7.2011 Thomas Oakland

Vita

Home Office 1921 SW 8th Drive Gainesville, Fl 32601-8405 Telephone and fax: (352) 376 8396 [email protected]

University of Florida Gainesville, FL 32611-7047 http://education.ufl.edu/faculty/oakland-thomas/

Page Number

I. General Academic and Professional Preparation 2. Education 2. Academic and Professional Experiences

III. Scholarly Contributions 3. Books 5. Reports and Monographs 7. Chapters and Sections 27. Articles 37. Papers, Seminars, and Workshops: Internationally 60. Papers, Seminars, and Workshops: National 82. Papers, Seminars, and Workshops: State 97. Editorships and Journal Reviews 99. Research Grants 101. Test Development

III. Teaching and Related Activities 102. Classroom Teaching 104. Program Development

IV. University, Public, and Professional Services 106. At The University of Texas at Austin 108. At the University of Florida. 111. Professional Licensure and Diplomotes 111. Awards and Recognition 111. Memberships

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V. Professional Leadership Services and Consultation Activities 114. Austin, TX 115. Texas 118. Florida and Southeast 121. National Level 126. International Level 129. Consultant to Tenure and Promotion Committees 129. Consultant to and Professional Testimony for Attorneys and Law Firms

VI. Graduate Supervising Committees 131. Doctoral Committees 140. Master’s Committees

Academic and Professional Preparation Education

1962 Lawrence College, B.A., history

1965 Indiana University, M.S., educational psychology

1967 Indiana University, Ph.D., educational psychology

Academic and Professional Positions

1960 Friends Neighborhood Guild, Philadelphia, social worker

1962-3 DeKalb (Illinois) Junior High School, taught seventh grade language arts, geography, and history

1963-4 Orland Park School District, Orland Park, Illinois, taught fifth, seventh, and eighth grade history, science, and reading

1964-7 Indiana University Bureau of Educational Studies and Testing (1964-65) Institute for Child Study, Research Associate (1966-67)

1967-95 The University of Texas at Austin Assistant Professor of Educational Psychology (1967-72) Associate Professor of Educational Psychology (1972-78) University Research Institute sponsored research leave (January-May, 1972) Professor of Educational Psychology (1978-1995) Director, Learning Abilities Center (1988-1991) Supervisory Psychologist, Speech and Hearing Center (1991-1994)

- 2 - Academic and Professional Positions (continued)

1979 Visiting Professor of Education, The University of Auckland, New Zealand

1986 Visiting Professor of Psychology, University of Brasilia, Brasilia, Brazil

1988 Fulbright Scholar, Institute of Psychology, University of Brasilia, Brasilia, Brazil

1990-94 Visiting Professor of Psychology, University of Calgary, Gaza Campus

1993-94 Visiting Professor of Education, Lamar University, Gaza Campus

1995- University of Florida, Department of Educational Psychology Professor (1995- Chair (1995-1997) Director, School Psychology Program (1997-1999) University of Florida Research Foundation Professor (2004-2007)

1998-00 Honorary Professor of Psychology, Iberoamerican University of Costa Rica.

2000-09 University of Hong Kong: External Examiner

2002- Honorary Professor of Psychology, The University of Hong Kong

2007- Professor Emeritus, Universidade Lusíada do Porto, Portugal

2011 Visiting Professor of Psychology, University of Macau

2011- Visiting Professor, College of Education, Beijing Normal University-Zhuhai

2011- Universidad Científica del Sur’s (Peru) School of Psychology

2011- Honorary Professor, Universidad Nacional Frderico Villarreal, Lima, Peru

II. Scholarly Contributions

Books

Oakland, T., & Williams, F. (1971). Auditory perception: Diagnosis and development for language and reading abilities. Seattle: Special Child Publications.

Oakland, T., & Phillips, B. (Ed.) (1974). Assessing minority group children. New York: Behavioral Publications

- 3 - Books (continued)

Oakland, T. (Ed.). (1976). Nonbiased assessment of minority group children. Lexington, KY: Coordinating Office for Regional Resource Centers.

Oakland, T. (Ed.). (1977). Psychological and educational assessment of minority children. Larchmont, NY: Brunner-Mazel.

Oakland, T. (Ed.). (1984). Divorced fathers. New York: Human Sciences Press.

Saigh, P., & Oakland, T. (Eds.). (1989). International perspectives on psychology in the schools. Hillsdale, NJ: Lawrence Erlbaum Associates.

Batson, A., Johnson, S., Oakland, T., & Shaw, A. (1990). Identification of gifted and talented students in Texas. Austin, TX: Association for the Gifted and Talented.

Horton, C. & Oakland, T. (1996). Classroom Applications Booklet. San Antonio, TX: The Psychological Corporation.

Multiple Authors. (1999). Standards for educational and psychological testing. Washington DC: American Psychological Association.

Jimerson, S., Oakland, T., & Farrell, P. (Eds.) (2007). The Handbook of International School Psychology. Sage: Thousand Oaks, CA. Recipient of the 2009 Ursula Gisele Global Psychology Book’s Silver Award.

Oakland, T. and Harrison, P. (2008). Adaptive Behavior Assessment System-II: Clinical use and interpretation, Elsevier

Mpofu, E., & Oakland, T. (Eds.) (2010). Assessment in Rehabilitation and Health. Upper Saddle River, NJ: Merrill.

Mpofu, E. & Oakland, T. (Eds.) (2010). Rehabilitation and health assessment: Applying ICF guidelines. New York: Springer (A Chinese translation will be published by Ho-Chi Book Publishing Company)

Weiss, L., Oakland, T., & Aylward, G. (2010). Bayley-III: Clinical use and interpretation. Boston: Wiley.

- 4 - Reports and Monographs

Emmer, E., Good, T., & Oakland, T. (1970). The effect of feedback on teacher trainees preferences for teaching styles. (Report Series No. 29). Austin: The University of Texas, Research and Development Center for Teacher Education.

Emmer, E., Good, T., & Oakland, T. (1971). Pupil effects on teachers. (Report Series No. 62). Austin: The University of Texas, Research and Development Center for Teacher Education.

Oakland, T. (1971). An evaluation of the relationships between demographic and psychological data and academic achievement of Project Equal Opportunity Students entering The University of Texas in the Fall, 1969. Austin: The University of Texas, Measurement and Evaluation Center. Pursuant to a grant from the Mexican American Studies Center.

Liberty, P., Kelley, H. P., & Oakland, T. (1972). An evaluative study of Mexican American and Black students in the Program for Educational Opportunity entering The University of Texas at Austin during Fall, 1969. Austin: The University of Texas, Measurement and Evaluation Center.

Burstein, A., Abrams L., Anderson, J., Bourdene, R., Frank, L., Jernigan, J., Laosa, L. Morris, R., Oakland, T., Sikes, M., Tucker, J., Tucker, R., & Walker, C. E. (1974). Report on Psychology in the Schools. Austin: Texas Psychological Association.

Oakland, T. (1977). Evaluation of the Graduate Program in Child Development. Austin: The University of Texas, Office of Vice President and Dean of Graduate Studies.

Oakland, T. (1977). Report from the Committee for the Evaluation of Language Assessment Instruments. Austin: Texas Education Agency, Educational Programs for Special Populations.

Oakland, T. (1984). Longitudinal study of children’s adaptive behavior. Austin: Hogg Foundation.

Oakland, T., Jackson, K., & Anderson, R. (1985). Task force report: Supervision of school psychologists. Austin: State Board of Examiners of Psychologists.

Oakland, T. (1989). Evaluation of Mothers Home Care/Early Intervention Outreach Program within the Society for the Care of Handicapped Children. U.S. State Department, Agency for International Development.

- 5 - Reports and Monographs (continued)

Oakland, T. (1990). Evaluation of Mothers Home Care/Early Intervention Outreach Program within the Society for the Care of Handicapped Children. U.S. State Department, Agency for International Development

Jarrett, M., McCabe, H., Brown, C., & Oakland, T. (1991). Evaluation of mothers home care/early intervention outreach program extension for non-handicapped, at-risk children and their families. Submitted to Aid for International Development, United States State Department, Washington, D.C.

Oakland, T., Jarrett, M., Brown, C., & McCabe, H. (1991). Evaluation of mothers home care/early intervention outreach program for non-handicapped children within the society for the care of handicapped children. Submitted to Aid for International Development, United States State Department, Washington, D.C.

Oakland, T. (1992). Preliminary results of a three-year longitudinal study to prevent developmental delays among young Palestinian children. Submitted to Agency for International Development, United States State Department, Washington, D.C.

Jackson, J., Balinky, J., Lambert, N., Oakland, T., Demers, S., Alpert, J., Reynolds, C. & Talley, R. (1993). Delivery of comprehensive school psychological services. Washington DC: American Psychological Association.

Oakland, T. (1996). An evaluation of the Mothers Home Program for Young Children Who Exhibit Handicapping Conditions in Cairo, Lebanon, and Saudi Arabia. Evaluation completed at the request of the Arab Council for Childhood and Development, Cairo, Egypt.

I served as editor for a monograph series, published in 1980, on Nonbiased Assessment funded through the U.S. Department of Education and published through the University of Minnesota School Psychology

In-service Training Network. The titles (and authors) of each monograph appear below:

Nonbiased assessment: Basic considerations (Thomas Oakland) Nonbiased assessment and the mildly retarded (Daniel Reschly) Sociocultural considerations (Ronald Henderson) Assessing the emotionally disturbed (Martin Tombari) Understanding language characteristics (Joseph Matluck and Betty Mace-Matluck) Legal principles in nondiscriminatory assessment (Donald Bersoff) Educational assessment of minority children (Alan Hoefmeister)

- 6 - Chapters and Sections

Oakland, T. (1969). The school psychologists and the elementary school teacher. In Frost & Rowland (Eds.), The elementary school: Principals and problems, 2 (pp. 210-234). Boston: Houghton-Mifflin.

Oakland, T. (1971). Diagnostic help 5¢: Examiner is in. In Holt & Kicklighter (Eds.), Psychological services in the school. Dubuque: William C. Brown, Company.

Oakland, T., & Laosa, L. (1976). Professional, legislative, and judicial influences on psychoeducational assessment practices in schools. In T. Oakland (Ed.), Nonbiased assessment of minority group children. Lexington, KY: Coordinating Office for Regional Resource Centers.

Oakland, T., & Matuszek, P. (1976). Using tests in nondiscriminatory assessment. In T. Oakland (Ed.), Nonbiased assessment of minority group children. Lexington, KY: Coordinating Office for Regional Resource Centers.

Oakland, T., & Matuszek, P. (1976). Confidentiality of data and maintenance of records. In T. Oakland (Ed.), Nonbiased assessment of minority group children. Lexington, KY: Coordinating Office for Regional Resource Centers.

Oakland, T., Deluna, C., & Morgan, C. (1976). Language dominance measures. In T. Oakland (Ed.), Nonbiased assessment of minority group children. Lexington, KY: Coordinating Office for Regional Resource Centers.

Oakland, T. (1976). Intelligence testing of minority group children. In B. Wolman (Ed.), International encyclopedia of neurology, psychiatry, psychoanalysis, and psychology. Boston: Van Nostrand Reinhold.

Oakland, T., & Goldwater, D. (1979). Assessment and interventions for mildly retarded and learning disabled children. In Phye & Reschly (Eds.), School psychology: Issues and perspectives. New York: Academic Press.

Oakland, T. (1982). Nonbiased assessment of minority children. In Neisworth (Ed.), Assessment in special education. Rockville, MD.

Oakland, T. (1983). Testing minority children. In B. Wolman (Ed.), International encyclopedia of neurology, psychiatry, psychoanalysis, and psychology. Boston: Aesculapius Publishers.

Oakland, T., & Parmelee, R. (1985). Mental measurement of minority group children. In B. Wolman (Ed.), Handbook of intelligence. New York: John Wiley.

Oakland, T. (1986). Evaluacion no sesgada en counseling: Principles cuest ones y orientationes. In A. A. Espada & C. R. Sutil (Eds.), Psicodiagnostico clinico y evaluacion humanista.

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Chapters and Sections (continued)

Oakland, T. (1987). School psychology. In C. Reynolds & L. Mann (Eds.), Encyclopedia of special education (pp. 1390-1392). New York: John Wiley.

Oakland, T. (1987). Nondiscriminatory assessment. In C. Reynolds & L. Mann (Eds.), Encyclopedia of special education (pp. 1104-1106). New York: John Wiley.

Oakland, T., & Cunningham, J. (1987). Sex education for the handicapped. In. C. Reynolds & L. Mann (Eds.), Encyclopedia of special education (pp. 1424-1427). New York: John Wiley.

Oakland, T. (1987). Journal of school psychology. In C. Reynolds & L. Mann (Eds.), Encyclopedia of special education (p.879). New York: John Wiley.

Oakland, T., & Laurent, J. (1987).Special Education in Italy. In C. Reynolds & L. Mann (Eds.), Encyclopedia of special education (pp. 866-867). New York: John Wiley.

Oakland, T., & Laurent, J. (1987). Sex differences in learning abilities. In C. Reynolds & L. Mann (Eds.), Encyclopedia of special education (pp. 1423-1424).New York: John Wiley.

Oakland, T., & Laurent, J. (1987). Primary Mental Abilities Test. In C. Reynolds & L. Mann (Eds.), Encyclopedia of special education (pp. 1247-1248). New York: John Wiley.

Oakland, T. & Saigh, P. (1989). Psychology in the schools: An introduction to international perspectives. In P.A. Saigh & T. Oakland (Eds.), International perspectives on psychology in the schools (pp. 1-22). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Oakland, T. (1989). School Psychology in the United States of America in the 1980s. In P.A. Saigh & T. Oakland (Eds.), International perspectives on psychology in the schools (pp. 223-237. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Oakland, T., Feldman N., & leon de Viloria, C. (1993). Psicologia Escolar en Venezuela: Tres decades de progreso y un futuro con gran potencial. In Psicologia escolar: Padrıes e praticas en paises de lenga Espanola e Portuguesa. Campinas, Brazil: Editora Atomo Ltda.

Oakland, T. (1992) Promoting the education of learning disabled students. In Guzzo, R. & Wechsler, R (Eds.) Psicologo Escolar: Identidade e Perspectivas. Campinas, Brazil: Associacao Brasileira de Psicologias Escolar e Educacional, Pontifica Universidade Catolica de Campinas.

Oakland, T. & Stenberg, A. (1993). Psicologia Escolar: Uma vis„o international. In Guzzo, R., Almeida, L. & Wechesler, S. Psicologia escolar: Padrıes e praticas en paises de lenga Espanola e Portuguesa. Campinas, Brazil: Editora Atomo Ltda.

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Chapters and Sections (continued)

Jackson, J., Balinky, J., Lambert, N., Oakland, T., DeMers, S., Alpert, J., Reynolds, C. & Talley, R. (1993). Delivery of comprehensive school psychological services. Washington D.C.: American Psychological Association

Oakland, T., Feldman, N., & Leon De Viloria, C. Psicologia Escolar en Venezuela: Tres Decadas de Progreso y Un Futuro con gran Potencial. In Guzzo, R. Almeida, L., & Wechsler, S. (1995). Psicologia Escolar, Campinas, Brazil: Editora Atomo Ltda. 147-166.

Oakland, T. Test use with children and youth internationally: current status and future directions. In Oakland, T. & Hambleton, R. (Eds.) (1995).International perspectives on academic assessment. Boston, MA: Kluwer Academic Publishers.

Oakland, T. Promotion of primary mental health services for children. In C. Portilla, (Ed.) (1995). Human Exceptionally: Professional School of Psychology, Areguipa, Peru.

Oakland, T. Status of children internationally: 1995 perspectives. In C. Portilla, (Ed.) (1995). Human Exceptionally: Professional School of Psychology, Areguipa, Peru.

Cunningham, J. & Oakland, T. International perspectives on the development of school psychology and the use of educational and psychological tests. In Brown, R. (1996) Beyond basic care. North York, ON, Canada: Captus University Publications.

Oakland, T. Council of Directors of School Psychology. In Fagan, T. & Warden, P. (Eds.). (1996). Historical Encyclopedia of School Psychology. Westport, CN: Greenwood Publishing Group, Inc.

Oakland, T. Diplomate. In Fagan, T. & Warden, P. (Eds.). (1996). Historical Encyclopedia of School Psychology. Westport, CN: Greenwood Publishing Group, Inc.

Oakland, T. International colloquium on school psychology. In Fagan, T. & Warden, P. (Eds.). (1996). Historical Encyclopedia of School Psychology. Westport, CN: Greenwood Publishing Group, Inc.

Oakland, T. International School Psychology Association. In Fagan, T. & Warden, P. (Eds.). (1996). Historical Encyclopedia of School Psychology. Westport, CN: Greenwood Publishing Group, Inc.

Oakland, T. Segregated services. In Fagan, T. & Warden, P. (Eds.) (1996). Historical Encyclopedia of School Psychology. Westport, CN: Greenwood Publishing Group, Inc.

- 9 - Chapters and Sections (continued)

Cunningham, J., & Oakland, Y. International perspectives on the development of school psychology and the use of educational and psychological tests. In Brown, R., Baine, D., & Neufeldt, A., (1996) Beyond basic care: Special education and community rehabilitation in low-income countries. North York, Canada

Silver, C., & Oakland, T. (1997). Helping students with mild TBI: Collaborative roles within schools. In Bigler, E., Clark, E., & Farmer, J. Childhood traumatic brain injury. Austin, TX: Pro-Ed. 239-260

Oakland, T, & Glutting, J. (1998). Assessment of Test Behaviors with the WISC-III. In Prifitera, A. & Saklofske, D. (Eds.) WISC-III: A scientist-practitioner perspective. New York: Academic Press. 287-310

Scheuneman, J. & Oakland, T. (1999) Educational uses of tests. In Geisinger, K., & Sandoval, J.(Eds.). Assessment of children. Washington DC: American Psychological Association. 387-403

Oakland, T. & Cunningham, J. (1999). The futures of school psychology: Conceptual models for its development and examples of their applications. Reynolds, C. & Gutkin, T. (Eds.). Handbook of school psychology. New York: Wiley. 34-54.

Oakland, T. (1999). Developing standardized tests. In S. Wechsler and RE. Guzzo (Eds.). Handbook on testing. Sao Paulo, BZ: Campinas Publishers. 101-118

Oakland, T. (1999). Future directions for educational and psychological tests. In S. Wechsler and R. Guzzo (Eds.). Handbook on testing. Sao Paulo, BZ: Campinas Publishers. 119- 132

Oakland, T., & Kane, H. (2000). International test use in special education. In C. R. Reynolds & Fletcher-Janzen, E. (Eds.). Encyclopedia of Special Education. New York, NY: John Wiley & Sons. 1117-1129

Oakland, T. (2000). International school psychology. In T. Fagan and L. Wise (Eds.). School Psychology: Past, Present, and Future. National Association of School Psychologist: Silver Springs, MD. 355-382

Oakland, T. & Laurent, J. (2000). Sex differences in learning abilities. In C. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of special education, second edition (pp. 1635- 1636). New York: John Wiley & Sons, Inc. 1635-1636

Chimedza, R., Mpofu, E., & Oakland, T. (2000). Southern and eastern Africa. . In C. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of special education, second edition (pp. 1679- 1686). New York: John Wiley & Sons, Inc. 1679-1686

- 10 - Chapters and Sections (continued)

Chimedza, R., Mpofu, E., & Oakland, T. (2000). Special education in southern and Eastern Africa. In C. R. Reynolds & Fletcher-Janzen, E. (Eds.). Encyclopedia of Special Education, second edition. New York, NY: John Wiley & Sons. (1527-1538)

Oakland, T. (2000). School psychology. In C. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of special education, second edition (pp. 1597-1599). New York: John Wiley & Sons, Inc.

Laurent, J., & Oakland, T. (2000). Primary Mental Abilities. In C. Reynolds & E. Fletcher- Janzen (Eds.), Encyclopedia of special education, second edition (pp. 1432-1433). New York: John Wiley & Sons, Inc.

Mpofu, E., Oakland, T., & Chimedza, R. (2000). In C. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of special education, second edition (pp. 58-65). New York: John Wiley & Sons, Inc.

Oakland, T. & Martin, R. (2000). Journal of School Psychology. In C. Reynolds & E. Fletcher- Janzen (Eds.), Encyclopedia of special education, second edition (pp. 1016). New York: John Wiley & Sons, Inc.

Oakland, T. & Kane, H. (2000). International test use in special education. In C. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of special education, second edition (pp. 980-981). New York: John Wiley & Sons, Inc.

Oakland, T. (2000). Nondiscriminatory assessment. In C. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of special education, second edition (pp. 1268-1270). New York: John Wiley & Sons, Inc.

Oakland, T. (2003). Developing standardized tests. In S. Wechsler and RE. Guzzo (Eds.). Handbook on testing second edition. Sao Paulo, BZ: Campinas Publishers.

Oakland, T. (2003) Test Adaptation Guidelines. In S. Wechsler & R. Guzzo (Eds.).Psychological Assessment: International Perspectives. San Paulo, BZ: Casa do Psicologo.

Oakland, T. (2003). Emerging testing and assessment practices with children and youth. In S. Wechsler & R. Guzzo (Eds.).Psychological Assessment: International Perspectives. San Paulo, BZ: Casa do Psicologo.

Oakland, T. Selected ethical issues relevant to test adaptations. (2005). In Hambleton, R., Merenda, P., & Spielberger, C. (Eds.). Adapting educational and psychological tests for cross-cultural assessment. Mahwah, NY: Erlbaum Press.

Oakland, T. and Gallegos, E. (2005). Legal issues associated with the education of children from multicultural settings. In C. Frisby and C. Reynolds (Eds.). Comprehensive handbook of multicultural school psychology. New York: Wiley and Sons, pp 1048-1080. - 11 - Chapters and Sections (continued)

Oakland. T., Faulkner, M, & Annan, J. (2005). School psychology in four English-speaking countries. In C. Frisby and C. Reynolds (Eds.). Comprehensive handbook of multicultural school psychology. New York: Wiley and Sons, pp 1081-1106.

Oakland, T. (2005). What is multicultural school psychology? In C. Frisby and C. Reynolds (Eds.). Comprehensive handbook of multicultural school psychology. New York: Wiley and Sons., pp 3-13.

Spruill, J, Oakland, T., Harrison, P, (2005). Assessment of mental retardation. In Prifitera, A., Saklofske, D., & Weiss, L. (Eds.) WISC-IV: Clinical use and interpretation. New York: Elsevier Academic Press, 300-329.

Oakland, T. Glutting, J., & Watkins, M. (2005). Assessment of test behaviors with the WISC- IV. In Prifitera, A., Saklofske, D., & Weiss, L. (Eds.) WISC-IV: Clinical use and interpretation. New York: Elsevier Academic Press, 417-434.

Oakland, T. (2005). Adaptive Behavior. In. C. B. Fisher & R. M. Lerner (Eds.). Applied developmental science: An encyclopedia of research, policies, and programs (pp. 11-13). Thousand Oaks, CA: Sage Publications.

Oakland, T. (2005). International School Psychology Association. In S.W. Lee (Ed.). Encyclopedia of School Psychology. Thousand Oaks, CA: Sage.

Oakland, T. (2005). Assessment, Special Education. In. C. B. Fisher & R. M. Lerner (Eds.). Applied developmental science: An encyclopedia of research, policies, and programs (pp. 115-117). Thousand Oaks, CA: Sage publications.

Oakland, T. (2005). Assessment, Standardized Tests. In. C. B. Fisher & R. M. Lerner (Eds.). Applied developmental science: An encyclopedia of research, policies, and programs (pp. 117 119). Thousand Oaks, CA: Sage Publications.

Mpofu, E., & Oakland, T. (2006). Assessment of value change in adults with acquired disabilities. In M. Hersen (Ed). Clinician’s handbook of adult behavioral assessment. San Diego, CA: Elsevier. 601-630.

Oakland, T. (2006). The International Test Commission: Its Role in Advancing Measurement Practices and International Guidelines. In D. Bartram and R. Hambleton (Eds.). Computer-based testing and the internet: Issues and advances. John Wiley & Sons, 1-11

Schwean, V., Oakland, T. Saklofske, D., Weiss, L., Holdnack, J., & Prifitera, A. (2006). Report writing: A child centered approach. In L. G. Weiss, A. Prifitera, D. Saklofske, & J. Holdnack (Eds).WISC-IV Advanced Clinical Interpretations. New York: Academic Press, 371-420.

- 12 - Chapters and Sections (continued)

Jimerson, S., Oakland, T., & Farrell, P. (2007). Introduction to the handbook of international school psychology. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of international school psychology. Thousand Oaks, CA: Sage, 1-6.

Jimerson, S., & Oakland, T. (2007) School psychology in the United States. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of International School Psychology. Thousand Oaks, CA: Sage, 415-426.

Oakland, T., and Jimerson, S. (2007) School psychology internationally: A retrospective view and influential conditions. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of International school psychology. Thousand Oaks, CA: Sage, 453-462.

Oakland, T. (2007) The International School Psychology Association: Its formation, accomplishments, and future missions. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of international school psychology. Thousand Oaks, CA: Sage, 475- 480.

Farrell, P., Jimerson, S., & Oakland, T. (2007). School psychology internationally: A synthesis of findings. In S. Jimerson, T. Oakland, and P. Farrell (Eds.). The Handbook of international school psychology. Thousand Oaks, CA: Sage, 501-510.

Oakland, T. Preface to Haywood, W. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Applications in clinical and educational settings: Cambridge, UK: Cambridge Press

Oakland, T. (2007). International school psychology. In T. Fagan & P. Wise, School psychology: Past, present and future, 3rd edition. Bethesda, MD: National Association of School Psychologists.

Oakland, T. & Jimerson, S. (2008). History and current status of school psychology internationally. In A. Thomas & J. Grimes (Eds.) Best practices in school psychology- Fifth Edition. Bethesda, MD: National Association of School Psychologists, Volume 6, 2053-2068

Oakland, T, & Harrison, P, (2008) Adaptive Behaviors and Skills: An Introduction. In T. Oakland & P. Harrison (Eds.) Adaptive Behavior Assessment System-II: Behavior Assessment System-II: Clinical use and interpretation. San Diego, CA Elsevier, 3-20.

Oakland, T, & Harrison, P., (2008) Professional and legal issues associated with the use of the Adaptive Behavior Assessment System-II. In T. Oakland & P. Harrison, Adaptive Behavior Assessment System-II: Clinical use and interpretation, San Diego, CA: Elsevier, 21-27

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Chapters and Sections (continued)

Harrison, P., & Oakland, T. (2008) ABAS-II assessment methods. In T. Oakland & P Harrison, Adaptive Behavior Assessment System-II: Clinical use and interpretation. San Diego, CA: Elsevier, 37-53

Oakland, T. (2008). International status of school psychology: Implications for school psychology in Romania. In M. Anitei, T. Cretu, N. Mitrofan, & V. Negovan (Eds). Modern trends and orientations in educational psychology. Bucharest, Romania: National Library of Romania. 54-69

Oakland, T. (2008). Preface. R. Phelps (Ed.). Correcting Fallacies about Educational and Psychological Testing. Washington DC: American Psychological Association.

Oakland, T. (2008). International Test Commission. In F. Leong (Ed.). Encyclopedia of counseling, Thousand Oaks, CA: Sage, 265-266

Oakland, T. (2008). School psychology. In T. Good (Ed.) 21st Century education: A Reference handbook. New York: Sage, 63-70.

Bassett, K. & Oakland, T. (2009). Temperament preferences for children ages 8 through 17 in a nationally represented sample. In J. Kaufman (Ed). Intelligent testing: Integrating psychological theory and clinical practice. Boston: Cambridge University Press, 30-52.

Ditterline, J., & Oakland, T. (2009). Relationship between adaptive behavior and impairment. In S. Goldstein & J. Naglieri (Eds.), Assessing impairment: From theory to practice. New York, NY: Springer, 31-48.

Oakland, T. (2009). How universal are test development and use? In E. Grigorenko (Ed.). Assessment of abilities and competencies in an era of globalization. New York: Springer, 1-40.

Mpofu, E., Oakland, T. Herbert, J. & O’Donnell, P. (2010).Testing and assessment: History, current context, and prevailing issues. In E. Mpofu & T. Oakland, (Eds.). Assessment in rehabilitation and health. Upper Saddle River, NJ: Merrill, 3-21

Ditterline, J. & Oakland, T. (2010) Adaptive behavior. In E. Mpofu & T. Oakland (Eds.). Assessment in Rehabilitation and Health: Boston: Allyn & Bacon, 242-261.

Mpofu, E., & Oakland, T.(2010).The future of assessment in rehabilitation and health. In E. Mpofu & T. Oakland, (Eds.). Assessment in rehabilitation and health. Upper Saddle River, NJ: Merrill. 523-530

- 14 - Chapters and Sections (continued)

Harman, J., Smith-Bonahue, T., & Oakland, T. (2010). Assessment of adaptive behavior development in young children. In E. Mpofu & T. Oakland (Eds.), Rehabilitation and health assessment: Applying ICF guidelines. New York: Springer, 333-352.

Peterson, D. B., Mpofu, M., & Oakland, T. (2010). Concepts and models in disability, functioning, and health. In E. Mpofu & T. Oakland (Eds.), Rehabilitation and health assessment: Applying ICF guidelines. New York: Springer, 3-26.

Osterlind, S., Mpofu, M., and Oakland, T. (2010). Item response theory and computer adaptive testing. . In E. Mpofu & T. Oakland (Eds.), Rehabilitation and health assessment: Applying ICF guidelines. New York: Springer, 95-120.

Mpofu, E. & Oakland, T. (2010) Trends in rehabilitation and health assessments. In E. Mpofu & T. Oakland (Eds.), Rehabilitation and health assessment: Applying ICF guidelines. New York: Springer, 699-706.

Oakland, T. (2010) Cross-cultural and cross-national assessment. In I. Weiner and E. Craighead (Eds.). Encyclopedia of Psychology: Fourth Edition. New York: Wiley, 438-441.

Oakland, T. (2010). Adaptive Behavior Assessment System-Second Edition. In Kreutzer, J., DeLuca, J., & Caplan, B. (Eds.) Encyclopedia of Clinical Neuropsychology. New York: Springer

Oakland, T. (2010) Cross-cultural and cross-national assessment. In I.Weiner and E. Craighead (Eds.). Encyclopedia of Psychology: Fourth Edition. New York: Wiley, 438- 441.

Oakland, T. (2011). International School Psychology Association. In P. Harrison et al. (Eds.). Encyclopedia of School Psychology: New York: Sage. 423-430.

Hambleton, R., Bartram, D., & Oakland, T. (2011) Technical advances and guidelines for improving testing practices. In P. Martin, F. Cheung, M. Kyrios, L. Littlefield, M. Knowles, B. Overmier & J. M. Prieto (Eds). The IAAP Handbook of Applied Psychology. London: Blackwell

Oakland, T. (2011). Considerando qualidades de temperamento no ensino de criancas e jovens talentosos[Consideration of temperament qualities among creative and gifted children and youth]. In S. Wechsler & V. L. T. de Souze (Eds.), Criatividade e aprendizagem [Creativity and learning]. Sao Paulo, Brazil: Edicoes Loyola, 149-175. Oakland, T. (in press) Internationalizing the psychology curriculum: An emphasis on school psychology internationally. F. Leong, T. Marsella, M. Leach, & W. Pickren (Eds.). Internationalizing the psychology curriculum in the United States: Meeting the challenges of globalization. New York: Springer, - 15 -

Chapters and Sections (continued)

Oakland, T., Leach, M.M., Bartram, D., Lindsay, G., Smedler, A.C., & Zhang, H. (in press). An international perspective on ethics codes in psychology. In M.M. Leach, M. Stevens, A. Ferrero, Y. Korkut, & G. Lindsay (Eds.), Handbook of international psychological ethics, New York: Oxford University Press.

Leach, M., & Oakland, T. (in press). Displaying ethical behaviors by psychologists when standards are unclear. In M.M. Leach, M. Stevens, A. Ferrero, Y. Korkut, & G. Lindsay (Eds.), Handbook of international psychological ethics, New York: Oxford University Press.

Oakland, T. & Daley, M. (in press) Adaptive Behavior: Its history, concepts, assessment, and applications. In K. F. Geisinger (Ed.). APA handbook of testing and assessment in psychology. Washington DC: American Psychological Association

Oakland, T., Wechsler, S., & Maree, K. (in press).Test use with children across cultures: A view from three countries. In K. F. Geisinger (Ed.). APA handbook of testing and assessment in psychology. Washington DC: American Psychological Association

Oakland, T. (in press) Principles, standards, and guidelines that impact test development and use and Sources of Information. In Leach, M.M., Stevens, M.J, Ferrero, A., Korkut, Y., & Lindsay, G. (Eds.). Oxford international handbook of psychological ethics. Oxford University Press.

