APA Division2009 16 School- Year in Psychology review Vol. 63, No. 4

A m e r i c a n p s y c h ological association

1 t h e s c h o o l p s Y CHO o l o g i s t

Table of Contents

Reflections on 2009 Division 16 Executive Committee Contributing Authors: 6 President: Tammy Hughes, Duquesne University Past-President: Frank Worrell, University of California, Berkeley Vice-President for Publications and Communications: Linda Reddy, Rutgers University Vice-President for Professional Affairs: Lea Theodore, The College of William and Mary Vice-President for Convention Affairs & Public Relations: Shane Jimerson, University of California, Santa Barbara Secretary: Vincent Alfonso, Fordham University Council Representative: Deborah Tharinger, University of Texas at Austin Council Representative: Randy Kamphaus, Georgia State University Student Affiliates in School Psychology Contributing Authors: 22 SASP President: Sara House SASP President-Elect: Kristin Rezzetano Hopes: Ringing in 2010 Contributing Authors: 25 Rachel Brown-Chidsey, University of Southern Maine Bill Hosmer, Blue Mountain Union School District, Vermont Daniel Miller, Texas Women’s University Shawn Powell, Casper College Gary Stoner, University of Massachusetts Steven Welsh, Nicholls State University KEY ISSUES: Putting 2009 in a Historical Context 26 Tom Fagan, University of Memphis Who Ought to Be Practicing Psychology in the Schools? Beth Doll, University of Nebraska Lincoln 28 Student Corner: Reflections on 2009 Contributors: 32 Charles Bell, Michigan State University Jessica Blasik, Duquesne University Sarah House, Oklahoma State University Karen Knepper, Oklahoma State University Jill Snyder, University of Northern Colorado Tyler Renshaw, University of California, Santa Barbara

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table of contents

Review of the Research: Articles from School Psychology Quarterly Authors: 36 Bradshaw, C., Rodgers, C., Ghandour, L., & Garbarino, J. Canivez, G., Konold, T., Collins, J. & Wilson, G. Briesch, A. & Chafouleas, S. Buckhalt, J., Wolfson, A., & El-Sheikh, M. Chafouleas, S., Briesch, A., Riley-Tillman, T., & McCoach, D. Codding, R., Chan-Iannetta, L., Palmer, M., & Lukito, G. Cornell, D., Sheras, P., Gregory, A., & Fan, X Dobbs, J. & Arnold, D. Edwards, O. & Taub, G. Elliiott, S., Kratochwill, T., McKevitt, B., & Malecki, C. Graves, Jr., S. & Frohwerk, A. Griffiths, A., VanDerHeyden, A., Skokut, M., & Lilles, E. Hooper, S., Roberts, J., Nelson, L., Zeisel, S. & Kasambira, D. Kim, S., Kim, S.H., & Kamphaus, R. Li, H., Lee, D., Pfeiffer, S., Kamata, A., Kumtepe, A. & Rosado, J. Meisinger, E., Bradley, B., Schwanenflugel, P., Kuhn, M., & Morris, R. Menesses, K. & Gresham, F. Nickerson, A. & Fishman, C. Reynolds, C. & Shaywitz, S. Riley-Tillman, T., Chafouleas, S., Christ, T., Briesch, A., & LeBel, T. Rivers, I. Sanetti, L. & Kratochwill, T. Schlientz, M., Riley-Tillman, T., Briesch, A., Walcott, C., & Chafouleas, S. Wang, M. GENERAL Mental Health Summit 46

Announcing the 2009 Division 16 Award Winners Lightner Witmer Award: Ted Christ 47 Senior Scientist Award: Steve Elliott Jack Bardon Award: Steve Little Dissertation Award: Kelly Feeney-Kettler Call for Nominations: 2010 Division 16 Awards 47

3 t h e s c h o o l p s Y CHO o l o g i s t

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Division 16 Executive Committee President Vice President of Mem­ber­ship Council Representatives (cont.) Bonnie K. Nastasi, PhD Jessica A. Blom-Hoffman, PhD, NCSP Beth Doll, Ph.D. Associate Professor Associate Professor Department of Educational Psychology Department of Psychology Dept. of Counseling and University of Nebraska-Lincoln 2007 Percival Stern Hall Applied Educational Psychology 114 Teachers College Hall 6400 Freret St. 212 B Lake Hall Lincoln, NE 68588-0345 Tulane University Northeastern University (402) 472-2238 (w) New Orleans, LA 70118-5636 Boston, MA 02115 (402) 472-8319 (f) (504) 314-7544 (w) (617) 373-5257 (w) [email protected] (504) 862-8744 (f) (617) 373-8892 (f) Frank C. Worrell, Ph.D. [email protected] [email protected] Cognition and Development [email protected] Vice President of Education, Graduate School of Education President-Elect Train­ing, & Sci­en­tif­ic Affairs University of California, Berkeley (VP-ETSA) 4511 Tolman Hall Karen Callan Stoiber, Ph.D. Berkeley, CA 94720-1670 Department of Educational Psychology Elaine Clark, Ph.D. (510) 643-4891 (w) University of Wisconsin-Milwaukee 1705 E. Campus Center Drive (510) 642-3555 (f) 2400 East Hartford Ave. Rm. 327 [email protected] Milwaukee, WI 53211 University of Utah (414) 229-6841 (w) Salt Lake City, UT 84112-9255 SASP Representative (414) 229-4939 (f) (801) 581-7968 (w) Kristin Rezzetano [email protected] (801) 581-5566 (f) School Psychology Doctoral Student [email protected] Past President Duquesne University Vice President of Convention Af­fairs Pittsburgh, PA Tammy Hughes, Ph.D. [email protected] Duquesne University & Public Relations (VP-CA) Department of Counseling, Shane Jimerson, Ph.D. Historian Psychology, and Special Education University of California, Santa Barbara Thomas K. Fagan, Ph.D. 102C Canevin Hall Counseling, Clinical & School Department of Psychology Pittsburgh, PA 15282 Psychology University of Memphis (412) 396-5191 (w) 1332 Phelps Hall Memphis, TN 38152 (412) 396-1340 (f) Santa Barbara, CA 93106-9490 (901) 678-2579 (w) [email protected] (805) 893-3366 (w) [email protected] (805) 893-3375 (f) Secretary [email protected] Editor Susan Swearer, Ph.D. School Psy­chol­o­gy Quar­ter­ly Department of Educational Psychology Vice President of Publications Randy Kamphaus, Ph.D. University of Nebraska-Lincoln & Communications (VP-PC) College of Education 40 Teachers College Hall Linda Reddy, Ph.D. P.O. Box 3965 Lincoln, NE 68588-0345 Rutgers University Georgia State University (402) 472-1741 (w) Graduate School of Applied & Atlanta, GA 30302-3965. [email protected] Professional Psychology (404) 413-8101 (w) 152 Frelinghuysen Rd. [email protected] Treasurer Piscataway, NJ 08854-8085 Tanya Eckert, Ph.D. (732) 445-2000 ext. 143 (w) Syracuse University [email protected] Dept. of Psychology 430 Huntington Hall Vice President of Syracuse, NY 13244 Social and Eth­i­cal Re­spon­si­bil­i­ty (315) 443-3141 (w) & Ethnic Minority Af­fairs (VP-SEREMA) (315) 443-4085 (f) Amanda VanDerHeyden, Ph.D. [email protected] Education Research & Consulting, Inc. (251) 300-0690 Vice President of [email protected] Professional Affairs (VP-PA) Lea Theodore, Ph.D. Council Representatives School Psychology Program Cindy Carlson, Ph.D. School of Education University of Texas at Austin The College of William & Mary Educational Psychology Department P.O. Box 8795 1 University Station D5800 Williamsburg, VA 23187-8795 Austin, TX 78712 (757) 221-2343 (w) (512) 232-4835 (w) [email protected] (512) 471-1288 (f) [email protected] 5 t h e s c h o o l p s Y CHO o l o g i s t President’s Message: A Year in Review

Tammy Hughes on all sides, reasoned arguments mixed with chaos from the past and 2009 has presented many unrelated issues of the present and challenges but the year has also that clouded a clear path to both highlighted several opportunities understanding the comprehensive for Division leadership. argument for the change (removal of the exemption at this time) and APA Model Licensure Act also finding a solution. Defending against the As we started 2009 it was proposed changes to the APA obvious that we needed to redouble Model Licensure Act (MLA) to our efforts in working within remove the exemption for use of APA and the school psychology title of school psychologists for community to find win-win those without a doctoral degree, solutions. The bulk of the APA consumed the efforts of the work around MLA was carried Division EC in 2009. This highly out through our MLA Task Force contentious issue brought the liaison positions held by Deborah Division into a difficult battle. Tharinger, Randy Kamphaus and Although the well-established myself. Each of the VPs liaison to precedent for having an exemption a variety of APA committees (e.g., in the MLA was not in question task forces, work groups) and we (c.f., 1954 Thayer Conference), coordinated these efforts. We also the also promised effort to move needed to connect, clarify and school psychology to doctoral level coordinate work where possible entry is not, at present, realized. within the school psychology As such, an update of the MLA by community. Shane Jimerson, APA brought with it a Task Force Frank Worrell and myself met with (TF) interested in eliminating this NASP regularly and Elaine Clark exemption and ‘moving the Division and I met with the constituent of School Psychology in line with school psychology organizations the rest of APA.’ However, upon leadership at the School examination of the MLA proposal it Psychology Leadership Round was clear that there were multiple (SPLR) table meetings biannually. and competing influences directing We knew we had at least two the request for the change. Like challenges 1) addressing the issue many political issues (and therapy of who determines who is a school I might add) it became clear that psychologist and 2) how do we the presenting problem was not work together and coordinate the whole of the actual problem. efforts when our current model is The proposed removal of the MLA failing. exemption opened old wounds Who regulates school and some brought old narratives psychology? When we (APA, forward, there was flame throwing Division 16 & NASP) are working 6 C ontinued on page 7 2009 - Year in review C ontinued from page 6 Division 16 Executive Committee Reflections on 2009 together, having an exemption question of who is and should be in the MLA was practical way to regulating is less and less clear. ensure access to psychological In the vast majority of cases SBE services for children in schools are not subject to and likely not while sharing the regulation of interested in psychology licensing school (education) and psychology board requirements or the MLA. (professional practice). Developed However, Texas SBE, a sizable in 1978, the Inter-organizational example, gave up regulation of Committee (IOC) worked school psychology in the schools with APA and NASP on issues to the psychology board. In my surrounding the accreditation, own state of Pennsylvania the titling, and credentialing of school psychology board allows SBE psychologists and addressed credentialed folks to engage in differences in requirements when independent (school psychology) necessary. However, over time the practice. So cooperation not only maintenance of this cooperative is part our past it is going to be effort failed. There were many required for our future. We will indicators of problems over the engage - and the question is how. years with the most prominent The Division must lead. coming in December 2002 when Caught in the middle of the APA, the IOC was disbanded. Like the NASP, and now SBEs that choose parable of the boiled frog, there has to enter the fray around MLA, been inadequate attention to the the Division was in a precarious rising conflicts (temperature) and situation. That is, we have a lot now simmering it was hard to jump to lose if others plot only their out of the (parochial interests) pot (parochial) win. However, we were and back to working together. The committed to finding a cooperative, question at hand for 2009 was… are if not collaborative, solution and we indeed cooked? How can we the Division EC in 2009 developed work together given the potential a comprehensive and ambitious and unknown consequences of the strategic plan toward that end. We proposed change in the MLA to the developed short and long term goals exemption? detailed in the 2009 President’s State Boards of Education Message: Solving Social Issues (SBE) regulate school based through Scientific Leadership. services. SBEs have long used We defined short-term the title of school psychologist successes as: 1) increasing and and their use of title predates maintaining membership which psychology licensure laws in many Jessica Hoffman accomplished states. Psychology licensing boards masterfully over the year, 2) regulate the independent practice ensuring our relationships of professional psychology. As within the school psychology these lines have become blurred community and APA Divisions over the years (and there is plenty were strong enough to weather of finger pointing where everyone the challenges MLA would has engaged in territory grabs) the bring which had the attention 7

