VALERIE J. COOK-MORALES, Ph.D. Professor, School Psychology Program Chair, Department of Counseling & School Psychology DATE

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1 VALERIE J. COOK-MORALES, Ph.D. Professor, School Psychology Program Chair, Department of Counseling & School Psychology Department of Counseling and School Psychology College of Education San Diego State University San Diego, CA Phone: (619) FAX: (619) EDUCATION Columbia University Teachers College New York, NY Valparaiso University Valparaiso, IN DEGREE Ph.D. M.Ed. M.A. B.S. DATE SPECIALIZATION School Psychology (APA-approved program) Psychology: Reading Psychology Elementary Education and Psychology UNIVERSITY POSITIONS 1984-current. SAN DIEGO STATE UNIVERSITY, San Diego, CA current. Professor, Counseling & School Psychology Associate Professor of Counselor Education Visiting (Associate) Professor of Counselor Education Chair, Department of Counseling and School Psychology ( ). Primary responsibility is to provide leadership and oversight of four graduate programs (School Psychology, School Counseling, Community-Based Counseling, and Marriage-Family Therapy) and an undergraduate minor in Counseling and Social Change. This department of 14 full-time and 30 part-time faculty members annually serves approximately 175 graduate students and 70 undergraduate minors. I work with program directors and minor advisor to ensure the integrity of programs through curriculum and faculty development. Responsibilities include budget management (approximately $1.3 million annually in the instructional budget) and long-term planning. Provide leadership for monthly meetings of the department, preparation of self-studies and outcomes reports for SDSU and accrediting agencies, respond to requests from the Dean of the College of Education, Faculty Affairs, and Academic Affairs. Contribute to College leadership through monthly meetings of Department Chairs and monthly meetings of the Leadership Council. School Psychology Program: Director ( , ) or Co-Director ( ) of this four-year graduate-credential program enrolling approximately 40 students. Responsibilities include program administration and development, student recruitment and advisement, curriculum revision. Obtained 21 federal grants to enhance our focus on multicultural school psychology. Teaching responsibilities have included the research sequence, assessment sequence, advanced practicum seminar, introduction to school psychology, and a two-semester sequence in ecosystemic assessmentintervention of students and schools. Member of the School Psychology Faculty and Program Committee (1984-current). Faculty Advisor, School Psychology Students' Association ( , , , ). School Psychology Faculty Search Committee (Chair , ; Member ; Chair ). Editor of the Program s newsletter School Psychology Tomorrow. 1

2 Valerie J. Cook-Morales, Ph.D. October 2010, p. 2. Community-Based Block Program (CBB): CBB is a unique master's program focused on multicultural counseling; courses are team-taught and offered as an integrated block experience rather than as separate distinct units; activities include presentation/participation in large group activities, small group (e.g., ethnic group, growth group) facilitation, supervision of individual counseling practicum, mentoring comprehensive master's paper. Assignment: %; % Associate Dean for Multicultural Infusion, College of Education. Primary responsibilities in curriculum and faculty development in multicultural education. Curriculum: Directed college-wide efforts to infuse curriculum with multicultural perspectives, content, issues and process; Coordinated external evaluations and communication with accrediting agencies. Faculty: Recruitment and hiring; Development as related to multicultural infusion efforts. Assignment: 50%. l Director, Comprehensive Accreditation & Review in Education (CARE), College of Education. Directed/coordinated activities in preparation for external evaluation/accreditation of all programs in education. Because teacher education is a university-wide endeavor, the scope of efforts spanned six colleges. Responsibilities included (a) developing awareness of and involvement in evaluation processes; (b) facilitating inter-college and inter-departmental communication and cooperation; (c) providing consultation regarding the development of program-focused reports; (d) facilitating college-wide self-study; (e) engendering involvement of faculty and administration throughout accreditation preparation and (f) preparing the college-level documents required. While the National Council for the Accreditation of Teacher Education (NCATE) (and its 10 affiliated learned societies program-focused evaluations) and the California Commission for Teacher Credentialing (CTC) were of highest college-wide importance, responsibilities also included assistance to departments undergoing University Academic Reviews (external reviews for the Division of Graduate Studies.) Assignment: Spring %; %; %. SDSU Committees: (2010-current) Advisory Board, Center for International Studies, College of Education. (2009-current) Advisory Board, National Center for Urban School Transformation (NCUST) (2009-current) SDSU Faculty Senate, Representative from the College of Education ( ) College of Education, Sabbatical Committee ( , , ) Personnel Committee, Department of Policy Studies in Language and Cross-Cultural Education. ( ; ) Policy Council, College of Education Chair, Teaching Effectiveness Task Force ( ) (2007-current; ) School Psychology Program Committee, Department (Chair, ; , ) ( , , ) Personnel Committee, Department Chair, , Spring 2008, Co-Chair, , , Fall 2007, ( ) School-Based Programs Faculty Committee (Co-Chair, ), Department (1985-current) Center for Counseling & School Psychology, Director ( ) School Psychology Search Committee, Chair ( ) Ad Hoc Personnel Committee for Evaluation of CSP Lecturers (2007) SDSU Faculty Senate Honors & Awards Committee ( ) College of Education, Dean s Search Committee ( , ) Doctorate in Education Committee, College of Education

