary Transition Planning for Young Adults with Disabilities,” highlights key issues that must be considered when planning for transition and the importance of school and parent involvement.

The second article by Dr. Levinson, “Career Development: A Guide for Parents and Educators,” was also co-authored with two IUP graduates, Ryan Conn and Jaime Slonim. This article provides some helpful tips and strategies for parents and educators to help youngsters become more involved and aware of career development.

The third article by Dr. Levinson, “Vocational Assessment for Transition Planning: Guidelines for Educators,” was co-authored with former IUP students Ashley Ross, Denise Ohler, and Ryan Conn. This article explains the importance of a comprehensive vocational assessment and describes the domains that are evaluated. The article also explains how this assessment will lead to the planning and developing of a transition plan and how it will be implemented and evaluated.

Department of Educational and School Psychology

The program was well represented by students and faculty members at this year’s conference.

The highlight of the conference for IUP was the fact that a graduate of our doctoral program, Dr. Jennifer Lillenstein, received the prestigious award of School Psychologist of the Year for 2010. This honor is awarded by ASPP to individuals who are well respected by colleagues, students, and parents. Read more about Dr. Jennifer Lillenstein.

Dr. Lillenstein’s current position is the Statewide Lead for Response to Instruction and Intervention (RtII) at Pennsylvania Training and Technical Assistance Network. In this leadership role, she provides consultation services with school systems, and provides training and technical assistance focused in the areas of RtII and school improvement. Prior to her current role, Dr. Lillenstein held positions as a school psychologist with Lincoln Intermediate Unit 12 and the Cornwall-Lebanon School District and was a technical assistance consultant with the Lancaster-Lebanon Intermediate Unit.

Dr. Lillenstein was also on hand at ASPP to present two workshops. The first workshop, “Sustainable Leadership and School Improvement: We Know What Works; Are We Doing it, and How Do We Know,” provided an opportunity for the participants to discuss the importance of sustainable leadership, the role it plays in school improvement, and the evaluation process of how sustainability and leadership should look in schools. The second workshop, “The SAS-RtII Connection: Implications for the Role and Function of School Psychologists,” provided an opportunity for participants to learn the components and importance of the Pennsylvania’s Standards Aligned System (SAS).

Other workshops included “Rate of Improvement (RoI) Version 2.0: Research-based Calculations and Decision-making,” presented by IUP doctoral students Caitlin Flinn and Matthew Ferchalk. Participants received a brief tutorial on the importance of RoI and how to program Excel to calculate benchmarks and utilize data from DIBELS, AIMSweb, and PSSA.

“Use of a Tier 3 Evidence-Based Intervention with Formative Assessment, Progress Monitoring, and Student Goal-Setting: An Evaluation of the Immediate and Long-Term Effects on Student Reading Achievement” was presented by IUP doctoral student Angela McMasters and Dr. Lynanne Black, assistant professor and department chairperson at IUP. They presented on their findings on the long-term effects of the use of Tier 3 evidence-based interventions, and how many students were identified as having a specific learning disability (SLD) through the use of the RtI procedures.

A workshop on “Impact of School-Wide Positive Behavior Support (SWPBS) after Two Years” was presented by IUP professors Tim Runge and Mark Staszkiewicz, along with Melissa Gilroy, an IUP graduate student. They provided a background on SWPBS and how to implement the infrastructure in schools. Information on SWPBS’s impact among teachers’ attitudes and its influence on academic and behavioral outcome were discussed.

Additionally, students and professors presented their work one-on-one during poster presentations. Presenters included current and past students: Felicia Kaas, Maryssa E. McGuire, Stacey A. Leed, Sarah E. Rosswog, Akemi Parker, JoAnna R. Cogan-Ferchalk, Matthew R. Ferchalk, Fiona Richardson, and Professors Mark McGowan and Timothy Runge.

Department of Educational and School Psychology

The recipients of this prestigious award are selected based on commendable job performance, provision of complete school psychological services to children, an established respect among students, families, and colleagues, and overall ethical practice.