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of the entire EC, and has been Division Matters (2009) with the successful, 3) making sure we following paragraph: were not solely defined by MLA, MLA is one difficult issue and and participating in the national there will be others to come, conversation around the future of success of our Division and its psychology practice (e.g., Future members is not tied to an issue of Psychology Practice Summit: but rather how we conduct Collaborating for Change), ourselves given the difficulty which will prove to be a place for and complexity in reaching for school psychology as we move multiple goals. I am certain that forward in 2010 as well as 4) the Division Executive Committee maintaining a fiscally responsible has the stamina for the on-going budget which was accomplished efforts needed to reach our goals through the dedication of our with regard to MLA, the vision to treasurer Tanya Eckert and capitalize on the opportunities cooperation of the VPs. Our that the Summit has highlighted longer-term successes are defined and the balance to be judicious as supporting the next generation with our resources both financial of school psychologists with and human. As you know, being specific focus on minorities and president is about occupying a technology to connect early role. My goal was to leave this career school psychologists to role intact (no additional damage the Division’s focus on science, from MLA or other land-mines) school practice, and policy. and if possible better than I Look for Science Briefs in SPQ found it (improve APA- D16 over the next year. relationships and NASP-D16 All of this effort was in the relations). I am satisfied that service of defining leadership for these were the right efforts and the Division. By tending to the am thankful to the Division difficult conversations, considering Executive Committee for their our next steps and developing a support over the last two years. road map that takes us beyond MLA There have been many great we can show how we have and will people who have held the role cooperate with the education (SBEs, of Division president before me NASP & NCATE) and psychology and I can see there are two great (APA, and specifically as part of people to follow. I look forward the Future of Psychology Practice to continued work on behalf of Summit: Collaborating for Change) the Division as past-president communities on behalf of our and will support Bonnie Nastasi mutual interests - children and the during her transition in January. systems that serve them. In 2009 the This continues to be true today. Division ensured a position to work In 2010 I anticipate that the MLA toward cooperative engagement. issue will end, I can see a win- Orienting to the Future. I win solution and we are working ended the President’s Message: toward realizing that end. I plan

8 C ontinued on page 9 2009 - Year in review C o n tinued from page 8 Division 16 Executive Committee Reflections on 2009 to invest time in focusing toward Jimerson (Vice-President for the future of school psychology Public Relations and Convention practice and will participate in the Affairs); Jessica A. Hoffman (Vice Trainers of School Psychologists President for Membership); Lea training conference to be held this A. Theodore (Vice President for year prior to the NASP convention. Professional Affairs); Elaine Clark Our coordinated efforts matter for (Vice President for Education, both our education and psychology Training, and Scientific Affairs); constituents and the Division Linda Reddy (Vice-President for is uniquely suited to lead this Publications and Communications); cooperative effort. We welcome Karen Callan Stoiber (Vice your participation. President for Social, Ethical, and If you have not seen the Ethnic Minority Affairs); Deborah Division’s response to MLA, our Tharinger (Senior Representative October 2007 and June 2009 to APA Council); Randy Kamphaus comments are available on the (Representative to APA Council) & Division website http://www. Cindy Carlson (Representative to indiana.edu/~div16/. A detailed APA Council) history of the MLA process is available in the 2009 President’s References Message: Solving social issues Hughes, T. L. (2009). President’s Message: Division Matters. The School Psychologist, through scientific leadership. 63, 115-118. Many thanks to the 2009 Hughes, T. L. (2009). President’s Message: Solving social issues through scientific Executive Committee: leadership. The School Psychologist, 63, Frank C. Worrell (Past- 52-54. President); Bonnie Nastasi (President-Elect); Vincent C. Alfonso (Secretary); Shane

Reflections from the President-Elect Bonnie Nastasi, Ph.D.

The Division began 2009 revision of Model Licensure facing several challenges, including Act (MLA) and the potential declining membership (lowest ramifications for school psychology since 1969) and related decrease practice, relationships with other in revenue from membership organizations, restricted focus dues (an average decline of 7.15% on guild issues, and deterrence from 2005-2008 and 14.59% from from other critical professional 2008-2009). Most troubling for practice issues. The Division was the division was APA’s proposed presented with opportunities as

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well, such as the chance to renew joint sessions for presidential and strengthen collaboration with strands at NASP convention, other organizations representing and EC members volunteered to school psychology, a secure and serve as mentors to early career substantial reserve in treasury due scholars identified by the Society to sale of SPQ to APA, continuing for the Study of School Psychology presence of Division representation (SSSP), participated in special in APA and related opportunities symposium on international school for visibility and influence, and psychology at the Trainers of School continuity of Division leadership Psychology (TSP) meetings at the coupled with infusion of new talent. NASP convention, and presented at The Division’s leadership chose the International School Psychology to directly address the challenges Association (ISPA) annual and capitalize on the opportunities, conference. the result of which is a stronger The Division begins 2010 leadership, stronger relationships with a renewed commitment to with other organizations such its primary objectives related as NASP, renewed commitment to science, practice, policy, and to the role of science in practice training; collaboration with other and policy, and a membership professional organizations; and recruitment campaign with ethical and social responsibilities. particular focus on graduate While attending to potential threats students and early career school to the profession (such as possible psychologists. changes in MLA), the Division’s The Division continued active Executive Committee will be involvement in APA through strengthening its efforts to ensure representation on APA Council, the enhancement of the well-being boards, and committees; and of children, youth and families participation in Directorate through science-based practice and activities and events such as Future policy. of Psychology Practice Summit, Science Leadership Conference, Bonnie Nastasi, Ph.D. and Convention within Convention (CWC) sessions in collaboration with child-focused divisions and research and methodology divisions. The Division maintained and strengthened relationships with other school psychology organizations, with specific focus on promotion of science for practice and policy. For example, Division 16 collaborated with NASP in planning

10 C ontinued on page 11 2009 - Year in review C ontinued from page 10 Division 16 Executive Committee Reflections on 2009 Reflections from the Past-President Frank C. Worrell

The Past President has one 16 to APA Boards and Committees, specific duty in the Division’s but we will not know until after bylaws and that involves the slates are decided by the coordinating the nominations Board of Directors or Council and elections. Beginning last of Representatives if any of our fall, I solicited nominations for nominations were successful. I the offices that on tap for new wrote the letter of nomination officers beginning in January for our President to serve on the 2010. These offices included Future of Practice task force President Elect, Secretary, Vice convened by 2009 APA President, President for Social and Ethical James Bray, and she was selected Responsibility and Ethnic Minority to participate on that task force. I Affairs (VP-SEREMA), and two was also selected to represent the of the three seats on the Council Division at the Practice Summit of Representatives. The final which took place in May. One of slate of candidates were reviewed the most important tasks at that and selected by the Executive meeting was keeping the notion of Committee and submitted to APA, practice broader than psychologists which conducts the election for all in independent practice, a concern divisions. The new officers for 2010 that was shared with our colleagues include Karen Stoiber (President), from industrial/organizational Susan Swearer (Secretary), Amanda psychology, another location-based VanderHeyden (VP SEREMA), Beth practice. Doll (Council Rep), and Frank C. I also attended the Spring Worrell (Council Rep). Consolidated Meetings of APA I am currently working on the Boards and Committees, as a call for the next set of officers who member of the Committee on will begin serving in January of Psychological Tests and Assessment 2011. The Division will be electing (CPTA). My term ends in December a President Elect; Treasurer; of 2009, but Sam Ortiz will be on Vice President for Publications, the Committee through 2010, so the Communications, and Convention school psychology perspective will Affairs (VP-PCCA); Vice President be represented. At the consolidated for Education, Training, and meeting, I presented Division 16’s Scientific Affairs (VP-ETSA); Vice position on the Model Licensure President for Publications and Act, which proved useful for many Communications (VP-PC), and Boards and Committees who were Council Representative. discussing the issue. Finally, I I also coordinated the participated in several conference nomination of members of Division calls of the Division 16 Executive 11

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Committee and conference calls President) and look forward to with the leadership of NASP and representing the Division in the APA Division 16. I have done my best Council of Representatives for 2010- to represent the Division over the 2012. course of my Presidential term Frank C. Worrell (President Elect, President, Past Reflections from the Vice-President for Publications and Communications Linda A. Reddy

As 2009 comes to a close, in printing and mailing costs! I would like to highlight some Michelle and Amanda Clinton have important announcements and worked tirelessly at making every accomplishments that have issue of TSP highly informative occurred during the past year. First and timely for our membership. and foremost, I would like thank Thank you Michelle and Amanda. the Division and its membership for The “torch” is now passed to Dr. the opportunity to serve Division 16. Amanda Clinton as the new Editor It has been a pleasure serving the of TSP. In 2010, Amanda will be Division in this role and working joined by Dr. Rosemary Flanagan, with the Executive Committee and the new Associate Editor. Welcome members of the school psychology aboard Rosemary! See link for TSP community. - http://www.indiana.edu/~div16/ The School Psychologist publications_psychologist.html has gone GREEN! Dr. Michelle Under the Editorship of Athanasiou, Editor of TSP along Dr. Randy Kamphaus, School with Dr. Amanda Clinton (Associate Psychology Quarterly continues Editor) has led TSP into a new era to grow as a premiere peer review by producing our first electronic APA journal, attracting scholars newsletter. Three times per year in school psychology and other TSP is posted and distributed in related disciplines. The number an attractive interactive electronic of manuscripts submitted to SPQ format with the fourth issue has grown. Articles accepted to printed and mailed through APA. SPQ include rigorous data analytic The electronic format has allowed methodology resulting in significant Michelle and Amanda to distribute contributions to the field. Thank the newsletter quickly and save you Randy. See link for SPQ - the Division thousands of dollars http://www.indiana.edu/~div16/ 12 C ontinued on page 13 2009 - Year in review C o n tinued from page 12 Division 16 Executive Committee Reflections on 2009 publications_quarterly.html gather dust on school shelves” The Conversation Series and highlight some of the work of Study Guides is now Coordinated the Division 16’s Task Force on by Dr. Greg Machek at University Evidenced-Based Interventions of Montana after Dr. Kris Varjas in Schools. http://www.apa.org/ has graciously managed the monitor/2008/11/div16.html Conversation Series for 6.5 years for For more information on the Division. Please contact Greg the Division 16’s Task Force on Machek at e-mail: Greg.machek@ Evidenced-Based Interventions see mso.umt.edu for questions and link - http://www.indiana.edu/~ebi/ orders. Welcome board Greg! For a In the APA Monitor on detailed description of our products Psychology an article entitled please see: http://www.indiana. “Little-known victims: Violence edu/~div16/publications_video.html against teachers is a little-known Drs. David McIntosh at Ball but significant problem” highlights State University and LeAdelle some of the work of the APA Phelps at University of Buffalo edit Task Force on Violence Against our Applied Psychology for the Teachers sponsored by the Center Schools Book Series. This year for Psychology in Schools and the Book Series has published Education. http://www.apa.org/ Behavior Interventions in the monitor/2009/10/teacher-victim.html Schools: Evidence-Based Positive In collaborating with the National Strategies (co-edited book by Akin- Education Association, the Task Little, Little, Bray, & Kehle) in Force is developing materials for June (http://books.apa.org/books. school personnel and conducting cfm?id=4317189). This edited research in this area. Information volume includes 21 chapters from will be forthcoming. http://www.apa. leading scholars in the field. David org/ed/cpse/cpseinit.html and LeAdelle encourage members Coming soon in the APA to submit proposes for edited and Monitor a feature article will be author books. See link - http://www. published on Dr. Karen C. Stoiber’s indiana.edu/~div16/publications_ (from University Wisconsin at book.html Milwaukee) research on early The mission of Division 16 is literacy. to promote the science, policy and Finally, I would like to highlight practice of school psychology. One that the APA Interdivisional Task of my roles as Vice-President of Force on Child and Adolescent Publication and Communications is Mental Health continues to be to assist in showcasing the work of productive. Last April in Denver the school psychology community. (SRCD Conference), the Task Examples of recent Division 16 Force sponsored with the support highlights include: of APA Child Practice divisions, In the APA Monitor on NASP and other organizations, Psychology an article entitled an interdisciplinary summit on “Putting research into action: children’s mental health. The Division 16 seeks to make sure summit was designed to emphasize 13 research-backed programs don’t collaboration among researchers, C ontinued on page 14 t h e s c h o o l p s Y CHO o l o g i s t C ontinued from page 13 Division 16 Executive Committee Reflections on 2009

mental health experts, other For more information on the stakeholders and communication Interdivisional Task Force on Child scientists about the importance of and Adolescent Mental Health children’s mental health for optimal please see http://www.apa.org/pi/ development in order to inform cyf/cmh/ and http://www.apa.org/ public attitudes and public policy. ppo/issues/tftalkingpoints.html See summary on the Summit in this Linda A. Reddy issue of TSP and link - http://www. srcd.org/index.php?option=com_con tent&task=view&id=353&Itemid=1