Yan, G., Saklofske, D., & Oakland, T. (in press). Views of Chinese psychologists toward intelligence. In Boyle, G., Saklofske, D., & Matthews, G. Psychological Assessment: Benchmarks in Psychology. New York: Sage

- 16 - Articles

Oakland, T. (1969). Auditory discrimination and socioeconomic status as correlates of reading ability. Journal of Learning Disabilities, 2(6), 324-329.

Oakland, T. (1969). Diagnostic help 5¢: Examiner is in. Psychology in the Schools, 6(4), 360- 367.

Oakland, T. (1970). A rationale for compensatory education programs. Journal of Negro Education, 29, 25-33.

Oakland, T., King, J., White, L., & Eckman, R. (1971). A comparison of performance on the WPPSI, WISC, and SB: Companion studies. Journal of School Psychology, 9(2), 144- 149.

Emmer, E., & Good, T., & Oakland, T. (1971). Effects of feedback expectancy on choice of teaching style. Journal of Educational Psychology, 62(6).

Snapp, T., Oakland, T., & Williams, F. (1972). A study of individualizing instruction by using elementary school children as tutors. Journal of School Psychology, 10(1),1-8.

Oakland, T. (1972). The effects of test-wiseness materials on standardized test performance of preschool disadvantaged children. Journal of School Psychology, 10(4), 355-360.

Oakland, T., & Emmer, E. (1973). Effects of knowledge of criterion group on actual and expected performance of Negro and Mexican American eighth graders. Journal of Consulting and Clinical Psychology, 40, 155-159.

Oakland, T. (1973). A factor analysis of several reading readiness measures for different socioeconomic and ethnic groups. Research in Education.

Oakland, T. (1973). Will of the WISC or when is a change, a change. Journal of School Psychology, 11(2), 180-182.

Oakland, T., Williams, F., & Harmer, W. (1973). A longitudinal study of auditory perception and reading instruction with first-grade Negro children. Journal of Special Education, 7(2), 141-154.

Oakland, T. (1973). Assessing minority group children: Challenges for school psychologists. Journal of School Psychology, 11(4), 294-303.

Emmer, E., Oakland, T., & Good, T. (1974). Do pupils effect teachers’ styles of instruction? Educational leadership, 31(8), 700-704.

Oakland, T. (1974-75). Assessment, education, and minority group children. Academic Therapy Quarterly, 10(2), 133-142.

- 17 -

Articles (continued)

Oakland, T., & Williams, F. (1975). An evaluation of two methods of peer tutoring. Psychology in the Schools, 12(2), 166-171.

Oakland, T., Axelrad, K., & Lee, S. W. (1975). Examiner differences on actual WISC protocols. Journal of School Psychology, 13(3), 227-233.

Oakland, T. (1976). Twenty-first preconvention institute. The School Psychologist, 31(1), 4-5.

Helton, G., & Oakland, T. (1977). Teacher's attitudinal responses to differing characteristics of elementary schools students. Journal of Educational Psychology, 69(3), 261-265.

Oakland, T., & Matuszek, P. (1977). Using tests in nondiscriminatory assessment. School Psychology Digest, 6(3), 57-65.

Oakland, T., & Williams, F. (1978). A three-year auditory perception program for low SES minority children. Journal of Special Education, 12(3), 331-344.

Oakland, T. (1978). Predictive validity of readiness tests for middle and lower socioeconomic status Anglo, Black, and Mexican American children. Journal of Educational Psychology, 70(4), 574-582.

Oakland, T. (1978). Review of Frostig Movement Skills Test Battery, Experimental Edition. In O. Buros (Ed.), Eighth Mental Measurements Yearbook (pp.1401-1403). Highland Park, NJ: Institute of Mental Measurement.

Oakland, T. (1978). Review of Goldman-Fristoe-Woodcock Auditory Skills Test Battery. In O. Buros (Ed.), Eighth Mental Measurements Yearbook (pp. 1458-1460). Highland Park, NJ: Institute of Mental Measurement.

Oakland, T. (1979). Research on the Adaptive Behavior Inventory for Children and the estimated learning potential. School Psychology Digest, 8(2).

Oakland, T., & Feigenbaum, D. (1979). Multiple sources of test bias on the WISC-R and Bender-Gestalt. Journal of Consulting and Clinical Psychology, 47(5), 968-974.

Oakland, T. (1979). Research on the ABIC and ELP: A revisit to an old topic. School Psychology Digest, 8(3).

Matuszek, P., & Oakland, T. (1979). Factors influencing teachers' and psychologists' recommendations regarding special class placement. Journal of School Psychology, 17(2), 116-125.

- 18 - Articles (continued)

Oakland, T. (1979). Spanish/English language performance screening. Journal of School Psychology, 17(2), 193-194.

Oakland, T. (1980). An evaluation of the ABIC, pluralistic norms, and estimated learning potential. Journal of School Psychology, 18(1), 3-11. (selected by the editorial consultants as the best article appearing in Volume 18 of the Journal of School Psychology)

Oakland, T. (1980). Nonbiased assessment of minority group children. Exceptional Education Quarterly, 1, 31-46.

Oakland, T., & Feigenbaum, D. (1980). Comparisons of the psychometric characteristics of the Adaptive Behavior Inventory for Children for different groups of children. Journal of School Psychology, 18, 307-315

Oakland, T., Bernal, E., Holley, F., Natalicio, D., Leas, R., & Richard, L. (1980). Assessing students with limited English speaking abilities. Texas Outlook, 64, 32-33.

Oakland, T., Lansdowne, S., & Baker, C. (1981). Acronyms and abbreviations: Convention or confusion. Phi Delta Kappa, 62.

Oakland, T. (1981). Editor’s note on the school psychology history series. Journal of School Psychology, 18, 1.

Oakland, T., & Mowder, B. (1981). Selected characteristics of the Division of School Psychology members. The School Psychologist, 35(6), 1-2.

Oakland, T. (1982). Nonbiased assessment in counseling: Issues and guidelines. Measurement and Evaluation in Guidance, 15(1), 107-117.

Oakland, T. (1983). Concurrent and predictive validity estimates for the WISC-R IQs and ELPs by racial-ethnic and SES groups. School Psychology Review, 12(1), 57-61.

Oakland, T. (1983). Joint use of adaptive behavior and IQ to predict achievement. Journal of Consulting and Clinical Psychology, 51(2), 298-301.

Oakland, T. (1983). School Psychology in New Zealand. The School Psychologist, 37(3), 4.

Oakland, T. (1983). The handbook of school psychology (a review of). Journal of School Psychology, 21, 157-162.

Oakland, T. (1983). The Draw-A-Person Test: Validity properties for nonbiased assessment. Learning Disabilities Quarterly, 6, 526-534.

Oakland, T. (1983). Completing our unfinished business. The School Psychologist, 38(2), 1-2.

- 19 -

Articles (continued)

Oakland, T. (1984). Editor’s note: An introduction to the international school psychology series. Journal of School Psychology, 22, v.

Oakland, T. (1984). Announcement of the new software review section. Journal of School Psychology, 22, vi.

Oakland, T., & Wilkinson, C. (1984). Stability of the SOMPA's Health History Inventory. Journal of Psychoeducational Assessment, 2, 149-158.

Oakland, T. (1984). The Journal of School Psychology’s first 20 years: Its contributions and contributors. Journal of School Psychology, 22, 239-250.

Oakland, T. (1984). A nation of people in flux: Implications for school psychology. The School Psychologist, 38 (3), 1-2.

Oakland, T. (1984). Decentralization of power and authority in the United States: Implications for schools psychology. The School Psychologist, 38 (4), 1-2.

Oakland, T. (1984). Toward a technology and information society: Implications for school psychology. The School Psychologist, 38 (5), 1-2.

Oakland, T. (1984). A brief retrospective view of the Division’s activities 1983-1984. The School Psychologist, 39(2), 1-2.

Oakland, T. (1984). The need for more minority school psychologists in Texas. Texas School Psychologist, 6(1), 4-5.

Oakland, T. (1985). Selected current trends in the United States: Implications for education and possible futures for school psychology. School Psychology International, 6, 1-4.

Oakland, T., & Houchins, S. (1985). A review of the Vineland Adaptive Behavior Scales, Survey Form. Journal of Counseling and Development, 63(9), 585-586.

Oakland, T. (1985). Activities within the Division of School Psychology. Communiqué, 13(6), 9.

Oakland, T., & Ramos-Cancel, M. (1985). Educational and psychological perspectives on Hispanic children from Hispanic journals: A view from Latin America. Journal of Multilingual and Multicultural Development, 6(1), 67-82.

Oakland, T. (1985). Review of the Slosson Intelligence Test. The Ninth Mental Measurements Yearbook, 1401-1403. The Buros Institute of Mental Measurement, The University of Nebraska-Lincoln.

- 20 - Articles (continued)

Oakland, T., & Pollard, G. (1985). Variables associated with the educational development of residential deaf children. Special Services in the Schools, 1(4), 67-82.

Oakland, T. (1985). Review of the Otis-Lennon School Ability Test. The Ninth Mental Measurement Yearbook, 1111-1113. The Buros Institute of Mental Measurement, The University of Nebraska-Lincoln.

Oakland, T., Anderson, R., & Jackson, K. (1986). Report from the Task Force on Developing Supervision Guidelines for School Psychologist. Texas Psychologist, 37(4), 7-9.

Oakland, T. (1986). Professionalism within school psychology. Professional School Psychology, 1(1), 9-28.

Oakland, T. (1986). Further thoughts on professionalism in school psychology. Professional School Psychology, 1(1), 47-50.

Oakland, T., & Zimmerman, S. (1986). The course on individual mental assessment: A national survey of course instructors. Professional School Psychology, 1(1), 51-60.

Oakland, T. (1986). La pratica professionale degli psicologi scolastici statun itensi. Psicologia e Scuola, 29, 16-26.

Oakland, T. (1986-87). Analyisi dei ritardi di apprendimento. Psicologia e Scuola, 32, 3-16.

Oakland, T. (1986). Fare well, Journal of School Psychology. Journal of School Psychology, 24(4),321-323.

Oakland, T. (1986). International survey of school psychologists. World-Go-Round, 13(1), 2.

Oakland, T, & Saigh, P. (1987). A history of the Journal of School Psychology’s International School Psychology Series and a look ahead. Journal of School Psychology, 25(4), 205- 208.

Oakland, T., & Saigh, P. (1987). Psychological services in schools: A summary of international perspectives. Journal of School Psychology, 25(4), 287-308.

Oakland, T. (1987). Perspectives on issues concerning assessment practices. The School Psychologist, 41(5), 1-10.

Oakland, T. (1988). Report from APA’s Council of Representatives. The School Psychologist, 42(3), 1 ff.

Articles (continued)

- 21 - Hu, S., Oakland, T., & Salili, F.(1988). School psychology in Hong Kong. School Psychology International, 9, 21-28.

Oakland, T., DeMesquita, P. & Buckley, K.(1988).Psychological, linguistic, and sociocultural correlates of reading among Mexican American elementary children. School Psychology International, 9, 219-228.

Oakland, T. (November, 1988). The winds of change hit APA. Communiqué, 19, 17.

Oakland, T., & Wechsler, S. (1988). School Psychology in Five South American Countries: A 1989 Perspective. Revista Interamericana de Psicologia/Interamerican Journal of Psychology, 22, 41-55.

Oakland, T., & Hu, S. (1989). Psychoeducational services for children and youth in the Orient: Current status, problems, and some remedies. International Journal of Psychology, 24, 237-250.

Oakland, T., & Hu, S. (1989). Psychology in the schools of four Asian countries. Psychologia, 32, 71-80.

Oakland, T., & Stern, W. (1989). Variables associated with reading and math achievement among a heterogeneous group of students. Journal of School Psychology, 27, 127-140.

Glutting, J. J., Oakland, T., & McDermott, P. A. (1989). Observing child behavior during testing: Constructs, validity, and situational generality. Journal of School Psychology , 27, 155-164.

Oakland, T. (1989). Assessing children and youths: A model for textbooks and an evaluation of one. Journal of School Psychology, 27, 223-228.

Oakland, T. (1989). Some insights into US non-biased psychoeducational assessment: An outdated carousel. School Psychology International, 10, 305-308.

Abu Ghazaleh, H. A., Abu Ghazaleh, K. A., & Oakland, T. (1990). Primary and secondary prevention services provided to mentally handicapped infants, children, and youth in the Gaza Strip. International Journal of Special Education, 5(1), 21-28.

Nikolopoulou, A. K., & Oakland, T. (1990). School psychology in Greece: An updated view. School Psychology International, 11, 147-154.

Oakland, T., & Shermis, M. D. (1989). Factor structure of the Sociocultural Scales. Journal of Psychological Assessment, 7, 335-342.

Oakland, T. (May, 1990). Historical perspectives: A look back. Communiqué.

- 22 - Articles (continued)

Oakland, T. (1990). Psicologia escolar no Brazil: Passado, presente e futuro [School psychology in Brazil: Past, present, and futures]. Psicologia: Tedria e Pesquisa, 5(2), 191-201.

Oakland, T., & Cunningham, J. (1990). Advocates for educational services for all children need improved research and conceptual bases. School Psychology Quarterly, 5, 66-77.

Oakland, T., & Glutting, J. J. (1990). Examiner observations of children’s WISC-R test-related behaviors: Possible sex, race, and gender effects. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 2(1), 86-90.

Wechsler, S., & Oakland, T. (1990). Preventive strategies for promoting the education of low- income Brazilian children: Implications for school psychologists from other Third World nations. School Psychology International, 11, 83-90.

Oakland, T., Shermis, M. D., & Coleman, M. (1990). Teacher perceptions of differences among elementary students with and without learning disabilities in referred samples. Journal of Learning Disabilities, 23, 499-505.

Oakland, T. (1990). School psychology in the USA. Interamerican Psychologist, 70-71, 9-13.

Oakland, T., & Wechsler, S. (1990). School psychology in Brazil: An examination of its research infrastructure. School Psychology International, 11, 287-293.

Oakland, T., & Hu, S. (1991). Professionals who administer tests with children and youth: An international survey. Journal of Psychoeducational Assessment, 9(2), 108-120.

Hu, S., & Oakland, T. (1991). Global and regional perspectives on testing children and youth: An international survey. International Journal of Psychology, 26(3), 329-344.

DeNelsky, G., Barbanel, L., Ellis, H., Jackson, J., Oakland, T., Sechrest, L., & Willis, D. (1991). Five year report of policy and planning board, 1990. American Psychology, 146(7), 678- 688.

Glutting, J. & Oakland, T. (1991). The Guide to the assessment of test session behavior: A normative scale of test observations. Child Assessment News, 1 (5).

Oakland, T. (1991). Selected qualities of ISPA members. World-Go-Round, 18(2), 4.

Oakland, T. (1991). Testers and testing: The sociology of school psychology: A book review. School Psychology International, 12, 243-245.

- 23 - Articles (continued)

Oakland, T., Cunningham, J., Meazzini, P., & Poulsen, A. (1991). An examination of policies governing the normalization of handicapped pupils in Denmark, Italy, and the United States. International Journal of Special Education, 6 (2), 386-402.

Seo, G.H., Oakland, T., Han, H.S., & Hu, S. (1992). Special Education in South Korea. Exceptional Children. 58. 213-218.

Van Scoy, H. & Oakland, T. (1992). Minority group literature in psychology and education journals: 1952-1972. Journal of Black Studies, 22, 301-310.

Oakland, T., and Cunningham, J. (1992). A Survey of School Psychology in developed and developing countries. School Psychology International, 13, 99-130.

Oakland, T. (1992). Formulating priorities for international school psychology toward the turn of the Twentieth Century. School Psychology International, 171-177.

Oakland, T. & Hu, S. (1992). The Top ten tests used with children and youth worldwide. Bulletin of the International Test Commission, 99-120.

Oakland, T. (1992). Review of Hurrelmann and Losel’s (Ed.) Health Hazards in Adolescence. Contemporary Psychology, 37 (3), 267.

Wang, F.F., Oakland, T., & Liu, D.H. (1992). Behavior problems exhibited by Chinese children from single- and multiple-child families. School Psychology International, 13, 313-321.

Oakland, T. (1992). Testers and testing: A second look reveals the same fatal flaws. School Psychology International, 13, 358-359.

Oakland. T. (1993). A brief history of international school psychology. Journal of School Psychology, 31, 109-122.

Oakland, T. (1993). Psychoeducational evaluations under Section 504. Texas Psychologist, 45, 9-12.

Oakland, T. (1993). School dropouts: Characteristics and prevention. Applied and Preventive Psychology, 1, 201-208.

Nikolopoulou, A. & Oakland, T. (1993). Psychology in Greece today (1992). Psychological Topics, 5, 47-59.

Hambleton, R. K., & Oakland, T. (1993). International Test Commission: Goals, activities, and membership. Psychology International, 4.

Articles (continued) - 24 - Nandakumar, R., Glutting, J, & Oakland, T. (1993). Mantel-Haenszel methodology for detecting item bias: An introduction and example using The Guide to the Assessment of Test Session Behavior. Journal of Psychoeducational Assessment, 11, 108-119.

Oakland, T. & Hambleton, R. (1993). Summary of conference on test use with children and youth: International pathways to progress. European Review of Applied Psychology, 43, 261-262.

Oakland, T. (1993). In search of my competence and that of school psychology. The School Psychologist.

Oakland, T. & Hu, S. (1993). International perspectives on tests used with children and youth. Journal of School Psychology, 31, 501-517.

Oakland, T. (1993). School psychologists are prime providers of mental health care for world’s children. Psychology International, 4, 7-8.

Oakland, T., Wechsler, S., Bensusan, E., & Stafford, M. (1994). The construct and measurement of achievement among Brazilian children: An exploratory study. School Psychology International, 15, 133-143.

Oakland, T. (1994). Issues of importance to the membership of the American Psychological Association. American Psychologist, 49(10), 879-886.

Glutting, J., Oakland, T., & Konold, T. (1994). Criterion-related bias with the Guide to the Assessment of Test-Session Behavior for the WISC-III and WIAT: Possible race/ethnicity, gender, and SES effects. Journal of School Psychology, 32, 355-369.

Oakland, T., Feldman, N., & Leon De Viloria, C. (1995). School Psychology in Venezuela: Three decades of progress and futures of great potential, School Psychology International, 16, 29-42.

Oakland, T. (1995). The Bell Curve: Some implications for the discipline of psychology and the practices of school psychology. School Psychology Review, 24, 20-26.

Konold, T.R., Glutting, J.J., Oakland, T. & O’Donnell, L. (1995). Congruence of test-behavior dimensions among child groups that vary in gender, race-ethnicity, and SES, Journal of Psychoeducational Assessment, 13, 111-119.

Wang, F.F. & Oakland, T. (1995). Qualities related to intelligence among Chinese children between ages 4 to 6, School Psychology International, 16, 59-65.

Articles (continued)

- 25 - Oakland, T. (1995). 44-country survey shows international test use patterns, Psychology International, 6 (1), 7-8.

Glutting, J., Youngstrom, E., Oakland, T. & Watkins, M. (1996). Situational specificity and generality of test behaviors for samples of normal and referred children. School Psychology Review, 25, 94-107.

Stafford, M., & Oakland, T. (1996). Validity of temperament constructs using the Student Styles Questionnaire: Comparisons for three racial-ethnic groups. Journal of Psychoeducational Assessment, 14, 109-120.

Stafford, M. & Oakland, T. (1996). Racial-ethnic comparisons of temperament constructs for three age groups using the Student Styles Questionnaire. Measurement and Evaluation in Counseling and Development, 29, 2, 100-110.

Oakland, T., Falkenberg, B., & Oakland, C. (1996). Assessment of leadership in children, youth, and adults. Gifted Child Quarterly, 40, 138-146.

Oakland, T., Gulek, C., & Glutting, J. (1996). Children’s test-taking behaviors: A review of literature, case study, and research on Turkish children. European Journal of Psychological Assessment. 12, 240-246.

Oakland, T. & Brue, A. (1996). International perspectives on school psychology. Pedagogika: Psychologicke Sluzby Skole, XLVI, 26-31.

Oakland, T. (1996). Líavenir des tests psychologiques dans le milieu educatif. Practiques Psychologiques, 4, 57-66.

Oakland, T. (1996). Qualidades que inflenciarao as practicas de tests e avaliacao de criancas e jovens no comeco do seculo XXI: perspectivas internacionais (1996). Psicologia Escolar e Educational, 1, 1, 11-18.

Tharanger, D., Lambert, N., Bricklin, P., Feshbach, N., Johnson, N., Oakland, T., Paster, V., & Sanchez, W. (1996) Educational reform: Challenges for psychology and psychologists. American Psychological Association. Professional Psychology: Research and Practice, 27, 24-33.

Oakland, T. (1997). Test use among school psychologists, current and emerging practices. European Journal of Psychological Assessment. 13, 1, 2-9.

Articles (continued)

Valencia, R., Rankin, R., & Oakland, T. (1997). WISC-R Factor structures among White, Mexican American, and African American Children: A research note. Psychology in the Schools, 34 (1), 11-16. - 26 - Oakland, T. (1997). A multi-year home based program to promote development on young Palestinian children who exhibit developmental delays. School Psychology International. 18, 29-39.

Oakland, T., Goldman, S. & Bischoff, H. (1997). Code of ethics of the International School Psychology Association. School Psychology International, 18, 291-298.

Oakland, T. (1997) International perspectives. Education Times (College of Education, University of Florida), 2, 3-5.

Oakland, T. (1997) Proposta per una definizione di psicologia scolastica. Parte prima. Psicologia e Sculoa, 17 (April-May), 37-42.

Mpofu, E., Zindi, F., Oakland, T, & Peresuh, M. (1997). Special needs educators’ perspectives on school psychology practices in East and Southern Africa. African Journal of Special Needs Education, 2, 45-59.

Cunningham, J. & Oakland, T. (1997). Una definizione de psicologia scolastica. Parte seconda: linee guida internazionali per la formazione degli psicologi scolastici. Psicologia e Sculoa, 17 (June-July), 31-43

Mpofu, E., Oakland, T., & Peresuh, M. (1997). School psychology practices in East and Southern Africa: Special educator's perspectives. Journal of Special Education, 31, 387- 402.

Horton, C., & Oakland, T. (1997) Temperament-based learning styles as moderators of academic achievement. Adolescence, 32 (125), 131-141.

Oakland, T., & Cunningham, J. (1997). International School Psychology Association definition of school psychology. School Psychology International, 18, 195-200.

Oakland, T., Black, J., Stanford, G., Nussbaum, N., and Balise, R. (1998) An evaluation of the Dyslexia Training Program: A multisensory method for promoting reading in students with reading disabilities. Journal of Learning Disabilities, 31, 140-147.

Cunningham, J. & Oakland, T. (1998). International School Psychology Association guidelines for the preparation of school psychologists. School Psychology International, 19, 19-30.

Oakland, T. (1999). Avaliacao da afetivadade (Affective assessment). Psicologia Escolar e Educational, 1, 2 & 3, 11-22.

Articles (continued)

Katona, N. & Oakland, T. (2000). The development of temperament in Hungarian children. Hungarian Journal of Psychology.1, 17-29.

- 27 - Oakland, T., Banner, D., & Livingston, R. (2000) Temperament-based learning styles of visually-impaired children. Journal of Visual Impairment and Blindness, January, 26-33.

Oakland, T., Joyce, D., Horton, C. & Glutting J. (2000). Temperament-based learning styles of male and female gifted and non-gifted children. Gifted Child Quarterly, 44, 183-189.

Alfonso, V., Oakland, T., LaRocca, R., & Spanakos, A. (2000). The course on individual mental assessment. School Psychology Review, 29 (1), 52-64.

Oakland, T., & Broom, J. (2000).Use of freedom from distractibility and processing speed to assess children’s test-taking behaviors. Journal of School Psychology, 38, 469-475.

Oakland, T. (2000) Temperament qualities in children and youth: Implications for their education and other areas of their development. Psicologia E Scuola, 20, 11-20.

Kane, H. & Oakland, T. (2000). Secular decline in Spearman's g: Some evidence from the United States. Journal of Genetic Psychology, 161,(3), 337-345.

Stanford, G. & Oakland, T. (2000). Cognitive deficits underlying learning disabilities: Research from the United States. School Psychology International, 21, 306-321.

Leonard, T., Eckert, M., Lombardino, L., Oakland, T., Kranzler, J., Mohr, C., King, W., & Freeman, A. (2001). Anatomical risk factors for phonological dyslexia. Cerebral Cortex, 11, 148-157.

Brue, A. & Oakland, T. (2001). The Portage Guide to Early Intervention: An evaluation of published evidence. School Psychology International, 22, 243-252

Kane, H. and Oakland, T. (2001). Qualities that influence test performance. Communiqué, March. 8-9.

Oakland, T., Poortinga, Y., Schlegel, J., & Hambleton, R. (2001). International Test Commission: Its History, current status, and future directions. International Journal of Testing, 1 (1), 3-32.

Oakland, T., Stafford, M., Horton, C., & Glutting, J. (2001). Temperament and vocational preferences: Age, gender and racial-ethnic comparisons using the Student Styles Questionnaire. Journal of Career Assessment, 9, (3), 297-314.

Articles (continued)

Oakland, T. (2001). Understanding legal and professional standards: A case study.Communiqué, 29, 36-37.

- 28 - Oakland, T. (2001). International guidelines to assist in adapting tests. Journal of Baltic Psychology, 1, 68-76.

Oakland, T. and Lonner, W. (2001). Report on the Advanced Research Training Seminar (ARTS) on psychological test adaptations to diverse cultures and measuring personality cross-culturally. International Journal of Psychology, 36, (3) 199-201.

Brue, A., Oakland, T., & Evans, R. (2001). The use of a dietary supplement combination and an essential fatty acid as a complementary treatment for children with attention- deficit/hyperactivity disorder. The Scientific Review of Alternative Medicines, 8, (1), 68- 73.

Oakland, T. (2002). Late twentieth century theorists, concepts, and research directions that could play a particularly significant role in psychology. Baltic Journal of Psychology, 3, 104- 105.

Oakland, T. (2002). ISPA’s current status and possible changes. World Go Round.29 (1), 3-4.

Brue, A., & Oakland, T. (2002). ADHD Option, Choices Alternatives, s., 2,(3), 18-19.

Oakland. T. (2002). International guidelines to assist in adapting tests. Psychology: Research Papers (Lithuania).

Oakland, T. (2002). Ten ethical issues associated with computer-based testing and the internet. Testing International, 12, 1, 6-9.

Oakland, T. (2002). Review of Assessment of Children and Youth, Cohen, L. & Spencer, L. (1998). New York: Longman in Journal of Psychoeducational Assessment, 20 (2), 201- 203.

Oakland, T. (2002). Let's convey information to those who can use it best: Students. The Florida School Psychologist, 29 (1), 12-13.

Oakland, T. (2003). Do others in school psychology sense a change? The Florida School Psychologist, 30 (2), 6-7.

Oakland, T. & Kort, T., (2003) No Child Left Behind Act: Possible role changes for school psychologists. The Florida School Psychologist, 30 (2), 30-33.

Oakland, T. (2003). Examination for professional practice in psychology: Some implications for the professional preparation of school psychologists. The School Psychologist, 57, 50-53.

Articles (continued)

- 29 - Oakland, T. (2002). Tarptautines testu adaptavimo gaires. Psichologija. Lithuanian Journal of Psychology 4. 88-95.

Oakland, T., Mpofu, E., Glasgow, K, and Jumel, B. (2003). Diagnosis and administrative interventions for students with mental retardation in Australia, France, United States, and Zimbabwe, 98 years after Binet’s first intelligence test. International Journal of Testing, 31, 59-75.

Oakland, T. (2003). Shifting the forum from the court to the testing room: School policy needed on observing and recording assessments and related activities. Communiqué, 31 (2) 20- 21.

Oakland, T. (2003). Standards for using revised tests: A different opinion. Communiqué, 32 (2), 10-11.

Oakland, T. (2003) International School Psychology: Psychology’s worldwide portal to children and youth. American Psychologist, 58, 11, 985-992.

Oakland, T. (2003). International guidelines for adapting tests. Latvian Journal of Psychology, 4, 14-27.

Oakland, T. (2003) Award for Distinguished Contributions to the International Advancement of Psychology. American Psychologist, 58, 11, 983-984.

Oakland, T. and Wright, C. (2003). The value of high quality, comprehensive information to decision makers in juvenile cases. The Florida Bar Journal, 77, 55-60.

Oakland, T., and Hatzichristou, C. (2003). Issues to consider when adapting tests. Psychology: The Journal of the Hellenic Psychological Society, 10, 437-448.

Oakland, T. (2004). Use of educational and psychological tests internationally. Applied Psychologist: International Review, 53, 157-172.

Hambleton, R, and Oakland, T. (2004). Advances, issues, and research in testing practices around the world. Applied Psychologist: International Review, 53, 155-156.

Oakland, T. and Lane, H. (2004). Language, reading, and readability formulas: Implications for developing and adapting tests. International Journal of Testing, 4, 239-252.

Articles (continued)

Oakland T. and Rossen, E. (2004). Florida’s GT Programs need a Tune-Up. The Florida School Psychologist, 31, 34-36.

- 30 - Oakland, T. (2004). Successful adapting to challenging circumstances. Insights, 14-16.

Oakland, T. (2005) International status of testing: A brief summary. International Psychology Reporter, 9 (1), 6-7.

Oakland, T. (2005) School psychology internationally. International Psychology Reporter, 9 (1), 7-9.

Joyce, D., & Oakland, T. (2005). Temperament differences among children with conduct disorder and oppositional defiant disorder, The California School Psychologist, 10, 125- 136.

Oakland, T. (2005). The Thayer Conference: Comments on Fagan’s Discussion of its 50th Anniversary. School Psychology Quarterly, 20, 252-255.

Oakland, T. (2005) Historic background to the 2005 Athens Colloquium, World Go Round, 34, page 5

Oakland, T. Faulkner, M., & Bassett, K. (2005). 'Temperament styles of children from Australia and the United States', Australian Educational and Developmental Psychologist, 19, 35- 51.

Oakland, T. (2005) Historic background to the 2005 Athens Colloquium, World Go Round, 34, 5-6.

Wechsler, S. & Oakland, T. (2005) Test development and use in Brazil: The role of the Brazilian Institute of Psychological Assessment. Testing International, 15, 4-5.

Oakland, T. & Rossen, E. (2005). A 21st Century model for identifying students for gifted and talented programs in light of national conditions: An emphasis on race and ethnicity. Gifted Child Today, 28, 56-63.

Joyce, D., & Oakland, T. (2005). Temperament differences among children with conduct disorder and oppositional defiant disorder. The California School Psychologist, 10, 125- 136.

Oakland, T. (2005) A book review of culture and children’s Intelligence: Cross-cultural analysis of the WISC-III: An excellent study of children’s intellectual abilities in sixteen countries by J. Georgas, L. Weiss, F. van de Vijver, and D. Saklofske. Communiqué, Volume 43 (1), September 2005, page 36

Articles (continued)

Berg, D., Scherer, L., Oakland, T., & Tisdale, R. (2006). Behavioral problems and low achievement among boys: the importance of temperament. Universitatsbibliothek

- 31 - Banberg, Elektronische Hochschulschriften < http://www.opus-bayern.de/uni- bamberg/volltexte/2006/79/

Oakland, T., & Merino, C. M. (2006) Aspectos individuales que influencian en el desempeno durantes el examen psicologicas. Rev. Psicopedagogia, 23 (71): 152-157 (Brazil).

Oakland, T. (2006). A tribute to Nadine Lambert. The School Psychologist, 60, 155-156.

Oakland, T. (2006). The publication of Dr. Anders Poulsen’s Childbirth, Spirits and the Khwan. Development and Culture Observed Over 40 Years in a North- Eastern Thai Village. World-Go-Round

Edwards, O., & Oakland, T. (2006). Factorial invariance of Woodcock-Johnson scores for African Americans and Caucasian American. Journal of Psychoeducational Assessment, 24, 358-366.

Oakland, T., Mogaji, A., & Dempsey, J. (2006). Temperament Styles of Nigerian and U.S. Children. Journal of Psychology in Africa, 16, 27-34.

Oakland, T. & Lu, L. (2006). Temperament styles of children from the People’s Republic of China and the United States. School Psychology International, 27, 192-208.

Kane, H., & Oakland, T., & Brand, C. (2006) Differentiation at higher levels of intellectual ability: Evidence from the United States. Journal of Genetic Psychology, 167, 372-341

Oakland, T., Alghorani, M. A., & Lee. D. H. (2006). Temperament-based learning styles of Palestinian and US children. School Psychology International, 28, 110-128.

Leach, M. & Oakland, T. (2007). Ethics standards impacting test development and use: A review of 31 ethics codes impacting practices in 35 countries. International Journal of Testing 7, (1). 71-88.