Dr. Lillenstein achieved her bachelor’s degree in psychology from Indiana University of Pennsylvania. She continued her education at IUP, earning an M.Ed. in Educational Psychology and a Certificate of Advanced Graduate Study in School Psychology. Not long after, Dr. Lillenstein received her D.Ed. from IUP. She began her career as a school psychologist at Lincoln Intermediate Unit #12, where she became involved in early intervention program and non-public schools, emotional support and life skills support programs, and Mission Home Ministries’ Alternative School. After spending seven years with Lincoln Intermediate Unit #12, Dr. Lillenstein became the learning facilitator in Cornwall-Lebanon School District at Union Canal Elementary. A few of her accomplishments in this position included the establishment of a three-tiered Response to Instruction and Intervention (RtII) model for reading and provision of social skills training using the Second Step Violence Prevention Curriculum.

Three years later, Dr. Lillenstein continued her career at the Lancaster-Lebanon Intermediate Unit #13, where she held the position of staff development and training specialist. In April 2009, Dr. Lillenstein accepted a position with Pennsylvania Training and Technical Assistance Network (PaTTAN), where she assumed the role of educational consultant. This position led Dr. Lillenstein to her current role as the RtII statewide lead educational consultant. In this capacity, she coordinates statewide RtII training, provides RtII training resources to stakeholders, and collaborates with state education agencies across the nation to advance and continue implementation of RtII.

When not busy with work responsibilities, Dr. Lillenstein is the wife of fellow school psychologist, David Lillenstein. The couple resides in Lebanon, Pa., with their two daughters, Sadie and Keara.

Dr. Lillenstein’s candidate statement and numerous exceptional letters of support were received by ASPP and reflected the high standards set for SPOTY recipients. Daniel Thomas, a former PaTTAN consultant and peer of Dr. Lillenstein, noted, “I’ve had the opportunity to collaborate with the most expert school psychologists in the Commonwealth. Even in this company, Jennifer is exemplary and a model of the skill sets required of today’s school psychologist.”

In her candidate statement, Dr. Lillenstein expressed concerns about educational equality and presented ideas on how to improve the disparity that exists in education. Dr. Lillenstein explained the importance of having a strong infrastructure to support teachers and implementers of universally designed programs, like RtII. She believes that partnering with NASP and ASPP could provide schools with useful resources when utilizing a universal design for learning (UDL) approach. Laura Moran, an educational consultant at PaTTAN, spoke of Dr. Lillenstein’s diligence in these areas, noting, “While her skills have greatly informed implementation of RtII and other student- and data-supported initiatives across Pennsylvania, this success has not been at the expense of the standards and practices of the profession. She brought extreme diligence in ensuring that all policies and procedures regarding RtII were in full compliance with the standards of practice and fidelity to the PA RtII model.” Angela Kirby-Wehr, director of PaTTAN–Harrisburg, noted that Dr. Lillenstein is “passionate” and “committed to promoting and fostering effective assessment, instructional, and intervention practices.”

Dr. Lillentein has had an impact on many lives, including those of the children and families she has come in contact with, as well as those of her colleagues. Joseph F. Kovaleski, professor at Indiana University of Pennsylvania, believes Dr. Lillenstein “truly exemplifies all of the qualities that we admire in our colleagues and has been identified as a national leader in our field.” Edward S. Shapiro, professor at Leigh University, went on to say, “I believe she clearly represents at the core level what the award is honoring—someone who is passionate about children, works to better welfare of fellow psychologists, works to engage schools, parents, and teachers in the collaborative process of improvement, and works to improve the lives of children and youth as her bottom line.”

It is for the exemplary work Dr. Lillenstein has accomplished as a school psychologist at the local, regional, state, and national level that ASPP is proud to award her the 2010 SPOTY. Clearly the numerous letters of support documenting her unwavering commitment to improving the lives of Pennsylvania’s children through the support of teachers, administrators, parents, and communities make her an obvious SPOTY awardee. Congratulations to Dr. Jennifer Lillenstein!

Author Jon Flynn, B.S., is a first-year graduate student in the Master’s of Education program at Indiana University of Pennsylvania.

Department of Educational and School Psychology

These awards were developed in conjunction with the APA Committee on Early Career Psychologists. To date, the National Register has awarded more than 225 ECP Scholarships.

Dr. McGowan also published a chapter appears in the recently published Handbook of Pediatric Neuropsychology, edited by Dr. Andrew Davis.

This chapter explores the neuroanatomical and neuropsychological basis for understanding, assessing, and diagnosing auditory processing disorders in pediatric populations as a foundation for developing interventions for children.