Reflections from the Vice-President for Professional Affairs Lea A. Theodore

It is my privilege to currently and a commitment to professional be serving the Division as Vice development, is integral to the President of Professional Affairs. growth and acceptance of school The responsibilities that fall psychology. In this vein, we may within the purview of VP for continue to make strides in the Professional Affairs primarily advancement of the profession and involve activities associated with science of school psychology. establishing professional standards School psychologists are at and practice for the discipline of the forefront of providing mental school psychology. Specifically, health services to students and this vice presidency involves the families. As the field continues development of standards of quality to evolve, there continue to delivery of psychological services, be profound professional and advancing school psychology as practical challenges that have a distinct profession within the wide-ranging implications for broader context of psychology, school psychologists. These include serving as a liaison with state education and training guidelines, school psychology associations, licensure and credentialing and developing relationships of school psychologists, post- with other divisions, boards, and doctoral training, requirements committees within APA as well as for respecialization, standards with various professional agencies for bilingual school psychology, and organizations. Advocacy for accreditation, and scope of practice. the profession, including interacting Representation and an active with relevant child-focused groups presence for school psychology 14 C ontinued on page 15 2009 - Year in review C ontinued from page 15 Division 16 Executive Committee Reflections on 2009 are important to the overall field (e) Monitored developments in the and subsequently the children and professional practice of health families we serve. This past year, I care delivery (e.g., treatment have been committed to monitoring, guidelines); and coordinating, representing, and (f) Monitored developments in promoting professional practice training issues. issues. More specifically, I have: (a) Worked closely and maintained In summary, this has been regular contact with the a busy year, and I welcome APA Practice Directorate, the opportunity to continue the Committee for the working collaboratively with the Advancement of Professional Executive Committee, related Psychology (CAPP), and the professional groups within APA, Board of Professional Affairs state associations, and outside (BPA); agencies in order to promote school (b) Promoted relationships with psychology. other APA child divisions that Lea A. Theodore are relevant to the practice of school psychology; (c) Promoted attention to significant school psychology professional practice issues; (d) Interfaced with related professional groups and organizations to further promulgate the goals of the division;

15 C ontinued on page 16 t h e s c h o o l p s Y CHO o l o g i s t C ontinued from page 15 Division 16 Executive Committee Reflections on 2009 Reflections from the Vice- President of Convention Affairs and Public Relations Advancing Science, Practice, Communication, and Collaboration Shane Jimerson

With the tremendous efforts Applied Psychological Research. In of many Division 16 members, the addition Division 16 contributed to activities of the Vice-President several interdivisional collaborative of Convention Affairs and Public symposiums; including, the Relations have continued to on Conference within a Conference advancing science and practice (led by APA President James Bray, relevant to school psychology involving collaboration with other as well as communications and divisions). Collaboration with the collaborations with allied school other APA Child Divisions focusing psychology associations. The on Evidence Based Interventions, following is a brief description and the second involved of highlights from 2009 and collaboration with Divisions 2, 3, 5 expectations for 2010. and 25 to highlight the importance 2009 Division 16 Convention of methodology in furthering the Program. Thank you to the science that informs our practice. leadership of Dr. Theodore Christ Division 16 Hospitality Suite. (Chair) and Dr. Robert Volpe With the leadership of Dr. Kisha (Co-Chair) and Sara Bolt (Deputy- Haye (Chair) and Dr. Scott Ardoin Co-Chair) and contributions of (co-Chair), During the 2009 80 Division 16 members, a stellar convention, the Division 16 suite group of symposium and poster was busy with many meetings and presentations were featured at special sessions, including; Division the 2009 APA Convention held in 16 Scientific Affairs Committee, Toronto Canada. The APA Science Psychology in the Schools Board, Directorate highlighted multiple Society for the Study of School Division 16 sessions, including Psychology Executive and Member the three invited presentations: Meetings, APA-NASP Task Force, Randy W. Kamphaus, Psychological Consultation Trainers Interest Services Delivery for Schools: Group, SASP Mini-Conference, Methods and Models for Screening School Psychology Research and Intervention Progress- Summit for Planning Meeting, Monitoring; Dr. John M. Hintze, and School Psychology Specialty Classification and Decision-Making Council. Special thanks to Pearson Accuracy and RTI: New Promises, Assessments, PAR, Society for Same Pitfalls?; and Dr. Timothy the Study of School Psychology, 16 Z. Keith, Cause and Correlation in Psychology in the Schools, School C ontinued on page 17 2009 - Year in review C ontinued from page 16 Division 16 Executive Committee Reflections on 2009

Psychology Specialty Council, and of School Psychologists (NASP). Division 16 for sponsoring the The collaboration between NASP Division 16 Hospitality Suite. and Division 16 is designed to Division 16 Public Relations further the goal of fostering the Committee. Dr. James DiPerna relationship between the two (Chair) has established a new entities and to provide a broader committee to exchange ideas diversity of presentations and and insights to further advance perspectives on the highlighted Division 16 Public Relations. topics. Another example was a This new Public Relations special symposium on school Committee is “Responsible for psychology internationally, which sharing information about school was presented at the Trainers of psychological research and practice School Psychology meetings in between the school psychology Boston, in February (multiple D16 community in this country and executive committee members those in other countries.” contributed presentations). Another Division 16 Website. Dr. Jack example is the Mentoring of Early Cummings continues to serve as Career Scholars to further support editor of the website, providing and contribute to the School updates and information as Psychology Research Collaborative requested. In addition, he has been Conference (SPRCC, August monitoring the APA discussions 4-5, 2009). Members of Division and meetings regarding the future 16 Executive Committee have updates of the APA website and volunteered to provide further implications for the Divisions. He scientific mentorship to early career will continue to work diligently to scholars by providing feedback provide this important window to on manuscripts that attendees the world on behalf of Division 16. plan to submit for publication. Collaboration with other This opportunity is intended to Professional Groups to Advance compliment and augment the Science and Practice: Dr. Shane activities of the SPRCC, and further Jimerson (Coordinator) has contribute to advancing science been communicating with other related to the field of school groups who share a commitment psychology. Such collaborations are to advancing the science and intended to contribute to the vitality practice of school psychology. An of the profession and our abilities to example was at the 2009 conference make meaningful differences in the of the National Association of work we do. School Psychologists, wherein the Division 16 / TSP / ABSP Booth. presidential strands focused on Dr. Shane Jimerson (Chair) and promoting children’s mental health volunteers from the Division 16 (i.e., Autism and Eating Disorders) Executive Committee members, were the result of a collaborative Trainers of School Psychologists, effort between Division 16 of the and American Board of School American Psychological Association Psychology members were present (APA) and the National Association at the shared booth at the 2009 17

C ontinued on page 18 t h e s c h o o l p s Y CHO o l o g i s t C ontinued from page 17 Division 16 Executive Committee Reflections on 2009

NASP Convention. Participation that we will continue to develop at NASP was well received, and further collaborative relationships, Division 16 obtained about 100 build upon previous successes, new members at the booth during and prepare for a stellar 2010 the NASP conference, as well as convention program. Those providing valuable information interested in contributing are to NASP members regarding the invited to contact me at (Jimerson@ activities of APA and Division 16. education.ucsb.edu). During 2010 it is anticipated Shane Jimerson Reflections from the Secretary Vincent C. Alfonso I have been the Secretary accomplished many tasks. Of course of Division 16 for the past three most division members know years and will be completing my that the EC spent countless hours term in December 2009. I have discussing the Model Licensure Act thoroughly enjoyed being a part and that we adopted a strategic plan of the Executive Committee (EC) with many goals (that are posted during these past three years and on the division Web site). What hope to remain in contact with all many division members may not EC members in the future. The know well is that the EC members Secretary prepares/records and are involved in division and APA maintains most of the division’s policy, interact with other APA documents including minutes divisions and school psychology of all meetings, midwinter and organizations (e.g., NASP), honor annual agenda books, and policy its division members at the annual statements. In addition, the business meeting, prepare for the Secretary is responsible for the annual convention, produce the division listserv. For example, the division’s newsletter and journal Secretary adds or deletes members to name just a few. I strongly from the listserv at the request of encourage division members to let the individual or APA. In my term the EC know if they are interested as Secretary, a small task force in being nominated for an EC including Shane Jimerson, Tanya position. There is no better way to Eckert, and myself were charged learn about the division and APA as with drafting the division’s listserv well as to make a contribution to guidelines. These guidelines were the profession. approved by the EC and are sent to I am confident that the EC will individuals upon becoming listserv continue to do its best to support members. The guidelines are also school psychology at APA and available on the division’s Web site. beyond. I wish the EC members As I reflected on my time as best of luck and want them to know a member of the EC, I realized that I will miss them! that this group of people, though small, is incredibly talented and Vincent C. Alfonso 18 C ontinued on page 19 2009 - Year in review C ontinued from page 18 Division 16 Executive Committee Reflections on 2009 Reflections from the Representative to APA Council Deborah Tharinger

As senior Council been cut or reorganized. We no Representative to APA from longer have the Office of Policy Division 16 and member of the EC and Advocacy in the Schools within for almost 20 years, I appreciate the Practice Directorate, which the opportunity to reflect upon this is a huge loss of position and of year. I also will be pretty much resources. APA also has been stepping down from Division 16 and challenged by issues regarding APA roles and responsibilities at psychologists and interrogation the end of this year, so I reflect with practices and relations with the experience if not wisdom. Insurance Trust, both serious The highlights of 2009 for me concerns. I also think that many in have been working with the current the Council of Representatives feel EC. We have new faces with fresh that their oversight responsibilities energy, as well as established faces are often too little and too late, so with wise perspectives. I have the council is taking a hard look especially enjoyed working with at how it can be more effective. Randy Kamphaus, Frank Worrell I appreciate Cindy Carlson’s and Tammy Hughes. Randy and I continuing role on the council, and have worked on the division and welcome Frank Worrell and Beth APA activities for years and I find Doll to their seats on council. We him to be steady and even and will be in good hands this upcoming reasonable and astute. Randy--it’s year as the council works toward been good. Frank--I think you’re being more effective. my favorite person to agree with The most challenging aspect I disagree with--as both work and of this past year for me (and the are respected. And Tammy--you previous year) has been trying have shown leadership abilities to find compromise between way beyond your years. I admire APA, Division 16, and the school you in so many ways. I leave the psychology community in relation EC knowing it is in great hands--- to the APA revision of the Model the upcoming younger leaders are Licensing Act (MLA).The 1987 MLA spirited and hardworking, with an provided an exemption for school effective collaborative spirit. Thanks psychology trained professionals to all of you. who hold a certificate from their The challenges have also state education agency to practice been many. Like the nation, APA school psychology in the schools- has gone through some tough -endorsing, in essence, their use economic times (in contrast--the of the term “school psychologist”, division’s finances look good!). At including at the non-doctoral level. APA, programs and positions have This was (and still is) an exception 19

C ontinued on page 20 t h e s c h o o l p s Y CHO o l o g i s t C ontinued from page 20 Division 16 Executive Committee Reflections on 2009

from the policy of APA that committees of APA are providing maintains that the use of the term their final feedback and the Board or title “psychologist” be reserved of Directors is considering their for those with a doctoral degree recommendation. The final draft only. As a liaison to the MLA Task of the MLA, along with specific Force, along with Randy Kamphaus recommendations, will be brought and more recently Tammy Hughes, to the Council of Representatives I have worked hard to formulate an at its February, 2010 meeting for a understanding that would continue vote. Stay tuned and get involved. a version of the previous exemption. Finally, my hopes for the As most of you know, this has been coming year (beyond world peace) an uphill battle and at the present in terms of division and APA moment, we do not know the include: 1) the passage of one of outcome. the two exemptions for school Two versions of an exemption, psychology in the MLA; 2) economic one that would acknowledge that and vision renewal for APA; 3) the APA has no standing in regard to passage of universal health care in state education agencies in terms this country that includes mental of title for professionals in school health and acknowledges the psychology, and another that would intense relationship between mind include professionals in school and body (including the education psychology that have an educational of the mind and body); 4) the specialist degree (or equivalent) continued health and growth of the and are credentialed by their state school psychology community; and education authority to provide 5) the proliferation of integrated school psychological services in the school-based psychological service public schools, in the use of the title models that promote healthy, happy “credentialed school psychologist”, and well educated youth. are being reviewed as I write Deborah Tharinger this. At this time, select boards/