3 Valerie J. Cook-Morales, Ph.D. October 2010, p. 3. ( ) School Counseling (CSP) Faculty Search Committee ( ) Community Based Block (CSP) Faculty Search Committee ( ) Accreditation Steering Committee, College of Education ( , ) Research Committee, College of Education (Chair, ) ( ) Research Core Curriculum Committee, College ( ) Sabbatical & Professional Leave Committee, College of Education ( ) CSP Department Chair Search Committee ( ) School Psychology Search Committee, Chair ( ) Individual and Family Counseling Clinic Committee ( ) CSP Research Faculty Search Committee, Chair, Department & College (1998, Spring) Educational Research Faculty Search, Co-Chair, College of Education ( ) Personnel Committee, College of Professional Studies and Fine Arts. ( ) Ad Hoc Committee on Diversity, College of Education ( ) Faculty Mentoring Committee, Faculty Affairs, University ( ) Personnel Committee, College of Education, Chair (94-95) ( ) Curriculum Committee, College of Education ( ) Affirmative Action Outreach Committee, College of Education ( ) Graduate Council, University: Member. Represented College of Education. Member of the Policies and Procedures Committee. ( ) Research Committee, Department, Chair ( ) University Assessment Committee ( ) Personnel Committee, SDSU-Imperial Valley Campus. ( ) Liberal Studies Advisory Committee, University, Member: Consultation regarding redesign of Liberal Studies degree programs and response to new standards for undergraduate preparation of elementary school teachers. ( ) Admissions Committee, Department ( , ) Resource Allocation Committee, College of Education ( ) University Research Council ( ) Instruction Committee, Department ( ) Curriculum Committee, Department, Chair ( ): Needs assessment and curriculum review for all departmental programs. Total program and degree redesign and massive curriculum modifications resulted in two new degree proposals in ( ) Library Committee, University GEORGE PEABODY COLLEGE OF VANDERBILT UNIVERSITY, Nashville, TN Associate Professor of Psychology. In 1978 joined the faculty of the Department of Psychology at George Peabody College for Teachers; continued following the merger of Peabody and Vanderbilt University in the Department of Psychology and Human Development. (Leave of Absence, ) Member of the faculty of the Transactional Ecological Psychology (TEP) Program, an APAapproved program, combined professional-scientist model (clinical, counseling, school, community). Emphasis on graduate (doctoral) teaching. ( ) Practicum Coordinator: Responsibilities included chairing Practicum Coordination Committee, coordinating placement and evaluation of approximately 50 students each year. ( ) Co-Coordinator of the Psychology in the School Community component of TEP: Included program planning and evaluation, coordination of certification of school psychologists.