Oakland, T., Mpofu, E., Gregoire, G., & Faulkner, M. (2007). An exploration of learning disabilities in four countries: Implications for test development and use in developing countries. International Journal of Testing, 7, (1). 53-70.

Oakland, T. (2007). Book Review: Sensational Kids: Hope and help for children with sensory processing disorder. Communiqué, 35 (7),

Articles (continued)

Oakland, T. & Joyce, D. (2007). Temperament-based learning styles and school-based applications. Canadian Journal of School Psychology, 19 (1/2), 59-74

- 32 - Oakland, T. (2007). School psychology in Canada: Moving from adolescence to adulthood. Canadian School Psychologist, Fall, pp 9-12

Oakland, T. (2007). Book Review: Sensational Kids: Hope and help for children with sensory processing disorder. Communiqué, 35 (7), 7

Oakland, T. & Mata, A. (2007). Temperament styles of children from the Costa Rica and the United States. Journal of Psychological Type, 67, 91-102.

Oakland, T. (2007). School psychology in Canada: Moving from adolescence to adulthood. Canadian Association of School Psychologists Newsletter, Fall, 2007, pages -12.

Oakland, T., Mpofu, E., & Sulkowski, M. (2007). Temperament styles of Zimbabwe and U.S. children. Canadian Journal of School Psychology, 21, 139-153.

Rossen, E., & Oakland, T. (2008). Graduate preparation in research methods: The current status of APA-accredited professional programs in psychology. Training and Education in Professional Psychology, 2, 42-49

Lee, D. H., Oakland, T., Jackson, G., & Glutting, J. (2008). Estimated prevalence of attention-deficit/ hyperactivity disorder symptoms among college freshmen: gender, race, and rater effects. Journal of Learning Disabilities, 41, 371-384.

Ditterline, J., Banner, D., Oakland, T., & Becton, D. (2008). Adaptive behavior profiles of students with disabilities. Journal of Applied School Psychology, 24(2), 191-208

Wei, Y., Oakland, T., & Algina, J. (2008). Multigroup confirmatory factor analysis for the parent form, ages 5-21, of the Adaptive Behavior Assessment System-II. American Journal on Mental Retardation.113, 178-186. Recipient of the 2007 APA Division of Mental Retardation annual award for excellence.

Oakland, T. (2008). Three years to prepare for my work in Lebanon http://mysticplanet.com/A-OAKLAND.HTM#top

Oakland, T., Chaus, I, Lam, S-F., Musabellis, G., & Pfohl, W. (2008) Quality assurance: A report from the 2008 Colloquium Symposium. World Go Round, 35 (3), 14

Articles (continued)

Oakland, T., Pretorius, J., & Lee, D. H. (2009). Temperament Styles of Children from South Africa and the United States. School Psychology International, 29, 627-639.

- 33 - Benson, N., Oakland, T., & Shermis, N. (2009) Cross-national invariance of children’s temperament. Journal of Psychoeducational Assessment, 27, 3-16.

Leon, C., Oakland, T., Wei, Y., & Berrios, M. (2009) Venezuelan children’s temperament styles and comparison with their United States peers. Revista Interamericana de Psicología/Interamerican Journal of Psychology, 43, 407-415

Byrne, B.M., Oakland, T., Leong, F.T.L., van de Vijver, F.J.R., Hambleton, R.K., Cheung, F.M., & Bartram, D. (2009). A critical analysis of cross-cultural research and testing practices: Implications for improved education and training in psychology. Training and Education in Professional Psychology. 3, 94-105.

Oakland. T. (2009). Increasing professional psychology’s accountability and access internationally. A review of Global promise: Quality assurance and accountability in professional psychology. PsycCritiques.

Oakland, T. Illiescu, D., Dinca, M., Dempsey, A. (2009). Temperament styles of Romanian children. Psihologia Sociala, 22, 70-84.

Shullman,S., Bernstein, S., Duan, C., Hall, J., Oakland, T., Rey-Casserly, Wedding, D., Bullock, M., Lamb, J., & Zlotlow, S. (2009). APA’s Role in International Quality Assurance: APA as a Learning Partner: Report of the Board of Education Affairs (BEA)/ Committee on International Relations in Psychology (CIRP) Task Force on APA’s Role in International Quality Assurance: Washington DC: American Psychological Association.

Oakland, T, & Harris, J. E. (2009). The impact of test-taking behaviors on Full-Scale IQ scores from the Wechsler Intelligence Scale for Children-IV Spanish Edition. Journal of Psychoeducational Assessment, 27, 366-373.

Yan, G., Saklofske, D., & Oakland, T. (2009). Views of Chinese psychologists toward intelligence. School Psychology International, 456-473.

Oakland, T. (2010). The preparation of entry-level abilities in specialist-degree school psychologists: A professional community’s effort. Florida School Psychologist, 37, 17- 18. Aricak, O. T., & Oakland, T. (2009). Multigroup confirmatory factor analysis for the teacher form, ages 5-21, of the Adaptive Behavior Assessment System-II, Journal of Psychoeducational Assessment, 28, 1-7.

Articles (continued)

Lee, D. H., Oakland, T., & Ahn, C. (2010) Temperament Styles of Children in South Korea and the United States. School Psychology International, 77-94.

- 34 -

Mpofu, E. Oakland, T., & Gwiravi, P. (2010) Temperament styles in Zimbabwean early adolescents: A Rasch measurement model analysis. South African Journal of Psychology, 44-53.

Woolf, S., Woolf, C,. & Oakland, T. (2010). Adaptive behavior among adults with intellectual disabilities and its relationship to community independence. Intellectual and Developmental Disabilities, 48, 209-215.

Oakland, T. (2010) Forward for Thinking positively, staying on top. E. Frydenberg, author. London: Continuum International Publishing Group.

Kane, H, and Oakland, T. (2010). Group differences in cognitive ability: A CHC theory framework. The Mankind Quarterly, L, 318-331.

Oakland, T. & Hatzichristou, C. (2010) Temperament styles of Greek and U.S. children. School psychology internationally, 422-437.

Carlson, J., Benson, N., & Oakland, T. (2010) Implications from the International Classification of Functioning, Disability and Health (ICF) for test development and use. School Psychology International, 31, 353-371

Oakland, T. (April, 2010). Adaptive Behavior Assessment System-Second Edition. In Kreutzer, J., DeLuca, J., & Caplan, B. (Eds.) Encyclopedia of Clinical Neuropsychology. New York: Springer

Oakland, T. (May, 2010) Cross-cultural and cross-national assessment. In I. Weiner and E. Craighead (Eds.). Encyclopedia of Psychology: Fourth Edition. New York: Wiley, 438- 441.

Benson, N., & Oakland, T. (2011). International Classification of Functioning, Disability, and Health: Implications for school psychologists. Canadian Journal of School Psychology, 26, 3-17.

Tangdhanakanond, K., Lee, D. H., Archamety, T. Oakland, T., & Lee, Y-S. (2011). Perceptions of school psychological services from Korean college student's perspective: Does student gender or status make a difference? Journal of the Korean Data Analysis Society, 13, (1), 1-16.

Oakland, T. (2011). ISPA/SSSP International School Psychology Research Initiative. World Go Round, 30, (1), 11-13.

Articles (continued)

- 35 - Oakland, T., Singh, K., Callueng, C., Puri, G. S., & Goen, K. (2011). Temperament styles of Indian and U.S.A. children. School Psychology International, 20, 1-16

Oakland, T. & Algina, J. (2011). Adaptive Behavior Assessment System-II Parent/Caregiver Form: Ages 0-5: Its factor structure and other implications for practice. Journal of Applied School Psychology., 103-117.

Leach, M., & Oakland, T. (in press). Displaying ethical behaviors by psychologists when standards are unclear. Ethics and Behavior. Special Issue on International Dimensions of Psychological Ethics

Oakland, T., Callueng, C., & Harris, J. (in press). The Impact of Test-taking Behaviors on WISC-IV Spanish Domain Scores in its Standardization Sample. Journal of Psychoeducattional Assessment Oakland, T., Rizwan, M., Aftad, S., & Callueng, C. (2011). Temperament styles of Children from Pakistan and the United States. School Psychology International

Wechsler, S., Medeiros, C., & Oakland, T. (in press). Thinking and creative styles: a validity study

Mpofu, E., Oakland, T., Maree, J., Ntinda, K., & Seeco, E. (in press). Community Partnership Strategies in Constructing Assessment Frameworks for Learner Supports in Botswana. American Journal of Community Psychology.

Callueng, C., Hang, D., Gonzales, R., Ling-So’o, & Oakland, T. (under review). Temperament Styles of Children from Samoa and the United States

Callueng, C., de Carvalho Filho, M.K., Isobe, M., & Oakland, T. (under review). Temperament Styles of children from Japan and the United States.

- 36 - International Papers, Seminars, and Workshops

Oakland, T. (1979, June). Factors influencing academic development among U.S. children. Address delivered to the faculty and students of the Department of Education, University of New Zealand.

Oakland, T. (1979, July). The influences of intelligence on children’s academic development. Address delivered to the Auckland, New Zealand chapter of Mensa International.

Oakland, T. (1980, April). Por que y como de la estcindarizadion de los pruebas psicologicas. Semana academica de psicologia. Address delivered to the faculty and staff of Universidad Nicional Autonoma, Monterrey, Mexico.

Oakland, T. (1980, April). Modelos para la explicacion y tratamiento de los problemas psychologicos. Address delivered to the faculty and staff of Universidad Nacional Autonoma, Monterrey, Mexico.

Oakland, T. (1980, June). The intelligence quotient and estimated learning potential as predictors of achievement. Paper presented at the Fourth International Symposium on Educational Testing, Antwerp, Belgium.

Oakland, T. (1980, December). Learning disabilities: A view from across the border. Address delivered to the faculty and students of Universidad Anahuac, Mexico City, Mexico.

Oakland, T. (1980, December). Diagnostic-intervention strategies for children. Address delivered to the faculty and students of Universidad Anahuac, Mexico City, Mexico.

Oakland, T. (1980, December). Review of recent literature on the WISC-R and the System of Multicultural Pluralistic Assessment. Address delivered to the faculty and students of Universidad Anahuac, Mexico City, Mexico.

Oakland, T. (1984). The views of four disciplines toward learning disabilities. Address delivered to the faculty and students of the University of Manchester, England.

Oakland, T. (1984, May). Educational interventions with learning disabled children. Address delivered to faculty and students of the University of Manchester, England.

Oakland, T. (1985, September). Diagnosis and prevention of learning disabilities. Address delivered to the faculty of Scuola Media Valussi, Udine, Italy.

Oakland, T. (1985, September). Intervention strategies for the learning disabled. Address delivered to the faculty of Scuola Media Valussi, Udine, Italy.

Oakland, T. (1985, September). A model for the diagnosis of learning disabilities. Address delivered to the faculty and students of the Walden Institute, Rome, Italy.

- 37 - International Papers, Seminars, and Workshops (continued)

Oakland, T. (1985, September). Intervention strategies with the learning disabled. Address delivered to the faculty and students of the Walden Institute, Rome, Italy.

Oakland, T. (1986, May). Psychological interventions to promote the educational development of mentally retarded children. Address delivered to the faculty and staff of the Alatri School District, Alatri, Italy.

Oakland, T. (1986, May). Intervention programs to alleviate learning handicaps and disabilities. Paper presented at the First International Congress on Reading and Writing. Spoleto, Italy.

Oakland, T. (1986, May). Intervention strategies for reading disabilities. Paper presented at the First International Congress on Reading and Writing. Spoleto, Italy.

Oakland, T. (1986, May). Intervention strategies to promote reading comprehension in slow learning children. Paper presented at the First International Congress on Reading and Writing, Spoleto, Italy.

Oakland, T. (1986, May). Recent research on the psychoeducational characteristics of slow learning children. Address delivered to the faculty of Instituto Berna, Mestre, Italy.

Oakland, T. (1986, September). Diagnosis and prevention of learning disabilities. Address delivered to the faculty and staff of the Scuola Media Valussi, Udine, Italy.

Oakland, T. (1986, September). Intervention strategies for the learning disabled. Address delivered to the faculty and staff of the Scuola Media Valussi, Udine, Italy.

Oakland, T. (1986, September). A model for the diagnosis of learning disabilities. Address delivered to the faculty and students of the Walden Institute, Rome, Italy.

Oakland, T. (1986, September). Intervention strategies with the learning disabled. Address delivered to the faculty and students of the Walden Institute, Rome, Italy.

Oakland, T. (1986, September). Advances in understanding the psychology of learning among children. Address delivered to the faculty and staff of the Department of Psychology, University of Brasilia, Brasilia, Brazil.

Oakland, T. (1986, October). School psychological services. Address delivered to the faculty and students of the Department of Psychology, Federal University of Pernambuco, Recife, Brazil.

Oakland, T. (1986, October). Assessment practices in U.S. schools. Address delivered to the faculty and students of the Department of Psychology, Federal University of Pernambuco, Recife, Brazil.

- 38 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. (1986, October). The preparation and services offered by school psychologists in the U.S. Address delivered to the faculty and students of the Pontificia Catholic University of Rio de Janeiro, Rio de Janeiro, Brazil.

Oakland, T. (1987, August). International school psychology: Major problems and proposed solutions. Paper presented at the Annual Convention of the International School Psychology Association, Interlaken, Switzerland.

Oakland, T. (1987, August). Recent research on promoting the development of mentally retarded children. Address delivered to the faculty and students of the University of Calgary’s Program in Mental Retardation at the Society for the Care of Handicapped Children, Gaza, Israel.

Oakland, T. (1987, August). Promoting professionalism in education and psychology. Address delivered to the faculty and students of the University of Calgary’s Program in Mental Retardation at the Society for the Care of Handicapped Children, Gaza, Israel

Oakland, T. (1986, October). Diagnostic and intervention strategies for learning disabled children. Address delivered to the faculty and students of the Psychology Department, State University of Rio de Janeiro, Rio de Janeiro, Brazil.

Oakland, T. (1986, October). Recent research on learning applied to education. A course presented to the Department of Psychology, University of Brasilia, Brasilia, Brazil.

Oakland, T. (1986, October). Psycho educational assessment and intervention strategies for children with learning disorders: A course presented to the Department of Psychology, University of Brasilia, Brasilia, Brazil.

Oakland, T. (1988, May). Prevention and mental health. A course presented to the faculty and students in the Department of Psychology, Pontificia Catholic University of Campinas, Brazil.

Oakland, T. (1988, May). Conceptions of school psychology in Brazil. A course presented to the faculty and students of the Federal University of Rio Grande do Sul, Porto Alegre, Brazil.

Oakland, T. (1988, July). Psychoeducational evaluations and interventions for learning problems. A course presented to the faculty and students on the Central University of Venezuela, Caracas, Venezuela.

Oakland, T. (1988, May). School psychology in Brazil: Its past, present, and futures. Paper presented to the faculty and students of the Department of Psychology, State University of Londrina, Brazil.

- 39 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. (1988, May). The status of educational psychology in the United States. Paper presented to the faculty and students of the Department of Psychology, State University of Londrina, Brazil.

Oakland, T. (1988, May). Prevention programs in education and psychology. Paper presented to the faculty and students of the Department of Psychology, State University of Londrina, Brazil.

Oakland, T. (1988, May). Futures of school psychology in Brazil. Presentation to the faculty and students in the Department of Psychology, Pontificia Catholic University of Campinas, Brazil.

Oakland, T. (1988, May). Brazilian school psychology: Its research needs. Presentation to the faculty and students of the Department of Psychology, Federal University of Rio Grande do Sul, Porto Alegre, Brazil.

Oakland, T. (1988, May). Conceptions of school psychology for Brazil. Presentation to the faculty and students of the Department of Psychology, Pontificia Catholic University of Rio Grande do Sul, Porto Alegre, Brazil.

Oakland, T., & Wechsler, S. (1988, July). Prevention strategies for educating low income Brazilian children. Paper presented at the annual meeting of the International School Psychology

Wechsler, S., & Oakland, T. (1988, July). The need for prevention versus individual intervention models for Brazilian school psychology. Paper presented at the annual meeting of the International School Psychology Association, Bamberg, Germany.

Oakland, T. (1988, July). Venezuelan school psychology within the international community of school psychology. Paper presented to the National Association of School and Educational Psychology, Rafael Urdanta University, Maraciabo, Venezuela.

Hu, S., & Oakland, T. (1988, August). Psychology in the schools of four Asian countries. A paper presented at the 46th Annual Convention of the International Counsel of Psychologists, Singapore.

Oakland, T., & Hu, S. (1988, August). The results of an international survey on tests used with children and youth. Paper presented at the 46th Annual Convention of the International Counsel of Psychologists, Singapore.

Oakland, T., & Cunningham, J. (1988, September). Applied educational and school psychologists: Results of an international survey. Paper presented at the 24th International Congress of Psychology, Sydney, Australia.

- 40 -

International Papers, Seminars, and Workshops (continued)

Cunningham, J., & Oakland, T. (1988, September). An international study of relationships between economic variables and threats to professionalism in the delivery of school psychological services. Paper presented at the 24th International Congress of Psychology, Sydney, Australia.

Oakland, T. (1989, August). Chair, General session of the International School Psychological Association at the Annual Meeting of the International School Psychology Association, Ljubljana, Yugoslavia.

Oakland, T., & Cunningham, J. (1989, August). Where in the world is school psychology? Keynote address at the Annual Meeting of the International School Psychology Association, Ljubljana, Yugoslavia.

Oakland, T., & Cunningham, J. (1989, August). A brief report on the status of school psychology in the world. Address at the Annual Meeting of the International School Psychology Association, Ljubljana, Yugoslavia.

Oakland, T. (1990, May). Theories in Counseling. A course presented to the students at The University of Calgary-Gaza Campus, Gaza, Israel.

Oakland, T. (1990, May). Relationship and Counseling Skills. A course presented to the students at The University of Calgary-Gaza Campus, Gaza, Israel. Oakland, T. (1990, July). Proposed Code of Ethics. Symposium Chair and paper presenter. Annual Meeting of the International School Psychology Association, Newport, RI.

Oakland, T., Wechsler, S., Stafford, M., & Chan, J. (1990, July). The construct of measurement of intelligence among Brazilian children. Paper presented at the Annual Meeting of the International School Psychology Association, Newport, RI.

Cunningham, J., & Oakland, T. (1990, July). Contextual variables influencing the development of school psychology internationally. Symposium Chair and paper presenter. Annual Meeting of the International School Psychology Association, Newport, RI.

Oakland, T. (1990, October). School psychology in the United States. Paper presented at the International Symposium on Psychology in the Schools, Rome, Italy.

Oakland, T. (1990, October). Learning disabilities: Current trends in assessment and practice. Workshop presented to faculty and staff of Scula Medea Valussi, Udine, Italy.

Oakland, T. (1990). The status of school psychology in the U.S. and the world. Address to the Italian Association of Psychodiagnosticians, Rome, Italy.

Oakland, T. (1991, May). Human service organizations. A course presented to the students at The University of Calgary-Gaza Campus, Gaza, Israel - 41 -

International Papers, Seminars, and Workshops (continued)

Oakland, T., Guillamard, J. C., & Guzzo, R. (1991). International institute of school psychology. Symposium chair and paper presenter. ISPA code of Ethics. (1991) Paper presented at the annual meeting of the International School Psychology Association, Braga, Portugal.

Oakland, T. (1991). ISPA Code of Ethics. Paper presented at the annual meeting of the International School Psychology Association, Braga, Portugal.

Oakland, T., & Simner, M. (1991). Development of international standards for educational and psychological tests. Symposium chair and paper presenter. Annual meeting of the International School Psychology Association, Braga, Portugal

Oakland, T. (1992). Learning abilities and disabilities. Paper presented to the Academia Paulista de Psicoligia. Sao Paulo, Brazil.

Oakland, T. (1992). Learning abilities and disabilities. Keynote address to the Brazilian Association of School and Educational Psychologists, Campinas, Brazil.

Oakland, T. (1992, January). Communication skills in guidance (Educational Psychology 419; The University of Calgary; Gaza campus).

Oakland, T. (1992, Summer). Multidisciplinary approaches to rehabilitation practices (Educational Psychology/Social Work, the University of Calgary; Gaza campus).

Oakland, T., and Wang, F.F. (1992). Qualities related to intelligence among Chinese children between ages four to six. Paper presented to the annual meeting of the International School Psychology Association, Istanbul, Turkey.

Oakland, T., Liu, D-H, & Wang, F.F. (1992). A comparative study of the intellectual abilities between high and low achieving Chinese students. Paper presented to the annual meeting of the International School Psychology Association, Istanbul, Turkey.

Oakland, T. (1992, November). Introduction to learning disabilities (Pontifica Catholic University of Campinas and the Brazilian Association of School and Educational Psychologists).

Oakland, T. (1992, January). Communication skills in guidance (Educational Psychology 419; The University of Calgary; Gaza Campus).

Oakland, T. (1992, Summer). Multidisciplinary approaches to rehabilitation practices (Educational Psychology/Social Work, the University of Calgary; Gaza Campus).

Oakland, T. (1992, October). Introduction to learning disabilities (Pontifica Catholic University of Campinas and the Brazilian Association of School and Educational Psychologists). - 42 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. (1993, Summer). Professions, professionalism, and ethics. Lamar University, Gaza Campus.

Oakland, T. (1993) Personality and temperament qualities associated with school success. Paper presented to the International Conference on Alleviating School Failure. Frosinone, Italy, December 10-11, 1992.

Oakland, T. (1993). Interventions to address learning deficits with emotionally disturbed students. Paper presented to the International Congress on Affective learning, Urbino, Italy.

Oakland, T. (1994) Emerging trends in psychological and educational assessment. Paper presented at the annual meeting of the International School Psychological Association, Campinas, Brazil.

Oakland, T. (1994) Affective assessment. Paper presented at the First International Seminar on Instructional Planning and Training Evaluation, Brasilia, Brazil

Oakland, T. (1994) Evaluation models and techniques. Paper presented at the First International Seminar on Instructional Planning and Training Evaluation, Brasilia, Brazil

Oakland, T. (1994) Performance assessment. Paper presented at the First International Seminar on Instructional Planning and Training Evaluation, Brasilia, Brazil

Oakland, T. (1994) Qualitative and quantitative methods: Implications for program evaluation. Paper presented at the First International Seminar on Instructional Planning and Training Evaluation, Brasilia, Brazil

Oakland, T. (1994, Summer). Assessment of children and youth. Course presented at Pontifica Catholic University, Campinas, Brazil.

Oakland, T. (1994, Winter). Human growth and development. Course presented at the University of Calgary’s Gaza Campus.

Oakland, T. (Spring, 1995). Learning disabilities. Course presented at Arequipa University, Arequipa, Peru.

Oakland, T. (Spring, 1995). Temperament-based learning styles. Course presented at Arequipa University, Arequipa, Peru

Oakland, T. (1995, Fall). Workshop on temperament: Implications for education. Presented as the fifth national conference of the Australian Guidance and Counseling Association, Hobart, Tasmania.

- 43 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. (1995) Psychology in the schools: current international status and implications for its development in Mexico. Paper presented at the invitation of the VII Mexican Congress of Psychology, Mexico City, Mexico

Oakland, T. (1995) International perspectives on school and educational psychology. Invitational paper presented at the First International Course on Learning, Lima, Peru

Oakland, T. (1995) Psychology in the schools: current international status and implications for its development in Peru. Invitational paper presented at the First International Course on Learning, Lima, Peru

Oakland, T. (1995) Promotion of primary mental health services in children. Paper presented at the Third International Postgraduate Conference on Exceptional Children, Areguipa, Peru

Oakland, T. (1995) Status of children internationally: 1995 perspectives. Paper presented at the Third International Postgraduate Conference on Exceptional Children, Areguipa, Peru

Oakland, T. (1995) Roles for educational and school psychologists in promoting primary education in developing countries. Paper presented at the annual meeting of the European Congress of Psychology, Athens, Greece

Oakland, T. (1995) Test use with children and youth internationally. Paper presented at the annual meeting of the European Congress of Psychology, Athens, Greece

Oakland, T. (1995) On the interface between the science and practice of school psychology. Chair of a symposium at the annual meeting of the International School Psychology Association, Dundee, Scotland

Oakland, T. (1995) Status of children internationally. Keynote address at the annual meeting of the International School Psychology Association, Dundee, Scotland

Oakland, T. (1995, Spring). Primary prevention of emotional problems in children and youth. Workshop presented at the National Institute for Medicine, Mexico City, Mexico.

Oakland, T. (1995, Spring). School psychology in Latin America: its status and suggestions for its promotion. Workshop presented at the National Institute for Medicine, Mexico City, Mexico.

Oakland, T. (1996). Issues impacting the development of school psychology internationally. Paper presented at the meeting of the International Congress of Psychology, Montreal, Canada.

Oakland, T. (1996). Psicologia Escolar: Perspectiva Internacional. Keynote address presented at the Third National Congress on School Psychology, November, Rio de Janeiro. - 44 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. (1996). Avaliacao Psicologica Na Escola. Workshop presented at the Third National Congress on School Psychology, November, Rio de Janeiro.

Oakland, T. (Summer, 1996). Measurement and evaluation. Course presented to the Arab Council on Childhood and Development-sponsored project on test development in Arab countries, Cairo, Egypt.

Oakland, T. (Summer, 1997). Leadership styles among headmasters and other educational leader. Workshop presented to an invitational seminar hosted by the Varkey Group, New Deli, India.

Oakland, T. (1997). Leadership styles among headmasters and other educational leader. Workshop presented to an invitational seminar hosted by the Varkey Group, New Deli, India.

Oakland, T. Learning abilities, styles, and student development. Workshop presented to an invitational seminar hosted by the Varkey Group, New Deli, India

Oakland, T. (Summer, 1997). Learning abilities, styles, and student development. Workshop presented to an invitational seminar hosted by the Varkey Group, New Deli, India.

Oakland, T. (Summer, 1997). Learning styles: Their assessment and use within classroom settings. Workshop presented at the annual meeting of the International School Psychology Association, Melbourne, Australia.

Oakland, T. (1997). Learning styles: Their assessment and use within the classroom. Workshop presented to the faculty and students of LaTrobe University, Bendigo, Australia.

Oakland, T. (1997). Status of school counseling and counseling psychology within the United States. Keynote address to the Conference on School Counseling. March, Kuwait City, Kuwait

Oakland, T. (1997). Applications of temperament to school counseling. Workshop presented to the Conference on School Counseling. March, Kuwait City, Kuwait.

Oakland, T. & Phillips, B. (1997). Addressing the needs of children with learning disabilities: Advocacy by the International School Psychology Association. Paper presented to UNESCO’s Committee on the Rights of the Child, Geneva, Switzerland

Oakland, T. (1997). Cognitive intervention techniques for children. Paper presented at the International Congress on the Handicapped: On the threshold of 2000. Salerno, Italy.

- 45 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. (1997). The profession of psychology in schooling: global perspectives. Paper presented to Australian Psychological Society Branch Meeting. Bendigo, Australia

Oakland, T. (1997).The delivery of school psychological services in rural areas. Paper presented to the faculty and students of LaTrobe University. Bendigo, Australia

Oakland, T. (1997). Consultation methods in international settings: their use with children in Gaza. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL.

Oakland, T. (1997). International initiative to develop test user qualifications. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL.

Mpofu, E. & Oakland, T. (1997). Predictive validity of Grigg's Learning Process Questionnaire in African School Settings. Paper presented at the annual colloquium of the International School Psychology Association.

Oakland, T. & Howen, A. (1998). A contrast of ethical standards from three school psychology professional associations. Paper presented at the annual colloquium of the International School Psychology Association.

Oakland, T. (1998). Establishing home-school partnerships. Scholarship from the United States. Paper presented at the annual colloquium of the International School Psychology Association.

Oakland, T. (1998). Emerging standards for test applications in the United States. Paper presented at the 24th International Congress of Applied Psychology, San Francisco, CA.

Oakland, T. (1998). Test use with children and youth: Priority needs. Invited address at the annual meeting of the 24th International Congress of Applied Psychology, San Francisco, CA.

Oakland, T. (1998). Consulting on issues about children in Gaza. Invited address at the annual meeting of the 24th International Congress of Applied Psychology, San Francisco, CA.

Oakland, T. (1997). Learning styles: Their assessment and use within the classroom. Workshop presented at the annual colloquium of the International School Psychology Association.

Oakland, T. (1998). Roles for Costa Rican School Psychology in the international framework of school psychology. Invited address to the annual meeting of the Costa Rican Association of School Psychology, San Jose, Costa Rice

- 46 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. (1998). Test use with children and youth internationally: Implications for Costa Rica. Invited address to faculty and students of the Interamerican University, San Jose, Costa Rica

Oakland, T. (1999). Issues important to publishing in peer-reviewed English-language journals. Workshop presented at the annual meeting of the International School Psychology Association, Switzerland.

Oakland, T. (1999). School psychology internationally: Possible models for school psychology within China. Keynote address to the formation meeting of the Zhejiang School Psychological Association, Zhejiang Province, People’s Republic of China

Oakland, T. (1999). Test use internationally: Applications to Human Resource Management. Address to the graduate students and faculty of the College of Business and Department of Psychology, Zhejiang University, Zhejiang Province, People’s Republic of China

Oakland, T. (2000). Learning abilities, styles, and student development. Workshop presented to students and faculty of Exeter University, United Kingdom.

Oakland, T. (2000). The status of school psychology internationally: Implications for educational psychology within the United Kingdom. Presented to the faculty and students at Manchester University, United Kingdom.

Oakland, T. (2000). Adapting tests for use in different countries: Ethical issues. Paper presented at the annual meeting of the International School Psychology Association, Durham, NH.

Lau, Y.F., & Oakland, T. (2000). A comparative study of temperament-based learning styles of children in Singapore and the United States. Paper presented at the annual meeting of the International School Psychology Association, Durham, NH.

Oakland, T. (2001). The academic and professional preparation of school psychologists. Paper presented at the annual meeting of the International School Psychology Association, Dinan, France

Oakland, T. (2001). Symposium chair: Children’s temperament qualities in six countries. Presented at the annual meeting of the International School Psychology Association, Dinan, France

Oakland, T. (2001). Temperament patterns of children from the People’s Republic Of China, Costa Rica and the United States. Paper presented at the annual meeting of the International School Psychology Association, Dinan, France

Oakland, T., and Hatzichristou, C. (2001). Greek children’s temperament qualities. Presented at the annual meeting of the International School Psychology Association, Dinan, Fl. - 47 - International Papers, Seminars, and Workshops (continued)

Oakland, T. (2001). Preparation of school psychologists. Paper presented at the annual meeting of the International School Psychology Association, Dinan, France

Oakland, T. and Clark, R. (2001). Accrediting school psychology programs internationally. Workshop presented at the annual meeting of the International School Psychology Association, Dinan, France

Oakland, T. (2001). International dimensions of school psychology: Implications for school psychology in Costa Rica and other Central American countries. An address at the Universidad de Iberoamerica, San Jose, CR.

Oakland, T. (2001). Temperament qualities of children and youth in Costa Rica. An address at the Universidad de Iberoamerica, San Jose, CR.

Oakland, T. (2002). Key ethical issues in computer-based testing. Paper presented at the International Conference on Computer-based Testing and the Internet, Winchester, England.

Oakland, T. (2002). The historical context for a conference on computer-based testing and the internet. Keynote address presented at the International Conference on Computer-based Testing and the Internet, Winchester, England.

Oakland, T. (2002). Learning styles: Their relevance to education in Italy. Keynote address to the International Conference on Learning and Teaching Styles, Goito, Italy.

Oakland, T. (2002). History of international school psychology: Implications for Hong Kong and the People’s Republic of China. Address to the faculty and students of Hong Kong University

Oakland, T. (2002). History of international school psychology: Implications for Hong Kong and the People’s Republic of China. Address to the faculty and students of Hong Kong University

Oakland, T. (2002). Temperament styles of students in five countries. Paper presented at the annual meeting of the International Association of Applied Psychology, Singapore.

Oakland, T. (2002). The status of testing internationally: implications for test development. Talk presented at The Psychological Corporation’s international meeting of corporate associated. London, England, June 12, 2002.

Oakland, T. (2002). Understanding the context of the International Test Commission’s conference on Testing and the Internet. Keynote address at the International Test Commission’s conference on Testing and the Internet. Winchester, England, June 13, 2002.

- 48 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. (2002) Test use and the internet: Ten ethical issues. Paper presented at the International Test Commission’s conference on Testing and the Internet. Winchester, England, June 14, 2002.

Oakland, T. (2002). Learning styles and teaching styles. Keynote address presented at the International Conference on learning and teaching styles, Goito, Italy, June 26, 2002.

Oakland, T. (2002). Ethical issues associated with test use. Paper presented at the 25 International Conference of Applied Psychology, Singapore. July 9, 2002.