20 C ontinued on page 20 2009 - Year in review C ontinued from page 20 Division 16 Executive Committee Reflections on 2009 Reflections from the Representative to APA Council Randy Kamphaus

It has been a pleasure to watch this year by increasing to 1.043. School Psychology Quarterly grow While not as high as I would like the in impact and prestige over the Division’s official journal is clearly course of the last two years. Our on the rise. strategy of publishing more data- The APA has just distributed based works, in lieu of book or and electronic call for papers, and test reviews or opinion pieces, you will see other efforts to improve is starting to pay dividends. The the quantity and quality of published good judgment of our associate work. I am grateful to our readers, editors, Jon Campbell, Michele authors, editors, editorial board, Lease, Amy Reschly, and Lea publisher, and Division 16 Executive Theodore, and the insightful reviews Committee who are all conspiring to of our editorial board members make our journal successful. have been key in increasing the quality of manuscripts published. Randy Kamphaus This increase in quality has been recognized by our publisher, the APA, our readership, and the scientific community in general. In this regard, we have surpassed an important Impact Factor threshold

21 t h e s c h o o l p s Y CHO o l o g i s t

As part of the Year-in-Review Edition of The School Psychologist, reflections on 2009 and aims for 2010 were solicited from the SASP leadership. Their response follows – SASP STUDENT CORNER SASP’s 2009 Accomplishments Sara House, SASP President Kristin Rezzetano, SASP President-Elect

The Student Affiliates in groups of students from across the School Psychology (SASP) had US and Canada presented research several ambitious goals for 2009. posters at the mini-convention, These goals included extending and one group of students from the SASP network of student the University of Oregon presented representatives to include Masters on the paper entitled “Strength- and Specialist-level programs, Based Assessment: Development promoting SASP through online and Applications of the SEARS-P.” resources, promoting diversity and Furthermore, the over 40 students recruiting diverse students to the in attendance had the opportunity field of school psychology, refining to hear from three accomplished the SASP newsletter, and increasing school psychologists, Drs. Craig activities and collaboration Albers, Korrie Allen, and Cynthia with other students at the APA Hazel. This panel of professionals convention. Fortunately, the SASP provided the students with insight board is composed of dedicated, into balancing career and family, hard working, and innovative tips for searching out internships, members who worked diligently to and insight on how to obtain school accomplish these goals. psychology jobs. When Division 16 announced In 2008, as part of an effort their vision to promote the use of to broaden SASP’s impact on science to influence practice in school psychology students, the school psychology, SASP decided SASP board began an initiative to to follow suit by emphasizing develop a SASP Network of student research in the SASP newsletter. representatives from all the school This year the SASPNews received psychology programs across the US a complete makeover and a new and in Canada. The initiative started name, School Psychology: From with doctoral level programs, and Science to Practice (FSTP). FSTP during the 2009 year was expanded now features student research to masters and specialist-level articles each with a specific programs. This year emails have focus on how the research can been sent to all school psychology be applied to practice. This focus program training directors to on research to practice was also request the name of a student who emphasized when the students who can serve as the representative for are the future of school psychology the SASP Network. Development of gathered at the SASP mini- this Network has allowed SASP to convention at APA. Nine different directly communicate with school 22 C ontinued on page 23 2009 - Year in review C ontinued from page 22 SASP’s 2009 Accomplishments psychology programs about SASP all Psi Chi programs. Dissemination events and news, such as the mini- of these two materials resulted in convention, diversity scholarships, twenty plus undergraduate students SASP elections, and dissemination from diverse backgrounds emailing of FSTP. Furthermore, to promote the SASP board members requesting SASP through online resources, more information about school SASP has updated the website psychology and graduate programs. and moved the site to the Indiana Another related goal this University host with Division 16. year involved creating a national SASP also created a Facebook dialogue between students, group, which serves as a medium faculty, and professional school for announcements and for psychologists in the field. SASP students to communicate with worked to achieve this goal by other. Together, these efforts have providing a forum in which students resulted in marked increases in could submit questions related student participation in SASP, as to current topics in research and well as improved the efficiency practice, and receive answers and effectiveness of SASP’s to those questions from school communication with its members. psychologists practicing and Another large accomplishment researching the field. The first of SASP this year was promotion of round of question and answer diversity and recruitment of diverse exchange was published in the fall students to the field of school issue of The School Psychologist, as psychology. Division 16 offered part of the SASP Student Corner. a diversity scholarship for one SASP has worked with the editorial incoming school psychology student board of TSP to continue this effort and one advanced student. SASP in the current issue. This current reviewed 13 different applications issue features student reflections for the scholarship and chose two on the past year for the field, as well-deserved recipients, based on well as student input surrounding their impressive accomplishments in the proposed changes to the Model promoting diversity, involvement in Licensure Act. SASP plans to community, and their career goals. continue facilitating this dialogue In the past year, SASP has also through various efforts next year, engaged in an education initiative including publishing additional for undergraduate psychology questions and answers exchanged students to increase awareness between students, practitioners, and and interest in the field of school researchers. psychology. The SASP board As we look forward to 2010, created an informative brochure SASP has several goals in mind. about school psychology and Broadly, we plan to develop emailed the brochure to all Psi Chi initiatives that provide students the programs throughout the US. Also, a chance to address issues in school short informative brief about school psychology on global, national, and psychology was written for the Psi regional levels. One way in which Chi newsletter that was mailed to we will aim to achieve this goal is 23

C ontinued on page 24 t h e s c h o o l p s Y CHO o l o g i s t C ontinued from page 23 SASP’s 2009 Accomplishments

through effective and wide-spread advocate for the importance of our communication efforts to reach field to various groups, including students and provide opportunities undergraduates, teachers, parents, for student exchange, via the scholars, and policy makers. continued expansion of our SASP SASP has enjoyed a year Network of student representatives; of productive work resulting collaboration with other student in positive impacts within our groups such as the American organization and the field of Psychological Association of school psychology at large. We Graduate Students (APAGS); and look forward to the year ahead, increased use of social networking especially the continued opportunity tools such as Facebook. Because to expand our efforts and create students are intimately connected new innovations to improve and and engaged in the latest research transform aspects of research and to support theory and practice practice in school psychology. in our field, SASP also aims to increase school psychology student Sara House, SASP President representation in local, regional, and Kristin Rezzetano, SASP President-Elect national organizations. Additionally, as the proposed changes to the Model Licensure Act continue to draw school psychologists to discuss and defend their role, SASP will work to provide students opportunities to illustrate and

24 2009 - Year in review

Hopes: Ringing in 2010

My wish is that school psychologists will revise their role in schools to be interventionists and consultants who help all students find success in school and life. Rachel Brown-Chidsey, Ph.D. • NASP and APA My hope for 2010 is that APA and NASP will finally settle their differences and put the needs of children, their families, and educators first and leave the guild issues behind. Daniel C. Miller, Ph.D.

NASP should obtain the authority from the Department of Education to independently accredit training programs at both the specialist and doctoral level. I say it’s time for NASP to step up to the plate as assume the responsibility of program accreditation and regulation of the practice of school psychology in the U.S. Steven Welsh, Ph.D.

I wish that APA and NASP would develop a strong, collaborative working relationship, focused improving psychology’s ability to improve the lives children and families, and the work of schools/education organizations. Gary Stoner, Ph.D. • NASP and NCATE It is time for NASP to thank NCATE for providing us an umbrellas accreditation process and then separate from that process. My wish for 2010 would be that NASP would take the steps necessary to become its own accrediting agent for school psychology programs. Daniel C. Miller, Ph.D.

I recommend NASP politely thank NCATE for our many years of program approval via that organization’s federal authority and set out on its own as an association fully responsible for training future school psychologists. Steven Welsh, Ph.D. • MLA Licensing Act issue My wish for school psychology is for the model licensing act issue will be resolved in a positive manner by continuing to allow people who work as school psychologists in the schools to be known as school psychologists. Shawn Powell, Ph.D.

I will reinforce that suggestion regarding the MLA Licensing Act issue. Beyond this issue, I would also incorporate an article on technology and how “online” or “distance learning” will become more commonplace in the schools and what the role of the school psychologist will be. Bill Hosmer, PhD.

25 t h e s c h o o l p s Y CHO o l o g i s t Putting 2009 in a Historical Context Tom Fagan, Division 16 Historian

The Economy: It’s impossible development programs. I look to reflect on the past year without for continued struggles in many acknowledging that the overall districts to achieve implementation state of the U.S. economy has and success in those where the had profound implications for concept and expertise are available. many American families as well Some states have been models as school districts. Although job for years (e.g., Iowa) and I hear losses among school psychologists that Illinois is seeking to extend have been reported, there are no the concept to other areas of studies of such and the various disability than LD. Like the history listservs have not been carrying of education reform movements such stories for several months. generally, the success of RTI may Overall, the job markets for school depend on how well the practice psychologists in the public schools can be appended to existing and in higher education appear to services and personnel skills, and be at favorable. Such appears to the engagement of regular and have been the case during the Great special educators in the planning. Depression but of course the state MLA: Although just about of the field was vastly different everything that could or should be than today. I consider it unlikely said about the proposed revision that our favorable job position will of the 1987 Model Licensing Act change dramatically, up or down. (should we call this the MLA-R?) That said, the financial condition also has been said, I will add some of the states and municipalities historical perspective. Since the will not bode well for job growth, founding of the APA in 1892, the role expansion, and new programs. overall policy of the association This is being felt in the school has been doctoral for full regular psychology training program sector member privileges. The Boulder as well where I predict tight budgets Conference of 1949 established and little expansion for at least this for clinical psychology and the next two years. The impact counseling psychology soon on enrollments in our training followed suit. The Thayer programs is not known although Conference recognized two levels of we can anticipate some impact as training, practice, and credentialing tuitions rise to maintain the status but was clear in recommending that quo and graduate student stipends the title school “psychologist” was remain unchanged. reserved for the doctoral person; RTI: I suppose I should say and that practitioners desiring to something about RTI, but just practice in the non-school sector about everything that could be said should follow the requirements of has been said in the dominance their respective state’s psychology of this topic across our literature, licensing board. The APA Council conventions, and professional of Representatives in 1977 finally 26 C ontinued on page 27 2009 - Year in review C ontinued from page 26 Putting 2009 in a Historical Context established the doctoral level for psychologist in private practice. the title of professional psychologist Despite the thousands of as a policy of the association. Due letters sent to APA by school to the efforts of the Division 16 psychologists, NASP members, representatives to CR at the time, and other sympathetic groups, an exemption was approved for it may come as no surprise that school psychologists working in the Council of Representatives school districts with proper SDE eventually approves the removal of credentials, and that was extended the 1987 exemption. Such would sometime later and eventually be entirely consistent with APA appeared as an exemption in the policy for the practice of psychology 1987 MLA. It is worth noting with the title “psychologist.” that a proposed Model Certified Should the exemption be left in Psychologists Act offered by the the MLA-R, I will consider it to American Association of Applied be a conciliatory continuation Psychologists in1939, advocated of the need to recognize school the doctorate for the title “Certified psychological services as unique Psychologist” but including the and separate from the policies by following exemption: “…nothing which other psychology practice in this act shall be construed as specialties operate. It would be applying to persons qualified to another chapter in my earlier practice medicine in this State; article on gaining equal status as nor as applying to any person a psychology specialty (Fagan, certified by the Department of 1993). Although I personally think (Education) as a public school the entire matter could have been psychologist or psychological avoided had the former APA/NASP examiner in a public or private Interorganizational Committee school;…” (JCP, Vol. 3, No. 4, p. been available to review the 127). The exemption recognized proposal, I strongly hope that the historical role of medicine the APA policy groups choose to and psychiatry in restricting the leave the exemption alone and practice of psychologists and simply recommend the insertion their own interests in providing that, “nothing in this act shall be such services, and the fact that construed to interfere with the school psychologists had been authority of the state education authoritatively recognized by agency to credential psychological certification in at least two states personnel, including school (NY and PA). By the time the psychologists, for the provision first state was granted legislative of psychological services to the approval for psychologist districts and agencies under its credentialing (Connecticut, jurisdiction.” For its part, but don’t 1945), several states already had hold your breath, NASP could credentialing by way of their reciprocate by limiting its policies respective SDE. Thus school for non-doctoral practitioners to the psychologists in school settings school sector under the purview held that title well in advance of any of the respective SDE. Of course, 27

C ontinued on page 35 t h e s c h o o l p s Y CHO o l o g i s t Who ought to be practicing psychology in the schools?