4 Valerie J. Cook-Morales, Ph.D. October 2010, p. 4. ( ) Associate Professor of Psychology, College of Arts and Sciences, Vanderbilt University: Secondary appointment in recognition of my teaching, and practicum and research supervision, of students in this department. ( ) Senior Research Associate, Vanderbilt Institute of Public Policy Studies: Research and writing in educational policy. Projects focused on policy and minority students, e.g., desegregation and resegregation via special education, bilingual education, disciplinary practices. ( ) Co-Chair of the Curriculum and Competency Committee of TEP: Evaluation of program, establishing competency guidelines for students. ( ) United Way Committee: Member of university-wide committee to promote United Way activities, coordinator of Peabody College campaign. ( ) Chair, Adjunct Faculty Committee: Coordination of recommendations for adjunct faculty positions for the Department of Psychology and Human Development. ( ) Curriculum Committee, Peabody College: Member of college-wide committee to review course and program proposals. ( ) Materials Center Committee, Kennedy Center: The Materials Center serves as a source for research and teaching support. The responsibilities of this interdisciplinary committee include: (a) needs assessment, (b) policy review and development, (c) development of budgetary guidelines. Teaching: Primary responsibilities in teaching school psychology and clinical-child psychology, including the following courses: Seminars in school and clinical psychology, school intervention, consultation, psychological testing, practicum supervision, and assessment: intellectual, personality, neuropsychological, ecological, and nondiscriminatory. Advisement of doctoral students in TEP (approximately 12), including supervision of research and dissertations UNIVERSITY OF NEBRASKA AT OMAHA, Omaha, NE Assistant Professor of Psychology and Special Education. Member of the Graduate Faculty. Primary responsibilities in the area of school psychology. ( ) Director of School Psychology Program. Directorship, coordination and development of the school psychology training program (Ed.S. & Ph.D.). Courses taught: Introduction to school psychology, school psychology seminars, psychology of learning school subjects, psychological testing, school psychology practicum and internship supervision, advanced educational psychology, psychopathology of childhood, psychology of exceptional children, consultation, educational psychology (undergraduate), life span psychology (undergraduate) COLUMBIA UNIVERSITY, TEACHERS COLLEGE, New York, NY. Summer Instructor of Psychology and Education. Taught two courses: (1) diagnosis and (2) remediation of reading problems and related educational handicaps. Included overall supervision of clinic experience for graduate students in diagnosis and remediation Lab Instructor. Taught administration and interpretation of individual intelligence tests, including report writing. Involved supervision of about 12 students each semester. Spring Teaching Assistant. Taught one section of behavior management and analysis in the classroom Supervisor of Reading Diagnosis: Reading Center. Small group and individual supervision of graduate students in education, reading, learning disabilities, and school psychology.

5 Valerie J. Cook-Morales, Ph.D. October 2010, p. 5. Other Teaching Experience Spring Student Teacher, Highland, IN. Taught in non-graded classroom of 60 students (3 teachers, 2 student teachers) ranging in traditional grades 1-6. An open, individualized educational philosophy Educational Therapist. Norman Beatty State Institution, Westville, IN. Part-time (2 days/week) volunteer teaching autistic and schizophrenic children and adolescents. CLINICAL EXPERIENCE Supervising Psychologist. Child and Family Consultation Service. Supervised a team of two students and one school psychologist in this joint service and training effort between the TEP Program and Metropolitan Nashville Public Schools. Developed school-based, interdisciplinary consultation teams in two elementary schools. Supervised consultation team meetings, psychoeducational. assessment, child and family therapy. (1-1/2 days/wk.) School Psychologist, Harding Academy, Nashville, TN. Member of the School Support Team providing a range of services for the students, their families, and school personnel. Emphasis on consultation regarding school and program development; consultation with teachers and parents; child assessment; and child, family and adult therapy. (1 day/wk.) Private Practice, Nashville, TN. Limited to children and adolescents and their families and schools. Family consultation and counseling regarding children's learning or behavioral difficulties. Emphasis on home-school liaison. Provision of school consultation at request of families. Individual assessment and/or therapy with the child as needed. (1 day/wk.) Spring Supervising Psychologist, Child Study Center, John F. Kennedy Center, George Peabody College, Vanderbilt University, Nashville, TN. Supervised interdisciplinary assessment teams (clinical psychology, school psychology, and special education). Assessment included psychological, educational, ecological (home and school), and family assessment. Supervised school consultation program, child and family therapy. Spring Coordinator of referrals; assisted director in the administration of the service delivery program. S. Joseph Weaver, Ph.D., Director ( ), Bennett I. Tittler, Ph.D, Acting Director ( ), William MacLean, Jr., Ph.D., Clinical Coordinator ( ). (2-1/2 days/wk.) Private Practice, Omaha, NE. Limited to children, adolescents, and their families. Primary functions were assessment, coordination of school programs, school consultation, parent counseling, and home management consultation. (1 day/wk.) Consulting Psychologist, Educational Service Unit #2, Freemont, NE. Consulted on delivery of psychological, special education, and related services in a rural community, program consultation with kindergarten teachers and special school for moderately retarded children and adolescents, assessment of individual children including multi-handicapped, individual case consultation with teachers and parents. (1-2 days/wk.) Coordinator, Center for Applied Psychological Services, University of Nebraska at Omaha, Omaha, NE. Developed then coordinated this on-campus training and service unit. The Center was an umbrella organization coordinating training in school and industrial psychology. Directly supervised the two major components: School Supplemental Services Program and Child