Dr. McGowan is joined by co-authors Drs. George McCloskey, Arthur Maerlender, and James Whitaker.

With Dr. Mark Staszkiewicz, Dr. Runge contracted with the Pennsylvania Department of Education, Bureau of Special Education, and the Pennsylvania Training and Technical Assistance Network (PaTTAN) to conduct a programmatic evaluation of PaTTAN’s School-Wide Positive Behavior Support (SWPBS) framework implemented in thirty-three schools across the Commonwealth from 2007 to 2009. SWPBS is a three-tiered approach to addressing the behavioral, social, emotional, and academic needs of all students across all school environments. The goal of SWPBS primary level prevention is to create a prosocial environment in which desirable student behavior is recognized and reinforced systematically and purposefully. At the secondary level of intervention, students who are at-risk for academic, behavioral, social, or emotional difficulties are provided additional levels of support. The tertiary level of intervention is student-centered and family-oriented and often results in positive behavior support plans and intensive wrap-around services for the student and family.

Drs. Runge and Staszkiewicz completed a comprehensive programmatic evaluation of Pennsylvania’s SWPBS framework, analyzing a variety of academic and behavioral data from cohort schools. Recently, these principal investigators secured a continuation of the contract to conduct the SWPBS programmatic evaluation for 2009–2010. Of particular note to the 2009–2010 investigation is the expansion of the initiative to an additional fifty schools, thus creating opportunities for more sophisticated data analyses.

Fifteen practicing school psychologists from Pennsylvania, Maryland, Illinois, Massachussets, South Carolina, and Georgia, all of whom are doctoral students, will present on a variety of topics, including curriculum-based measurement, non-discriminatory assessment, assessment of English language learners, and assessment of students at-risk for school dropout, among other topics. No registration is necessary and attendance is free.

Please click here for the attached presentation schedule.

Educational and School Psychology

This year’s theme will focus on the use of RtI to support students with behavior problems. Frank Gresham will conduct a full-day workshop on Thursday, July 16. Friday’s session will feature prominent school psychologists from Pennsylvania addressing local implementation issues regarding RtI and behavior. Coordinating this session will be Timothy Runge, assistant professor of School Psychology at IUP. Joining Dr. Runge on Friday will be Ronald A. Sudano, a nationally certified school psychologist and licensed psychologist, who is well known as an educational consultant with the Pennsylvania Training and Technical Assistance Network (PaTTAN) in Pittsburgh, Pa.

Registration will be from 8:30 to 9:00 a.m. on July 16. The institute will run from 9:00 a.m. to 3:00 p.m. on both days.

This special issue on school-to-work transition, published by the National Employment Counseling Association (a division of the American Counseling Association), also included an article by Levinson and program graduates Kristene Toomey (D.Ed.) and Eric Palmer (M.Ed.) titled “A Test of Holland’s theory of vocational personalities and work environments.”

Below is a list of IUP presenters and their presentation topics:

Faculty

Victoria Damiani
Joseph Kovaleski
Edward Levinson
Mark McGowan
Timothy Runge

Graduate Students

Ryan Conn
Kelly Fritz
Erin Haugh
Jackie Purcell
Caitlin Flinn

Alumni

Leigh Armistead
Laura Crothers
Steven Feifer
Denise Foley
Susan Gfroerer
Lisa Kilanowski-Press
Brandon Schultz

“High Ability but Underachieving: A Plan for Intervention”
Victoria Damiani

“Utilizing Curriculum-Based Assessment (CBM) for Gifted Support Services”
Caitlin Flinn and Victoria Damiani

“Determining Special Education Eligibility in a Response-to-Intervention System”
Joseph Kovaleski

“Decision-Making Processes in RTI Models: Practitioner and Research Perspectives”
Edward Shapiro, Joseph Kovaleski, Robert Rosenthal, and Amanda VanDerHeyden

“School Psychology Graduate Training in Vocational/Career Assessment and Transition”
Edward Levinson, Kelly Fritz, and Ryan Conn

“Role of Violence Risk Assessment in Comprehensive School Safety Plans”
Mark McGowan

“Statewide Efforts to Initiate School-Wide Positive Behavior Support”
Timothy Runge, Ronald Sudano, and Gregory Llewellyn

“Classroom Management Skills Used by Preschool and Elementary School Teachers”
Jackie Purcell, Erin Haugh, and Lynanne Black