Beth Doll University of Nebraska Lincoln

In 2007 and 2008, a quasi-official professional organizations might use group of school psychologists met to answer these questions. virtually and in person to talk about The questions are more the practice in school settings of complex than they might first licensed psychologists who were seem. First, we had to negotiate not trained in school psychology. the language of the discussion. We were called the “workgroup” Although others sometimes referred on the practice of psychology to us as the ‘re-specialization in the schools, and we included workgroup,’ we did not use the liaisons from most of the major word ‘re-specialization’ to refer school psychology organizations. to the addition training required Our task was deliberately limited; of licensed psychologists. Within we discussed only the practice of the American Psychological psychologists already holding a state Association, re-specialization refers license for the private practice of only to the preparation provided to psychology and seeking to practice psychologists holding a doctorate in psychology in schools. In some non-practice specialties to prepare cases, the licensed psychologists them for licensure. Also, we did were seeking to work as school not use the word ‘certification’ to psychologists employed by local describe state credentials for the educational agencies while, in practice of school psychology in other cases, they sought to provide school settings. In some states, this psychological services in school credential is called a ‘certificate,’ settings but without assuming the while other states refer to it as an responsibilities or title of school ‘endorsement,’ and still other states psychologists. Our workgroup was call it a ‘license.’ not responsible for describing the State practices for securing specific competencies that were the credential differ markedly necessary for successful practice as well. In some states, any in the schools, nor did we describe licensed psychologist can secure the additional training that licensed the educational credential as a psychologists needed before school psychologist, simply by practicing as a school psychologist. requesting it. Other states have an Instead, we were charged with (1) abbreviated procedure whereby describing points of agreement and licensed psychologists can secure disagreement within the national the school practice credential once school psychological community they document their preparation about the school practice of in certain practices or content licensed psychologists; and (2) areas (e.g., child and adolescent recommending the next steps that development, legal and professional 28 C ontinued on page 29 2009 - Year in review C ontinued from page 28 Who ought to be practicing psychology in the schools? issues in school psychology, or psychology in schools, licensed instructional). Still other states psychologist are ethically bound require all candidates to complete to restrict their practice to their an approved program in school demonstrated areas of competence. psychology prior to granting them The problem is that, in the absence a credential in school psychology – of clear description of these regardless of their licensure status competencies by the national school with the state board of examiners psychology community, many in psychology. In some states, only licensed psychologists may not credentialed school psychologists know what they do not know and can practice psychology in school so may be unaware of the ethical settings while other states allow dilemma posed by their shift in schools to secure the services of practice settings. other licensed psychologists on a There is a second problem consulting basis. identified by the workgroup. In Within the workgroup, we many states, school psychology understood that none of our program faculty are routinely professional organizations had any asked to make judgments about the control over decisions of how or adequacy of licensed psychologists’ whether licensed psychologists professional qualifications for the were eligible for school practice school psychologist credential. in any particular state. Still, we These requests raise a number of generally agreed that it was questions: Should judgments be reasonable to support alternative restricted to the qualifications that routes that might facilitate the are documented on candidates’ entry of licensed psychologists into official transcripts? Or, alternatively, school settings, with or without the what other kinds of documentation credential of a school psychologist. should be required to demonstrate With a nationwide shortage of competence? How would the school psychologists, and an urgent competencies differ for those who need for school psychologists with are practicing psychology versus particular language and cultural those who are practicing school expertise, recruitment from among psychology in school settings? How the ranks of licensed psychologists large or how small is the overlap has the potential to benefit schools between the professional education and the students that they serve. At of licensed psychologists and that of the same time, we agreed that there credentialed school psychologists? are special competencies required Should School Psychology faculty for high quality psychological members be responsible for practice in school settings – and assisting licensed psychologists expertise in these competencies to meet state requirements for the ought to be a precondition to credential and, if so, how should licensed psychologists’ entry into they do that? school settings. Indeed, regardless Our recommendations for next of states’ legal requirements steps: governing the practice of 1. It ought to be possible to 29

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draw from the many policy one state to the next, the answer documents describing the to this question might be sought profession of school psychology first through focus groups with to identify competencies school psychology faculty to required for the practice describe the dimensions of the of psychology or school demand, and subsequently could psychology in the schools. Then, be verified through a follow up if the competencies shared survey with a stratified national by all licensed psychologists sample of the faculty. were subtracted out, the 3. Finally, we recognized that remainder could define the many faculty members of additional competencies needed school psychology programs by licensed psychologists. need recommendations for The logic underlying this procedures and guidelines recommendation is deceptively to use when they are asked simple; we understood this to to recommend licensed be a very time-consuming and psychologists for the school complex task to complete. psychology credential. A first 2. Before devoting too much time step would be to determine to this first step, we thought the kinds of evidence that are it would be important to typically being used by licensed determine how much demand psychologists to demonstrate there is for alternative routes competence, and to abstract to the school psychology from these the best practices credential by licensed for documenting competence psychologists. Because this of licensed psychologist for the demand differs so much from practice of school psychology. APA 2009 Mini-Convention Photos Erika Miler from University of British SASP 2009 Executive Board (l to 1 Columbia presenting Differences 5 r): Kelly Barker, Janine Kesterson, between elements of IEPs for Kristin Rezzetano, Kaitlyn Stewart, Students with Learning disabilities. Anisa Goforth, Sara House, Jessica Blasik. Jessica Blasik, Janice Decker, 2 and Dana Keener, from Duquesne Panel of school psychology University presenting Does Gender 6 professionals spoke to the Affect Internalizing vs. Externalizing students who attended the mini- Behaviors in Alternative Schools? convention. Dr. Craig Albers from University of Wisconsin, Dr. Alisha Brown from Michigan State Korrie Allen from Eastern Virginia 3 University presenting A Question Medical School, and Dr. Cynthia of Empirical Support: Inclusive Hazel from University of Denver. Education and Student Outcomes. D’Andrea L. Jacobs from Michigan Alycia C.Dadd from Fordham 7 State University, presenting 4 University presenting The “He Says, She Says”: An Development of Executive Function Examination of Subjective and in Adolescents. Objective Ratings of Social Competence Among Preschool 30 Youth. C ontinued on page 31 2009 - Year in review C ontinued from page 30 APA 2009 Mini-Convention Photos SASP STUDENT 1 CORNER 2

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31 t h e s c h o o l p s Y CHO o l o g i s t Student Reflections SASP STUDENT on 2009 CORNER The Executive Committee of Student Affiliates in School Psychology (SASP), in conjunction with the editorial board of TSP, posed questions to school psychology students regarding their reflections on the events and controversies of the past year. The questions were met with enthusiastic response and unique insights from specialist and doctoral-level students nationwide.

Looking back on and perceptions of education that play the field over the a critical role in helping other students Q: past year, what develop cultural competence and matters most to you, and why? awareness of multi-cultural issues. School psychologists are in a unique position to address critical issues The most important professional that affect children from culturally issue that has occurred in the last diverse backgrounds such as the year, to me, is the model licensure disproportionate representation of act. Not having the privilege to be minority students in special education called a “School Psychologist”, even and school discipline settings. though I am in an academic program However, such discussions rarely that is as rigorous as some doctoral occur in classrooms where students programs, makes me worry about from culturally diverse backgrounds the perception people will have of me are not represented. Also, the lack when I am in the field. of teachers, social workers, speech- - submitted by Karen Knepper, language pathologists, and school Oklahoma State University administrators from culturally diverse backgrounds stresses the need for Professionally, I am most such students in school psychology. interested in school psychologists In order to offer the best services becoming advocates- not only for in the schools, we should actively children, teachers and families, but pursue the recruitment of students also for ourselves and our positions. from culturally diverse backgrounds to As the field of education continues to reflect our school-age population. grow and address obstacles, school - submitted by Charles Bell, psychologists’ training in problem Michigan State University solving becomes exceedingly relevant. In spite of time and resource As SASP president, I have shortages, I’d like to see school had the unique perspective of psychologists play an instrumental seeing school psychology through role in helping our educational system the lens of Division 16 and their improve. initiatives to enhance the connection - submitted by Jill Snyder, between science and practice. The University of Northern Colorado field of education has a history of implementing practices that are not The recruitment of graduate supported by scientific evidence. students from culturally diverse I view school psychologists as backgrounds is a very important important change agents in the issue in school psychology given the educational systems with which we increasing diversity of our school-age work. The wide-spread presence population. Culturally diverse students of research investigating the contribute different life experiences implementation of Response to 32 C ontinued on page 33 2009 - Year in review C ontinued from page 32 Student Reflections on 2009

Intervention and Positive Behavior issues of both School Psychology Support programs at NASP and Quarterly (Gilman & Huebner, 2003)2 at APA indicate that our field is and Psychology in the Schools embracing the role of stepping (Chafouleas & Bray, 2004)3 devoted beyond assessment and facilitating to this topic. Rather, it was what the evidence-based programs that handbook represented—its symbolic support the overall success of significance—that made it matter so students in schools. I saw further much. evidence of this trend toward To me, the Handbook of Positive scientific practice at the SASP Mini- Psychology in the Schools was a convention at APA, where the school herald to the profession, to trainees, psychologists of tomorrow gathered trainers, and practitioners alike, of together to share the innovative the pluralism of aims that can exist research that is being conducted on within school psychology. In short, its effective psychological practices. thirty-five chapters make it very clear I am excited to be part of that beyond seeking to understand, school psychology during this prevent, and intervene with the period of growth as practitioners are internal and contextual factors advocating scientific methods and contributing to student problems, moving beyond traditional roles. I school psychologists can also seek to see many opportunities for myself comprehend, promote, and cultivate as a professional for participating in the internal and contextual factors program development and evaluation facilitating student thriving. Such of effective system-level intervention pluralism may have been building programs. Furthermore, I am thrilled over the past decade, but the by the prospect of being an active publication of this work physicalized contributor of research to this field and officialized it on my bookshelf. that is actively promoting the use of This authoritative handbook now empirically based practices. sits right next to my handbooks on - submitted by Sara House, disabilities and school violence, the Oklahoma State University first of its kind to cover such topics as optimism in education and flow As a graduate student, what facilitation in schools. I read—more so than what I’m I recognize that many of us told or taught—seems to have the probably believed in such pluralism greatest influence on what I think, long before it made it to our do, and hope to become as a bookshelves. And I’m aware that school psychologist. That said, what using the term “pluralism” may create mattered most to me over the past a somewhat artificial separation of year was, unsurprisingly, something aims within school psychology, as I read. This particular something was it’s possible to conceptualize both a hefty, hot-off-the-press handbook: traditional and positive methods into the Handbook of Positive Psychology one meta-aim (i.e., student wellness in the Schools (Gilman, Heubner, & promotion). Nevertheless, I prefer Furlong, 2009)1. this terminology because it values The content of this handbook diversity. It suggests that there wasn’t a new revelation to me; can’t be just one foolproof focus. it wasn’t its novelty that made it By extension, it also suggests that so important. Indeed, prominent school psychology isn’t just fueled scholars have promoted positive by one type of methodology. And psychology in the schools for almost ultimately, it suggests that the field a decade now, with previous special will become better, and be more 33