6 Valerie J. Cook-Morales, Ph.D. October 2010, p. 6. and Adolescent Assessment Service. The school program included consultation regarding service delivery in urban and suburban schools as well as model team approaches providing direct services and case consultation in a suburban school. The assessment service provided on-campus training for graduate students in school psychology and service to children, adolescents, their families, and school consultation. (1 day/wk.) Coordinator of Parent Program, Reading Center, Columbia University, Teachers College, New York, NY. Designed, implemented, and coordinated first parent program for the Reading Center. Involved parents in group counseling settings while children were involved in diagnostic or tutorial programs. (part-time.) Supervisor of Reading Diagnosis, Reading Center, Columbia University, Teachers College, New York, NY. Supervision of graduate students conducting educational (primarily reading) diagnosis of school-aged children. (part-time.) Consultant and Diagnostician. Special Service, Reading Center, Columbia University, Teachers College, New York, NY. Provided services to children, adolescents, their families, and schools. Cases handled in the role were considered inappropriate for the regular Reading Center teaching-service program in that they were severe or at crisis. (as needed.) Clinical Training Experience Supervised psychological internship, part of the APA-approved sequence in school psychology. This internship was of the extended model, part-time over a two year period Intern, Spence School, 22 E. 92 Street, New York, NY. Primary functions: Teacher and parent consultation; individual child therapy; classroom and home intervention programs; assessment of behavior and adjustment problems, occasionally learning difficulties. Spence School is a private school in Manhattan for high-intellectual, achieving girls. Supervisor: Jan Duker, Ph.D Intern, Greenburgh-Central 7 School District, Hartsdale, NY. Primary functions: Teacher consultation, assessment and classroom intervention, referrals for learning and behavior problems, assessment including supervision in projective techniques. School is a public, suburban school district serving a full range of the population. Supervisor: June Charry, Ph.D Coordinator, Learning Assessment Services, Columbia University, Teachers College, New York, NY. Administrative assistant and student coordinator of assessment teams. Provided direct services to clients, supervised school psychology students, developed new assessment measures. Director: Mary Alice White, Ph.D Student School Psychologist, Learning Assessment Services, Columbia University, Teachers College, New York, NY. Supervised experience in assessment of learning and behavior problems. Director: Mary Alice White, Ph.D Student School Psychologist, Corpus Christi School, 533 W. 121 Street, New York, NY. Practicum/field work setting. Primary functions: Assessment and classroom intervention, teacher consultation. Corpus Christi is an inner city parochial school serving lower to middle socioeconomic groups, primarily Black and Hispanic. Supervisor: Ann E. Boehm, Ph.D.

7 Valerie J. Cook-Morales, Ph.D. October 2010, p. 7. FEDERALLY FUNDED GRANTS Collaborative Interventions to Improve English Learners Outcomes (Project CI 2 ELO) (with V. Gutierrez-Clellen, Project Co-Director). U.S. Department of Education, Office of Special Education Programs. Preparation of school psychologists and speech-language pathologists to collaborate with each other and classroom teachers to provide classroom based literacy interventions for young English-learners at risk or identified with disabilities. Partnership with a multilingual elementary school in San Diego City Schools. Awarded $1.2 million Transdisciplinary Approaches to Autism Spectrum Disorders (TAASD Project) (with V. Gutierrez-Clellen, Project Director). U.S. Department of Education, Office of Special Education Programs. Preparation of speech-language pathologists and school psychologists in transdisciplinary approaches for services to children and youth with ASD, their families, and their teachers. Field experiences in partnership with San Diego City Schools. Awarded $1.2 million San Diego Bilingual School Psychology Consortium Project. U.S. Department of Education, Office of English Language Acquisition. Prepares preservice bilingual school psychology trainees and interns with the knowledge and skills to serve Spanish-speaking bilingual or Englishlearning students in the schools. On-going seminars focus on bilingual education and special education as well as Latino culture(s) and implications for education and psychology. A month-long immersion in Mexico (each summer a different location) includes professional Spanish-language instruction, service learning in the schools, living with a host family, and exploration of the interface of indigenous and colonial cultures. The preservice project is augmented by institutes and coaching sessions for supervisors of trainees. Partnership with five San Diego County school districts. Awarded $1.5 million Transdisciplinary Education for Achievement in Multilingual Schools (TEAMS) (with V. Gutierrez-Clellen, Project Co-Director). U.S. Department of Education, Office of Special Education Programs. Collaborative training of school psychologists and speech-language pathologists in a Response-to-Intervention, classroom based, team collaboration model for the prevention and identification of disabilities in young English-learners. Partnership with a multilingual elementary school in San Diego City Schools. Awarded $800, Improving the Preparation of Related Services Personnel to Serve Children with Autism Spectrum Disorders: The Transdisciplinary Autism Specialty Project (TASP) (with V. Gutierrez-Clellen, Project Director). U.S. Department of Education, Office of Special Education Programs. Collaborative training of speech-language pathologists and school psychologists providing institutes, seminars, and transdisciplinary field experiences with children with autism and their families. Field experiences involve partnerships with community agencies and public schools, especially the Transdisciplinary Autism Services Team in San Diego City Schools. Awarded $800, School Psychology Diversity & Disabilities (D&D) Project. U.S. Department of Education, Office of Special Education Programs. Under mentorship, trainee-scholars develop expertise in a focused intersection of diversity and disabilities. Guided and mentored independent special studies culminating in a series of manuscripts (to be disseminated). Awarded $800, No Child Left Behind (NCLB): Preparing School Psychologists as English- Language Acquisition Consultants (proposal with T. O'Shaughnessy & T. Green, Project Co-