Oakland, T. (2002). The Adaptive behavior assessment system: New methods to assess an old concept. Paper presented at the 25 International Conference of Applied Psychology, Singapore. July 9, 2002.

Oakland, T. (2002). Personality assessment of Thai children and adults: implication from international studies. Address presented to the faculty and students of Srinakharinwirot University’s Test Bureau. July 16.

Oakland, T. (2002). History of test development and use. Address presented to the faculty and students of Srinakharinwirot University’s Test Bureau. July 16.

Oakland, T. (2002). Emerging roles for the University of Hong Kong’s Educational Psychology Program in the People’s Republic of China. Address presented to the faculty of the Educational Psychology Program, University of Hong Kong. Hong Kong.

Oakland, T. (2002). History of educational/school psychology: Implications for the further growth of educational/school psychology in Hong Kong. Address presented to the faculty of the Educational Psychology Program, University of Hong Kong. Hong Kong.

Oakland, T. (2002). The influence of temperament on behaviors of Costa Rican children. Paper presented to the faculty and students of the Iberoamerican University. San Jose, Costa Rica.

Oakland, T. (2002). International school psychology: Implications for Costa Rica. Keynote address presented to the 2002 meeting of the Costa Rican Psychological Society, San Jose, Costa Rica.

Oakland, T. (2002). The role of supervision in the preparation of educational/school psychologists. Workshop presented to the supervisors and faculty of the Educational Psychology Program, University of Hong Kong. Hong Kong.

Oakland, T. (2002). The development of a national association of school psychology for Costa Rica. Workshop presented at the 2002 meeting of the Costa Rican Psychological Society, San Jose, Costa Rica. - 49 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. (2003). Children’s temperament and learning styles. Keynote address presented at the annual meeting of the Saskatchewan Association of Educational Psychologists, Saskatoon, Saskatchewan

Oakland, T. (2003). Assessment of adaptive behavior skills in infants and young children. Workshop presented at the annual meeting of the Saskatchewan Association of Educational Psychologists, Saskatoon, Saskatchewan

Berg, D., Scherer, L, and Oakland, T. (2004). Behaviour difficulties in low academic achievement boys—the importance of temperament. Presented at the annual meeting of the International School Psychology Association, Exeter, England.

Oakland, T. (2004). Methods for providing academic support to students. Workshop presented to Peace Corp volunteers. San Jose, Costa Rica

Oakland, T. (2004). Ethical issues. Workshop presented at the Iberoamerican University of San Jose, Costa Rica

Oakland, T. (2004). Adaptive skills, their assessment and intervention. Workshop presented at the Iberoamerican University of San Jose, Costa Rica

Oakland, T. (2004). Learning styles. Workshop presented at the Iberoamerican University of San Jose, Costa Rica

Oakland, T. (2004). Learning styles. Workshop presented to the staff and faculty of Lincoln School. San Jose, Costa Rica

Oakland, T. (2004). The importance of adaptive behavior and skills for young children. Workshop presented to the staff and faculty of Lincoln School. San Jose, Costa Rica

Oakland, T. (2004). Professional ethics in school psychology. Workshop presented in Hong Kong to the faculty and graduate students at the University of Hong Kong’s Department of Psychology.

Oakland, T. (2004). Learning styles. Workshop presented in Hong Kong sponsored by the University of Hong Kong’s Department of Psychology, the Educational Psychology Section of the Educational Management Bureau, and the Hong Kong Psychological Society’s Division of Education Psychology.

Oakland, T. (2004). Assessment of adaptive skills of infants and children. Workshop presented in Hong Kong sponsored by the University of Hong Kong’s Department of Psychology, the Educational Psychology Section of the Educational Management Bureau, and the Hong Kong Psychological Society’s Division of Education Psychology. - 50 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. (2004). Temperament-based Learning Styles. Invited workshop presented at the 2004 International Congress of Psychology, Beijing, The Peoples’ Republic of China.

Oakland, T. (2004). Ethics in testing: Current status and areas needing most attention. Paper presented at the 2004 International Congress of Psychology, Beijing, The Peoples’ Republic of China.

Oakland, T. (2004). Test development and use in selected Asian countries. Symposium convener, chair, and discussant. The 2004 International Congress of Psychology, Beijing, The Peoples’ Republic of China.

Oakland, T. (2004). Symposium on culture and children’s intelligence: Cross-cultural analysis of the WISC-III. Discussant. Paper presented at the 2004 International Congress of Psychology, Beijing, The Peoples’ Republic of China.

Oakland, T. (2004). Intelligence is best viewed in its theoretical and phenotypic forms. Paper presented at the 2004 International Congress of Psychology, Beijing, The Peoples’ Republic of China.

Oakland, T. (2004). Adaptive behavior: Equity in Assessment. Workshop presented at the International Conference on Equity in Assessment, College of William and Mary, Williamsburg, VA

Oakland, T. (2004). Cognitive styles. Workshop presented at the International Conference on Equity in Assessment, College of William and Mary, Williamsburg, VA

Oakland, T. (2005) A new model for learning disabilities: Implications for test development and use. Invited paper presented at the annual meeting of the Brazilian Association of Test Developers, Rio Grande do Sol, Brazil.

Oakland, T. (2005). Children’s temperament and its impact on their development and behavior. Invited address to the faculty and students at the Pontifica Catholic University, Campinas, Brazil.

Oakland, T. (2005). Promoting the Well-Being of Children Through School Psychology: A Cross- National Perspective. Invited keynote address to the annual meeting of the International School Psychology Association, Athens, Greece.

Oakland, T. (2005). Adaptive behavior: information critical for assessment and intervention. Invited workshop presented during the annual meeting of the International School Psychology Association, Athens, Greece.

- 51 -

International Papers, Seminars, and Workshops (continued)

Oakland, T., Alghorani, M., & Lee, D. H. (2005) Temperament-based learning styles of children from Gaza and the United States. Paper presented at a symposium during the annual meeting of the International School Psychology Association, Athens, Greece.

Oakland, T. (2005). International challenges for school psychology. Convener of a symposium presented at the annual meeting of the International School Psychology Association, Athens, Greece.

Oakland, T. (2005). The status of school psychology internationally. Opening address presented at the annual meeting of the International School Psychology Association, Athens, Greece.

Oakland, T. (2005). Diagnostic models, methods and their use internationally and in four countries. Convener of a symposium presented at the annual meeting of the International School Psychology Association, Athens, Greece.

Oakland, T. (2005). Seven authoritative sets of diagnostic criteria used internationally. Paper presented at a symposium during the annual meeting of the International School Psychology Association, Athens, Greece.

Oakland, T. (2005) International status and development of clinical and school psychology. Invited address to graduate students and faculty, Iberoamerican University of Costa Rica.

Oakland T. (2005) Legal issues important to an understanding of children from multicultural settings. Invited address to graduate students and faculty, Iberoamerican University of Costa Rica.

Oakland T. (2005). Culture, multicultural, and education: A clarification of terms. Invited address to graduate students and faculty, Iberoamerican University of Costa Rica.

Oakland, T. (2006). International Status of School Psychology: Implications for School Psychology in Romania. Paper presented at the International Symposium on Theory and Practice in the Professionalization of School/Educational Psychology—A Challenge for the 3rd Millennium. Bucharest, Romania

Oakland, T. (2006) International status and development of clinical and school psychology. Invited address to graduate students and faculty, Iberoamerican University of Costa Rica.

Oakland, T. (2006) Symposium chair: Ethical issues associated with test use. International Test Commission’s 5th International Conference. Brussels, Belgium.

- 52 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. & Leach, M. (2006). Testing practices discussed in ethics codes from 35 countries. Paper presented at the International Test Commission’s 5th International Conference. Brussels, Belgium.

Oakland, T. (2006) Symposium chair: International Perspectives in Assessing Children’s Temperament. International Test Commission’s 5th International Conference. Brussels, Belgium.

Oakland, T. & Benson, N. (2006) Evidence for Cross-National Generalizability of Children’s Temperament Structure. Paper presented at the International Test Commission’s 5th International Conference. Brussels, Belgium.

Oakland, T. (2006). Some obstacles ahead for meeting standards for test translation and potential solutions. Chair of this session. The International Test Commission’s 5th International Conference. Brussels, Belgium.

Oakland, T. (2006). Nonverbal assessment. Discussant at this symposium. The International Test Commission’s 5th International Conference. Brussels, Belgium.

Oakland, T. (2006). Developing your international career in psychology. Paper presented to the students and faculty of the Iberoamerican University, San Jose, Costa Rica.

Oakland, T. (2006). Assessment methods for Hispanic persons. Paper presented to the students and faculty of the Iberoamerican University, San Jose, Costa Rica.

Oakland, T. (2006). Legal issues impacting Hispanic children in the United States. Paper presented to the students and faculty of the Iberoamerican University, San Jose, Costa Rica.

Oakland, T. (2006). Cultural and multicultural perspectives important to the work of psychologists. Paper presented to the students and faculty of the Iberoamerican University, San Jose, Costa Rica.

Oakland, T. (2006). Learning and thinking styles for Egyptian students. Chair of a symposium at the International Congress of Applied Psychology, Athens, Greece.

Oakland, T. (2006). Learning styles: A workshop presented at the International Congress of Applied Psychology, Athens, Greece.

Oakland, T. (2006). Adaptive behavior: A workshop presented at the International Congress of Applied Psychology, Athens, Greece.

- 53 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. (2006). The status of school psychology internationally. A keynote address presented at the International Congress of Applied Psychology, Athens, Greece.

Oakland, T. (2007) International status and development of clinical and school psychology. Invited address to graduate students and faculty, Iberoamerican University of Costa Rica.

Oakland T. (2007) Legal issues important to an understanding of children from multicultural settings. Invited address to graduate students and faculty, Iberoamerican University of Costa Rica.

Oakland T. (2007). Culture, multicultural, and education: A clarification of terms. Invited address to graduate students and faculty, Iberoamerican University of Costa Rica.

Oakland, T. (2007). The development and assessment of temperament of children in Costa Rica. Workshop presented to participants of the 2007 Costa Rica Professional Preparation Program (with graduate credit received from the Iberoamerican University), San Jose, CR

Oakland, T. (2007). Issues associated with the assessment of Hispanic children and youth. Workshop presented to participants of the 2007 Costa Rica Professional Preparation Program (with graduate credit received from the Iberoamerican University), San Jose, CR

Oakland, T. (2007). Adaptive behavior: Its concepts and assessment in Costa Rican children and youth. Workshop presented to participants of the 2007 Costa Rica Professional Preparation Program (with graduate credit received from the Iberoamerican University), San Jose, CR

Oakland, T. (2008). International status of test development and use. Keynote address presented at the annual National Industrial and Organizational Psychology Conference of the Association of Industrial and Organizational Psychology and the faculty of the Psychology and Educational Studies at Babes-Bolyai University, Cluj Napoca, Romania

Oakland, T. (2008). The impact of temperament on personal and professional styles. Workshop presented at the annual National Industrial and Organizational Psychology Conference of the Association of Industrial and Organizational Psychology and the faculty of the Psychology and Educational Studies at Babes-Bolyai University, Cluj Napoca, Romania

Oakland, T. (2008). School psychology internationally. Invited address to the students and faculty of the Babes-Bolyai University, Cluj Napoca, Romania, April 2008.

- 54 - International Papers, Seminars, and Workshops (continued)

Oakland, T. (2006). International status of school psychology: Implications for school psychology in Romania. Paper presented at the International Symposium on Theory and practice in professionalizing school/educational psychology—a challenge for the 3rd millennium. Cluj Napoca, Romania, April 2008.

Oakland, T. and Ditterline, J. (2008). Adaptive Behavior Assessment System-II (ABAS-II): Recent updates. Paper presented at the annual meeting of the International School Psychology Association, Utrecht, Netherlands.

Oakland, T. (2008). International School Psychology Association’s role in the promotion of quality assurance. Chair of symposium presented at the annual meeting of the International School Psychology Association, Utrecht, Netherlands.

Oakland, T. (2008). Implications of the World Heath Organization’s Classification of Functioning, Disability and Health for school psychology. Chair of symposium presented at the annual meeting of the International School Psychology Association, Utrecht, Netherlands.

Oakland, T. (2008). Ethical issues associated with cross-national assessment. Keynote address presented at the biennial conference of the International Test Commission, Liverpool, UK.

Oakland, T. (2008). World Heath Organization’s Classification of Functioning, Disability and Health for psychological assessment. Chair of symposium presented at the biennial conference of the International Test Commission, Liverpool, UK.

Oakland, T. (2008). Adaptive Behavior and skills of young children with autism. Paper presented at the International Congress of Psychology, Berlin, Germany.

Oakland, T. (2008). Ethical issues associated with cross-national assessment. Paper presented at the International Congress of Psychology, Berlin, Germany.

Oakland, T. (2008). Where in the world is school psychology? Keynote address presented at the annual meeting of the Taiwan Psychological Society, Taipei, Taiwan.

Oakland, T. (2008). The status of test use and emerging changes in educational and clinical practice. Keynote address presented at the annual meeting of the Taiwan Psychological Society, Taipei, Taiwan.

Oakland, T. (2008) International school psychology: Psychology’s worldwide portal to children and youth. Keynote address presented to the annual meeting of the Taiwan Psychological Association, Taiwan.

- 55 - International Papers, Seminars, and Workshops (continued)

Oakland, T. (2008) The importance of school psychological services to Taiwan. Participant on a panel at the annual meeting of the Taiwan Psychological Association, Taiwan.

Oakland, T. (2008) International status of test development and use. Keynote address presented to the annual meeting of the Taiwan Psychological Association, Taiwan.

Oakland, T. (2009). Communication methods in psychology. Workshop presented to psychologists in Romania, Jadeite Suceava, Romania

Oakland, T. (2009). Professional ethics. Workshop presented to psychologists in Romania, Judetul Suceava, Romania

Oakland, T. (2009). The international status of test ethics. Workshop presented to the biennial meeting of the Brazilian Association of Test Development and Research, Campinas, BZ

Oakland, T. & Stafford, M. (2009). The ISPA code of ethics: Its ancestry, content, and meaning, and relationship to other codes. Workshop presented at the annual meeting of the International School Psychology Association, Malta.

Oakland, T. (2009). Adaptive Behavior and Skills of Persons with Autism and Other Disorders as reflected on the Adaptive Behavior Assessment System-II. Paper presented at the annual meeting of the International School Psychology Association, Malta.

Oakland, T., and Jimmerson, S. (2009). International Institute on School Psychology. Program presented at the annual meeting of the International School Psychology Association, Malta.

Oakland, T., & Dawson, P. (2009). Providing support for research initiatives. Program presented at the annual meeting of the International School Psychology Association, Malta.

Oakland, T. (2009). Temperament-based learning styles. Workshop presented at the biennial conference of the Brazilian Association of Psychological Assessment, Campinas, Brazil

Oakland, T. (2009). Ethical standards for psychology. Keynote address presented at the biennial conference of the Brazilian Association of Psychological Assessment, Campinas, Brazil

Oakland, T. (2009). The role of the International Test Commission in promoting test standards. Paper presented at the biennial conference of the Brazilian Association of Psychological Assessment, Campinas, Brazil

Oakland, T. (2009). The development of a temperament test for use with Brazilian adults. Paper presented at the biennial conference of the Brazilian Association of Psychological Assessment, Campinas, Brazil - 56 -

International Papers, Seminars, and Workshops (continued)

Mpofu, E. & Oakland, T. (2009). Consultancy to Offer Technical Assistance in the Development of the Framework for the Implementation of Psychometric tests in the Botswana’s Ministry of Education. Report submitted to the Ministry of Education and Skills Development (Botswana).

Oakland, T. (2010). Displaying ethical behaviors by psychologists when standards are unclear. Invited address presented at the International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (2010). Ethical and other professional issues: What to do when working in the absence of local standards. Invited address presented at the biennial meeting of the International Test Commission, Hong Kong.

Oakland, T. (2010). Psychological assessment in Brazil, Romania, and South Africa. Chair of symposium. International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (2010). Test development and adaptation. Convener of and workshop presenter at the Advanced Research Training Seminars. International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (2010). Trends in test development and use in countries with emerging test practices. Co-chair of symposium. International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (2010). An advanced workshop on adaptive behavior: The Adaptive Behavior Assessment System-II. Presented in Auckland NZ as well as in Perth, Hobart, Sydney, Brisbane, and Melbourne Australia

Oakland, T. (2010). Assessment in the context of the International Classification of Functioning, Disability, and Health, Chair of Symposium, International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (2010). Review of the International Classification of Functioning, Disability, and Health: general implications for assessment. Invited address presented at the International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (2010). Implications of the International Classification of Functioning, Disability, and Health on rehabilitation science and services, Chair of symposium, International Congress of Applied Psychology, Melbourne, Australia

- 57 -

International Papers, Seminars, and Workshops (continued)

Oakland, T. (2010). The International Classification of Functioning, Disability, and Health: its review and general implications for rehabilitation services. Invited presented at the International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (2010). The development of a measure of children’s temperament in 15 countries. Invited address presented at the biennial meeting of the International Test Commission, Hong Kong.

Oakland, T. (2010). Children’s temperament development. Invited address presented at the International Congress of Applied Psychology, Melbourne, Australia

Chang, T., Chen, H., and Oakland, T. (2010). Temperament styles of children from Taiwan, the People’s Republic of China, and South Korea. Invited address presented at the biennial meeting of the International Test Commission, Hong Kong.

Oakland, T. (2010). Methods to identify test needs in emerging countries. Invited address presented at the biennial meeting of the International Test Commission, Hong Kong.

Oakland, T. (2010). The status of school psychology in the United States. Invited address presented at a symposium on future definition of educational, instructional, and school psychology: 2020 and beyond. Invited address presented at the International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (2010). The costs of psychological tests and the factors that determine them. Invited address presented at the biennial meeting of the International Test Commission, Hong Kong.

Oakland, T. (July, 2010). Displaying ethical behaviors by psychologists when standards are unclear. Invited address presented at the International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (July, 2010). Ethical and other professional issues: What to do when working in the absence of local standards. Invited address presented at the biennial meeting of the International Test Commission, Hong Kong.

Oakland, T. (July, 2010). Psychological assessment in Brazil, Romania, and South Africa. Chair of symposium. International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (July, 2010). Test development and adaptation. Convener of and workshop presenter at the Advanced Research Training Seminars. International Congress of Applied Psychology, Melbourne, Australia

- 58 - International Papers, Seminars, and Workshops (continued)

Oakland, T. (July, 2010). Trends in test development and use in countries with emerging test practices. Co-chair of symposium. International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (July, 2010). An advanced workshop on adaptive behavior: The Adaptive Behavior Assessment System-II. Presented in Auckland NZ as well as in Perth, Hobart, Sydney, Brisbane, and Melbourne Australia

Oakland, T. (July, 2010). Assessment in the context of the International Classification of Functioning, Disability, and Health, Chair of Symposium, International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (July, 2010). Implications of the International Classification of Functioning, Disability, and Health on rehabilitation science and services, Chair of symposium, International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (July, 2010). The International Classification of Functioning, Disability, and Health: its review and general implications for rehabilitation services. Invited presented at the International Congress of Applied Psychology, Melbourne, Australia

Oakland, T. (July, 2010). Children’s temperament development. Invited address presented at the International Congress of Applied Psychology, Melbourne, Australia

Chang, T., Chen, H., and Oakland, T. (July, 2010). Temperament styles of children from Taiwan, the People’s Republic of China, and South Korea. Invited address presented at the biennial meeting of the International Test Commission, Hong Kong.

Oakland, T. (2011). Status of test development and use internationally. Invited keynote address presented at the 13th Panhellenic Conference of Psychological Research, Athens, Greece. June.

Oakland, T. (2011). Methods to develop standardized and norm-referenced tests. Four hour workshop presented at the 13th Panhellenic Conference of Psychological Research, Athens, Greece, June.

Oakland, T. (2011). Communicating assessment findings through written and oral forms: A person centered approach. Presentation to school psychology practitioners and graduate students at The University of Hong Kong.

Oakland, T. (2011). International school psychology: psychology’s worldwide access to serve children and youth. Presentation to graduate students and faculty at Taiwan’s National Normal University, Taipei, Taiwan.

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International Papers, Seminars, and Workshops (continued)

Oakland, T. (2011). The importance of school psychology to schooling and psychology: International trends. Presentation to public school administrators and faculty at Taiwan’s National Normal University, Taipei, Taiwan.

Oakland, T. (2011). International school psychology: psychology’s worldwide access to serve children and youth. Presentation to graduate students and faculty at the University of Hanoi’s National University, Hanoi, Vietnam.

Oakland, T. (2011). The art and science of publishing in peer reviewed journals. Three hour workshop presented to the faculty and graduate students at Vilnius University, Lituania.

Oakland, T. (2011). The value and methods of test adaptation. Five hour workshop presented to the faculty and graduate students at Vilnius University, Lituania.

Oakland, T. (2011). International status of test development and use. Invited keynote address presented at the biennial conference of the European Association for Psychological Assessment in cooperation with the University of Latvia, Department of Psychology, and the Union of Latvian Psychologists. Riga, Latvia.

Oakland, T. (2011). Discussant at a symposium on advances and challenges in test adaptation research. European Congress of Assessment, presented at the biennial conference of the European Association for Psychological Assessment in cooperation with the University of Latvia, Department of Psychology, and the Union of Latvian Psychologists. Riga, Latvia.

Oakland, T. (2011). OK, now how can I get this research published? The art and science of publishing in peer reviewed journals. Workshop presented at the biennial convention of the Brazilian Association of Psychological Assessment. Bento Goncalves, BZ.

Oakland, T. (2011). Guidelines for multi-cultural assessment with children and youth. Paper presented at the biennial convention of the Brazilian Association of Psychological Assessment. Bento Goncalves, BZ.

Oakland, T., Byrne, B., & Geisinger, K. (2011). International Test Commission. Paper presented at the biennial convention of the Brazilian Association of Psychological Assessment. Bento Goncalves, BZ.

Oakland, T. (2011). Temperament-based learning styles. Three workshops presented to the faculty of Macao University of Science and Technology’s International School of Macao. Macao, People’s Republic of China

- 60 - International Papers, Seminars, and Workshops (continued)

Oakland,T. (2011). The impact of temperament on our behaviors and those of others. Universidad Cientifica del Sur, Lima, Peru. Oakland, T. (2011). The origin and impact of the work of the International Test Commission: Working to create test standards. Presented at the Annual Meeting of the Peruvian Association of Psychologists (Colegio de Psicologos del Peru), Lima, Peru

Oakland, T. (2011). Publishing in English language journals: A workshop. Presented at the Annual Meeting of the Peruvian Association of Psychologists (Colegio de Psicologos del Peru), Lima, Peru

Oakland, T. (2011). Status of test development and use internationally. Presented at the Annual Meeting of the Peruvian Association of Psychologists (Colegio de Psicologos del Peru), Lima, Peru

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Oakland, T. (1969, February). Relationships between social class and phonemic and nonphonemic auditory discrimination ability. Paper presented at the Annual Conventions of the American Educational Research Association and the National Council on Measurement in Education, Los Angeles, CA.

Emmer, E., Good, T., & Oakland, T. (1970, March). Effects of feedback expectancy on choice of learning style. Paper presented at the Annual Convention of the American Educational Research Association, Minneapolis, MN.

Oakland, T., & Harmer, W. (1970, March) An evaluation of four methods of reading instruction with children identified as having auditory perception disabilities. Paper presented at the Annual Conventions of the American Educational Research Association and the National Council on Measurement in Education, Minneapolis, MN.

Oakland, T., Harmer, W., & Williams, F. (1970, May). Inadequate auditory discrimination skills plus special training = reading? Paper presented at the Annual Convention of the International Reading Association, Anaheim, CA.

Oakland, T., & Emmer, E. (1972, April). The effects of test-wiseness materials on standardized test performance of preschool disadvantaged children. Paper presented at the Annual Convention of the American Educational Research Association, Chicago, IL.

Oakland, T., & Williams, F. (1972, April). An evaluation of auditory perception training and supplemental reading instruction for children with auditory perception disorders two year follow-up. Paper presented at the Annual Convention of the American Educational Research Association, Chicago, IL.

Oakland, T., & Matuszek, P. (1972, April). A factor analysis of several readiness measures for different socioeconomic and ethnic groups. Paper presented at the Annual Convention of the American Educational Research Association, Chicago, IL.

Oakland, T. (1972, April). Symposium: A model for estimating the reliability and validity of criterion-referenced measures. (Chair), The Annual Convention of the American Educational Research Association, Chicago, IL.

Oakland, T. (1972, April). An evaluation of available models for estimating the reliability and validity of criterion-referenced measures. Paper presented at the Annual Convention of the American Educational Research Association, Chicago, IL.

Oakland, T., Edmonston, L., & Randall, R. (1972, April). A model for estimating the reliability and validity of criterion referenced measures. Paper presented at the Annual Convention of the American Educational Research Association, Chicago, IL.

- 62 - Papers and Workshops: National (continued)

Oakland, T. (1973, January). Relationships between auditory perception and reading achievement with Black children. Paper presented to the Department of Educational Psychology, Temple University.

Oakland, T. (1973, April). Statistical procedures for criterion-referenced measures. Paper presented at the Annual Convention of the Western Psychological Association, Anaheim, CA.

Oakland, T. (1973, April). Invited chairperson for workshop on alternatives for current standardized testing. National Conference on Testing in Education and Employment, Hampton Institute, VA.

Oakland, T., & Laosa, L. (1974, April). Social control in mental health: Psychological assessment and the schools. Paper presented at the Annual Convention of the American Orthopsychiatric Association, San Francisco, CA.

Oakland, T., & Laosa, L. (1974, April). Social control in mental health: Psychological assessment and the schools. Paper presented at the Annual Convention of the American Orthopsychiatric Association, San Francisco, CA.

Oakland, T., & Pereboom, M. (1974, April). Relationships among perceptual functioning, SES and race in young children. Paper presented at the Annual Convention of the American Educational Research Association, Chicago, IL.

Oakland, T. (1974, May). Assessment of minorities: Issues. Paper presented at the International Reading Association’s Preconvention Institute on Language, Reading, and Mental Assessment for Linguistically-Culturally Different Populations, New Orleans, LA.

Oakland, T. (1974, May). Sentence repetition as an assessment technique. Paper presented at the International Reading Association’s Preconvention Institute on Language, Reading, and Mental Assessment for Linguistically-Culturally Different Populations, New Orleans, LA.

Oakland, T. (1975, May). Assessment of minority reading disabilities. Paper presented at the International Reading Association Preconvention Institute on Updating Language and Reading Assessments for Linguistically-Culturally Different Populations, New York City, NY.

Oakland, T. (1975, August). Assessment of young and/or multiple handicapped children. Paper presented at the Preconvention Institutes sponsored by the Division of School Psychology, American Psychological Association, Chicago, IL.

Oakland, T. (1975, October). Issues in assessment. Paper presented at the Annual Convention of the Georgia Association of School Psychologists, Lake Jackson, GA. - 63 - Papers and Workshops: National (continued)

Oakland, T. (1975, October). The minority child: Assessment and educational programs. Paper presented at the Annual Convention of the Georgia Association of School Psychologists, Lake Jackson, GA.

Oakland, T. (1976, January). Legal issues in assessment. Paper presented at the National Planning Conference on Nondiscriminatory Assessment for Handicapped Children, Atlanta, GA.

Oakland, T. (1976, April). An interaction model for special education and school psychology. Paper presented at the Annual Convention of the Council for Exceptional Children, Chicago, IL.

Oakland, T. (1976, September). Teacher’s attitudinal responses to differing characteristics of elementary school students. Paper presented at the Annual Convention of the American Psychological Association, Washington, DC

Oakland, T. (1976, September). A service delivery model incorporating professional, legislative, and legal issues. Paper presented at the Annual Convention of the American Psychological Association, Washington, DC

Oakland, T. (1977, April). Problems in the definition and measurement of hyperkinesis: Clinical and research perspectives. Discussant at the Annual Convention of Southwestern Psychological Association. Houston, TX.

Oakland, T. (1977, June). Implementing culture fair assessment programs. Workshop presented at the National Regional Resource Center of Pennsylvania, King of Prussia, PA.

Oakland, T., & Tebeleff, M. (1977, August). Relationships between the ABIC, WISC-R, and achievement: Two companion studies. Paper presented at the Annual Convention of the American Psychological Association, San Francisco, CA.

Oakland, T. (1977, August). Pluralistic norms and estimated learning potential. Paper presented at the Annual Convention of the American Psychological Association, San Francisco, CA.

Oakland, T. (1977, August). Legal issues and school psychology. Paper presented to the faculty and students at Kent State University, Kent, OH.

Oakland, T. (1978, April). Assessing minority group children. Keynote address at the Nondiscriminatory Workshop, Kansas Department of Education, Topeka, KS.

Oakland, T. (1978, April). Adaptive behavior measures. Paper presented at the Nondiscriminatory Workshop, Kansas State Department of Education, Topeka, KS.

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Oakland, T. (1978, April). System of Multicultural Pluralistic Assessment: An Overview. Paper presented at the Nondiscriminatory Workshop, Kansas State Department of Education, Topeka, KS.

Oakland, T., Tombari, M., & Parker, E. (1978. April). Do Black, Mexican American, and Anglo children achieve for different reasons? Paper presented at the Annual Convention of the American Psychological Association, Toronto, Canada.

Oakland, T. (1978, November). The use of diagnostic-intervention procedures with learning handicapped persons in the Americas. Paper presented at the First Pan American Conference on Rehabilitation and Special Education, Pan American University, Edinburgh, TX.

Oakland, T. (1980, January). Nondiscriminatory assessment. Address delivered to the faculty and students of Fordham University, New York, NY.

Oakland, T. (1980, April). Nonbiased assessment: Basic considerations. Workshop presented at a school psychology workshop, East Lansing, MI.

Oakland, T. (1980, April). Assessing linguistically different children. Workshop presented at a school psychology workshop, East Lansing, MI.

Oakland, T. (1980, April). Diagnostic-intervention strategies for emotionally disturbed children. Workshop presented at a school psychology workshop, East Lansing, MI.

Oakland, T. (1980, April). Nondiscriminatory assessment. Director and presenter of workshop sponsored by the National Association of School Psychologists, Washington, DC.

Oakland, T. (1980, July). Nonbiased assessment: Basic considerations. Workshop presented at the University of Alabama Continuing Education Center, Birmingham, AL.

Oakland, T. (1980, July). Diagnostic-interventions programs for educable mentally retarded children. Workshop presented at the University of Alabama Continuing Education Center, Birmingham, AL.

Oakland, T. (1980, July). Legal issues in nonbiased assessment. Workshop presented at the University of Alabama Continuing Education Center, Birmingham, AL.

Oakland, T. (1980, August). Nonbiased assessment: Basic considerations. Workshop to directors of school psychological services in urban schools, Minneapolis, MN.

Oakland, T. (1980, August). Sociocultural characteristics of minority children. Workshop presented to directors of school psychological services in urban schools, Minneapolis, MN.

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Papers and Workshops: National (continued)

Oakland, T. (1980, August). Nonbiased assessment of educable mentally retarded minority children. Workshop presented to directors of school psychological services in urban schools, Minneapolis, MN.

Oakland, T. (1980, August). Nonbiased assessment. Workshop director and presenter, sponsored by the American Psychological Association’s Division of School Psychology, Montreal, Canada.

Oakland, T. (1980, September). Predictive validity of the WISC-R IQs and estimated learning potential. Paper presented at the Annual Convention of the American Psychological Association, Montreal, Canada.

Oakland, T. (1980, November). Education of minority children: The psychologist’s involvement. Address delivered to the faculty and staff of the National College of Education, Evanston, IL.

Oakland, T. (1981, February). Learning disabilities as seen through the medical, social, psychological, and educational model: Implications for diagnosis and interventions. Address delivered to the staff of the Scott and White Clinic, Temple, TX.

Oakland, T. (1981, March). Assessing minority children: Possible sources of bias and legal issues in nonbiased assessment. Address delivered to the staff of the Chicago Board of Education, Bureau of Child Study, Chicago, IL.

Oakland, T. (1981, March). Assessing minority children and sociocultural considerations in working with minority children. Address presented at the Arizona Association of School Psychologists and faculty and students of the Department of Educational Psychology, Arizona State University, Phoenix, AZ.

Oakland, T. (1981, April). Nondiscriminatory assessment and assessment of social adaptation. Address presented at the Continuing Education Division, Rutgers-The State University, New Brunswick, NJ.

Oakland, T. (1981, April). Editorial policies and practices of the Journal of School Psychology. Paper presented at the Annual Convention of the National Association of School Psychologists, Houston, TX.

Oakland, T. (1981, May). The school psychologist's role in designing and implementing nonbiased assessment programs. Workshop delivered to the faculty and staff of the Newark Public School System, Newark, NJ.