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able to serve students and schools more effectively, by becoming more The Model Licensure Act has different. many people within the School For these reasons, the Handbook Psychology field fired up, and of Positive Psychology in Schools standing up, for their professional title. is the one thing that mattered (and Although it will not personally affect still matters) most to me this year. me as I plan to receive a doctoral It’s not the contributors or particular degree, I think it is significant in our chapters that stand out; instead, it’s field and thus becomes significant to the message that its very existence me. My own perceptions of the MLA seems to exude. To use Seuss’ controversy are related to how this language, it seems to scream to me will affect the profession of providing that school psychology is “off the psychological services to children Great Places!” And not just the same in schools. When I think about what kind of places it has always been school psychology aims to convey, (however “great” those have been), it always comes back to helping but different—pluralistic—places! children. Above and beyond all else, - submitted by Tyler Renshaw, our main objectives are related to the University of California, well being of the children we serve. Santa Barbara The MLA controversy seems to be a problem imposed on the field of What are your school psychology by outsiders who perceptions of do not necessarily have the same Q: the controversy focus that we do. With that said, I do surrounding the Model Licensure not feel that those involved in making these decisions are completely off Act? Is the use of the term the mark. There is something to be “School Psychologist” without said about practitioners providing a doctoral degree significant to services to children to the extent that you? Why? there is a difference in education and training between specialist level and I believe that a better use of doctoral level school psychologists. all school psychologists’ time - However, I’m not sure if this is the regardless of the type of degree best way to delineate the two levels they hold - would be better used of school psychologists. Removing by addressing the wide range of the school psychology exemption to challenges and struggles facing this act seems to have the potential our kids and our communities. The to negatively impact those specialist roles and responsibilities we assume level practicing school psychologists should always be completed with by not only limiting the delivery of kids and families in mind. Programs psychological services but also by at any level should emphasize our diminishing the opportunities to use responsibility to practice within the their specialized skills in order to best limits of our training, ability and help children in schools. expertise. However, to overhaul titles - submitted by Jessica Blasik, and redefine roles seems to me to be Duquesne University placing one more obstacle in front of our schools. The term “School Psychologist” - submitted by Jill Snyder, without a doctoral degree is an University of Northern Colorado important issue to me. The type of education I am getting is comparable 34 to a doctoral degree in my field. The

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Education Specialist degree I am fail to adequately describe the receiving from a NASP accredited services we offer in the schools. school is a 4 year program; the School psychologists offer more to same as many doctoral programs. I schools than the traditional testing do not think that I should be denied role and adopting such a term would the respect and esteem given to be a giant step backwards for our professionals who are allowed to call discipline. The emphasis on early themselves School Psychologists; intervention and prevention programs I am putting in as much work and steps away from the traditional receiving as much experience as one school psychologist role and onto commonly sees in doctoral programs. a role that allows us to utilize more I know I will be a very capable of our training. Adopting the Model School Psychologist when I leave this Licensure Act may adversely impact graduate program; I don’t want that to the movement towards a more be overshadowed by terminology. progressive role in the schools - submitted by Karen Knepper, and our ability to influence student Oklahoma State University outcomes. As a result of the specific training school psychologists The Model Licensure Act is receive for work in the schools another very important issue for and school psychologists’ ability school psychologists because of to influence student outcomes in a the potential impact it could have more progressive role, APA should on practitioners and school-aged maintain the exemption for school psychologists. children. School psychologists, who possess the Education Specialist - submitted by Charles Bell, (EdS) degree, receive training that Michigan State University prepares them specifically for work in the schools. Since such training References has been sufficient for several 1. Gilman, R., Heubner, E. S., & Furlong, decades, I do not understand why M. J. (Eds.) (2009). Handbook of positive it is considered insufficient now nor psychology in schools. New York: Routledge. do I agree with the direction APA is 2. Gilman, R., & Heubner, E. S. (2003). Toward a focus on positive psychology in school taking on this issue. Although APA’s psychology. School Psychology Quarterly, 18, desire to align training criteria for the 99-102. 3. Chafouleas, S. M., & Bray, M. A. (2004). use of the term “psychologist” is well Introducing positive psychology: Finding a noted, the potential consequences place within school psychology. Psychology in certainly outweigh the benefits. I the Schools, 41, 1-5. am concerned about the use of the term “psychologist” because other terms such as “psychometrician”

C ontinued from page 27 Putting 2009 in a Historical Context life is seldom that simple. So for of examiners in psychology, and 2010, I say “best wishes, good luck, state education agency credentialing and since the entire matter is really board reasonable and amicable. determined at the state level, try to Life is too short for such inane and keep the relationship between your unnecessary credentialing conflicts. state psychology association, school Thanks for listening. References on 35 psychology association, state board request. t h e s c h o o l p s Y CHO o l o g i s t School Psychology Quarterly 2009 Publication Abstracts

Riley-Tillman, T., Chafouleas, S., Christ, T., Griffiths, A., VanDerHeyden, A., Skokut, M., & Briesch, A., & LeBel, T. (2009). The impact Lilles, E. (2009). Progress monitoring in oral of item wording and behavioral specificity reading fluency within the context of RTI. on the accuracy of Direct Behavior Ratings School Psychology Quarterly, 24(1), 13-23. (DBRs). School Psychology Quarterly, 24(1), 1-12. Selecting appropriate measures to make decisions about child Direct Behavior Ratings response to intervention is a key (DBRs) combine aspects of both concern. The most commonly used systematic direct observation and assessment tool in RTI models is behavior rating scales to create a curriculum-based measurement feasible method for social behavior (CBM). However, an issue assessment within a problem related to the use of CBM is the solving model. The purpose of identification of measures that are the current study was to examine of similar difficulty. To the degree whether accuracy of DBR ratings that variation in performance was impacted depending on the across measurement occasions behaviors selected to be rated can be attributed to anything other using a DBR. Specifically, the than student learning, errors in impact target behavior wording judgment about student RTI may (positive vs. negative) and degree of be made. The purpose of this study specificity by which the behaviors was to examine the accuracy and were defined was investigated. efficiency of using a single CBM One hundred and forty five passage for progress monitoring participants, assigned to one of at key intervals during individual four experimental conditions, reading intervention compared to were asked to view video clips of using several passages that had a classroom setting and rate target been individually equated. Results student behavior. Results indicated indicated that decisions made based that the wording and specificity on a standard passage did not differ of behavior included on a DBR from decisions made based upon may influence the accuracy of scores obtained on the individually ratings. The most accurate ratings equated passages but were much of academically engaged behavior more cost efficient. occurred when the behavior was

defined with a global definition and

positive wording. In contrast, the Sanetti, L. & Kratochwill, T. (2009). Treatment most accurate ratings of disruptive integrity assessment in the schools: An evaluation of the Treatment Integrity Planning behavior were obtained with a Protocol. School Psychology Quarterly, 24(1), global definition and either positive 24-35. or negative wording. Limitations, The Treatment Integrity implications and future directions Planning Protocol (TIPP) are discussed. provides a structured process for collaboratively creating a treatment integrity assessment

36 within a consultation framework. C ontinued on page 37 2009 - Year in review C ontinued from page 36 School Psychology Quarterly 2009 Publication Abstracts

We evaluated the effect of the Nickerson, A. & Fishman, C. (2009). Convergent TIPP on the implementation of an and divergent validity of the Devereux intervention designed to improve Student Strengths Assessment. School Psychology Quarterly, 24(1), 48-59. the consistency of students’ mathematics performance. This study assessed the Treatment integrity was assessed convergent and divergent validity via permanent products and teacher of the Devereux Student Strengths self-report assessments resulting Assessment (DESSA). A total of 227 from TIPP completion. Results (n = 94 teachers, n = 133 parents) showed that (a) three teachers’ raters completed the DESSA, in treatment integrity declined within addition to the Behavioral and the first week of implementation Emotional Rating Scales-2 (BERS- and increased subsequent to 2) and/or the Behavior Assessment completion of TIPP, (b) teachers System for Children-2 (BASC-2). accurately reported their level of All DESSA and BERS-2 subscales treatment integrity, and (c) the and total scales completed by relationship between treatment parents and teachers correlated integrity and student outcomes was significantly. DESSA subscales and unclear. BASC-2 Adaptive Skills subscales correlated significantly for both Chafouleas, S., Briesch, A., Riley-Tillman, T., & McCoach, D. (2009). Moving Beyond parent and teacher raters. The assessment of treatment acceptability: An divergent validity of the DESSA examination of the factor structure of the Usage Rating Profile – Intervention (URP-I). was explored by correlating the School Psychology Quarterly, 24(1), 36-47. Total Protective Factor Scale The purpose of this study and subscales with the BASC-2 was to develop and provide an Behavioral Symptoms Index and initial examination of a self-report clinical subscales. The majority of measure of intervention usage correlations for the parent ratings called the Usage Rating Profile were significantly, negatively – Intervention (URP-I). From an correlated, with the exception of initial pool of 55 items, results of the Anxiety, Somatization, and exploratory factor analysis and Withdrawal subscales. Support reliability estimates supported a for the convergent validity of the measure containing 35 items and DESSA was consistent across raters four factors as relevant toward (e.g., parents and teachers) and understanding intervention measures (e.g., BASC-2 and BERS- usage. Those factors were titled 2). Thus, these findings support the acceptability, understanding, divergent validity of the DESSA. feasibility, and systems support. Buckhalt, J., Wolfson, A., & El-Sheikh, M. (2009). Limitations and future directions are Children’s sleep and school psychology practice. School Psychology Quarterly, 24(1), discussed. 60-69.

Much contemporary research has demonstrated the multiple ways that sleep is important for child and adolescent development. 37

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This paper reviews that research Graves, Jr., S. & Frohwerk, A. (2009). Multilevel with an emphasis on how sleep modeling and school psychology: A review parameters are related to school and practical example. School Psychology Quarterly, 24(2), 84-94. adjustment and achievement. Five areas of sleep research are reviewed The purpose of this paper to discern implications for practice is to provide an overview of the with children using an evaluation state of multilevel modeling in rubric of Strong, Moderate, and the field of school psychology. Weak evidence. The research has The authors provide a systematic implications for assessment of sleep assessment of published research and sleepiness in the schools, for of multilevel modeling studies primary and secondary prevention in five journals devoted to the activities, and for interventions research and practice of school by school psychologists targeting psychology. In addition, a practical children and adolescents with sleep example from the nationally problems that affect their school representative Early Childhood functioning. Longitudinal Study-Kindergarten Cohort (ECLS-K) is presented to Schlientz, M., Riley-Tillman, T., Briesch, A., Walcott, C., & Chafouleas, S. (2009). The help school psychologists become impact of training on the accuracy of Direct familiar with the basic terminology Behavior Rating (DBR). School Psychology Quarterly, 24(2), 73-83. and procedures used in multilevel modeling studies. Implications To date, extant research has for statistical reform and future not established how rater training research practices are discussed. affects the accuracy of data yielded from Direct Behavior Rating (DBR) Dobbs, J. & Arnold, D. (2009). The Relationship Between Preschool Teachers’ Reports of methods. The purpose of the current Children’s Behavior and Their Behavior study was to examine whether Toward Those Children. School Psychology Quarterly, 24(2), 95-105. providing users of DBR methods with a training session that utilized The relationships between practice and performance feedback preschool children and their would increase rating accuracy. It teachers are an important was hypothesized that exposure to component of the quality of the direct training procedures would preschool experience. This study result in greater accuracy than used attribution theory as a exposure to a brief familiarization framework to better understand training session. Results were these relationships, examining consistent with initial hypotheses the connection between teachers’ in that ratings conducted by trained perceptions of children’s behavior participants were more accurate and teachers’ behavior toward than those conducted by the those children. One hundred untrained participants. Implications seven preschool children and 24 for future practice and research are preschool teachers participated in discussed. this study. Two teachers reported on each child’s behavior using the Teacher Report Form of the Child 38 C ontinued on page 39 2009 - Year in review C ontinued from page 38 School Psychology Quarterly 2009 Publication Abstracts

