Helping Children at Home and School

Posted on 2/8/2011 3:59:40 PM

The National Association of School Psychologists will soon be releasing the third edition of Helping Children at Home and School.

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