- 66 - Papers and Workshops: National (continued)

Oakland, T. (1981, May). Nonbiased assessment of minority children: Basic considerations. Workshop delivered to the faculty and staff of the New York City Public School System, New York, NY.

Oakland, T. (1981, May). Language characteristics and assessment of minority children. Workshop delivered to the faculty and staff of the New York City Public School System, New York, NY.

Oakland, T. (1981, August). American psychologists abroad: Perspectives on children and schooling in New Zealand. Paper presented at the Annual Convention of the American Psychological Association, Los Angeles, CA.

Oakland, T. (1981, August). Joint use of adaptive behavior and IQ to predict achievement. Paper presented at the Annual Convention of the American Psychological Association, Los Angeles, CA.

Oakland, T., & Stern, W. (1981, August). Discrepant achievers in reading and math. Paper presented at the Annual Convention of the American Psychological Association, Los Angeles, CA.

Oakland, T., & Tebeleff, M. (1981, August). Relationships between reflectivity -impulsively and reading and math achievement for children stratified by age, gender, SES, and race- ethnicity. Paper presented at the Annual Convention of the American Psychological Association, Los Angeles, CA.

Oakland, T. (1982, March). Nonbiased assessment of minority children. Paper presented at the Annual Convention of the California Association of School Psychologists and Psychometrists. Anaheim, CA.

Oakland, T. (1982, March). Encouraging participation of minority groups in school psychology. Paper presented at the Annual Convention of the National Association of School Psychologists, Detroit, MI.

Oakland, T. (1982, March). The policies and practices of the Journal of School Psychology. Paper presented at the Annual Convention of the National Association of School Psychologists, Detroit, MI.

Oakland, T., & Pollard, W. C. (1982, August). Variables that influence the educational development of residential deaf children. Paper presented at the Annual Convention of the American Psychological Association, Washington, DC

Oakland, T. (1982, August). Urban school psychology: Current perspectives. Symposium Chair, American Psychological Association, Washington, DC

- 67 - Papers and Workshops: National (continued)

Oakland, T. (1982, August). Methods and procedures for evaluating assessment services in public schools. Discussant for symposium, American Psychological Association, Washington, DC

Oakland, T. (1982, August). The Draw-A-Person Test: Validity properties for nonbiased assessment. Paper presented at the Annual Convention of the American Psychological Association, Washington, DC

Oakland, T. (1983, January). Professionalism, assessment, and mentally retarded clients. Address delivered to the staff of the Austin State School, Austin, TX.

Oakland, T. (1983, March). Special rehabilitation needs of disabled Hispanic persons. Paper presented at the Hispanic Conference sponsored by the National Institute of Handicapped, Pan American University. Edinburgh, TX

Oakland, T., & Wilkinson, C. (1983, August). Stability of the SOMPA's Health History Inventory. Paper presented at the Annual Convention of the American Psychological Association, Anaheim, CA.

Oakland, T., & Wilkinson, C. (1983, August). Stability of the Adaptive Behavior Inventory for Children: A four year follow-up. Paper presented at the Annual Convention of the American Psychological Association, Anaheim, CA.

Oakland, T. (1983, August). Evaluation and education of minority group children. Symposium Chair, American Psychological Association, Anaheim, CA.

Oakland, T. (1983, August). Educational and psychological perspectives on Hispanic children from Hispanic journals. Paper presented at the Annual Convention of the American Psychological Association, Anaheim, CA.

Oakland, T., & Minter, M. (1983, August). Factors associated with the development of adaptive behavior in children. Paper presented at the Annual Convention of the American Psychological Association, Anaheim, CA.

Oakland, T. (1983). Building bridges between professionals. Address delivered to the North Carolina School Psychology Association. Winston-Salem NC

Oakland, T. (1983). School psychology from the perspective of the Division of School Psychology. Address delivered to the North Carolina School Psychology Association. Winston-Salem NC

Oakland, T., & Sewell, R. (1984, March). Cognitive development in public education in the USA through bilingual mathematics programs in the early grades. Paper presented at the Third Pan American Conference on Rehabilitation and Special Education sponsored by the National Institute of Handicapped, Pan American University, Edinburgh, TX. - 68 - Papers and Workshops: National (continued)

Oakland, T., & De La Cruz, J. (1984). How classroom teachers can assist in assessing pupils: An emphasis on the Hispanic bilingual child. Paper presented at the Third Pan American Conference on Rehabilitation and Special Education sponsored by the National Institute of Handicapped, Pan American University, Edinburgh, TX.

Oakland, T. (1984, March). Educational interventions with U.S. Hispanic children: Views form public schools. Symposium Chair, Third Pan American Conference on Rehabilitation and Special Education, Pan American University, Edinburgh, TX.

Oakland, T. (1984, August). Professionalism in school psychology: A presidential address. Paper presented at the Annual Convention of the American Psychological Association, Toronto, Canada.

Oakland, T., & Zimmerman, S. (1984, August). Individual intellectual assessment training: A national survey of course instructors. Paper presented at the Annual Convention of the American Psychological Association, Toronto, Canada.

Oakland, T. (1985, April). The Journal of School Psychology. Paper presented at the Annual Convention of the National Association of School Psychologists, Las Vegas, NV.

Oakland, T. (1985, April). Strategies for improving psychoeducational services to Hispanic students. Symposium chair and co-author of nine papers presented by students at the TEXTESOL annual conference, El Paso, TX.

Oakland, T. (1985, August). Professional practices of psychologists in the schools. Paper presented at the Annual Convention of the American Psychological Association, Los Angeles, CA.

Oakland, T. (1985, August). Preventing children’s drug and alcohol abuse. Paper presented at the Annual Convention of the American Psychological Association, Los Angeles, CA.

Oakland, T. (1985, August). The four recognized specialties: Overview and summary. Paper presented at the symposium on Professionalism in U.S. Psychology sponsored by the Board of Professional Affairs at the Annual Convention of the American Psychological Association, Los Angeles, CA.

Oakland, T. (1986, April). The Journal of School Psychology. Paper presented at the Editor’s Roundtable at the Annual Convention of the National Association of School Psychologists, Hollywood, FL.

Oakland. T. (1986, April). The administration and supervision of school psychological services. Paper presented at the Annual Convention of the National Association of School Psychologists, Hollywood, FL.

- 69 - Papers and Workshops: National (continued)

Oakland, T. (1986, April). Adolescent substance abuse prevention. Discussant at a symposium of the National Association of School Psychologists, Hollywood, FL.

Oakland, T. (1986, August). Good news for school administrators: Innovative ways that utilization of psychology can enhance education. Address delivered at the Annual Convention of the American Psychological Association, Washington, DC

Oakland, T. (1987, August). Problems in delivering school psychology services: An international perspective. Paper presented at the Annual Convention of the American Psychological Association, New York, NY.

Oakland, T., & Cunningham, J. (1987, August). Status of psychology in schools: Results of an international survey. Paper presented at the Annual Convention of the American Psychological Association, New York, NY.

Oakland, T. (1987, August). Marketing psychological services in school and quality assurance issues. Chair, APA Board of Professional Affairs and APA Task Force on Psychology in the Schools sponsored panel discussion at the Annual Convention of the American Psychological Association, New York, NY.

Oakland, T. (1987, August). Marketing psychological services in schools: Impacting associations of school administrators. Paper presented at the Annual Convention of the American Psychological Association, New York, NY.

Oakland, T. (1987, August). Stability of SOMPA’s sociocultural scales. Paper presented at the Annual Convention of the American Psychological Association, New York, NY.

Oakland, T., & Wechsler, S. (1987, August). School psychology in South America. Paper presented at the Annual Convention of the International Council of Psychologists, New York, NY.

Oakland, T. (1988, April). Attracting minority school psychologists into the profession: Short and long term methods. Paper presented at the 20th Annual Meeting of the National Association of School Psychologists, Chicago, IL.

Oakland, T. (1988, August). Psychological research on children and youth in Brazil. Paper presented at the Annual Meeting of the American Psychological Association, Atlanta, GA.

Oakland, T. (1988, August). Impacting school psychology services through affiliating with educational administrators. Paper presented at the Annual Meeting of the American Psychological Association, Atlanta, GA.

- 70 - Papers and Workshops: National (continued)

Oakland, T., & Glutting, J. (1989, April). On the structure, generality, and criterion validity of test observations. Paper presented at the Annual Meeting of the National Association of School Psychologists, Boston, MA.

Oakland, T., & Hu, S. (1989, August). International survey of tests used with children and youth. Paper presented at the Annual Meeting of the American Psychological Association, New Orleans, LA.

Oakland, T. (1989, August). Genetic effects on learning and behavior associated with learning. Symposium Chair, Annual Meeting of the American Psychological Association, New Orleans, LA.

Oakland, T. (1990, April). Multicultural Assessment Using the Matrix Analogies Tests: discussant. Paper presented at the Annual Meeting of the National Association of School Psychologists, San Francisco, California.

Oakland, T., Abu Ghazaleh, K., Kinsella, M. & Hart, S. (1990, April). Program Development in Third World Nations: A Case Study in Gaza. A symposium. Paper presented at the Annual Meeting of the National Association of School Psychologists, San Francisco, California.

Horton, C. & Oakland, T. (1990, May). Temperament and Adjudicated Youth: Are They All SPs? Paper presented at the Association of Psychological Type: Southwest Conference, Austin, Texas.

Horton, C., & Oakland, T. (1990, May). Teaching Students through their Temperament-Based Learning Style: Effects on Attitude and Achievement. Paper presented at the Association of Psychological Type: Southwest Conference, Austin, Texas.

Oakland, T. (1990, August). Symposium: Development of the Wechsler Intelligence Scale for Children-Third Edition; discussant. Paper presented at the Annual Meeting of the American Psychological Association, Boston, MA.

Oakland, T. (1990, August). Symposium: Wechsler Preschool and Primary Scale of Intelligence: Preliminary Research; discussant. Paper presented at the Annual Meeting of the American Psychological Association, Boston, MA.

Oakland, T. (1990, August). National demographic changes: implications for American psychology. Paper presented at the Annual Meeting of the American Psychological Association, Boston, MA.

Oakland, T. (1991). Symposium: Clinical validity of the Wechsler Intelligence Scale for Children-Third Edition. Discussant, Annual meeting of the American Psychological Association, San Francisco, CA.

- 71 - Papers and Workshops: National (continued)

Oakland, T. (1991). International perspectives on School Psychology. Distinguished Service Invited Address to the annual meeting of the American Psychological Association, San Francisco, CA.

Oakland, T., & Stavinoha, P. (1992). Neuropsychological assessment and intervention: Roles for school psychologists. Paper presented at the annual convention of the American Psychological Association, Washington, DC

Oakland, T. (1992). Assessing minority students: Future Directions. Paper presented at the annual convention of the American Psychological Association, Washington, DC

Oakland, T. (1993). Interpretations from the Guide to the Assessment of Test Session Behaviors. Paper presented at the annual meeting of the National Association of School Psychologists, Washington DC, April, 1993.

Oakland, T. (1993). Applications of temperament data in our work with children and youth. Paper presented at the annual meeting of the National Association of School Psychologists, Washington DC, April, 1993.

Oakland, T. (1993). International School Psychology Association Programs. Paper presented at the annual meeting of the National Association of School Psychologists, Washington DC, April, 1993.

Oakland, T. (1993) The Burt affair: International perspectives. Paper presented at the annual meeting of the American Psychological Association, Toronto, Canada, August, 1993.

Oakland, T. (1993) Discussant for symposium on improving the understanding and use of psychological tests. Paper presented at the annual meeting of the American Psychological Association, Toronto, Canada, August, 1993.

Oakland, T. (1994) Symposium on emerging issues in the assessment of intelligence: Discussant. Paper presented at the annual meeting of the National Association of School Psychologists, Seattle, Washington

Oakland, T. (1994) Guide to the assessment of test session behaviors. Paper presented at the annual meeting of the National Association of School Psychologists, Seattle, Washington

Oakland, T. (1994) Methods for interpreting test performance on cognitive measures for children and youth. Paper presented at the annual meeting of the National Association of School Psychologists, Seattle, Washington

Oakland, T. (1995) The credentialing of school psychologists internationally. Paper presented at the invitation of the First International Congress of Licensure, Certification, and Credentialing of Psychologists, New Orleans, LA

- 72 - Papers and Workshops: National (continued)

Black, J., Oakland, T., Stanford, G., Nussbaum, N., and Balise, R.(1996) An evaluation of the Texas Scottish Rite Hospital Dyslexia program. Paper presented at the annual meeting of the Orton Dyslexia Society, Houston, TX.

Oakland, T. (1997). Development of the WAIS III: Implications for School Psychologists. Discussant. Paper presented at the annual meeting of the National School Psychological Association, Anaheim, CA.

Horton, C. & Oakland, T. (1997). Accepting, encouraging, and developing differences. Workshop presented at the annual meeting of the National School Psychological Association, Anaheim, CA

Oakland, T. (1997). Applications of temperament to students experiencing educational and social difficulties. Workshop presented at the conference on Mind, Body, and Personality: The Role of Type in Mental and Physical Health. Atlanta, GA, sponsored by the Center for the Application of Psychological Type. Savannah, GA.

Oakland, T. (1997). Applications to temperament with talented and gifted students. Workshop presented to the directors of programs for talented and gifted students, February, Atlanta, GA

Oakland, T. (1997). Standards for educational and psychological testing: multiple sources, methods, and traits; and fairness issues in testing persons whose first language is not English. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL.

Oakland, T. (1998) Standards for Educational and Psychological Testing. Discussant at a symposium at the annual meeting of the National Association of School Psychologists.

Oakland, T. (1998). Proposed changes in APA’s Ethics Code. Discussant at an Ethic Code Task Force-sponsored meeting at annual meeting of the American Psychological Association, San Francisco, CA

Lombardino, L., Oakland, T., Leonard, C., Kranzler, J., Saravanos, M., & Kane, H. (1998). Neurobiological foundations of reading disabilities: Behavioral characteristics that discriminate college students with and without developmental dyslexia. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, San Diego, CA.

Leonard, C., King, W., Lombardino, L., Freeman, A., Mohr, C., Kranzler, J., & Oakland, T.,. (1998). Neurobiological foundations of reading disabilities: Behavioral characteristics that discriminate college students with compensatory dyslexia do not have anomalous asymmetry of the Planum. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, San Diego, CA.

- 73 - Papers and Workshops: National (continued)

King, W., Crandall, C., Freeman, A., Kranzler, J. Leonard, C. Mohr, C. & Oakland, T.,(1998). Neurobiological foundations of reading disabilities: Auditory processing in college students with and without developmental dyslexia. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, San Diego, CA.

Oakland, T. (1998). Learning styles. Workshop presented to the Georgia Association of School Psychologists.

Oakland, T, & Hambleton, R. (1999). Improving testing practices around the world: The goal of the International Test Commission. Paper presented at the annual meeting of the National Council on Measurement in Education, Toronto, Canada

Oakland, T. & Harrison, P. (2000). Assessment of adaptive skills: A new emphasis in the assessment of mental retardation. Symposium presented during the annual meeting of the National Association of School Psychology, New Orleans, LA.

Grudnik, J., Leonard, C., Kranzler, J., Oakland, T., & Lombardino, L. (2000). Auditory duplications predict slow inspection time in children and adults. Paper presented at the annual meeting of the Society for Neuroscience, New Orleans, LA.

Oakland, T. and Clark, R. (2000). Accreditation of school psychology programs internationally. Workshop presented at the annual meeting of the International School Psychology Association, Durham, NH.

Oakland, T. (2000). Test use in South America. Chair of a symposium held during the annual meeting of the American Psychological Association, Washington DC.

Oakland, T. (2000). Bullying: Its national and international dimensions. Discussant at a symposium presented at the annual meeting of the American Psychological Association, Washington DC: 2001

Oakland, T. and other members of the American Psychological Association’s Ethics Code Task Force. (2000). Discussion of the current status of the Ethic Code revision. Presenter and discussant at the above symposium held during the annual meeting of the American Psychological Association, Washington DC.

Brue, A. and Oakland, T. (2001). What school psychologists should know about alternative treatments for ADHD. Presented at the annual meeting of the National Association of School Psychologists, Washington DC.

Oakland, T. and Harrison, P. (2001). Adaptive skills: Their assessment, development, and relevance to the work of school psychologists. Presented at the annual meeting of the National Association of School Psychologists, Washington DC.

- 74 - Papers and Workshops: National (continued)

Oakland, T. (2001). Research on adaptive skills. Presented at the annual meeting of the National Association of School Psychologists, Washington DC.

Oakland T. (2001). Intervention issues associated with promoting adaptive skills. Presented at the annual meeting of the National Association of School Psychologists, Washington DC.

Oakland, T.(2001). New validity standards for educational and psychological tests: An overview and applications. Presented at the annual meeting of the National Association of School Psychologists, Washington DC.

Oakland, T. (2001) Adaptive Behavior Assessment System: Professional and legal standards, assessment, and uses. Workshop presented at the annual meeting of the National Association of School Psychologists, Washington DC.

Oakland, T., (2001) Research on adaptive skills. Paper presented at the annual meeting of the National Association of School Psychologists, Washington DC.

Oakland, T. (2001) Adaptive Behavior Assessment System: Professional and legal standards, assessment, and uses. Workshop presented at the annual meeting of the American Psychological Association, San Francisco, CA.

Oakland, T. (2001). School psychology in a changing culture. Address presented in conjunction with my receipt of the Senior Scientist award from the American Psychological Association’s Division of School Psychology. Presented at the annual meeting of the American Psychological Association, San Francisco, CA.

Oakland, T. (2001). Symposium on international comparisons of assessment of psychopathology and attitudes toward disability. Discussant at the annual meeting of the American Psychological Association, San Francisco, CA.

Oakland, T. (2001). Adaptive skills: Their importance, assessment, and development. Chair and discussant of a symposium presented at the annual meeting of the American Psychological Association, San Francisco, CA.

Oakland, T. (2001) Adaptive Behavior Assessment System: Professional and legal standards, assessment, and uses. Workshop presented at the annual meeting of the National Association of School Psychologists, Chicago, IL.

Oakland, T. and other members of the American Psychological Association’s Ethics Code Task Force. (2001). Discussion of the current status of the Ethic Code revision. Presenter and discussant at the above symposium held during the annual meeting of the American Psychological Association, Washington DC.

- 75 - Papers and Workshops: National (continued)

Baird, M. & Oakland, T. (2001). When does a student actually qualify for services under IDEA? Workshop presented at the annual meeting of the Special Education School Attorneys Conference, Tampa, Fl.

Oakland, T. and Baird, M. (2001). ODD/ADHD/OCD: When does a problem constitute a qualifying condition? Workshop presented at the annual meeting of the Special Education School Attorneys Conference, Tampa, Fl.

Oakland, T. (2001). Alternative treatments for children with attention deficit hyperactive disorders. Paper presented at the annual meeting of the National Association of School Psychologists, Washington DC.

Oakland, T. (2001). The challenge of child-centered interdisciplinary research and practice. Presentation made to the First Annual Conference of the Center on Children and the Law: Defending Childhood: Developing a child-centered agenda for children and youth. Gainesville, Fl.

Oakland, T. (2001). Family influences on children’s educational development: Implications for professional practice. Paper presented at the First Annual Conference of the Center on Children and the Law: Defending Childhood: Developing a child-centered agenda for children and youth. Gainesville, Fl.

Oakland, T. (2002) Ethics code revisions by the American Psychological Association: lessons to be learned. Paper presented at the International Conference on Ethics Across the Curriculum. Gainesville, Fl.

Oakland, T. (2002). Seventh annual legends in school psychology address: Where in the world is school psychology? Its international dimensions. Invited address to the annual meeting of the National Association of School Psychologists, Chicago, Il.

Oakland, T. (2002). Ethics in school psychology. Workshop presented at the National Association of School Psychologists, Chicago, Il.

Oakland, T. (2002). Legal issues in school psychology. Workshop presented at the National Association of School Psychologists, Chicago, Il.

Oakland, T. (2002). Temperament styles of children from five countries. An invited address presented to the annual meeting of the American Psychological Association, Chicago.

Oakland, T. (2002). The Stanford-Binet 5: A review of initial data. An invited discussant at the annual meeting of the American Psychological Association, Chicago.

Oakland, T. and Harrison, P. (2002). Adaptive behavior and skills, professional and legal, standards, assessment and interventions. An invited workshop presented to the annual meeting of the American Psychological Association, Chicago. - 76 -

Papers and Workshops: National (continued)

Oakland, T. (2003). Legal and ethical issues associated with school psychology practice. Workshop presented at the annual meeting of the National Association of School Psychologists, Toronto, Canada

Oakland, T. (2003). Assessment of adaptive behavior skills in infants and young children. Workshop presented at the annual meeting of the National Association of School Psychologists, Toronto, Canada

Oakland, T. and Harrison, P. (2003). Adaptive behavior and skills of infants and young children. An invited workshop presented to the annual meeting of the American Association on Mental Retardation, Chicago.

Oakland, T. (2003). Establish international dimensions to your career by removing barriers. Invited address associated with the receipt of the American Psychological Association’s 2003 Award for Distinguished Contributions to the International Advancement of Psychology. Presented at the annual meeting of the annual meeting of the American Psychological Association, Toronto, Canada.

Oakland, T. (2003). International status of psychology and your involvement in it. Keynote address presented at the inaugural meeting of the Lee Hillman Memorial Lecture Series, University of Southern Mississippi.

Oakland, T. (2003). Advanced ethics workshop: The 2002 Ethical Principles of Psychologists and Code Of Conduct. Workshop presented at University of Southern Mississippi.

Oakland, T. (2004). Adaptive behavior and skills of infants and young children. An invited workshop presented to the annual meeting of Illinois School Psychology Association, Springfield, IL.

Oakland, T. (2004) Ethics in psychology and school psychology: An advanced interpretation. An invited workshop presented to the annual meeting of Illinois School Psychology Association, Springfield, IL

Oakland, T. (2004) Ethics in psychology and school psychology: An introduction. An invited workshop presented to the annual meeting of the National Association of School Psychologists, Dallas.

Oakland, T. (2004) Ethics in psychology and school psychology: An advanced interpretation. An invited workshop presented to the annual meeting of the National Association of School Psychologists, Dallas.

- 77 - Papers and Workshops: National (continued)

Oakland, T. (2004) Learning styles: qualities often overlooked in student evaluations. Invited workshop presented to the faculty of the Long Beach School District, Long Beach, NY

Oakland, T. (2004) Ethics in psychology: Invited workshop presented to the school psychologists of the Long Beach School District, Long Beach, NY

Oakland, T. (2004) Adaptive behavior of young children. Invited workshop presented to the faculty of the Long Beach School District, Long Beach, NY.

Oakland, T. (2004). Adaptive behavior: Its assessment and basis for intervention. Workshop presented at the Annual Conference for the National Institute for People with Disabilities, New York, NY

Oakland, T. (2004) Ethics in psychology: An advanced workshop. Invited workshop presented at the annual meeting of the Georgia School Psychology Association, Savannah, GA.

Oakland, T. (2004) Adaptive behavior of young children. Invited workshop presented at the the annual meeting of the Georgia School Psychology Association, Savannah, GA.

Oakland, T. (2004). The need to strengthen professional associations of school psychology in Canada and Mexico. Presented to the Trilateral Forum on Professional Psychology. Washington DC: American Psychological Association

Oakland, T. (2005) Ethics in psychology: An advanced workshop. Invited workshop presented at Temple University, Philadelphia

Oakland, T. (2005). Assessment of adaptive behavior and skills with young children with sensory-motor deficits. Invited workshop presented to the annual meeting of the American Occupational and Physical Therapy Association, Los Angeles, CA

Oakland, T. (2005). Adaptive behavior: Its assessment and basis for intervention for young children. Workshop presented at the Annual Meeting of the American Psychological Association, Washington, DC

Oakland, T. (2005). The Stanford-Binet Intelligence Test: Its international importance and use Paper presented at the Annual Meeting of the American Psychological Association, Washington, DC

Oakland, T. (2006). Ethics: An advanced workshop. Invited workshop presented at the annual meeting of the National Association of School Psychologists, Anaheim, CA.

Papers and Workshops: National (continued)

- 78 - Wei, Y, and Oakland. T. (2006) Factor Verification of the 2002 AAMR’s Concept of Adaptive Behavior. Paper presented at the annual meeting of the American Psychological Association. New Orleans, LA (awarded the best paper by Division 33). Recipient of the annual APA Division of Mental Retardation annual award for excellence.

Oakland, T. (2006) Basic critical issues in educational and psychological testing. Workshop presented at the 5th National Academy: IDEA Administrative Law Judges and Hearing Officers, Seattle, WA: Seattle University

Oakland, T. (2006). Temperament: Its impact on your behavior and those who appear before you. Workshop presented at the 5th National Academy: IDEA Administrative Law Judges and Hearing Officers, Seattle, WA: Seattle University

Oakland, T. (2006). Learning styles: Applications within a response to intervention model. Houston, TX: Educational Service Center Region 4.

Oakland, T. (2006). Adaptive behavior: Legal, professional, and assessment standards. Houston, TX: Educational Service Center Region 4.

Oakland, T. (2006). Four normative models for use with persons of Hispanic origin. Presented at the 2006 American Psychological Association Convention. New Orleans, LA

Oakland, T. (2006). Ethical considerations faced by school psychologists. Presented at the 2006 American Psychological Association Convention. New Orleans, LA

Oakland, T. (2006). Adaptive behavior of young children. New Mexico Association of School Psychologists. Santa Fe, NM

Oakland, T. (2006). Ethical issues in school psychology. New Mexico Association of School Psychologists. Santa Fe, NM

Oakland, T. (2006). Adaptive behavior in young children with autism. Beacon Services, Boston, MA

Oakland, T. (2006). Legal and professional standards governing the assessment of adaptive behavior. Massachusetts Association of School Psychologists. Boston, MA

Oakland, T. (2006). The importance of temperament in clinical practice. Workshop presented to the Commonwealth Psychological Associates, McLean, VA.

Oakland, T. (2006). Adaptive behavior of young children. Georgia Association of School Psychologists, Columbus, GA Papers and Workshops: National (continued)

- 79 - Oakland, T. (2006). Ethical issues in school psychology. Georgia Association of School Psychologists, Columbus, GA

Oakland, T. (2007). Report writing. Workshop presented to the related services staff of the Great Neck, New York School District, December 2007.

Oakland, T. (2007). Legal aspects associated with the work of school psychologists. Workshop presented to the related services staff of the Great Neck, New York School District, December 2007.

Joyce, D. & Oakland, T. (2008). Training models for practicum and internship. Presentation to the annual meeting of the Council of Directors of School Psychology Programs. Miami, Fl.

Ditterline, J., & Oakland, T. (2008). Adaptive behavior profiles of students with disabilities. Paper presented at the annual meeting of the National Association of School Psychologists, New Orleans.

Woolf, S., Woolf, C., & Oakland, T. (2007). Early programming for enhancing autonomy for students with developmental disabilities. Paper presented at the annual meeting of the National Association of School Psychologists, New York, New York.

Oakland, T. (2007). The status of school psychology internationally. Paper presented at the annual meeting of the National Association of School Psychologists, New York, New York.

Oakland, T. (2008). Test Development in Brazil: A Model for Other Countries? Chair of a symposium presented at the annual meeting of the American Psychological Association, Boston, MA.

Oakland, T. (2008). The interplay of cross-cultural comparisons and related methodological practice: ethical issues associated with test use in cross-national research. Paper presented at the annual meeting of the American Psychological Association, Boston, MA.

Oakland, T. (2008). Ethical issues in school psychology: An advanced workshop. Presented at the annual meeting of the New Mexico Association of School Psychologists. Albuquerque, NM.

Oakland, T. (2008). Learning styles. Workshop presented at the annual meeting of the New Mexico Association of School Psychologists. Albuquerque, NM.

Oakland, T. (2008). Recent research on adaptive behavior. Presented at the annual meeting of the New Mexico Association of School Psychologists. Albuquerque, NM.

Papers and Workshops: National (continued)

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Callueng, C., Oakland, T., & Woolf, S. (2009). Influence of adaptive behavior on residential and vocational independence of adults with intellectual disabilities. Paper presented at the annual meeting of the American Psychological Association, Toronto, Canada. Recipient of the annual APA Division of Mental Retardation annual award for excellence.

Oakland, T., & Woolf, C. (2010). Adaptive behavior: Assessment and intervention in Autism and Developmental Delay. Workshop presented at the annual meeting of the National Association of School Psychologists, Chicago, IL.

Dailey, M., & Oakland, T. (2010). Development of adaptive behavior and skills in children. Paper presented at the annual meeting of the National Association of School Psychologists, Chicago, IL.

Jones, D., & Oakland, T. (2010). Geopolitical knowledge of school psychology students. Paper presented at the annual meeting of the National Association of School Psychologists, Chicago, IL.

Oakland, T. (2010). The status of US children and youth. First Distinguished Speaker at the University of Louisville’s Department of Educational and Counseling Psychology Annual Distinguished Lecture Series in Educational & Counseling Psychology

Oakland, T. (2010). Ethics in psychology: An advanced workshop. Workshop presented to the annual fall meeting of the Wisconsin School Psychology Association, Lake Geneva, WI

Oakland, T. (2010) The current use of measures of adaptive behavior: It is not only for MR/ID. Presentation to the to the annual fall meeting of the Wisconsin School Psychology Association, Lake Geneva, WI

Oakland, T. (2010). The status of children and youth in 2010: Concerns about males, especially Black. Symposium organizer and presenter. Annual fall meeting of the Florida Association of School Psychologists, Miami, FL

Oakland, T. (2011). Does the ICF foretell the future role of school psychology? Paper presented at a symposium on the World Health Organization’s ICF at the annual meeting of the National Association of School Psychologists. San Francisco, CA

Oakland, T. (2010). The Influence of immersion programs on creating culturally competent professionals. Paper presented at the annual meeting of the National Association of School Psychologists. San Francisco, CA.

Papers and Workshops: National (continued)

- 81 - Oakland, T. (2011). Qualities that impact the infusion of the World Health Organization’s ICF within school psychology. National Association of School Psychology’s annual convention, San Francisco, CA

Oakland, T. (2011). Desired qualities in immersion programs designed to prepare culturally competent professionals. National Association of School Psychology’s annual convention, San Francisco, CA

Oakland, T. & Bagnato, S. (2011). Workshop (3 hours) on authentic assessment for early childhood interventions: Best practices for interdisciplinary professionals. National Association of School Psychology’s annual convention, San Francisco, CA

Jimerson, S., & Oakland, T. (2011). International school psychology: Reflections on the past, present, and future. National Association of School Psychology’s annual convention, San Francisco, CA

- 82 - Papers and Workshops: State and Regional

Oakland, T. (1969, February). Diagnostic help 5¢: Examiner is in. Address delivered to Sigma Alpha Eta, Austin, TX.

Oakland, T. (1971, April). Parent, group, and individual counseling for special education students. Address presented at the Workshop for Vocational Adjustment Coordinators, Education Service Center, Region XIII, Austin, TX.

Oakland, T. (1971, June). Developing a viable model for group assessment. Paper presented at the West Texas Education Center, Odessa, TX.

Oakland, T. (1971, June). Diagnoses and appraisals of children. Paper presented at the Institute for Directors of Special Education, The University of Texas at Austin, Austin, TX.

Oakland, T. (1972, April). Normative testing: Test selection, interpretation and use. Paper presented at the Education Service Center, Region XIII, Joe Thompson Conference Center, The University of Texas at Austin, Austin, TX.

Oakland, T. (1973, January). Guidelines for assessing minority group children. Paper presented at the Education Service Center, Region XIII, Austin, TX.

Oakland, T. (1973, February). Assessing Mexican American children. Address delivered to the members of the executive council of the Education Service Center, Region XIII, Austin, TX.

Oakland, T. (1973, September). Culture and educational testing. Address delivered to the Texas Education Agency Multi-cultural Conference, Joe C. Thompson Conference Center, The University of Texas at Austin, Austin, TX.

Oakland, T. (1973, October). Parent involvement: Guides to action. Address delivered to the Board of Directors, Austin Community Nursery School, Austin, TX.

Oakland, T. (1973, November). Testing and placement of ethnic minority group children in special education. Paper presented at the district convention of the Texas State Teacher’s Association, Victoria, TX.

Oakland, T. (1973, November). Designing suitable assessment strategies for minority group children. Address delivered to assessment specialists, Education Service Center III, Victoria, TX.

Oakland, T. (1974, January). Assessing minority children. Address delivered to school psychologists, counselors, teachers, and other professional personnel, Corpus Christi Independent School District, Corpus Christi, TX.

- 83 - Papers and Workshops: State and Regional (continued)

Oakland, T. (1974, January). Assessment of minority children. Paper presented at the Institute on Appraisal, Placement, and Educational Programming of Ethnic Minority Group Children in Special Education, Waco, TX.