Behavior Checklist. Commands and Although self-observation and praise directed toward children recording of a pre-defined behavior by the teachers in the study were appear to be the cornerstones of coded from classroom videotapes. self-management interventions, Teachers gave more commands meaningful differences were noted to children they perceived as including whether reinforcement having greater general behavior was involved and whether changes problems, even after controlling in performance were tracked over for the shared variance in the other time. Furthermore, although self- classroom teacher’s report of the management interventions appear to child’s behavior. Implications for have undergone a small shift toward school psychologists, teachers, and increased reliance on internal (i.e., researchers are discussed. student-managed) contingencies, adults continue to play a large role Briesch, A. & Chafouleas, S. (2009). A review and analysis of the literature on self- in the implementation. sanagement interventions to promote appropriate classroom behaviors (1988- Cornell, D., Sheras, P., Gregory, A., & Fan, X. 2008). School Psychology Quarterly, 24(2), (2009). A retrospective study of school 106-118. safety conditions in high schools using the Virginia Threat Assessment Guidelines In the late 1980s, Fantuzzo versus alternative approaches. School Psychology Quarterly, 24(2), 119-129. and colleagues conducted a review of the self-management Threat assessment has been literature in order to better define widely recommended as a violence the characteristics of this class of prevention approach for schools, interventions. Results indicated but there are few empirical studies that many interventions were of its use. This non-experimental minimally student-directed despite study of 280 Virginia public high the title “self-managed,” and that schools compared 95 high schools student-managed interventions using the Virginia threat assessment demonstrated incremental guidelines (Cornell & Sheras, 2006), effects above teacher-managed 131 following other (i.e., locally interventions. In the current study, developed) threat assessment updated information was compiled procedures, and 54 not using a with regard to how self-management threat assessment approach. A interventions have been described, survey of ninth grade students in including the degree to which each school obtained measures of self-management interventions student victimization, willingness to continued to rely on external (i.e., seek help for bullying and threats teacher) contingencies. Review of violence, and perceptions of of the literature identified 16 the school climate as caring and different characterizations of self- supportive. Students in schools management interventions, each using the Virginia threat assessment of which varied widely in terms guidelines reported less bullying, of the number of intervention greater willingness to seek help, components included as well and more positive perceptions of as the degree to which students the school climate than students in were involved in implementation. either of the other two groups of 39

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schools. In addition, schools using seeming lack of consideration of the Virginia guidelines had fewer bright struggling readers in the long-term suspensions than schools RTI process; 3) the relativeness, using other threat assessment contextual, situation-dependent approaches. These group nature of who is identified; 4) the differences could not be attributed worrisome shortcomings of the RTI to school size, minority composition process as a means of diagnosis or or socio-economic status of the determination of a disability, and student body, neighborhood 5) the apparent lack of student- violent crime, or the extent of based data to guide the most security measures in the schools. effective choice of approaches Implications for threat assessment to, and specific components practice and research are discussed. of, intervention. Viewed and practiced as a model of prevention Reynolds, C. & Shaywitz, S. (2009). Response to intervention: Ready or not? Or, from wait- of academic failure and as one to-fail to watch-them-fail. School Psychology possible approach to improve the Quarterly, 24(2), 130-145. instructional knowledge and skills Response to Intervention of teachers of all children, we agree (RTI) models of diagnosis and with the concept of RTI, but only as intervention are being implemented to its as yet unproven potential. As rapidly throughout the schools we see the model implemented in in response to recent changes to practice and witness its application the federal laws governing special to diagnosis and disability education eligibility for specific determination without the benefit of learning disabilities. While the a reliable and valid empirical basis, purpose and hoped-for benefits of the consequences, implications, and invoking an RTI model for dealing potential benefit to some children with potential disabilities in the with disabilities remain an unproven schools clearly are laudable, an hypothesis while the potential examination of the approach and detriment to some children with data reveals an often unappreciated disabilities also remains a very real paucity of empirical support for possibility. RTI and a consequently overly Bradshaw, C., Rodgers, C., Ghandour, L., optimistic view of many practical & Garbarino, J. (2009). Social-cognitive issues surrounding implementation mediators of the association between community violence exposure and aggressive of RTI models. Numerous models behavior. School Psychology Quarterly, 24(3), are being put into practice without 199-210. adequate research and logistical There is increased awareness support and as a result, neglect that exposure to violence in the the potential negative long-term community can influence students’ impact on the range of students aggressive behavior at school, with disabilities and with a learning however less is known about the disability in particular. Many mechanisms that mediate this implementation problems exist, process. Having an enhanced for example: 1) the vagaries and understanding of how community ambiguity of the critical details 40 violence exposure relates to of the model in practice; 2) the C ontinued on page 41 2009 - Year in review C ontinued from page 40 School Psychology Quarterly 2009 Publication Abstracts students’ aggressive behavior of the 72-items equivalently loaded at school may inform the use of to the same latent variable across preventive interventions aimed groups. The metric invariance at reducing school violence. test and the factor variance and Consistent with social-cognitive covariance invariance tests reveal theory, the current study tested if that the patterns of factor loadings the association between exposure and the factor variances and to community violence and teacher- covariances are invariant across the reported aggressive behavior five groups. Moreover, the scalar was mediated by biased social invariance test indicates that item information processing. Data on means are equivalent across the 184 suburban adolescents and groups. These results suggest that their teachers were analyzed using the GRS-S has inter-cultural utility structural equation modeling. and can be similarly interpreted. Community violence exposure Implications and limitations of and aggressive behavior in the the current research for gifted classroom were significantly related identification are discussed. and mediated by negatively biased Codding, R., Chan-Iannetta, L., Palmer, M., & social-cognitive factors. Results Lukito, G. (2009). Examining a class-wide suggest that even relatively low application of cover-copy-compare with and without goal setting to enhance mathematics levels of community violence fluency. School Psychology Quarterly, 24(3), exposure may increase the risk 173-185. of students displaying aggressive The purpose of this study behavior at school. Although gender was to compare the effects of differences were explored, social cover-copy-compare alone and information processing appeared to combined with two forms of goal be an important mediator for both setting to a control condition on the boys and girls. mathematics fluency of 173 third Li, H., Lee, D., Pfeiffer, S., Kamata, A., Kumtepe, grade students. Treatment sessions A. & Rosado, J. (2009). Measurement occurred twice weekly for a total of invariance of the Gifted Rating Scales-School Form across five cultural groups. School six weeks and multi-level modeling Psychology Quarterly, 24(3), 186-198. was used to examine progress This study examined across intervention sessions. measurement invariance of the Results suggested combining cover- Gifted Rating Scales-School Form copy-compare with goal setting (GRS-S) across five countries, the (problems correct) lead to steeper United States, Puerto Rico, China, slopes and higher final scores than South Korea, and Turkey, using most other treatment conditions, multigroup confirmatory factor the effects of which were retained analysis. A total of 1,816 students over one month and generalized were rated by 281 teachers using to similar stimulus conditions. either translated versions of GRS-S Initial scores on a third grade GOM or the original English GRS-S. significantly impacted growth over Results indicate a similar factor time but not final score. structure for the GRS-S across the 41 five countries; six factors with each C ontinued on page 42 t h e s c h o o l p s Y CHO o l o g i s t C ontinued from page 41 School Psychology Quarterly 2009 Publication Abstracts

The purpose of the study was Edwards, O. & Taub, G. (2009). A conceptual pathways model to promote positive youth to investigate a) the prevalence of development in children raised by their word callers in elementary school, grandparents. School Psychology Quarterly, 24(3), 160-172. b) the accuracy of teachers’ word caller nominations, and c) teachers’ The numbers of children conceptualization of reading fluency raised by their grandparents are and reading comprehension. To this increasing. These alternate families end, two cross-sectional studies of often emerge following negative second- and third- (N = 868) and life events that result in high third- and fifth-grade (N = 202) risk for adverse child outcomes. children were conducted. Our Modifications in the traditional roles findings suggest that word callers and relationships of grandparent occur infrequently in the primary and child may exacerbate stressors grades, but are more prevalent in experienced by both parties. The late elementary school. Regardless phenomenon has implications for of grade level, teachers often over- professionals working with these nominated children as word callers. children because these families are Further, a great deal of ambiguity increasing and research suggests and inconsistency seems to exist students’ success in school regarding teachers’ understanding depends on both the home and and use of the term. These findings school environments. Preventing suggest that the term should be problem behaviors associated with used relatively rarely, and that these families and promoting the reading educators should be children’s positive developmental cautious about their identification trajectories entail understanding of word callers in early elementary the family members’ unique school. needs and risks and identifying and accentuating their strengths, Elliiott, S., Kratochwill, T., McKevitt, B., & Malecki, C. (in press). The effects and supports, and resources. In this perceived consequences of testing paper, (a) the phenomenon of accommodations on math and science performance assessments. School children raised by grandparents Psychology Quarterly. is reviewed, (b) positive youth development is advanced as a The present study examined viable theoretical and applied the effect accommodations have developmental science framework on test results of students with to understand the children, and and without disabilities and (c) a conceptual pathways model documented experts’ judgments is described that can be used to about the appropriateness of promote their favorable school and testing accommodations. Test life outcomes. score data were collected from 218 fourth-grade students with and Meisinger, E., Bradley, B., Schwanenflugel, without disabilities on mathematics P., Kuhn, M., & Morris, R. Myth (2009). and reality of the word caller: The relation and science performance tasks between teacher nominations and prevalence and from eight testing experts among elementary school children. School Psychology Quarterly, 24(3), 147-159. who evaluated the fairness and 42 validity of a sample of testing

C ontinued on page 43 2009 - Year in review C ontinued from page 42 School Psychology Quarterly 2009 Publication Abstracts accommodations used with these structure was positively related to students. Results indicated that, deviant behaviors and depression. for most students with disabilities Social competence was a mediator and some students without between perceived school disabilities, packages of testing climate variables and adolescent accommodations had a moderate adjustment, with the exception of to large effect on performance the relationship between mastery task scores. Expert reviewers goal structure and adjustment rated most accommodations variables. for a student with disabilities as Canivez, G., Konold, T., Collins, J. & Wilson, G. being both valid and fair, and (in press). Construct validity of the Wechsler they gave accommodations listed Abbreviated Scale of Intelligence and Wide Range Intelligence Test: Convergent on a student’s IEP significantly and structural validity. School Psychology higher validity and fairness ratings Quarterly. than accommodations that were The Wechsler Abbreviated not listed on the student’s IEP. Scale of Intelligence (WASI; The Interpretations of these data are Psychological Corporation, 1999) provided and implications for and the Wide Range Intelligence practice and future research are Test (WRIT; Glutting, Adams, discussed. & Sheslow, 2000) are two well Wang, M. (in press). School climate support for normed brief measures of behavioral and psychological adjustment: general intelligence with subtests Testing the mediating effect of social competence. School Psychology Quarterly. purportedly assessing verbal/ crystallized abilities and nonverbal/ The present study used fluid/visual abilities. With a sample an ecological framework to of 152 children, adolescents, and examine the relationships among adults, the present study reports adolescents’ perceptions of school meaningful convergent validity climate, social competence, and coefficients and a latent factor behavioral and psychological structure consistent with the adjustment in the middle school theoretical intellectual models both years. This study improved upon tests were constructed to reflect. prior studies by using structural Consideration of the hierarchical equation modeling to investigate model of intelligence tests and the hypothesized mediating effect issues regarding test interpretation of social competence and to are presented. account for measurement error. The sample included 1,042 participating Rivers, I. (in press). Observing bullying at school: The mental health implications of witness students from 23 middle schools. status. School Psychology Quarterly. Results showed that school mastery goal structure, promotion This study explores the of autonomy and discussion, and impact of bullying on the mental teacher emotional support were health of students who witness negatively related to the levels of it. A representative sample of adolescents’ deviant behaviors and 2,002 students aged 12 to 16 years depression while performance goal attending 14 schools in the United 43

C ontinued on page 44 t h e s c h o o l p s Y CHO o l o g i s t C ontinued from page 43 School Psychology Quarterly 2009 Publication Abstracts