8 Valerie J. Cook-Morales, Ph.D. October 2010, p. 8. Directors). U.S. Department of Education, Office of English Language Acquisition. Under faculty mentorship, trainees develop expertise and obtain experience working with a specific ethnolinguistic group. Study available in serving as consultants regarding the English-Language acquisition of Latino-, African-, and Asian-American immigrant students in California schools. Awarded $1.5 million Improving the Preparation of Bilingual Personnel to Serve Hispanic Children with High Incidence Disabilities in General Education: Bilingual High Incidence Disabilities (BHID) Project (with V. Gutierrez-Clellen, Project Director). U.S. Department of Education, Office of Special Education Programs. Collaborative training of bilingual speech-language pathologists and school psychologists through general education apprenticeships in Chula Vista Elementary Schools. Awarded $800, The San Diego Bilingual School Psychology Partnership. U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs (now Office of English Language Acquisition). This partnership project joins the forces of SDSU and San Diego City Schools (in coordination with lead psychologists in City Schools) in a collaborative endeavor to prepare qualified bilingual (Spanish) school psychologists and to improve the quality of bilingual school psychological services in City Schools. This school-based professional development program linked preservice students, interns, first year and experienced school psychologists in peer coaching and mentoring, a Summer Institute, and involvement in professional bilingual education associations. Reformed bilingual psychological services delivery model in City Schools. Participants designed Individualized Language-Culture Learning Plans that typically include Spanish immersion programs in Mexico or Latin America. Awarded $1.3 million The Urban Poverty Project (Project UP). U.S. Department of Education, Office of Special Education. Project improves the preservice preparation of school psychologists to serve children with or at risk of high-incidence disabilities in California's multicultural urban school districts. The project provides financial support packages for our school psychology students while the faculty and governing bodies work toward revision of the Program to create a greater emphasis on prevention and intervention training for broad-based services in urban schools. Awarded $589, Transdisciplinary Collaboration for Preparation of Specialists in Serious Emotional Disturbance: Teachers, School Psychologists, & School Counselors (with P. T. Cegelka, Project Director). U.S. Department of Education, Office of Special Education. Project provides coordinated, interdisciplinary training in serious emotional disturbance for three graduate/professional programs in two departments: school psychology, school counseling, and special education teachers. Awarded $894, The Multicultural/Cross-Cultural School Psychology (MCCSP) Project. U.S. Department of Education, Office of Special Education. Project is a four-year plan to revise and further infuse multi-cultural and cross-cultural perspectives, content, and processes in the curriculum. Provided support for 24 school psychology graduate students. Awarded $774, African-Centered Project in School Psychology (proposal with C. Robinson- Zañartu & M. Brown-Cheatham). U.S. Department of Education, Office of Special Education. Project provides an African-centered educational experience to support school psychology trainees specializing in services for African-American children and youth. Awarded $310,161.