Oakland, T. (1974, January). Assessment in special education. Address delivered to the faculty and staff of the CEST Project, Departments of Educational Administration and Special Education, The University of Texas at Austin, Austin, TX.

Oakland, T. (1974, March). Assessment of minority children. Paper presented at the Institute on Appraisal, Placement, and Educational Programming of Ethnic Minority Group Children in Special Education, Houston, TX.

Oakland, T. (1974, March). Emerging issues in minority assessment. Address delivered to the faculty and students of the University of St. Thomas, Houston, TX.

Oakland, T. (1974, March). School psychology, assessment and minority children. Address delivered to the faculty and students of the Southwest Texas State University, San Marcos, TX.

Oakland, T. (1974, March). Developing cooperative working relationships with low SES families. Address delivered to the Infant-Parent Program of the Austin Mental Health- Mental Retardation Center, Austin, TX.

Oakland, T. (1974, April). Assessment of minority children. Address delivered to the Institute on Appraisal, Placement, and Educational Programming of Ethnic Minority Group Children in Special Education, Lubbock, TX.

Oakland, T. (1974, September). Changes in the WISC-R. Address delivered to the Capital Area Educational Diagnosticians, Austin, TX.

Oakland, T. (1974, November). Relationships between children’s auditory perception and reading achievement. Address delivered to the Institute of Human Development, The University of Texas at Austin, Austin, TX.

Oakland, T. (1974, December). Cultural implications for working in a psycho-diagnostic framework with minority children. Paper presented at and the chair of a workshop sponsored by the Division of Applied Psychology, Texas Psychological Association, Corpus Christi, TX.

Oakland, T. (1975, March). Working with minority children. Address delivered to the Capital Area Educational Diagnosticians, Austin, TX.

Oakland, T. (1975, March). Assessing minority children. Address delivered to the Robert Farris Visiting Professor Seminar, Children’s Psychiatric Unit, Austin State Hospital, Austin, TX. - 84 -

Papers and Workshops: State and Regional (continued)

Oakland, T. (1976, October). Minority assessment. Address delivered to the faculty and student members of the Psychology Society, Southwestern University, Georgetown, TX.

Oakland, T. (1976, November). Back to the basics: Is there anything new under the sun in assessment? Discussant and panel member, The Joe C. Thompson Center at The University of Texas at Austin, Austin, TX.

Oakland, T. (1976, November). Disadvantages to mainstreaming students. Discussant and panel member. The Joe C. Thompson Center at The University of Texas at Austin, Austin, TX.

Oakland, T. (1976, December). Using measures of adaptive behavior in appraisal practices. Symposium Chair, Annual Convention of the Texas Psychological Association, Houston, TX.

Oakland, T. (1976, December). The concept of adaptive behavior. Paper presented at the Annual Convention of the Texas Psychological Association, Houston, TX.

Oakland, T. (1977, June). Issues in testing minority children. Address to the faculty and staff of the program evaluation and pupil appraisal in bilingual education projects, The University of Texas at Austin, Austin, TX.

Oakland, T. (1977, June). Assessing minority children. Workshop leader, Texas Tech University, Lubbock, TX.

Oakland, T. (1977, October). Developing a model for psychoeducational assessment. Paper presented at the Annual Convention of the Texas Association for Children with Learning Disabilities, Austin, TX.

Oakland, T. (1977, October). Symposium on adaptive behavior. Chair, The Annual Convention of the Texas Association for Children with Learning Disabilities, Austin, TX.

Oakland, T. (1977, October). Evaluating children’s behavior. Paper presented at the Annual Convention of the Texas Association for Children with Learning Disabilities, Austin, TX.

Oakland, T. (1977, December). Adaptive behavior workshop. Chair, Texas Psychological Association, Houston, TX.

Oakland, T. (1977, December). The Adaptive Behavior Inventory for Children: A tale from two cities. Paper presented at the Annual Meeting of the Texas Psychological Association, Houston, TX.

- 85 - Papers and Workshops: State and Regional (continued)

Oakland, T., & Tebeleff, M. (1977, December). Relationships between the ABIC and traditional measures of scholastic aptitude and achievement. Paper presented at the Annual Meeting of the Texas Psychological Association, Houston, TX.

Oakland, T., & Buckley, K. (1977, December). Localized norms on the ABIC from two Texas cities. Paper presented at the Annual Meeting of the Texas Psychological Association, Houston, TX.

Oakland, T. (1978, January). Adaptive behavior: What is it conceptually and how do we assess it? Address delivered to the Psychological Services Department of the Austin Independent School District, Austin, TX.

Oakland, T. (1978, August). Applying educational psychology to Christian education programs. Address delivered to Christian educators, Bastrop, TX.

Oakland, T. (1978, January). Implication from our Austin research project for School Psychologists, Psychological Associates, and Visiting Teachers. Address delivered to the Student Personnel Service staff of the Austin Independent School District, Austin, TX.

Oakland, T. (1978, November). New issues to consider in working with Mexican American bilingual children. Address delivered to the Bilingual Education Student Organization, Austin, TX.

Oakland, T. (1978, November). Nondiscriminatory assessment and school psychologists. Address delivered to the faculty and students of Southwest Texas State University, San Marcos, TX.

Oakland, T. (1978, November). School psychologists and minorities: A working partnership. Address delivered to the faculty and students of Southwest Texas State University, San Marcos, TX.

Oakland, T., & Tombari, M. (1978, November). Do Black, Mexican American, and Anglo children achieve for different reasons? Chairperson of symposium and co-presenter on a paper presented at the Annual Meeting of the Texas Psychological Association, Dallas, TX.

Oakland, T. (1979, November). Factors influencing the academic development of Mexican American children. Address delivered to the Language Research Seminar, Austin, TX.

Oakland, T. (1980, November). Recent advancements in learning disabilities. Symposium Chair, Texas Psychological Association, Austin, TX.

Oakland, T. (1981, February). Assessment of gifted and talented children. Address delivered to the Central Texas Association of Gifted and Talented Children, Austin, TX.

- 86 - Papers and Workshops: State and Regional (continued)

Oakland, T. (1981, April). Beyond language testing. Address delivered to the Bilingual Education Student Organization, The University of Texas at Austin, Austin, TX.

Oakland, T. (1981, November). School psychology in the U.S. from the viewpoint of APA’s Division of School Psychology. Address delivered to the Texas Psychological Association, Houston, TX.

Oakland, T. (1982, May). Identification of and interventions with gifted and talented children. Address delivered to the Farris Visiting Professor Seminar, Austin State Hospital, Austin, TX.

Oakland, T. (1983, November). The assessment of minority children: A broad perspective. Address delivered to the faculty and students at Texas A & M University, College Station, TX.

Oakland, T. (1983, November). School psychology in Texas and the U.S. as seen by the Division of School Psychology. Paper presented at the Texas Psychological Association, San Antonio, TX.

Oakland, T. (1983, November). Toward formulating futures of the Educational Psychology Department. Address delivered to the faculty of the Department of Educational Psychology, The University of Texas at Austin, Austin, TX.

Oakland, T. (1983, December). Summary of the Department of Educational Psychology’s meeting held in conjunction with the College of Education’s Centennial Symposium, The University of Texas at Austin, Austin, TX.

Oakland, T., Yancey, K., Stewart, C. W., & Brown, L. (1985, April). A program to prevent alcohol and drug abuse in children. Paper presented at the Annual Convention of the Texas Commission on Alcoholism, Austin, TX.

Oakland, T., Jackson, K., & Anderson, R. (1985, November). Task force report: Supervision of school psychologists. Paper presented at the Annual Convention of the Texas Psychological Association, Austin, TX.

Oakland, T. (1985, November). Becoming a diplomate in school psychology. Paper presented at the Annual Convention of the Texas Psychological Association, Austin, TX.

Oakland, T. (1986, July). Promoting educational goals through applications of psychology. Paper presented at the Annual Convention of the Texas Association of Superintendents, Austin, TX.

Oakland, T. (1986, November). Parenting gifted children. Address delivered to the Round Rock meeting of Parents of Gifted Children, Round Rock, TX.

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Papers and Workshops: State and Regional (continued)

Oakland, T. (1987, January). Current approaches to the concept and measurement of adaptive behavior. Address delivered to the staff of the Austin State School, Austin, TX.

Oakland, T. (1987, February). Assessment and interventions with Hispanic students. Symposium chair, Texas Testing Conference, Austin, TX.

Oakland, T. (1987, July). Drug and alcohol abuse: Crisis issues for school districts. Symposium chair and paper presented at the Superintendents Summer Conference, Austin, TX.

Oakland, T. (1987, November). Current status of applied training in school psychology. Paper presented at the Annual Convention of the Texas Psychological Association, San Antonio, TX.

Oakland, T. (1987, November). What’s happening at APA? Paper presented at the Annual Convention of the Texas Psychological Association, San Antonio, TX.

Oakland, T. (1987, September). English as a second language. Longhorn Radio Network, The University of Texas at Austin, Austin, TX.

Oakland, T. (1988, April). The oral examination section of the Texas State Board of Examiners Licensing Examination. Workshop presented to the Division of Trainers, Texas Psychological Association, Baylor University, Waco, TX.

Oakland, T. (1988, April). The Larry P. decision and its aftermath: Lessons to be learned from California. Address delivered to the Texas Testing Conference, Austin, TX.

Oakland, T. (1988, April). Common and significant problems in assessing referred pupils. Address delivered to the Texas Testing Conference, Austin, TX.

Oakland, T. (1988, November). APA futures following defeat of proposed bylaw changes. Chairperson of symposium presented at the Annual Meeting of the Texas Psychological Association, Austin, TX.

Oakland, T. (1988, November). Screening for learning disabilities: Research results from the TEA learning disability study. Chairperson of symposium presented at the Annual Meeting of the Texas Psychological Association, Austin, TX.

Oakland, T. (1988, November). Demographic factors associated with learning disabilities. Paper presented at the Annual Meeting of the Texas Psychological Association, Austin, TX.

- 88 -

Papers and Workshops: State and Regional (continued)

Oakland, T. (1989, January). Children of Brazil. Paper presented to the Town Meetings on Latin America, Institute of Latin American Studies of The University of Texas at Austin, Austin, TX.

Oakland, T. (1989, June). Careers in Education. Paper presented to the General Assembly of Texas Needs Teachers, The University of Texas at Austin, Austin, TX.

Oakland, T. (1989, November). Temperament, teachers, and teaching. In-service workshop presented to the secondary teachers of Bastrop Independent School District, Bastrop, TX.

Oakland, T. (1990, March). Fathering. Paper presented to the Tejas Club, The University of Texas, Austin, Texas.

Oakland, T. (1990, April). Influences of temperament on career choices in pharmacy. Workshop presented to undergraduate students in the School of Pharmacy, The University of Texas, Austin, Texas.

Oakland, T. (1990, May). Gifted/Talented Seminar: Issues in Identification. Organizer and presenter. The University of Texas At Austin, Austin, TX.

Oakland, T. (1990, July). Defensible procedures in identifying gifted and talented students. Paper presented at the Annual Meeting of Texas Leadership Conference, Austin, Texas.

Oakland, T. (1990, July). Careers in education. Presentation to Texas Needs Teachers, The University of Texas, Austin, Texas.

Oakland, T. (1990, July). Children of Gaza. Radio program on KLBJ, Cactus Pryor Program, Austin, Texas.

Oakland, T. (1990, August). Latch-key children: their after school needs. Television program, Around Austin, KTBC-TV, Austin, Texas.

Oakland, T. (1990, August). Education in U.S. Invited address to the Fulbright and Humphrey Scholars, The University of Texas, Austin, Texas.

Oakland, T. (1990, October). Children of Gaza. Invited address to the Continuing Education Program, Joe C. Thompson Conference Center, The University of Texas, Austin, Texas.

Oakland, T. (1991). Children of Gaza. Address to the Learning Activities for Mature People. The University of Texas, Austin, Texas.

Oakland, T. (1991). Procedures for identifying gifted/talented students. Workshop presented at the Annual Convention of the Texas Association for the Gifted and Talented, Houston.

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Papers and Workshops: State and Regional (continued)

Oakland, T. (1991). Assimilation and accommodation: What else can we do to begin? Discussant. A Vision: Addressing Texas mental health issues of the 90s. Conference sponsored by the Texas Psychological Association.

Oakland, T. (1991). Temperament, job stress, and work behaviors. Presented to the Capital Area Paralegal Association, Austin, Texas.

Oakland, T. (1991). Effects of trauma on children and youth. Discussant, annual meeting of the National Association of School Psychologists, Houston, Texas

Oakland, T. (1991). Christmas holidays and Children of Divorce. KUT FM: Austin, Texas.

Oakland, T. (1992). Children of Gaza. Address to the Austin Women’s Club. Austin, Texas.

Oakland, T. (1992). Evaluations that meet Regulations 104.35 within the 504 standards. Paper presented at the First Statewide Training Institute for Section 504 Coordinators and Hearing Officers, Austin, Texas.

Oakland, T. (1992). Father’s roles in meeting children’s needs. Talk presented to the Texas Children’s Rights Coalition, Austin, Texas.

Oakland, T. (1992) Issues impacting child support and visitation. Remarks before the Texas Supreme Court Task Force on child support and visitation, Austin, TX.

Oakland, T. (1993) Children of Gaza. Paper presented to the University Women’s Club, Austin, TX.

Oakland, T. (1994) Assessment and interpretation of test session behaviors. Chair of a symposium presented at the annual meeting of the Texas Psychological Association, Austin, TX

Oakland, T. (1994) Assessment of children’s temperament. Workshop presented at the Association for Psychological Type Central Texas Chapter, Austin, TX

Oakland, T. (1994) Political and economic conditions in Gaza: Implications for its future. Presented to the Palestinian Student Association, The University of Texas, Austin, TX

Oakland, T. & O'Donnell, L. (1995). Using the GATSB as a Validity Check on WISC-111 and WIAT Scores. Paper presented at the annual meeting of the Texas Association of School Psychologists in Austin, Texas.

Oakland, T. (1997). Mothers as teachers of their handicapped children in Egypt. Presentation to the World WID Fellows, University of Florida, January, 1997

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Papers and Workshops: State and Regional (continued)

Oakland, T. (1997). Using Type with Elementary School Children. Presentation to the Lunch Group of the Center for the Application of Psychological Type, January, Gainesville, Fl.

Oakland, T. (1997). Applications of temperament in the work of family law judges. Workshop presented to the Joint Meeting of the Family Law, Civil, and Probate Sections, Florida Conference of Circuit Judges, Palm Beach Gardens, Fl.

Oakland, T. (1999). Ethical and legal issues associated with school psychology practice. Workshop presented at the annual meeting of the Florida School Psychology Association.

Oakland, T. (1999). Ethical and legal issues associated with school psychology practice. Workshop presented to the staff of the Highlands County School District.

Oakland, T. (2000). Ethical and legal issues associated with school psychology practice. Workshop presented to the staff of the Putnam County School District.

Oakland, T. (2000). Adaptive Behavior Assessment System. Workshop presented at the annual meeting of the Florida School Psychology Association.

Oakland, T. (2001) Adaptive Behavior Assessment System: Professional and legal standards, assessment, and uses. Workshop presented at the annual meeting of the Kentucky Association of School Psychologists, Louisville, KY,

Oakland, T. (2001) Adaptive Behavior Assessment System: Professional and legal standards, assessment, and uses. Workshop presented at the annual meeting of the Florida Association of School Psychologists, Orlando, Fl.

Oakland, T. (2001). Legal issues important to the practice of school psychology. Workshop presented at the annual meeting of the Florida Association of School Psychologists, Orlando, Fl.

Oakland, T. (2001). Differentiating students with emotional handicaps and social maladjustment: A review of case law. Paper presented the annual meeting of the Florida Association of School Psychologists, Orlando, Fl.

Oakland, T. (2001) Adaptive Behavior Assessment System: Professional and legal standards, assessment, and uses. Workshop presented at the annual meeting of the Alabama Association of School Psychologists, Mobile, AL.

Oakland, T. (2001) Adaptive Behavior Assessment System: Professional and legal standards, assessment, and uses. Workshop presented to the staff of the Volusia County (Fl) Schools.

- 91 -

Papers and Workshops: State and Regional (continued)

Oakland, T. (2002). Ethical issues impacting psychological services. Workshop presented to the Macomb/St. Clair (Michigan) Psychological Association, Detroit, Michigan

Oakland, T. (2002). Legal issues impacting psychological services. Workshop presented to the Macomb/St. Clair (Michigan) Psychological Association, Detroit, Michigan

Oakland, T. (2001). Adaptive skills: Their assessment, development, and relevance to the work of school psychologists. Presented at the annual meetings of Florida School Psychology Association. Miami, Fl..

Oakland, T. (2001) Learning Styles. Workshop presented to the staff of the Volusia County(Fl) Schools

Oakland, T. (2001). Assessment and report preparation when working with adults with severe and profound levels of mental retardation. Workshop presented to the staff of Tacachale, Florida Department of Children and Families.

Oakland, T. (2001) Temperament patterns of children and youth from six countries. Presentation to the Center for the Study of Psychological Types, Gainesville, Fl

Oakland, T. (2001). Learning Styles Workshop presented to the staff of the Fayette County (GA) Schools.

Oakland, T. (2001). Section 504 of the Rehabilitation Act: Implications for the clinical practice of psychologists. Presentation made to psychology graduate students and faculty; Health Sciences Center, Shands Hospital, Gainesville, FL.

Oakland, T. (2001) The teaching of a course on law and ethics in psychology. Talk presented to the Faculty Ethics Interest Group, University of Florida.

Oakland, T. (2001). A measure of adaptive skills for use in Florida schools. Presentation to the Florida Department of Education’s Committee for the Selection of School Screening Instruments for Use in Florida Schools.

Oakland, T., and Joyce, D. (2001). Distinguishing seriously emotionally disturbed, conduct disorders, and oppositional defiant disorders. Paper presented at the annual meeting of the Florida School Psychology Association, Orlando, Fl.

Oakland, T. (2001). Adaptive skills: Their assessment, development, and relevance to the work of school psychologists. Presented at the annual meetings of the Alabama School Psychology Association.

- 92 - Papers and Workshops: State and Regional (continued)

Oakland, T. (2001). Adaptive skills: Their assessment, development, and relevance to the work of school psychologists. Presented at the annual meetings of Kentucky School Psychology Association. Louisville, KY.

Oakland, T. (2002). Legal issues in school psychology. Workshop presented at the annual meeting of the Florida School Psychology Association, Orlando, Fl

Oakland, T. (2002). Report writing: A workshop presented to school psychologists from three school districts. Palatka, Florida

Oakland, T. (2002). A measure of adaptive skills for use in Florida schools. Presentation to the Florida Department of Education’s Committee for the Selection of School Screening Instruments for Use in Florida Schools.

Oakland, T. (2002). Ethics in school psychology. Workshop presented at the West Central (Florida) Association of School Psychologists, Pinellas, Florida

Oakland, T. (2002). Legal issues in school psychology. Workshop presented at the West Central (Florida) Association of School Psychologists, Pinellas, Florida.

Oakland, T. (2002). Ethics in school psychology. Workshop presented at the East Central (Florida) Association of School Psychologists, Kissimmee, Florida

Oakland, T. (2002). Legal issues in school psychology. Workshop presented at the East Central (Florida) Association of School Psychologists, Kissimmee, Florida

Oakland, T. (2002). Legal issues in school psychology. Workshop presented to the Lee County School District, Ft. Myers, Florida.

Oakland, T. (2002). Legal issues in school psychology. Workshop presented to the Lee County School District, Ft. Myers, Florida.

Oakland, T., Leighton, K., and Nott, A. (2002) Ethics in School Psychology. Workshop presented at the 2002 Meeting of the Florida Association of School Psychologists

Oakland, T. (2002). Should the IQ Be Abandoned When Diagnosing LD? Symposium Chair, Florida Association of School Psychologists, November 7, 2002

Oakland, T. (2004). Assessment and intervention services to children with emotional handicaps. An invited workshop presented to staff of the Clay County (Florida) School District.

Oakland, T. (2003). Assessment of adaptive behavior skills in infants and young children. An invited workshop presented at the annual meeting of the Florida School Psychology Association, Tampa, Florida

- 93 -

Papers and Workshops: State and Regional (continued)

Oakland, T. (2003). Assessment of adaptive behavior skills in infants and young children. An invited workshop presented to the school psychologists and other special education personnel associated with the Hillsborough (Florida) County School District

Oakland, T. (2004). Adaptive behavior and skills of infants and young children. An invited workshop presented to staff of the Clay County (Florida) School District.

Joyce, D., Harmon, J., and Oakland, T. (2004). Comparison of observed classroom behaviors for referred and nonreferred children. Paper presented at the annual meeting of the Florida School Psychology Association, Sarasota, Fl.

Oakland, T. (2004). Ethnics in school psychology: an advanced workshop. Workshop presented to the school psychology and social work staff of the Palm Beach County Schools. Palm Beach County, FL

Oakland, T. (2004). Adaptive behavior: Its assessment and uses in intervention. Workshop presented to the school psychology and social work staff of the Palm Beach County Schools. Palm Beach County, FL

Rossen, E., & Oakland, T. (2004) A new model for identifying gifted and talented students in light of national conditions. Paper presented at the annual meeting of the Florida School Psychology Association, Sarasota, Fl.

Oakland, T. (2004) Learning styles: qualities often overlooked in student evaluations. Invited workshop presented at the annual meeting of the Florida School Psychology Association, Sarasota, Fl.

Oakland, T. (2004) Ethics in psychology: An advanced workshop. Invited workshop presented at the annual meeting of the Florida School Psychology Association, Sarasota, Fl.

Oakland, T. (2004) Adaptive behavior of young children. Invited workshop presented at the annual meeting of the Florida School Psychology Association, Sarasota, Fl.

Oakland, T. (2005) Motivating Students. A talk to the University of Florida English Language Institute's visiting Korean educators

Oakland, T. (2005) Ethics in psychology: An advanced workshop. Invited workshop presented at the Florida Psychological Association’s Central Florida Chapter, Gainesville, Fl

Oakland, T. (2006). The development of children’s temperament in the US and the People’s Republic of China. Presentation to the College of Education’s Alumni Lunch and Lecture series. - 94 - Papers and Workshops: State and Regional (continued)

Oakland, T., Tara Raines, T. & Jarzab, M. (2005). Costa Rican Program For Florida School Psychologists: Promoting Diversity In Language and Culture. Symposium presented at the Florida Association of School Psychologists, Hollywood, FL

Banner, D., Ditterline, J,. & Oakland, T. (2005). Adaptive behavior: An aide to diagnosis and intervention. Presented at the annual meeting of the Florida School Psychology Association, Hollywood, Florida.

Dempsey, J., Dempsey, A., & Oakland, T. (2005). Temperament styles of Nigerian, Iranian, and U.S. children. Presented at the annual meeting of the Florida School Psychology Association, Hollywood, Florida.

Oakland, T. (2005). Issues pertaining to special education services for African-American children. Conference on Challenge to education: All children can learn. Gainesville, Fl

Oakland, T. (2005). Ethics for school psychologists: An advanced workshop. Presented at the annual meeting of the Florida School Psychology Association, Hollywood, Florida

Oakland, T. (2005). Adaptive behavior: Its impact is pervasive and should be understood in all with whom we work. Invited workshop presented to the annual meeting of the Florida Association of School Social Workers. Jacksonville, F.

Oakland, T. (2005). New concepts of adaptive behavior: Implications for the practice of social work. Invited workshop presented to the annual meeting of the Florida Association of Social Workers, Jacksonville, Fl.

Oakland, T. (2006) An advanced ethics workshop. Invited workshop presented to the University of Florida’s Student Mental Health and Counseling Center. Gainesville, FL.

Oakland, T. (2005). Current professional standards for assessing persons with mental retardation. Presentation to the board of directors, parents, and staff of the Pinellas Association of Retarded Citizens. St. Petersburg, Fl

Oakland, T. (2006). Adaptive behavior of young children. Georgia Association of School Psychologists, Columbus, GA

Oakland, T. (2006). Ethical issues in school psychology. Georgia Association of School Psychologists, Columbus, GA

Oakland, T. (2006). The use of measures of adaptive behavior by social workers. Florida Association of Social Workers. Clearwater Beach, Fl.

- 95 -

Papers and Workshops: State and Regional (continued)

Oakland, T. (2006). The impact of learning styles on children’s behaviors. Florida Association of Social Workers. Clearwater Beach, Fl.

Oakland, T. (2006). International professional experiences. Presented at the Alumni Cruse, Jacksonville, Fl.

Oakland, T. (2006). Keynote address at the College of Education’s International and Comparative Education Event 2006. Gainesville, Fl.

Oakland, T., & Kranzler, J. (2006). Standards and guidelines governing assessment practices in schools: An advanced workshop. Presented at the Annual Meeting of the Florida Association of School Psychologists, October 26, 2006

Oakland, T. (2006). International Classification of Functioning, Disability, and Health model: Basic Qualities. Presented at the Annual Meeting of the Florida Association of School Psychologists, October 26, 2006

Oakland, T. (2006). Dr. Oakland’s international work. Talk presented to the University of Florida’s College of Educational alumni. Jacksonville, Florida, October 27, 2006

Ditterline, J, & Oakland, T. (2007). Results of our study in Clay County. Presented to the related services staff of the Clay County School District.

Oakland, T. (2007). Workshop on legal and ethical issues impacting school psychological services. Presentation to the Pinellas School District School Psychologists, St. Petersburg, Fl

Oakland, T. (2007). Workshop on learning styles. Presentation to the Pinellas School District School Psychologists, St. Petersburg, Fl

Oakland, T. (2007). Assessment of adaptive behavior with children who display visual and auditory impairments. Florida School for the Deaf and Blind, St. Augustine, Fl.

Oakland, T. (2007). Ethical issues in the practice of school psychology. Workshop resented to the winter meeting of the Crown Council on School Psychology. Gainesville, Fl.

Oakland, T. (2008). Ethical issues in clinical practice. Workshop presented to the North-Central Chapter of the Florida Psychological Association, Gainesville, Fl

- 96 -

Papers and Workshops: State and Regional (continued)

Oakland, T. (2008). Ethical issues in school psychology: An advanced workshop. Presented at the annual meeting of the Florida School Psychological Association, Orlando, Fl.

Oakland, T. (2008). Updates on the assessment of adaptive behavior. Workshop presented at the annual meeting of the New Mexico School Psychology Association, Albuquerque, NM.

Oakland, T. (2008). Learning styles. Workshop presented at the annual meeting of the New Mexico School Psychology Association, Albuquerque, NM.

Oakland, T. (2008). Chair of the workshop on psychological services in the Alachua County: An interface between those provided by the school district and by private practitioners. North-Central Chapter of the Florida Psychological Association, Gainesville, Fl

Oakland, T. (2008). Psychological and Psychiatric services in Alachua County: An interface between those provided by the school district and private practitioners. Presented to the membership of the North Central chapter of the Florida Psychological Association

Oakland, T., & Nott, A. (2009). Ethics workshop for school psychologists. Florida Association of School Psychologist Convention, St. Petersburg, Fl.

McClendon, J. & Oakland, T. (2009). Easing the transition of students with disabilities to higher education. Florida Association of School Psychologist Convention, St. Petersburg, Fl.

McClendon, J. & Oakland, T. (2009). Exploring the temperament styles of Black children from three countries. Florida Association of School Psychologist Convention, St. Petersburg, Fl.

Oakland, T. (2010). The status of children and youth in 2010: Concerns about males, especially Black. Symposium organizer and presenter. Annual fall meeting of the Florida Association of School Psychologists, Miami, FL

- 97 - Editorial Contributions and Journal Reviews

Editor: Journal of School Psychology (1980-1986)

Associate Editors: The School Psychologist (1971-1976) School Psychology International (1984- )

Guest Editor: Journal of School Psychology. A special issue on assessing minority group children, 11(4), 1973.

Guest Editor: Journal of School Psychology. A special issue on international school psychology, 25(3), 1987 (with P. Saigh)

Guest Editor: School Psychology International. A special issue on international school psychology, 13 (2), 1992.

Guest Co-editor (with R. Hambleton). A special issue on international assessment. International Psychologist: International Review (2004).

Contributing Editor: The School Psychologist (1969-1971)

President, Journal of School Psychology, Inc. (1987-1990)

President and Founding Member, Society for the Study of School Psychology (1990-91).

Founding President, International Journal of Testing

Associate editor for C. R. Reynolds & E. Fletcher-Janzen (Ed.), (2007) Encyclopedia of special education. (3rd edition). New York, NY: John Wiley & Sons.

Senior Science and Editorial Consultant, Journal of School Psychology (2011-2014)

Editorial Board Member, Consultant, Reviewer:

Advances in School Psychology, Lawrence Erlbaum Associates, Inc. (1978-1990) African Studies Quarterly (2007- ) American Educational Research Journal (occasional) American Journal of Orthopsychology (2005-08) American Psychologist (2004) Applied Measurement in Education (2007- ) Adlerian Journal of Psychology (1984) Applied Neuropsychology (2004) Applied and Preventive Psychology (1990- ) Applied Psychology in Hungary (1999- ) Assessment (2000- )

- 98 -

Editorial Contributions and Journal Reviews

Assessment Handbook (Philippines; 2011- ) Canadian Journal of School Psychology (2003- ) Child Development (2001) Clinical Neuropsychologist (2007- ) Contemporary Psychology (2004) Disabilità Evolutive (Italy; 1999- ) Educational Measurement & Evaluation Review (Philippines; 2011-) Educational Psychologist (1987-92) Elementary School Journal (1982-1984) Encyclopedia of Special Education (1985-1987) European Journal of Psychological Assessment (2004) Indian Journal of Behavioural and Medical Sciences (India) (1995- ) International Journal of Practical Approaches to Disability (1996- ) International Journal of Testing (2000- ) International Journal of Cross Cultural Psychology (2004) Interamerican Journal of Psychology (1983-1990) Journal of Applied Psychology (2003- ) International Journal of Practical Approaches to Disability (1996- ) Journal of Behavioural Sciences (Pakistan) (2004- ) Journal of Educational Psychology (1977-1980) Journal of Behavioral Sciences Lahore, Pakistan (2007- ) Journal of Learning Disabilities (1995-07) Journal of Psychoeducational Assessment (1983- ) Journal of School Psychology (1978-1980; 1986-2007) Journal of Special Education (1987-2000 ) Korean Journal of Educational Therapists (2011-) Latvian Journal of Psychology (Latvia) (2000- ) Learning and Individual Differences (2009- ) Measurement and Evaluation in Counseling and Development (2001- ) Pakistan Journal of Social and Clinical Psychology (2009- ) Perspectives in Education, University of Pretoria, SA (2009- ) Perceptual and Motor Skills (2007-09) Personality and Individual Differences (2004) Professional Psychology (1978) Professional Psychology: Research and Practice (1984- ) Professional School Psychology (1984- ) Psychological Science (2004) Psicodebate: Psicologia, Cultura y Sociedad (Argentina) (2000- ) Psicologia e Scuola (Italy) (1984- ) Psicologia Escolar e Educacioal (Brazilian) (1996- ) Psychology: The Journal of the Hellenic Psychological Society (Greece) (2000- ) Psychological Assessment (1990-2005)

- 99 -

Editorial Contributions and Journal Reviews (continued)

Psychological Bulletin (1981-82) Psychological Counseling and Guidance Journal (Turkey) (1998- ) Psychological Reports (2007-09) Research in the Schools (1993-2000) School Psychology Quarterly (2009) Review of Educational Research (1984-1986) Romanian Journal of Psychology (2009- ) Roper Review (2007-) Scholarship in Education and Psychology (BZ) (2003- ) Social Behavior and Personality: An International Journal (2007- ) School Psychology International (1982- ) School Psychology Review (1981-1988) School Psychology Quarterly (1990-1991; 2002- ) Social Behavior and Personality: An International Journal (2006- ) South African Journal of Psychology (2010- ) Third Education Research Group (2005- ) Training and Education in Professional Psychology (2007- )

Research Grants

An evaluation of four methods of initial reading instruction with children identified as having auditory perception disabilities. The University of Texas Research Institute, $895; project director, 1969.

Validation of readiness measures across social class and racial-ethnic groups. The Hogg Foundation for Mental Health, $1,000; project director, 1970.

Validation of modification of the Wechsler Adult Intelligence Scale for Use with Blind Examiners. The University of Texas Research Institute, $1,000; project director, 1971.

Development of services to mentally retarded children and their families living in south Texas and northern Mexico. Hogg Foundation for Mental Health, $1,200; project director, 1974-76.

The development of age x social class x race norms for the Wechsler Intelligence Scale for Children-Revised and Mercer’s Adaptive Behavior Inventory for Children. Texas Education Agency, $35,200; project director, 1976-77.

Module development, Office of Education, BEH grant administered through the School Psychology In-service Training Network, University of Minnesota, $22,203; principal editor, 1978-80.