Kingdom were surveyed using Kim, S., Kim, S.H., & Kamphaus, R. (in press). a questionnaire that included Is aggression the same for boys and measures of bullying at school, girls? Assessing measurement invariance with confirmatory factor analysis and substance abuse, and mental item response theory. School Psychology health risk. The results suggest Quarterly. that observing bullying at school Gender differences in predicted risks to mental health aggression have typically been over and above that predicted for based on studies utilizing a those students who were directly mean difference method. From involved in bullying behavior as a measurement perspective, this either a perpetrator or a victim. method is inherently problematic Observing others was also found to unless an aggression measure predict higher risk irrespective of possesses comparable validity whether students were or were not across gender. Stated differently, victims themselves. The results are establishing measurement discussed with reference to past invariance on the measure of research on bystander and witness aggression is prerequisite to making behavior. any inferences about gender Menesses, K. & Gresham, F. (in press). Relative differences. This paper investigated efficacy of reciprocal and nonreciprocal peer whether aggression functions in tutoring for students at-risk for academic failure. School Psychology Quarterly. the same way across gender using teacher-rated aggression scales This study directly compared from the Behavior Assessment the academic gains of reciprocal System for Children (BASC). The peer tutoring, nonreciprocal peer samples for this study consisted of tutoring, and a waiting-list control the BASC standardization samples, group. Participants included 59 including 1,223 children (628 boys, elementary students from 2nd, 595 girls) and 788 adolescents (379 3rd, and 4th grade classrooms boys, 409 girls). The measurement who performed below average on invariance of the BASC aggression curriculum-based measurement scales was examined with both (CBM) math probes. Students confirmatory factor analysis (CFA) involved in peer tutoring were and item response theory (IRT). trained to tutor basic math facts CFA results showed that there was using a constant time delay not enough evidence to support procedure. Results indicated that the measurement invariance of the the two types of peer tutoring scales across gender at a scale level; produced comparable gains in IRT results found that only a few basic math facts. Furthermore, both items were significantly different types of peer tutoring produced across gender. The two methods substantially larger academic gains have similarities and differences in than the waiting-list control group, studying measurement invariance, demonstrating at-risk students can so they can be complementary to successfully tutor each other. each other. The implications of the findings for research and practice in 44 school psychology are discussed. C ontinued on page 45 2009 - Year in review C ontinued from page 44 School Psychology Quarterly 2009 Publication Abstracts

and high core language abilities, Hooper, S., Roberts, J., Nelson, L., Zeisel, S. & Kasambira, D. (in press). Preschool a significant pattern of widening predictors of narrative writing skills differences emerged between the in elementary school children. School Psychology Quarterly. groups over time. These findings point to core language abilities, This study examined the pre-reading skills, and maternal preschool predictors of elementary education assessed at kindergarten school narrative writing skills. entry as critical predictors of later The sample included 65 typically narrative writing skills, and they developing African American suggest the importance of including children, ranging in age from 5.0 such measures when screening for to 5.5 years, and was 44.6% male. written language problems in early Targeted preschool predictors kindergarten and early elementary included measures of phonological school. processing, core language abilities, pre-reading skills, and early writing concepts assessed during the spring/ summer just prior to the beginning of kindergarten. Using hierarchical linear modeling, findings showed that core language abilities, pre-reading skills, and maternal education at preschool significantly predicted the level of writing in grades 3, 4, and 5, but only core language abilities and pre-reading skills significantly predicted the rate of growth in writing. When kindergartners were separated into low and high readers, and low

45 t h e s c h o o l p s Y CHO o l o g i s t

Healthy Development: A Summit on Children’s Mental Health

Division 16 (School Everyday challenges for parents and Psychology), the National child mental health; (3) Prevention Association of School Psychologists, opportunities in child mental and other APA Child Practice health; and (4) Child mental health Divisions supported Healthy disorders: Treatment works. Development: A Summit on The meeting included Children’s Mental Health. The approximately 40 diverse Summit that was held April 1, 2009 stakeholders in child and family at The University of Denver, in mental health; these included Denver, CO. experts in communication science This interdisciplinary Summit and strategic framing, scientists was designed to emphasize and child mental health experts collaboration among researchers, of various disciplines (economics, mental health experts, other nursing, pediatrics, psychology, stakeholders and communication psychiatry, social work, and scientists regarding the importance sociology), family members, of early childhood mental health policymakers, and knowledge and the promotion of healthy purveyors. Information about the development in order to inform summit participants and slides from public attitudes and public policy. the presentations are at this web The format of the Summit address: http://www.srcd.org/index. included a few presentations php?option=com_content&task= designed to catalyze discussion view&id=353&Itemid=1. A report and to encourage the essential but based on the Summit’s proceedings often difficult dialogues that bring will be available by the end of 2009. to the forefront the challenges and The Summit was dedicated to the tensions in the field. These the life and work of Jane Knitzer, dialogues occurred in four small EdD, who devoted her career to the groups; each focused on one promotion of scientifically based of the following topics: (1) The public policies to improve the lives importance of mental health for of this country’s most vulnerable normal child development; (2) children.

46 2009 - Year in review

Announcing the 2009 Division 16 Award Winners Lightner Witmer Award: Ted Christ Senior Scientist Award: Steve Elliott Jack Bardon Award: Steve Little Dissertation Award: Kelly Feeney-Kettler

*Award winner statements will be included in the next TSP. Call for Nominations: Call for Nominations: Five sets of material should be Senior Scientist in forwarded on each nominee, including School Psychology a vita, supporting letters (minimum Award of three signed letters), five major publications, and contact information Each year the Division of School for the nominee, nominator and letter Psychology presents a Senior writers. All nominations and related Scientist in School Psychology materials must be submitted by Award to a mature professional March 15 to Sandra L. Christenson, and academic school psychologist Committee Chair (c/o chris002@ who has demonstrated a program umn.edu). Electronic submission of scholarship which merits special is strongly encouraged. Please recognition. A sustained program notify Dr. Christenson if materials of scholarship of exceptional quality will be submitted via hard copy. throughout one’s career is the primary Mailing address is: Department of consideration in making the award. Educational Psychology, School The award recipient’s program of Psychology Program, University of work should reflect systematic and Minnesota, 344 Education Sciences imaginative use of psychological Building, 56 East River Road, theory and research in furthering Minneapolis, MN, 55455. the development of professional practice and/or consistent empirical Call for Nominations: inquiry that bears on the quality of school psychology training and Jack Bardon practice. The program of scholarly Distinguished work should be of exceptional quality Service Award in its contribution to the scientific knowledge base of school psychology The Division 16 of the American training/practice. Nominees must be Psychological Association presents either 20 years past the granting of an annual award in honor of their doctoral degree or at least 50 Jack Bardon, whose professional years old by December 31 in the year contributions broadly spanned nominated. a conceptual framework for the 47

C ontinued on page 48 t h e s c h o o l p s Y CHO o l o g i s t C ontinued from page 47 Call for Nominations

training, role and definition of service on boards and commissions. school psychology and growth of Nominees must be either 20 years the profession in consultation and past the granting of their doctoral organizational issues. The Jack degree or at least 50 years old by Bardon Distinguished Service Award December 31 in the year nominated. is given to mature professional and Five sets of material should be academic school psychologists who forwarded on each nominee, including have consistently demonstrated a vita, supporting letters (minimum voluntary professional service of three signed letters), five major that goes above and beyond publications, and contact information the requirements of the position for the nominee, nominator and the person holds, and who has letter writers. All nominations and demonstrated an exceptional related materials should be submitted program of service across a career by March 15 to Jon Sandoval, that merits special recognition. A Committee Chair (c/o jsandoval@ sustained program of service to the Pacific.edu). Electronic submission profession of school psychology is strongly encouraged. Please throughout one’s career is the primary notify Dr. Sandoval if materials will consideration in making the award. be submitted via hard copy. Mailing The recipient of the Jack Bardon address is: Educational and School award should meet both two criteria: Psychology, Gladys L. Benerd School Criterion I. Major leadership of Education, University of the Pacific, in the development, delivery 3601 Pacific Ave., Stockton, CA or administration of innovative 95211. psychological services or development and implementation of policy leading to psychologically and socially sound preservice and/or Call for Nominations: CPD training and practice in school Lightner Witmer Award psychology; and sound evaluation of such training and service delivery Each year the Division of School models and policies. Psychology presents the Lightner Criterion II. Sustained Witmer Award to young professional professional organization and academic school psychologists contributions including holding who have demonstrated scholarship offices and committee memberships that merits special recognition. in state and national professional Continuing scholarship, rather than organizations such as Division a thesis or dissertation alone, is the 16 and significant products from primary consideration in making the those contributions that further the award. While a specific scholarly profession of school psychology. work may be salient in the evaluation Examples include creation of and of a nominee, it is not likely that revisions to policy and practice a single work will be of such manuals based on innovative exceptional character that it would guidance; guiding major policy or be the basis of the award. Similarly, legislative initiatives; mentoring of numerous papers, articles, etc., will new professionals into organizational not by themselves be a sufficient contributions; administering basis for the award. Instead, the dissemination of professional Lightner Witmer Award will be given materials through such publication for scholarly activity and contributions editing or convention programming; that have significantly nourished and representing psychology to school psychology as a discipline 48 the public and government through and profession. This will include C ontinued on page 49 2009 - Year in review C ontinued from page 48 Call for Nominations systematic and imaginative use of should be exceptional potential and psychological theory and research promise to contribute knowledge in furthering the development of and professional insights that are of professional practice, or unusual uncommon and extraordinary quality. scientific contributions and seminal Nominees must be (a) within seven studies of important research years of receiving their doctoral questions that bear on the quality degree as of September 1 of the of school psychological training year the award is given; and (b) be and/or practice. In addition, there a Fellow, Member, Associate, or

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C ontinued on page 50 t h e s c h o o l p s Y CHO o l o g i s t C ontinued from page 49 Call for Nominations

Student Affiliate of Division 16. address and test hypotheses based on important theoretical and empirical Five sets of materials should questions; the methodology should be forwarded on each nominee be sound and sufficient to test the including a vita, at least three questions posed; and the writing signed supporting letters, reprints, quality addressing these issues as other evidence of scholarship, and well as implications for practice and contact information for the nominee, future research should be excellent. nominator, and letter writers so Nominees must have that they may receive results. All successfully completed their nominations and related materials dissertation defense by December should be submitted by March 15 31 of the previous calendar year. to James DiPerna, Committee Chair Nominees must be (a) have been a (c/o [email protected]). Electronic student member of Division 16 at the submission is strongly encouraged. time they completed the dissertation; Please notify Dr. DiPerna if and (b) be a Fellow, Member, materials will be submitted via hard Associate, or Student Affiliate of copy. Mailing address is: School Division 16. Psychology Program, Department of Educational and School Psychology Five sets of materials, and Special Education, University to include: the nominee’s vita, Park, PA 16802. supporting letters (minimum of two from members of the dissertation committee), the dissertation, and Call for Nominations: contact information for the nominee, Outstanding nominator and letter writers should Dissertation Award be submitted by March 15 to Jeffrey Froh, Committee Chair (c/o Jeffrey. Each year the Division of School [email protected]). Electronic Psychology presents an Outstanding submission is strongly encouraged. Dissertation in School Psychology Please notify Dr. Froh if materials Award to a school psychology student will be submitted via hard copy. who has completed a dissertation Mailing address is: Department of which merits special recognition and Psychology, Hofstra University, 210 which has the potential to contribute Hauser Hall, Hempstead, New York to the science and practice of 11549 school psychology. The Outstanding Dissertation Award is to be given for a dissertation on a topic that has the potential to contribute to school psychology as a discipline and profession. The outstanding dissertation is on a topic that has the potential to impact the science or practice of school psychology, such as research on underrepresented topics and/or populations in the school psychology literature or an original contribution to a traditional area. The research should clearly

50 2009 - Year in review

51 t h e s c h o o l p s Y CHO o l o g i s t

Newsletter Editorial Staff

EDITOR • Angeleque Akin-Little, Ph.D., • Linda A. Reddy, Ph.D. Amanda Clinton, Ph.D. Walden University Rutgers University Psychology Program • Vincent Alfonso, Ph.D. • Carol Robinson-Zañartu, Ph.D. Department of Social Sciences Fordham University San Diego State University University of Puerto Rico • Michelle S. Athanasiou, Ph.D., • Tracey Scherr, Ph.D. Mayaguez, PR 00680 University of Northern Colorado University of (787) 832-4040 (w) • Pam Guess, Ph.D. Wisconsin-Whitewater (787) 245-9615 (c) University of Tennessee • Ara Schmitt, Ph.D. (787) 265-5440 (f) at Chattanooga Duquesne Univerity [email protected] • Patrick Grehan, Ph.D. • Esther Stavrou, Ph.D. Adelphi University Yeshiva University ASSOCIATE EDITOR • James B. Hale, Ph.D. • Tim Ulmer, Ph.D. Rosemary Flanagan, Ph.D., ABPP Philadelphia College of Osteopathic Seminole County Touro College Medicine Public Schools Graduate School of Psychology • Janet Mentore-Lee, Ph.D. EDITORIAL ASSISTANTS Private Practice 43 West 23 Street • Kelly Cari • Amanda Nickerson, Ph.D. New York, NY 10010 University of Puerto Rico State University of New York (212) 463-0400 ext. 236 (w) • Lori A. Fernandez at Albany (212) 627-3692 (f) University of Puerto Rico [email protected]

ADVISORY EDITORS

DIVISION 16 ONLINE P rinted in th e U .S.A. Check out the Division 16 home page at: www.indiana.edu/~div16/

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