“NASP Member State of Practice for Work with Sexual Minority Youth”
Lisa Kilanowski-Press and Lynanne Black

“An Update on the NASP Standards Revision—February 2009”
Barbara Bole Williams, Patti Harrison, Rhonda Armistead, Leigh Armistead, and Diane Smallwood

“Ethics for School Psychologists: A Problem-Solving Approach”
Leigh Armistead, Barbara Bole Williams, and Susan Jacob

“Symposium on School Psychology Supervision: Research From Experts to Interns”
Nancy Evangelista, Michael Curtis, Leigh Armistead, Alana Lopez, Paula Gill Lopez, Virginia Harvey, David Makin-Boyd, and Barbara Fischetti

“Larry and Martina: Simulated Psychoeducational Evaluations for Introductory Assessment Courses”
Leigh Armistead

“Relational and Social Aggression in Mediating Gender Role and Depression”
Laura Crothers, Jessica Blasik, and James Schreiber

“Interventions in the Basic Skill Areas of Reading, Math, and Written Language”
Steven Feifer

“Effective Transition Practices: Can Cognitive Tests Make a Difference?”
Denise Foley

“High-Stakes Testing: Deciding to Whom and When to Target Interventions”
Denise Foley and Jill McConaghy

“Improving Services for Students With Traumatic Brain Injuries”
Susan Gfroerer, and Sara Timms

“Staff Beliefs That Can Impact Systems Change”
Margo Gehring, Shelaina Brown Cain, and Susan Gfroerer

“NASP Member State of Practice for Work With Sexual Minority Youth”
Lisa Kilanowski-Press

“Transgendered Youth in and Era of Increased LGBQ Awareness”
Lisa Kilanowski-Press and Katherine Jones

“Evidence-Based Interventions for Secondary Students With ADHD”
Brandon Schultz, Steven Evans, and Kathryn Van Eck

The book was coedited with Dr. Steven Feifer, a graduate from the IUP doctoral School Psychology program. Feifer was the recipient of the School Psychologist of the Year award bestowed by the National Association of School Psychologists at the recent convention in February 2009.

Rattan wrote a chapter in the book titled “Psychopharmacology, Depression, and Alternative Treatment Modalities,” which highlighted the psychopharmacological hypotheses and clinical approaches used to treat depression and other emotional disorders. Rattan also coauthored the chapter “School Achievement, Neuropsychological Constructs, and Emotional Disorders.” The focus of this chapter examined brain-behaviors relationships associated with achievement and emotional problems. The text can be referenced at the School Neuropsych Press website.

Through his attendance at this conference, Dr. Runge will obtain collaborative and mentoring support for his research; discuss important issues relevant to the application of research to education; and develop professional relationships for diverse networks of research, resulting in more opportunities for research and publication. The conference will be held August 4 and 5, 2009, in Toronto, Canada, preceding the 2009 American Psychological Association’s Annual Conference.

The KAPE Award process is open to all organizations in business, education, health care, government, and nonprofit sectors. The process is based on the Malcolm Baldrige National Quality Award Criteria, a proven system for assessing and improving organizational performance. At the end of the process, applicant organizations receive recognition, but the real value comes from the comprehensive, action-oriented feedback report that details each organization’s strengths and opportunities for improvement.

The focus of this presentation was on the statewide initiative in Pennsylvania to develop collaborative efforts between schools, mental health providers, communities, and families to promote positive, proactive approaches to addressing student behavior within school environments. The presentation highlighted schools involved in the pilot project and the positive outcomes their students and staff have experienced. Additionally, the presenters addressed efforts by the Pennsylvania state leadership team to expand the project into other communities and schools.

Response to Intervention in Iowa and Pennsylvania: A Comparison of Models will bring together national leaders in the RtI movement from Iowa and Pennsylvania in presentation and discussion of RtI implementation efforts in the two states.

From Iowa, David Tilly and Randy Allison will present their pioneering efforts to establish RtI on a statewide basis over a course of two decades. From Pennsylvania, Edward Shapiro and Joseph Kovaleski will share their work with Pennsylvania RtI efforts and share the results of the statewide pilot program.

For registration information call 717-238-2417. This event is sponsored by the Association of School Psychologists of Pennsylvania and the IUP Department of Educational and School Psychology.