Longitudinal study of children’s adaptive behavior, The Hogg Foundation, $2,890, 1981-82.

- 100 -

Research Grants (continued)

An examination of relationships between noncustodial fathers and their children. University Research Institute, The University of Texas, $2,300, 1982.

Training assessment personnel for bilingual special education, Department of Education, $50,020, project director, 1982-83.

Training assessment personnel for bilingual special education, Department of Education, $50,020, project director, 1983-84.

Training assessment personnel for bilingual special education, Department of Education, $50,020, project director, 1984-85.

Psychological and educational factors influencing children’s educational development, The University of Texas Research Institute, $440, 1986.

Analysis of Multinational Data on Applications of Psychology in Schools, University Research Institute, $500, 1987.

Evaluation of Educational Changes in the State of Ceara (Brazil). Minister of Education, $17,036,424 CZ, Brasilia, Brazil (with Drs. Tamayo, Pasquali, and Wechsler).

Cognitive Abilities, Learning Strategies, and Temperament, University Research Institute, $4,000, 1989

Efficacy of aggression replacement training with conduct disordered/aggressive youth, The Devereux Foundation, $31,960, 1990-91.

Temperament and temperamental children, The Cameron Foundation, $50,000, 1990-92.

Brazilian Education and Students with Special Needs. The Institute for Latin American Studies, $2,000, 1992-93.

Brazilian Education and Students with Special Needs. The Institute for Latin American Studies, $2,000, 1993-94.

Neurobiological Foundations of Reading Disabilities. Division of Sponsored Research, University of Florida, $54,000, 1996-97

Development of Achievement Tests in Arab countries. Arab Council On Childhood and Development, Cairo, Egypt. $400,000

- 101 - Research Grants (continued)

Elias Mpofu, Principal Investigator, and Thomas Oakland, Associate Investigator. Consultancy to Offer Technical Assistance in the Development of the Framework for the Implementation of Psychometric tests in the Botswana’s Ministry of Education. $195,000

Test Development

Oakland, T. (1969). Receptive Language Test: Science Content. Southwest Educational Development Laboratory, Austin, Texas,

Glutting, J. & Oakland, T. (1993). Guide to the Assessment of Test Session Behavior. San Antonio, Texas: The Psychological Corporation.

Oakland, T., Glutting, J., & Horton, C., (1996). Student Styles Questionnaire. San Antonio, Texas: The Psychological Corporation.

Harrison, P, & Oakland, T. (2000) Adaptive Behavior Assessment System. San Antonio, TX. The Psychological Corporation.

Oakland, T. and Harrison, P. (2003). School Readiness Uniform Screening. San Antonio, TX. The Psychological Corporation.

Harrison, P, & Oakland, T. (2003) Adaptive Behavior Assessment System-II. San Antonio, TX. The Psychological Corporation.

Ahn, Chang-kyu, and Oakland, T. (2004). Student Styles Inventory. Seoul, South Korea: Korean Guidance Associates.

Greenspan, S., Harrison, P., & Oakland, T. [listed alphabetically]. (2005) Bayley Scales of Infant and Toddler Development: Third Edition. San Antonio, TX: Harcourt Assessment.

Iliescu, D., Dinca, M., & Oakland, T. (2007). Learning Styles Inventory. D&D Consultants Group, SRL, Bucurest, Romania

Miller, L. Oakland, T. & Herzberg, D. (under development). GOLES. Western Psychological Services, Los Angeles, CA

- 102 - Consulted On The Development or Revision of the Following Tests

Wechsler Intelligence Scale for Children - III, San Antonio, Texas: The Psychological Corporation.

Wechsler Individual Achievement Test. San Antonio, Texas: The Psychological Corporation.

Wechsler Preschool and Primary Scale of Intelligence - R Writer. San Antonio, Texas:

Wechsler Intelligence Scale for Children - IV, San Antonio, Texas: The Psychological Corporation.

Wechsler Adult Intelligence Scale III. San Antonio, Texas: The Psychological Corporation.

Wechsler Preschool and Primary Scale of Intelligence: IV. San Antonio, Texas: The Psychological Corporation.

Otis Lennon School Ability Test-8. San Antonio, Texas: The Psychological Corporation.

Wechsler Intelligence Scale for Children IV: Spanish Edition. San Antonio, Texas: The Psychological Corporation.

Differential Abilities Scale-II: San Antonio, TX: Harcourt Assessment

Wechsler Intelligence Scale for Children-IV Spanish: San Antonio, TX: Harcourt Assessment

Wechsler Nonverbal Scale of Ability: San Antonio, TX: Harcourt Assessment

Wechsler Nonverbal Intelligence Scale: San Antonio, TX: Harcourt Assessment

Differential Abilities Scales-II: San Antonio, TX: Harcourt Assessment

III. Teaching and Related Activities

Classroom Teaching: Courses by Years

Individual Testing: 1967-68 Fall, Spring, Summer; 1968-69 Fall, Spring, Summer; 1969-70 Fall, Spring, Summer; 1972-73 Fall; 1973-74 Fall, Spring, Summer; 1974-75 Fall, Spring, Summer; 1975-76 Spring, Summer; 1977 Spring; 1977-78 Fall, Spring, Summer; 1978-79, Fall, Spring; 1979-80, Fall, Spring; 1980-81, Fall, Spring, Summer; 1981-82 Fall, Spring, Summer; 1982-83 Fall, Summer; 1984 Summer; 1984-85 Fall, Summer; 1985-86 Fall, Spring, Summer; 1986-87 Fall, Spring; 1987-88 Fall, Spring; 1988- 89 Spring; 1989-90 Spring; 1990-91 Spring; 1991-92 Spring; 1992-93 Spring; 1993-94 Spring; 1994-95 Spring; 2011 Spring

- 103 - *Psychoeducational Diagnostic-Intervention Theory and Methods (Psychoeducational Assessment III): 1970 Spring; 1971 Spring; 1976 Fall; 1977 Fall; 1978 Fall; 1979 Fall; 1980 Fall; 1981-82 Fall, Summer; 1982-83 Fall, Summer; 1983-84 Fall, Summer; 1984 Fall; 1985 Fall; 1986 Fall; 1987 Fall; 1988 Fall; 1989 Fall; 1990 Fall; 1991 Fall; 1992 Fall; 1993 Fall; 1994 Fall; 1995 Fall; 1998 Spring; 1999 Spring; Spring, 2000; Spring 2001, Spring 2002, Spring 2003, Spring 2004, Spring 2005, Spring 2006, Spring 2008,

*Assessing Minority Group Children*: 1972 Fall; 1973-74 Fall, Spring; 1974 Fall; 1975 Fall; 1976 Fall; 1978 Spring; 1979 Spring; 1979-80, Fall, Spring; 1982, Spring; 1983, Spring; 1984, Spring; 1985 Spring.( title was changed to Understanding Minority Group Children in 1977.

*The Minority Group Child (Honors class: this was a new course I developed at the request of the Director of the Honor’s Program): 1976 Spring; 1977 Spring; 1978 Spring; 1979 Spring.

*Advanced Psychological Assessment and Evaluation: 1985 Fall; 1986 Spring; 1987 Spring; 1988 Spring; 1989 Spring; 1990 Spring; 1991 Spring; 1992 Spring; 1993 Spring; 1994 Spring; 1995 Spring; 1996 Spring; 1997 Spring; 1998 Spring; 1999 Spring; 2000 Spring; 2001 Spring; 2002 Spring; 2003 Spring; 2004 Spring; 2005 Spring; 2006 Spring; 2007 Spring; 2008 Spring; 2009 Spring; 2010 Spring;

Measurement and Evaluation: 1987 Summer; 1988 Summer; 1989 Summer; 1990 Summer; 1991 Fall; 1992 Fall; 1993 Fall; 1994 Fall; 1995 Fall;

Tests and Measurement: 1967-68, Fall, Spring, Summer; 1968-69, Fall, Summer; 1970, Fall; 1971, Fall; 1975, Spring; 1975, Fall; 1977, Spring; 1980, Spring; 1981, Spring; 1997 Fall.

Seminar in School Psychology 1995-96 Fall, Spring; 1996-97 Fall, Spring; 1997-98 Fall, Spring; 1998-99 Fall, Spring; 1999-00 Fall, Spring; 2000-01 Fall, Spring; 2001-02 Fall, Spring; 2002-03 Fall, Spring; 2003-04 Fall, Spring; 2004-05 Fall, Spring; 2005-06 Fall, Spring; 2006-07 Fall, Spring; 2007-Spring; 2008-09 Fall, Spring; Spring 2010.

Internship: School Psychology: 1967-68 Fall, Spring; 1968-69 Fall, Spring; 1969-70 Fall, Spring; 1995- 96 Fall, Spring; 1996-97 Fall, Spring; 1997-98 Fall, Spring; 1998-99 Fall, Spring; 1999-00 Fall, Spring; 2000-01 Fall, Spring; Fall, Spring, 2001; Fall and Spring 2002, Fall and Spring, 2003, Fall and Spring 2003-2004, Fall and Spring, 2004-2005, Fall and Spring 2005-2006, Fall and Spring 2006-2007, Fall 2007; Fall 2008; Fall and Spring 2009, Spring 2010.

Supervision: 1998-99 Fall, Spring; 1999-00 Fall, Spring; 2000-01 Fall, Spring; 2001-02 Fall, Spring; 2002-03; Fall, Spring; 2003-04 Fall, Spring; 2004-05; Fall, Spring 2005-2006, Fall, Spring 2006-2007; Fall, Spring 2007-2008; Fall, Spring 2008-2009; Spring 2010.

*Law and Ethics in Psychology: Fall 1998; Fall 1999; Fall 2000, Fall 2001; Fall 2002, Fall 2003, Fall 2004, Fall 2005, Fall 2006, Fall 2007, Fall 2008, Fall 2009.

Research: (continuously each semester since 1968)

School Consultation: Spring, 1998

Thesis and dissertation: each semester since 1968. A list of those whom completed their dissertations appears near the conclusion of this vita.

- 104 - Master’s Thesis: yearly since 1968. A list of students who completed their thesis appears near the conclusion of this vita.

*Career Planning for Doctoral Students in Psychology: 1988, Fall.

*Research Seminar: Children and Youth: 1989, Fall.

Course Development I developed these courses (*) due to the needs of the School Psychology Program and other programs within the College of Education.

Program Development at The University of Texas

After arriving at The University in 1967 many of my activities were directed toward developing and strengthening two program areas: School Psychology and the Learning Abilities Center.

School Psychology Program. The School Psychology Program prepares Ph.D. level psychologists to function in ways that enhance children’s opportunities for improved learning and better mental health in schools. During the last 28 years its more than 150 graduates have assumed important positions within Texas and the nation. The program was the first doctoral program in school psychology in the United States to receive accreditation by the American Psychological Association and is acknowledged nationally as one of the leading programs in the nation.

As reflected throughout this vita, my contributions to this program have occurred through teaching and related activities, through scholarly contributions, and through public service. I am a Fellow in the Division of School Psychology of the American Psychological Association and hold a Diploma in School Psychology by the American Board of Professional Psychology, Inc., and a Diploma in Professional Neuropsychology from the Board of Professional Neuropsychology, Inc. I served a six-year term as Editor of the Journal of School Psychology and served in the three presidential chairs of the American Psychological Association’s Division of School Psychology as well as in the three presidential chairs of the International School Psychological Association.

Learning Abilities Center. The Learning Abilities Center was an inter- disciplinary agency devoted to research and professional preparation. University faculty and students from Departments of Curriculum and Instruction, Educational Psychology, Psychology, and Special Education and the School of Social Work were involved in various research activities directed toward enhancing our understanding of learning abilities. In addition, professional programs helped prepare students in understanding and facilitating the growth and development of children and youth by working with them directly as well as through working with their families and teachers. The Center was discontinued in 1993.

Program Development at the University of Florida

- 105 - Between 1967 and 1991, I was the only faculty member consistently officed at the Center. My involvement throughout the full range of the Center’s programs has occurred with no released time from other departmental responsibilities. I was appointed the Center’s Director in 1988 and served until 1991.

While chair of the Department of Foundations of Education, my major efforts were directed toward improving the quality of undergraduate teaching and to strengthen graduate programs. Three new undergraduate courses were developed and staffed under my direction. Graduate student committees were formed to enable graduate students to have a stronger role within the department. In addition, the School Psychology Program submitted an application for APA accreditation, which in turn lead to a number of program changes. Following my appointment as Director of the School Psychology Program in 1997, my principle efforts have been to further strengthen this program. APA accredited the program in 1998; the National Association of School Psychologists re-accredited the program the same year. Both the number and quality of graduate students have increased each year.

- 106 - IV. University, Public, and Professional Service

Committee Service At The University of Texas At Austin (UTA): (1967-1995)

Department of Educational Psychology

1967-95 Member, Graduate Studies Committee

1967-95 Member, Area III

1967-95 Member, School Psychology Training Program

1967-75 Primary faculty member within the department to coordinate sections of the undergraduate course on Tests and Measurements

1967-75 Maintained test file in Education and Psychology Library

1968-71 Member, Qualifying Examination Committee

1971 United Fund Departmental representative

1975 Member, Committee on Masters Degrees in the Department of Educational Psychology

1975-77 Departmental Representative, Texas Association of College Teachers

1976 Member, Committee to Evaluate Directors of Professional Programs in the Department of Educational Psychology

1976 Member, Committee on Continuing Education

1978-79 Member, Waiver Committee

1978-80 Member, Minority Recruitment Committee

1978-80 Member, Task Force on Enrollment

1978-95 Member, Budget Council

1981 Member, Committee to Revise the Core and Research Proposal

1981-82 Member, Program in Academic Educational Psychology

1983 Chair, Committee to Study the M.Ed. Program in Counselor Preparation

1983-84 Chair, Masters Degrees in Education Committee

- 107 -

Committee Service within the College of Education and The University of Texas At Austin: Continued

1984-85 Chair, Ad Hoc Committee to Study a Review Process for Professors and Recommendations for Faculty Salaries

1985 Chair, Faculty Recruitment in School Psychology

1985-86 Chair, Long Range Planning Committee

1985-95 Member, Domain 2 Committee (Chair 1986-87)

1992-93 Chair, Fruchter Dissertation Award Committee

1992-93 Chair, Departmental Dissertation Award for the UT Graduate School

1967-78 Member, Advisory Committee for the Learning Abilities Center

1969-83 Member, Developmental/Remedial Program

1967-92 Member, Learning Abilities Center faculty

1969-83 Member, Clinical Reading Program

1969-1978 Member, Library and Media Committee

1971-72 Member, Discipline Panel

1974-75 Member, Graduate Program Evaluation Committee for Special Education, Graduate School

1976 Chair, Subcommittee on Extension Courses to the Extension Committee of the Directors for M.Ed. Degree in the College of Education. Report of the Committee of the New Directions for M.Ed. Degree in the College of Education submitted to Dean Carter, 4/8/76

1976 Interview on Assessing Intelligence, KLRN-TV (March 23)

1976-77 Chair, Graduate Program Committee Review of Child Development, Graduate School,

1976-78 Member, Plan II Council

1976-79 Member, Institute on Human Development

- 108 -

Committee Service within the College of Education and The University of Texas At Austin: Continued

1978-80 Member, Undergraduate Curriculum and Guidance Committee

1985 Member, University Council Election Committee

1987-94 Marshall, Graduation Ceremonies

1988-90 Member, Administrative Council

1988-90 Member, College of Education Curriculum Revision Committee

1988-89 Member, University Council (first Alternate)

1989-90 Member, Committee on the Proposed B.S. in Human Learning

1989-1990 Member, University Committee on Learning Disabilities

1990 Member, Departmental Review Committee of Associate Professors

1990-92 Member, Advisory Board to the College of Education Program for the Education of the Gifted and Talented

1992-94 Faculty Advisor, Tejas Club

1992-93 Consultant to Preservation and Conservation Education Programs, Graduate School of Library and Information Science

Committee Service Within the Department of Foundations of Education (renamed Department of Educational Psychology, 1999, College of Education, and the University of Florida (1995-2010)

1995-97 Chair, Department of Foundations of Education, University of Florida

1995-97 Member, Administrative Council, College of Education

1996- Affiliate Professor of African Studies, University of Florida’s Center for African Studies

1996-2000 Member, Faculty Education Policy Group: Advisory to the University of Florida President

1996-98 Consultant to Dr. Parker Small, School of Medicine

- 109 -

Committee Service Within the Department of Foundations of Education (renamed Department of Educational Psychology, 1999, College of Education, and the University of Florida (1995-2010) (continued)

1996-98 Member, College of Medicine’s Faculty Development Committee

1998- Affiliated Faculty Member, University of Florida’s Center for African-American Studies

1996-97 Chair, Search Committee for Director of P. K. Yonge Developmental Research School

1997-99 Director, School Psychology Program

1998-99 Chair, Faculty Academic Advisory Committee to the President and Provost

1998-02 Member, Advisory Board of the University Center for Excellence in Teaching

1998- Member, Fulbright Review Committee

1999-03 Member University of Florida Ethics Interest Group

2000- Supervisor of psychological reports for the Office of Student Services

2000- University of Florida Fulbright Program Review Committee

2001- Affiliated Faculty Member of the University of Florida Juvenile Law Clinic.

2003- Member, College of Education’s Long Range Planning Committee

2004- Affiliated Faculty Member, University of Florida’s Center for Latin American Studies

2005 College of Education Planning Committee, member

2005 College of Education Deans Evaluation Committee, chair

2006 College of Education Scholarship Committee

2005-06 Member, Commencement Committee

2005-06 Member, University of Florida Research Foundation Professor Selection

2005-06 Member, Irving and Rose Fien Professorship in Education Search Committee

- 110 - Committee Service Within the Department of Foundations of Education (renamed Department of Educational Psychology, 1999, Renamed the School of Special Education, School Psychology, and Early Childhood in 2009; College of Education, and the University of Florida (1995-2010) (continued)

2005-06 Member, Faculty Recruitment, Retention, and Development Committee

2005-06 Member, Lectures, Seminars, and Awards Committee

2005-06 Member, Fostering Diversity and Success in Academia

2006- College of Education Study Abroad Program, member

2006-07 Member, Fein Foundation Search Committee

2006-07 Member, Faculty and Budgetary Affairs Committee

2008-09 Member, Lectures, Seminars, and Awards Committee

2008-09 Member of the department committee on market equity review and process committee

2009- Member: Center on Children and Families, University of Florida Levin College of Law

2009-10 Member: College of Education Research Productivity Task Force

2009- Member of the department chair selection committee

2009- Member of the Social/Behavioral Review Panel-Research Opportunity Fund

2009- Department committee for annual reviews

2010 Member: Market Equity Review Committee

2010 Member: Lectures and Awards Committee

2010 Member: Faculty Policy Committee

2010 Member: International Perspectives Committee

2010 Member: Merit review committee

- 111 - Professional License and Diplomates

1970-Licensed Psychologist, Texas State Board of Examiners of Psychologists (Number 552)

1996-Licensed Psychologist, State of Florida Department of Health (Number 5662)

1997-Certificate of Professional Qualifications in Psychology, (Number 1036), qualifying my license to practice psychology in the following states: CA, WI, OH, PA, VT, DC, OK, NV, KY, and the Canadian Provinces of AB and ON.

1981-Licensed, Professional Counselor, Texas State Board of Examiners of Professional Counselors

1977-Diplomate in School Psychology, American Academy of School Psychology, Inc., Diploma No. 2938

1983-Diplomate in Professional Neuropsychology, American Board of Professional Neuropsychology, Diploma No. 13

2010 ASPPB: Interjurisdictional Practice Certificate #1036

Awards and Recognition

Fulbright Fellow: University of Brasilia, Brazil

Fellow: American Psychological Association (Divisions of Evaluation, Measurement, and Statistics; Educational Psychology; School Psychology; International Psychology)

Charter Fellow, American Association of Applied and Preventive Psychology

Fellow, American Academy of School Psychology

Honorary International Member, Brazilian Association of School and Educational Psychology

Honored International President, Brazilian Association of School and Educational Psychologists

Founding Board Member: American Board of Professional Neuropsychology

Founding Member: Society for the Study of School Psychology

Recipient of the American Psychological Association’s Division of School Psychology, Distinguished Service Award, 1990

Awards and Recognition: continued

- 112 - Recipient of the Dorothy H. Hughes Memorial Award for Distinguished Service in Educational and School Psychology, Department of Applied Psychology, New York University, 1997

1998- Honorary Professor of Psychology, Universidad de Iberoamerica, San Jose, Costa Rica

1999 Distinguished Alumni Award, Kenosha Bradford High School Alumni Association

Recipient of the American Psychological Association’s Division of School Psychology 2000 Senior Scientist Award, August, 2000

Recipient of the International School Psychology Association’s Distinguished Service Award, July, 2000

2002 Legend in School Psychology Award by the National Association of School Psychologists

2002- Honorary Professor of Psychology, The University of Hong Kong

2003 American Psychological Association’s Award for Distinguished Contributions to the International Advancement of Psychology.

2003 Indiana University College of Education’s Distinguished Alumni Award

2003 First invited keynote speaker at the 2003 Annual Lee Hillman Memorial Lecture Series, University of Southern Mississippi

2004-06 University of Florida Research Foundation Professor

2004 Senior Faculty Distinguished International Educator of the Year Award from the University of Florida (in recognition of outstanding achievement in advancing internationalization of the University of Florida campus and curriculum through teaching, research, and service that promotes a global perspective)

2004- Fellow, American College of Professional Neuropsychology

2005 Willard Nelson Lifetime Achievement Award In Recognition of Lifetime Achievement in the Practice of School Psychology from the Florida Association of School Psychologists

2006 College of Education’s Lifetime Achievement Award

2007 University of Florida Faculty Achievement Recognition Award

2007- Professor Emeritus, Universidade Lusíada do Porto, Portugal Awards and Recognition: continued

2007 Doctoral Dissertation Advisor/Mentoring Award, College of Education

- 113 -

2012- Honorary Professor, Beijing Normal University-Zhuhai

Memberships in Professional Associations American Psychological Association Florida School Psychology Association Florida Association of Board Certified Diplomates Florida Psychological Association Fulbright Association: Lifetime Member International Association of Applied Psychology International School Psychology Association International Test Commission National Association of School Psychologists

- 114 - V. Professional Leadership, Service, and Consultation Activities at the Local, State, National, and International Levels

Local (Austin, TX)

1968-Consultant Austin Independent School District, Austin, TX

1968-74 Member, Austin Child Guidance Center Board of Directors

1969-81 Member, Austin Evaluation Center Board of Directors

1971-72 Consultant, Children’s Mental Health Center, Austin, TX

1971-72 Vice President, Austin Child Guidance Center Board of Directors

1971-72 President, Austin Evaluation Center Board of Directors

1972-73 President, Austin Child Guidance Board of Directors

1972-80 Consultant, Education Service Center, Region XIII, Austin, TX

1974-76 Consultant, Child Incorporated, Austin, TX

1976 Lifetime Honorary Member, Austin Evaluation Center Board of Directors

1980-81 Consultant, Legal Aid, Austin, TX 1982-88

1985-93 Member, Austin State School Citizen’s Advisory Committee

1982-83 Consultant, Creative Rapid Learning Center, Austin, TX

1982-84 Member, Austin Child Guidance and Evaluation Center Board of Directors

1984 Emeritus Member, Austin Child Guidance and Evaluation Center

1985 Consultant, Congregation Agudas Achim, Austin, TX

1986-91 Consultant, Travis County Juvenile Court Department

1986-92 Member, Consultant, Advisory Committee on Education in Secondary Schools, Austin Independent School District, Austin, TX

1994-05 Member, Casey Foundation, Austin (TX) Board of Directors

- 115 -

Leadership and Consultation: State of Texas

1970-95 Consultant, Texas Education Agency, Austin, TX

1972 Consultant, Center for Communication Research (Carroscolendas), The University of Texas, Austin, TX

1973-74 Member, Task Force for School Psychology, Texas Psychological Association.

1974 Leader of workshop on Cultural Implications for Working in a Psycho-diagnostic Framework with Minority Children, sponsored by the Division of Applied Psychology, Texas Psychological Association, Corpus Christi, TX.

1974 Consultant, Education Service Center: Regions III, Houston; IV, Victoria; VII, Waco, TX

1974 Consultant, Beeville Independent School District, Beeville, TX

1974-76 Consultant, Pan American University, Edinburgh, TX

1974-79 Consultant, Texas Regional Resource Center, Austin, TX

1974 Consultant, Corpus Christi Independent School District, Corpus Christi, TX

1975 Consultant, Texas Youth Council, Austin, TX

1975 Consultant, Attorney General’s Office, Austin, TX

1975 Consultant, San Antonio Independent School District, San Antonio, TX

1976-77 Consultant, Texas Department of Agriculture, Austin, TX

1976-78 Consultant, Mercedes Independent School District, Mercedes, TX

1977 Consultant, Texas Tech University, Lubbock, TX

1977 Consultant, Education Service Center, Region XVII, Midland-Odessa, TX

1977-90 Field reader for Texas Education Agency, Austin, TX

1978-80 Consultant, KLRN, The University of Texas, Austin, TX

1978-00 Consultant, Texas School for the Blind and Visually Impaired, Austin, TX

- 116 - Professional Leadership, Service, and Consultation Activities: State of Texas (continued)

1978-82 Consultant, Texas School for the Deaf, Austin, TX

1978-84 Consultant to and member of the Committee for the Evaluation of Language

1978-85 Assessment Instruments, Division of Bilingual Education, Texas Education Agency, Austin, TX

1979-84 Consultant to and member of the Achievement Test Review Committee, Division of Bilingual Education, Texas Education Agency, Austin, TX

1982-92 Consultant, The Hogg Foundation for Mental Health, The University of Texas at Austin

1982-95 Consultant, Round Rock Independent School District, Round Rock, TX

1982-88 Consultant, Williamson County Council on Alcoholism, Georgetown, TX

1982-92 Consultant, Austin State School, Austin, TX

1984-87 Member, Texas State Board of Examiners of Psychologists Task Force on Guidelines For Supervision School Psychologists, Austin, TX

1984-88 Member, Texas Education Agency Task Force on Learning Disabilities

1984-88 Task Force on Learning Disabilities, Texas Education Agency

1984-90 Research and Institutional Review Board, Austin State School

1985-86 Member Oral Examination Committee, Texas State Board of Examiners of Psychologists, Austin, TX

1986 Member, Item Writing Committee, Texas State Board of Examiners of Psychologists, Austin, TX

1987-92 Consultant, Houston-Tillotson College, Austin, Texas

1987 Consultant, Palestine Independent School District, Palestine, TX

1987-94 Oral Examiner, Texas State Board of Examiners of Psychologists

1988-90 Consultant, Edgewood Independent School District, San Antonio, TX

1989-95 Consultant, Texas Future Problem Solving Bowl

- 117 - Professional Leadership, Service, and Consultation Activities: State of Texas (continued)

1989-92 Consultant, Texas Youth Commission

1989-95 Consultant, Special Press, Inc.

1989-95 Consultant, Eanes Independent School District, Austin, Texas

1989-91 Consultant, Extend-A-Care, Austin, Texas

1990 Consultant, Pleasanton Independent School District

1993-95 Consultant, El Paso Independent School District

1990-91 Consultant, Bryan Independent School District, Bryan, Texas

1990-91 Consultant, Huntsville Independent School District, Huntsville, Texas

1990-91 Consultant, Pleasanton Independent School District, Pleasanton, Texas

1990-91 Consultant, Troy Independent School District, Troy, Texas

1990-93 Consultant, San Marcos Independent School District, San Marcos, Texas

1990-92 Consultant, Monahans Independent School District, Monahans, Texas

1990-95 Consultant, Bastrop Independent School District, Bastrop, Texas

1990-92 Consultant, Lockhart Independent School District, Lockhart, Texas

1990-92 Consultant, Andrews Independent School District, Andrews, Texas

1991 Consultant, Gladewater Independent School District, Gladewater, Texas

1991 Consultant, Matagorda County Educational Services

1991-94 Consultant, Round Rock Independent School District, Round Rock, Texas

1991-92 Consultant, Tyler Independent School District, Tyler, Texas

1993-95 Consultant, Trinity Independent School District, Trinity, Texas

2000 Canyon Independent School District, Amarillo, Texas

Professional Leadership, Service, and Consultation Activities: State of Texas (continued)

- 118 -

2000 Consultant, Harlingen Texas Independent School District

Professional Leadership, Service, and Consultation Activities: Florida and the Southeast

1997-Florida Department of Education

1995 Member, The Florida Bar Grievance Committee for the Eighth Judicial Circuit

1997-2000 Collier County School District, Fl

1997-Alachua County School District, Fl.

1997- 2003 Pasco County School District, Fl

1997- Consultant, St. Patrick’s School, Gainesville, Fl

1998-2007 Consultant, Highlands County School District, Fl

1998- Consultant, Clay County School District, Fl

1998-2000 Consultant, LaFayette County School District, Fl

1998-99 Consultant, Monroe County School District, Fl

1997-00 Consultant, City of Jacksonville, Fl.

1998-Consultant, Volusia County School District

1998-Consultant, Hillsborough County School District, Fl

1999 Consultant, Lee County School District, AL.

1999-2002 Consultant, Auburn City Schools, Auburn Al.

1999-2004 Consultant, Duval County School District, Fl.

1999-2004 Consultant, St. John’s School District, Fl.

1998- Crown Area Council on School Psychology (an organization I founded)

1998- 2004 Consultant, Hendry County School District, Fl.

- 119 - Professional Leadership, Service, and Consultation Activities: Florida and the Southeast

1999- Consultant, Marion County School District, Fl

2001-02 Consultant, Whitley School District, KY

2000- Consultant, Putnam County School District, Fl

2000- Consultant, Clay County School District

1999- Consultant, Einstein Montessori School, Gainesville, Fl

2001 Consultant, Dade School District, GA

2000- 2004 Consultant, Fayette County School District, GA

2002-2005 Consultant, Taylor County School District

2001- Consultant, Hillsborough County School District

2002-03 Consultant, Polk County School District

2002- Member: Ethics Committees, Florida Association of School Psychologists

2004-2006 Consultant, Okaloosa County School District

2004-2006 Consultant, Palm Beach County School District

2004- Consultant, Long Beach, NY School District

2004-2006 Consultant, Santa Rosa County School District

2004-2007 Consultant, Department of Health: Children’s Medical Services: Early Intervention Program, University of South Florida

2004- Consultant, Pinellas Association for Retarded Children

2004- Member, Training and Credentialing Committees, Florida Association of School Psychologists

2006- Consultant to Florida International University’s school psychology program

2007- Florida School for the Deaf and Blind

- 120 - Professional Leadership, Service, and Consultation Activities: Florida and the Southeast

2007- Ethics Committee, Florida School Psychology Association

2008- Gwinnett (GA) School District

- 121 - Professional Leadership, Service, and Consultation Activities at the National Level

1967-80 Consultant, Southwest Educational Development Laboratory, Austin, TX

1969-71 Consultant, Science Research Associates, Chicago, IL

1971-2004 Consultant, U.S. Department of Education

1971 Consultant, National Consortia for Bilingual Education, For Worth, TX

1971-79 Member, Committee on Assessment in School Psychology, Division of School Psychology, American Psychological Association.

1972 Organizer of a Symposium entitled: A model for estimating the reliability and validity of criterion-referenced measures, presented at the Annual Convention of the American Educational Research Association, Chicago, IL.

1972 Institute Coordinator, Southern Regional Professional Institute, Co-sponsored by the American Psychological Association (Division of School Psychology), the School Psychology Program (Department of Educational Psychology, The University of Texas), and the Texas Psychological Association (Division of School Psychology), Austin, TX, July, 1972 (with Beeman Phillips).

1973-75 Consultant, Educators Consulting Services, Magnolia, AR

1974-75 Consultant, Leadership Development Program, Ford Foundation, New York, NY Consultant, Coordinating Office for the Regional Resource Centers, Lexington, KY

1974-76 Co-director, Preconvention workshops, Division of School Psychology, American Psychological Association, Chicago, IL.

1975 Leader of workshop on Assessing Severely Handicapped Children, workshop presented at the Division of School Psychology (APA) Preconvention Institute, Chicago, IL.

1976 Co-director, Preconvention workshops, Division of School Psychology, American Psychological Association, Washington, DC

1977-79 Chair, American Psychological Association, Division of School Psychology’s Continuing Education Committee.

1976-78 Psychological Corporation; Southwest Regional Field Coordinator for restandardization of WAIS-R; New York, NY

1976-79 Consultant, Houghton-Mifflin Publishing Company, Boston, MA

- 122 - Professional Leadership, Service, and Consultation Activities at the National Level (continued)

1976-79 Member of Advisory Board, ERIC Clearinghouse on Tests, Measurement and Evaluation, Educational Testing Service (member of advisory board), Princeton, NJ

1977-95 Field reader, U.S. Department of Education

1977 Consultant, The Howard School, Atlanta, GA

1977-81 Consultant, Leadership Training Institute, University of Minnesota, Minneapolis, MN

1979 Chair of Preconvention Institutes, Division of School Psychology, American Psychological Association.

1979-82 Secretary, Division of School Psychology, American Psychological Association.

1980-81 Consultant, Georgia State Department of Education, Albany, GA

1980-81 Consultant, Chicago Board of Education, Chicago, IL

1981 Consultant, New York City Board of Education

1981 Consultant, Newark, New Jersey Board of Education

1982 Consultant, National Academy of Science, Washington, DC

1982 Consultant, President’s Council on Mental Retardation, Washington, DC

1982-83 President-elect, Division of School Psychology, American Psychological Association.

1983-84 President, Division of School Psychology, American Psychological Association.

1983-84 Executive Board, National Association of School Psychologists.

1984-85 Past-President, Division of School Psychology, American Psychological Association.

1984-87 Consultant Member, American Board of Professional Neuropsychology

1984-86 Consultant, Measurement Research Services, Inc., Austin, TX

1984-89 Member, Task Force on Psychology in the Schools, American Psychological Association.

- 123 - Professional Leadership, Service, and Consultation Activities at the National Level (continued)

1985-88 Consultant, Office of the Chancellor, California Community Colleges, Sacramento, CA

1985-92 Member, Research and Institutional Review Board, Austin State School

1986-Consultant, The Psychological Corporation, San Antonio, TX

1986-88 Member, Committee on Practitioner Publications, American Psychological Association.

1986-89 Member, Council of Representatives, American Psychological Association.

1988-92 Consultant, Allyn & Bacon Publishers

1988-89 Chair, Scientist-Practitioner Coalition, APA Council of Representatives.

1989 Consultant, Special Press, Inc.

1989-94 Member, Policy and Planning Board, American Psychological Association

1990-93 Consultant, Developmental Technologies, Inc.

1990 Consultant, Jossey-Bass Publishers

1990-91 Consultant, Merrill Publishing Company

1990-91 Chair, Editor Selection Committee, Journal of School Psychology.

1990-92 Past President and Founder, Society for the Study of School Psychology.

1992-93 Chair, Policy and Planning Board, American Psychological Association.

1992-93 Special Advisor on Long Range Planning, Policy and Planning Board to the American Psychological Association’s Board of Directors

1992-95 Advisory Committee to the Psychology in the Schools Program, American Psychological Association

1992-94 Contract negotiation committee, Journal of School Psychology, Inc.

- 124 - Professional Leadership, Service, and Consultation Activities at the National Level (continued)

1993-97 American Psychological Association’s Committee on Psychological Tests and Assessment

1993-96 Chair, International Affairs Committee, National Association of School Psychologists

1995-97 Committee on Psychological Tests and Assessment liaison to the Joint Committee for the Revisions of Test Standards

1999 Manpower, Inc., Milwaukee, WI

1995 Chair, Institute for Learning and Communication Abilities

1999 Chair, Jack Bardon Distinguished Service Award Committee

Assisted in the drafting of 34 CFR Parts 300, 301, and 303, Individuals with Disabilities Education Act Amendments of 1997; Proposed rules (e.g., the use of multiple measures to determine whether a person has a disability and the use of technically sound instruments to assess cognitive, behavioral, physical, and developmental characteristics.

1997-2003 Member, APA Ethics Code Task Force (charged with revising APA’s ethics code)

1998-2005 Member, Committee for the Examination of Professional Practice of Psychology, Association of State and Provincial Psychology Boards

2000 Member, Senior Scientist Award Committee, American Psychological Association’s Division of School Psychology

2002-03 Chair, Senior Scientist Award Committee, American Psychological Association’s Division of School Psychology

Newman Award Committee, Judge of the annual APA/PsiChi Edwin B. Newman Graduate Research Award 2003-04: member 2004-05: member 2005-06: chair 2006-07 member

2003 Member, Test Committee, Division of International Psychology, APA

2003 Member, Florida Association of Board Certified Diplomates

- 125 - Professional Leadership, Service, and Consultation Activities at the National Level (continued)

2004 Member, Florida Association of School Psychologist’s Ethics Committee

2005- Member, APA Task Force on methodological aspects of cross-cultural research. Requested by the divisions of International Psychology (Division 52) and Measurement, Evaluation, and Statistics (Division 5)

2006 Member, University of Arizona Department of Special Education, Rehabilitation, and School Psychology Review Committee

2006 Consultant to the Fifth National Academy for IDEA Administrative Law Judges and Hearing Officers, Seattle University School of Law

2007- Touro College, New York, NY

2007- Member, Joint American Psychological Association (APA) Board of Educational Affairs/Committee on International Relations in Psychology Task Force on APA’s Role in International Quality Assurance

2006- Member, Assessment Committee, American Psychological Association’s Division of Measurement, Evaluation, and Statistics (Division 5)

2007- APA site team member: Georgia State University, Arizona State University

2008- Consultant to the National Institute for Literacy

2009- Proposal reviewer: National Science Foundation

2009- Fellows Committee, American Psychological Association’s Division of International Psychology

- 126 - Professional Leadership: Internationally

1977-81 International Supervisory Psychologist, Mensa International

1982-96 Consultant, Society for the Care of Handicapped Children, Gaza, Israel

1984-95 Chair, Professional Standards and Practices Committee, International School Psychology Association.

1985-86 Consultant, Departments of Education and Psychology, American University in Beirut, Lebanon

1988-89 Fulbright Scholar. Institute of Psychology. University of Brasilia, Brazil.

1989-2005 Consultant, Federal University of Rio de Janeiro, Brazil

1989 Consultant, University of Londrena, Brazil

1989-Consultant, Pontifica Catholic University, Campinas, Brazil

1989-2005 Member, International Test Commission’s Executive Committee

1993-97 President-elect, International Test Commission

1992-93 Chair, International Conference on Test Use with Children and Youth: International Pathways to Progress, St. Hughes College, Oxford University, June 1993.

1994-2001 Arab Council on Childhood and Development, Cairo, Egypt

1995-Consultant, Laboratorio de Avaliacao e Medidas Psicologicas, Pontificia Universidade Catolica de Campinas, Campinas, Brazil

1993-95 President-elect, International School Psychology Association

1995-97 President, International School Psychology Association.

1995-98 President-elect, International Test Commission

1997-99 Past-President, International School Psychology Association

1993- Honored International President, Brazilian Association of School and Educational Psychologists.

1993-Honorary Member of the Venezuelan Association of School Psychology

- 127 - Professional Leadership: Internationally (continued)

1996-98 Advisor to the Varkey Group, Dubai, United Arab Emirates and New Delhi, India

1996-President and founder, International Foundation for Children’s Education

1997 University of Sao Paulo, Brazil: external evaluator of its Department of Clinical Psychology

1998-01 President, International Test Commission

1998-2002 Chair, Professional Practices Committee, International School Psychology Association

1999 Co-director, International Conference on Adapting Tests for Use In Multiple Languages and Cultures, Washington, DC

2000 Chair of the Advanced Research Training Seminar, co-sponsored by the International Test Commission and the International Union of Psychological Sciences, Stockholm.

2000-02 Coordinator of the International Conference on Test Development and Use Through Distant Electronic Methods, London, England, 2001

2002-2005 Past-president, International Test Commission

2003- Member, Council of the International Test Commission

2003-04 Co-chair, International Conference on Equity in Assessment

2004- Consultant, Department of Psychology, Sun Yat-Sen University.

2002- Reviewer for the University Grants Committee, The University of Hong Kong

2004-06- Program Committee, 2006 International Test Commission Conference, Belgium.

2006- President-elect of the International Association of Applied Psychology’s’ Division of Psychological Assessment and Evaluation

2006-08 Chair ISPA Professional Development Committee

2008- Chair, International School Psychology Association’s ethics committee

2008- Program Committee, 2010 International Test Commission Conference, Hong Kong.

- 128 - Professional Leadership: Internationally (continued)

2009- Member, Advanced Research and Training Seminar Committee (a joint committee of the IUPsyS, IAAP, and the IACCP)

2008- Chair, Society for the Study of School Psychology’s International Committee

2008- Member of the International Advisory Committee for The University of Hong Kong’s Doctor of Psychology Program in Educational Psychology for the years 2008-2011

2008- Member, 7th ITC 2010 Conference in Hong Kong Conference Organizing Committee

2009- Consultant to Ireland’s National Council for Special Education

2009- Member of the International Union of Psychological Science-International Association of Applied Psychology’s Advanced Research Training Seminar Program

2009- Founder (1987) and co-director, International Institute of School Psychology

2009- Chair, International Research Initiatives Committee, Joint Program of the SSSP and ISPA

2009-10 Member: Scientific Committee for the International Congress of Psychology

2010- President, International Association of Applied Psychologists’ Division of Psychological Assessment and Evaluation

2010 Consultant to Thailand’s Ministry of Justice, Department of Juvenile Observation and Protection

2010 Consultant to Pearson International, Sydney, Australia

- 129 - Consultant to Tenure and Promotion Committees at the Following Institutions

University of Alabama University of Massachusetts Arizona State University Massie University, New Zealand University of Arizona University of Minnesota Ball State University University of Nebraska at Lincoln University of California- Davis University of North Carolina at Chapel Hill University of California - Santa Barbara New Mexico State University University of California - Santa Cruz Southern Illinois University Columbia University State University of New York at Albany Duquesne University North Carolina State University University of Delaware University of North Carolina Duquesne University Pennsylvania State University East Carolina State University Rutgers-The State University Florida State University San Diego State University Georgia State University St. John’s University University of Georgia University of South Florida University of Hong Kong University of Southern Mississippi Indiana University University of South Carolina Indian University-Purdue University: Temple University Indianapolis Campus Texas A & M University University of Kentucky Tulane University Louisiana State University William and Mary University of Manchester, United Kingdom University of Wisconsin University of Maryland Yale University University of Southern Mississippi

Consultant to and Professional Testimony for Attorneys and Law Firms

Denise Anderson, Austin, TX 78768 Melinda Maloney Baird, Knoxville, TN 37919 John Barrett, Austin, TX 78701 William C. Bednar, Austin, TX 78701 Bethany Nikfar, K&L Gates, Washington DC Philip Browsky of Cartwright, Slobodin, et. al, Francisco, CA 94111 Peter Cannon, Capital Collateral Regional Counsel-Mid Region (Tampa) Rachel Day, Capital Collateral Regional Council-South, Miami Fl. 33301 Eubank & Harris, Austin, TX 78701 Ewers & Toothaker, McAllen, TX 78501 Federal Community Defender Office for the Eastern District of Pennsylvania Mary Ellen Felps, Austin, TX 78701 Elena Gallegos, Austin, TX 78768 Greg Gegenheimer, Austin, TX 78701 Ann Goodlet, Austin, TX 78704

- 130 - Consultant to and Professional Testimony for Attorneys and Law Firms (continued)

Hardesty and Hardin, Austin, TX 78746 Alisha Hurwood, Capital Collateral Regional Counsel, South Regions, Miami Fl. 33301 Hensley, Ryan, & Groce, Austin, TX 78731 Robert Hoffman, Austin, TX 78731 J. W. Howeth, Austin, TX 78705 Winter Huff, Somerset, KY 42502-0616 Steven L. Hughes of Mounce & Galatzan, El Paso, TX Lanette Smith Joubert, Corpus Christi, TX 78403 Juvenile Law Clinic, University of Florida Kidd, Whitehurst, Harkness & Watson, Austin, TX 78767 John Klanfer, Naples, Fl Koons, Fuller, McCurley, & Vanden Eykel, Dallas, TX 75201 John K. McClure, Sebring, Fl 33870 Elizabeth Masters, Scott, Douglass & Luton, Austin, TX 78701 Judge James R. Meyers, Austin, TX 78711 Jed Oliver. San Antonio, TX. Larry Parks, Austin, Texas 78701 Dan Price, Austin, TX 78705 John Pleuthner, Austin, TX 78731 Virginia Raymond, Austin, TX 78702 Richel Rivers, Austin, TX, 78701 Amie Rodnick, Austin, TX 78701 James Rosenfield, University of Washington College of Law Bradley Seals, Austin, TX 78757 Gregory Scharff, Palo Alto, CA 94306 Sniffen Law Firm, Tallahassee, Fl Christina Spudeas, Capital Collateral Regional Counsel, South Region, Miami Fl. 33301 Shields and Rusk, Austin, TX 78741 Thad Son, Austin, TX 78705 Edwin J. Terry, Jr., Austin, TX 78701 Thompson & Sweeney, Lawrenceville, GA 30045 Judy Underwood, Austin, TX 78704 Larry Wadler, Wharton, TX Mark Ward, Galveston, TX 77550 Weatherly Law Firm, Atlanta, GA 30326 Paul Webb, Wharton, TX 77488 William Whitehurst, Jr., Austin, TX 78701 Jessie Whittenton, Austin, TX 78731 Duncan Wilson, Austin, TX, Timothy W. Weber, Battaglia, Ross, Dicus, & Wein, St. Petersburg, Fl.

- 131 - VI. Graduate Supervising Committees

Doctoral Committees

Gail Chandler - An investigation of school anxiety and nongraded classroom organization. 1969

Robert Dain - Differential effects of effort- and ability-oriented reinforces on children’s academic performance. 1969

Jose L. Soto-Padin - A language effect in the recall of Spanish names: Proactive experimentation with English and Spanish in Puerto Rico Schools. 1970

Matthew Snapp* - A study of the effects of tutoring by fifth and sixth graders on the reading achievement scores of first, second, and third graders. 1970

Martin J. Kaufman - Level, shape, and dispersion as relevant variables in WISC profiles of minimally brain injured children. 1970

George H. Stanford* - Relationships between expectancy and performance on a computer- assisted instructional task. 1971

Ronald Klinger - The effects of written, positive statements on academic performance of fifth grade students. 1971

Margaret Pereboom* - The relationships among perceptual functioning, socioeconomic status, and race in young children. 1972

James Paavola - A conceptual and experimental analyses of the effects of school rewards on children’s school satisfaction. 1972

George Helton* - Teacher attitudinal responses to selected characteristics of elementary school students. 1972

Jane Allen - A training program in selected aspects of lexical and syntactic development among mental retardates: Development, implementation, and evaluation. 1972

See Woo Lee - Effects of temporary father-absence and parental child rearing attitudes on the development of cognitive abilities among elementary school boys. 1973

Fern Williams - An evaluation of the effects of three instructional methods in promoting speech sound discrimination and reading achievement with low SES primary grade children identified as having auditory discrimination disabilities. 1973

Linda White - The predictive validity and reliability of the first grade readiness scale for low socioeconomic preschool children. 1973

- 132 -

Doctoral Committees: (continued)

Robert Higgens - The effects of confidence weighting, A-Trait, ability and difficulty on A-state and performance on a multiple-choice examination. 1973

Dorothy Ebert - Oral language, sex and socioeconomic status as predictors of reading achievement. 1974

Carole Pentony* - Production deficiency and mediation deficiency in young children. 1974

Robin Dalton - Memory codes as a mechanism in word recognition. 1974

John Littlefield - An investigation of instructor accuracy in predicting course instructor ratings by students. 1974

Ruth Rice - The effects of tactile-kinesthetic stimulation on the subsequent development of premature infants. 1975

Paula Matuszek* - Factors influencing teacher’s and psychologist’s recommendations regarding special class placement. 1975

Stuart Ehly - Experimental analysis of tutor, tutee and process variables in tutorial learning. 1975

Lynn Reynolds - Examination of the use of stimulation device to measure teacher identification of student affect. 1976

Kenneth Axelrad* - The effects of systematic desensitization and pursed lips breathing training on activity levels of emphysematous chronic obstructive pulmonary disease patients. 1976

Jan Hughes - The relationship of teacher expectations to classroom sociometric structures and classroom climate. 1976

Lyn Styczynski - The effects of physical characteristics on the social, emotional and intellectual development of early school age children. 1976

Barbara Zoe Griffith* - Efficacy of a secondary school program to maintain students experiencing special adjustment difficulties in a regular program. 1976

Joel Dobbins - The relationships between school climate and teacher attitudes and behavior in managing their classrooms. 1976

- 133 - Doctoral Committees: (continued)

Jerry Adair - Differential predictive validity and long-term stability of the California Test of Mental Maturity. 1976

William Davidson - The effects of a time limit and two types of assessment context on divergent thinking in children. 1976

James Whitt - Cognitive and affective factors in children’s development of humor enjoyment and comprehension. 1976

Margaret Mary Fonte McMurry - A psychological analysis of affective education and its effects on awareness and self-concept. 1976

Kevin Buckley* - Field dependent-independence as a predictor of reading achievement in a Mexican American population. 1977

Betty Mace Matluck - The order of acquisition of certain oral English structures by native speaking children of Spanish, Cantonese, Tagalog, and Ilokano learning English as a second language between the ages of five and ten. 1977

Robert Germain - Levels of development in processing evaluations of the self. 1977

Gregory Meeks - Relationships among operational thought, memory, and imagery. 1977

David Birney - The effects of consultee-centered administrative consultation on the supervisory effectiveness of the directors of child development centers. 1977

Mike Duffy - The effects of physical and social environment on level of disengagement in the elderly. 1977

David Feigenbaum* - An assessment of test bias on the Adaptive Behavior Inventory for Children, the WISC-R, and the Bender-Gestalt Test using multiple statistical criteria. 1977

Mike Tebeleff* - Reflectivity-impulsivity as a correlate of reading and math achievement in 7, 9, and 11 year old children. 1978

Margaret Paulissen - An observational study of the use of time during the designated reading period in first grade classrooms. 1978

Timothy Hartshorne - The grandparent and grandchild relationship and life satisfaction, death anxiety, and attitude toward the future. 1979

Gail King - An attempt to change the conceptual tempo of impulsive children and to determine the effect on their academic and social behaviors. 1979

- 134 -

Doctoral Committees: (continued)

Lyman Hunter - The design and validation of a developmental checklist appropriate for early childhood classroom assessment. 1979

Hardy Murphy - Effects of experimentally manipulated stress and trait anxiety on state anxiety and listening comprehension. 1979

Diane Goldwater - Cognitive impulsivity and neurological impairment in juvenile delinquents. 1980

Patricia Tompkins - An examination of stress and anxiety in teachers of handicapped and nonhandicapped children. 1980

John Mastenbrook* - Child, environmental and cultural characteristics as correlates of adaptive behavior. 1980

William Stern* - Nonintellectual concomitants of discrepant achievement in reading and math. 1980

Lynn Frank - The effects of adaptive behavior information on school classification decisions. 1980

Randolph Thomas Dupont - Thematic factors in children’s enjoyment and comprehension of humor. 1981

Lisa Leiden* - A developmental study of children’s social and physical classification style. 1981

Carmen Tafolla - Some effects of Spanish-English bilingual dramatic television on language attitudes. 1982

Stella Carreon - An investigation of perceptions of parenting among gifted children and their parents. 1982

Mary Minter* - Factors associated with changes in academic achievement and adaptive behavior. 1983

Alice Dickerson - A theory synthesis: the effects of positive stimulation on the development of the premature infant. 1983

Cheryl Yelick Wilkinson* - Stability of children’s adaptive behavior over a four year period. 1983

- 135 -

Doctoral Committees: (continued)

James Welsh - Utilizing volunteers in secondary prevention of school maladjustment. 1984

Steve Lansdown - Sensitivity and infant care experience of middle class fathers with first-born infants. 1984

Kuo-Ying Lo - Family environment and intellectual development: Structural modeling and comparisons of structural differences for racial and age groups. 1986

Holly C. VanScoy - Sixty years of empirical research on social work education. 1986

Dean W. Johnston - Cooperation, communication and problem-solving performance in dyadic interaction between young children. 1986

Donald R. Watkins* - Ego identify status of Black and White adolescents and their identification with role models. 1986

Josie Black* - Early adolescent's perceptions of their actual and ideal fathers related to their self- esteem. 1986

Cynthia Ann Holder* - Toward a typology of reading disabilities: A multivariate-empirical classification study. 1987

Paul Joseph Bueno de Mesquita - Influences of education and experience on the information processing of school psychologists during a computer-simulated diagnostic problem. 1987

Byron David Barnes* - Expectancies of alcohol, alcohol use, and self-esteem among adolescents. 1988

Carol Anne Evans - The transmission of Spanish as a family language. 1989

Jeffery Laurent - Differentiating anxiety and depression. 1989

Krystallia Nikolopoulou* - Psychology in Greece: Past, present and future perspective. 1989

Stephen A. Zimmermann - Consultee and organizational characteristics related to resistance to school-based consultation. 1989

Linda Selness Reyes - A treatment program for juvenile homicidal offenders: Impact on hostility-aggression, empathy and locus of control. 1990

Mary E. White - Home environment, self-concept, and academic achievement. 1990

- 136 -

Doctoral Committees: (continued)

Nicholas Corrasio - Relationship between parental support and control and adolescent self- esteem in Mexican, Mexican American, and Anglo Americans. 1990.

Barbara Ann Yonan* - Relationships between perceptions of parent educational attitudes and support and temperament styles among Hispanic and Black students who stay in or drop out of school. 1991

Connie Burrows Horton* - Temperament-based learning styles as moderators of academic achievement and attitude. 1991

Dale Rudin - The influence of family stress and communication on the emotional adjustment of nondisabled siblings of severely handicapped children. 1992.

David Wheeler* - Simultaneous-sequential processing in the analysis of limited English proficient learning disabled students. 1992.

Samirranjan Adhikori - A probe into rural talent: Deprivation vis-a-vis intelligence, creativity, and occupational orientation (University of Calcutta, Department of Applied Psychology). 1993.

Daniel Gallegos* - A comparative study of college students with and without learning disabilities on levels of stress and coping. 1992.

Robert B. Klevan. An investigation of the educational status of musically gifted adolescents in independent secondary schools in the United States (1993)

Forrest Handcock. The relationship of familiarity with examiner, birth status, and sociability to measure developmental level of preterm and full term infants. 1993

Amy Aussiker, The effects of individual/personality and support variables following intrafamily child sexual abuse 1993.

Mary Stafford*, Validity of the STAR: Student Styles Questionnaire: Racial-ethnic comparisons. 1994

Jacqueline Cunningham*, A contextual investigation of the International development of psychology in the schools. 1994 (recent of the American Psychological Association Division of School Psychology’s annual dissertation award)

William Brook*, Congruence between child reports and those of their parents to teachers on anxiety and depression 1995

- 137 - Doctoral Committees: (continued)

Bonnie Thayer*, Relationships of temperament with respect to age, gender, and race/ethnicity in children and adolescence 1995

Margaret Allan, Predicting high-risk sexual behaviors and condom use in young Ontario women, 1997

John Barton, Instructional strategies among college students, 1999

Alan Brue*, The use of dietary supplement combination and an essential fatty acid as an alternative and complementary treatment for children with attention deficit hyperactivity disorder, 1999

Diana Joyce*, Temperament-based learning styles of children with conduct disorders and oppositional defiant disorders, 2000

Harrison Kane, Differentiation of cognitive abilities in children and adolescents, 2001.

Gordon Taubb, Predicting success: A critical analysis of the prediction validity of the theory of practical intelligence, 2001

Sharyl Williams* Horizontal planum temporale of the human brain and its relationship with phonological processing and emergent reading skills in young children, 2002

Gary Matlaff* Peer rejection rates and perceived social competence among elementary school children who display reactive and combined reactive and proactive aggressive behaviors, 2002

Connie Sorice, The relationship between principal characteristics, school demographic variables, preventive coping resources, and stressors of public school principals in Florida. 2002

Mildred Waskiewicz, The mediating role of sense of community in the relationship between principals’ characteristics, district characteristics, and self-efficacy beliefs, 2002

Margaret Fields. The influence of psychological type, self-esteem, and gender on academic dishonesty of students in higher education, 2002

P. S. Ravichandran. A study of empowerment of rural population through community polytechnic scheme in Tamilnadu, University of Madras, India. 2002

Brian Kreisman. The effects of simulated reverberations on the speech perception abilities of listeners with normal hearing. University of Florida. 2003

Alicia Scott* Factors affecting goodness of fit in the classroom. 2003

- 138 -

Doctoral Committees: (continued)

Oliver Edwards* CHC theory and mean group differences in intelligence scores among African- Americans and Anglo-Americans. 2003

Kyle Bassett*. Nature, nurture, and temperament: Comparisons of temperament styles displayed by US students.2004

Nicholas Benson* The factor structure of the Student Styles Questionnaire for children in ten countries. 2004

Jean Annan. Professional supervision in a community of practice. Massey University, Auckland, NZ. 2005

Nadia Abdulhaq. Speech perception test in Jordanian Arabic. 2006.

Jennifer Craythrone. Assimilating to black America: How the identify choices of Haitian immigrant and Haitian-American students are impacted by racial and economic segregation. Department of Anthropology, University of Florida/ 2006/

Nicole Kreisman. An examination of the psychosocial status of children with auditory processing disorders. 2007

Susan David* Effects of Motivation, Preferred Learning Styles, and Perceptions of Classroom Climate on Achievement in Ninth and Tenth Math Grade Students, 2007

Heather Christian* Planning and Evaluation of a Primary-Grade Violence-Prevention Program, 2007

Julie Ellis. Memory patterns in children with reading disabilities, with and without auditory processing disorders. 2008

Christina Coleman James. The impact of cultural immersion experiences on school psychologists’ cultural competency. Loyola University of Chicago 2008

Tiffany Sanders. Perceptions of school receptivity as predictors of African American parent involvement in elementary school grades. 2008.

Jungeun Lee. The experiences of international students with language barriers: Stress and Management. 2009.

Tesia Marshik. Teachers’ and students’ psychological need satisfaction as predictors of students’ academic achievement, 2010

- 139 - Lindsay Bell*. Behavioral and electrophysiological correlates of attention and cross-modal distraction, 2011

Michael Sulkowski* An investigation of students’ willingness to report threats of violence in campus communities, 2011

- 140 - Master’s/Specialist Committees

Linda Ann White* - A comparative study of the performance of Negro Headstart students on the Wechsler Pre-school and Primary Scale of intelligence, the Wechsler Intelligence Scale for Children, and the Stanford-Binet, Form L-M. 1968

Judy Williams Willingham - A study of reading achievement growth from the third to sixth grade for children reading below average, average, and above average for their grade placement in the third grade. 1969

Susan J. Smith - A multiple-choice measure of the intelligibility of speech of preschool children. 1969

Nelda Anvik Bishop - A comparison of Headstart, non-Headstart, and retained Negro children on the basis of readiness and achievement in first grade. 1969

Dixie Boring Bassett* - Comparison of Headstart and non-Headstart students after the second grade. 1970

Evelyn Paramore Weilert* - The effects of test-wiseness materials on standardized test performance of preschool culturally disadvantaged children. 1970

Leslie Christensen - Most comfortable loudness level for speech: difficulty of speech material and listener’s state of attention as related factors. 1970

Donna Wood Dawkins - Single item presentation: an investigation of test format. 1970

Elvina S. Bristol - A comparative study of the performance of Negro first grade children on phonemic auditory discrimination tests and reading achievement. 1970

Charlotte Louise Kidd - An evaluation of parental attitudes toward the programs of the Learning Disabilities Center. 1970

Martha Newport - Four instructional programs: a review of the literature. 1970

Frances A. Hall - A reevaluation of the predictive validity of the Clymer-Barrett Prereading Battery. 1971

Margaret Paulissen - A comparison of reading achievement of third-grade pupils taught by a basal reader approach and a supplementary uninterrupted sustained silent reading approach. 1971

- 141 - Master’s Committees (continued)

Saundy Sherman - Most comfortable loudness level for speech: difficulty of speech material and listener’s state of attention as related factors. 1971

Gail Clowe - A comparison of two auditory discrimination tasks. 1972

Jessica Broughton - An investigation of validity and reliability of a concept test. 1972

Myron Friedman - Improving academic achievement of learning disabled children by reducing hyperactivity and modifying conceptual tempo. 1973

Karen Dietz - The effects of individually guided education and positive reinforcement of the self- concept and academic achievement of underachievers. 1973

Terry Pechacek* - An experimental comparison of two behavioral weight reduction programs with special reference to self-control behaviors and their determinants. 1975

John Littlefield - The effects of examiner characteristics on individual intelligence test performance of Mexican American children. 1976

Sally Ann Marrs* - School readiness measures as predictors of later academic achievement for middle and lower class Black, Mexican American and Anglo children. 1976

Lisa Leiden - Effects of rapport enhancement on PPVT scores of low income Mexican American children. 1976

Mary Ann Santos* - The internalization of locus of control and field dependence-independence as a source of predictive validity. 1976

Virginia Gayle Glass* - A follow-up evaluation of the Austin Evaluation Center. 1976

Janice Campbell Performance of children with and without oral motor problems on tests of auditory perception. 1977

Elsa Holtzman Field dependence-independence: the role of advanced organizers as learning facilitators. 1977

Julie Davis* A process-product approach to mediation training for low SES children. 1977

Lucy Dowling* The Draw-A-Person test as a measure of intelligence for children of ages 8, 9, and 10. 1978

Lynn Ceyanes - Influence of race, SES, and age gaps among siblings on the IQs of second board children. 1978

- 142 -

Master’s Committees (continued)

Lucette DaSilva* Teacher’s awareness of the career choice of students in India. 1979

Lisa Fry* Predictive validity of IQ and Estimated Learning Potential. 1980

Carol Ann Klee - A discourse analysis of the oral language interactions of Spanish/English bilingual children in three environments. 1984

Myoung So Kim - Counseling Asian American students: A paper counseling approach. 1985

Linda Reyes* Psychotherapy of Hispanics: the search for cultural compatibility. 1985

Carol Freeman* An assessment scale and related intervention alternatives for elementary classrooms. 1986

Diane Cohen - Varied social-behavioral adaptation: Comparing children with verbal and nonverbal deficits and differing achievement patterns. 1988

Nicole de la Meuse - Process overt consultation and its impact on consultee problem solving skills. 1989

David Wheeler* - Personality, orientation, environmental setting and acculturation. 1989

Mary Claire Z. Merrick* - Implications of temperament on counseling with violent incarcerated adolescents. 1990

Jennifer Wiehe* - Through the ears of a child: A constructivist perspective on children’s comprehension of storytelling. 1991.

Michelle Idoux Delaune - Socioemotional functioning of neuropsychologically based learning disability subtypes. 1992.

Margaret Allan* - Attachment as related to deafness: A comparison of attachment categories between hearing mothers and deaf mothers of hearing and deaf children. 1992.

Susan Swearer. The comorbidity of depression and conduct disorder: factors that differentiate three groups of adolescents (1993).

Anne Lauinger Reysa. The effects of stimulant medication and various reinforcements schedules on the persistence behaviors of ADHD boys, 1992.

- 143 - Master’s Committees (continued)

Traci Schluter. Assessment feedback as an intervention: an examination of possible psychological benefits to children and their parents. 1955

Dianne Banner*, Temperament styles in children and youth with and without visual impairment. 1997

Jason Broom* Relationship between test-taking behaviors and the Third and Fourth WISC-III factors. 1997

Sharyl Williams Factors influencing Palestinian mother's commitments to an early childhood intervention program in Gaza. 1998

Diana Joyce* Temperament differences between gifted and nongifted students. 1988

Dawn Porter* Effects of alternative treatments for attention deficit disorders. 1998

Alan Brue*, Efficacy of the Portage Project in Two Arab Countries. 1998

Diane Del Gobbo, The relationship between teacher ratings on the Achenbach child behavior checklist and Draw-A-Person, 1999

Merisha Sturgess*, Temperament styles of children and youth in Greece and the United States: A comparative study. 2000

Thomas Evans* Temperament qualities of students with ADHD. 2001.

Kara Alker*, Factors Effecting Students’ preferences for two different instruments measuring similar constructs of temperament, 2001.

Susan Middleton* A confirmatory factor analysis of the Adaptive Behavior Assessment System. 2001

Kyle Bassett* Temperament qualities of children in Australia, the Peoples Republic of China, and the United States. 2001

Scott Carlson* Cross-cultural differences in the temperament preferences of children from China, Costa Rica, and the United States. 2001

Yoke Fong Lau* (2002) A comparative analysis of temperament-based learning styles of United State of America, Singapore, and Zimbabwe students.

- 144 - Master’s Committees (continued)

Caroline Keller* (2004) portfolio

Tamara Holitch-Hou (2004) portfolio

Jonielle Fifgliuolo* (2005) portfolio

Andrea Zale Geiske* (2005) portfolio

Brooke McDermott* (2005) portfolio

David Gribbins* (2006) portfolio

Mark Cresep* (2006) portfolio

Youzhen Zuo, A multivariate generalizability analysis of the Student Styles Questionnaire

Cynthia Speights*

* chair of supervisory committee

- 145 -