9 Valerie J. Cook-Morales, Ph.D. October 2010, p Bilingual Hispanic Project in School Psychology. U.S. Department of Education, Office of Special Education. Projects supports the specialized study of preservice bilingual school psychologists. Awarded $240, The Cultural-Linguistic Diversity (CLD) Project. U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs (OBEMLA-Title VII). Project supported preservice school psychologists,who are native speakers of the top 20 languages of need in California, who specialized in bilingual service delivery to CLD children and youth. Awarded $672,471 (for two of the originally approved three years; project terminated early due to Congressional cuts of the OBEMLA budget which eliminated all personnel preparation programs) Interdisciplinary Collaboration and Training Project: Bilingual School Psychologists and Speech-Language Pathologists (with V. Gutierrez-Clellen, Project Co- Director). U.S. Department of Education, Office of Special Education. The BICP Project supported preservice school psychologists and speech-language pathologists to develop shared expertise and collaboration competencies. Awarded $670, The African American Specialty Project in School Psychology. U.S. Department of Education, Office of Special Education. Project supported preservice school psychologists who specialize in African American issues in school psychology. Awarded $336, The Spanish-English Language Proficiency (SELP) Project. U.S. Department of Education, Office of Bilingual Education and Minority Language Affairs (OBEMLA-Title VII). Project supported the development of skills in "professional" Spanish and English for 10 full-time school psychology students. Awarded $537, Bilingual-Bicultural (Hispanic) School Psychology Project. U. S. Department of Education, Office of Special Education. Project supported preservice school psychologists who specialize in nondiscriminatory assessment and special education service delivery for Hispanic Children. Awarded $424, Multicultural School Support Personnel Project (with C. L. Ingraham, Co- Director). U.S. Department of Education, Office of Special Education. Project supports preservice school psychologists and counselors who specialize in special education support service delivery in multicultural school settings. Awarded $423, Bilingual-Bicultural (Hispanic) School Psychology Program. U.S. Department of Education, Office of Special Education. Project supported the study of full-time graduate students. Awarded $240,000. Private Foundation and Corporation Grants Woodcock-Johnson III Test of Cognitive Abilities Materials Grant (with Reymundo Verástegui). Riverside Publishing Company and Measurement/Learning/Consultants. Materials grant valued at $10,500.

10 Valerie J. Cook-Morales, Ph.D. October 2010, p. 10. Internal University Funding/Grants Verano en Mexico. An International Programs Faculty Travel Grant (with Gerald Monk & Gene Valles), San Diego State University. $ School Psychology Brainstorming Project. A College of Education Dean s Grant Award for Curriculum Excellence, San Diego State Univeristy. $ Dean's Grant Award for Curriculum Excellence. College of Education, San Diego State University. $3,800 in support of a school psychology faculty curriculum development retreat Proactive Grant Writing: Building the Need and Rationale. A Research, Scholarship, and Creative Activity Award. San Diego State University. $ Department of Counselor Education Transition Project. College of Education Dean's Grant for Program Development, San Diego State University (with G. Thompson). Awarded assigned time Community-Based Block Transition Project: Recruitment, Admissions, Retention, and Graduation of Ethnic Minority Graduate Students. College of Education Dean's Grant for Program Development, San Diego State University (with S. Grant-Henry, R. Howard, D. Malcolm, & M. Senour). Awarded assigned time and $ Advanced Workshop in Learning Potential Assessment Device. A Distinguished Scholar and Special Lecturer Award, California Lottery Project (with C. Robinson). Awarded $ The Culture-Free Self-Esteem Inventory: Culture Free? Grant-in-Aid for Research, San Diego State University Foundation. Awarded $ Beyond the Race and Sex of the Examiner-Including the Examiner-Examinee Relationship. Spencer Foundation Seed Grant. January 15 - September 15, Awarded $ Effective Strategies for Avoiding Within School Resegregation. National Institute of Education. VIPPS, W. D. Hawley, Principal Investigator, Summer, Nondiscriminatory Assessment Research Initiation Project. A Professional Development Grant, University Research Council, Vanderbilt University. Awarded $1,260 for travel to consult with researchers in the area Program for Educators of Youth and Program for Special Educators "Mini Grant." Special Adolescents: A Search for the Possibilities. George Peabody College for Teachers (with J. Plas) National Survey of the Characteristics of School Psychology Faculty. Jointly funded by: National Association of School Psychologists; American Psychological Association- Division 16-School Psychology; Trainers of School Psychologists; & Council of Directors of School Psychology Programs Developmental Shift from Rote to Conceptual Learning in Free Recall. Faculty Senate "Mini Grant." University of Nebraska at Omaha.

11 Valerie J. Cook-Morales, Ph.D. October 2010, p Sexism in Children's Toys: A Developmental Perspective. Faculty Senate "Mini Grant." University of Nebraska at Omaha Development of Childhood Responsibilities. Faculty Senate Research Grant. University of Nebraska at Omaha Psychologists in the Schools of Nebraska. Faculty Senate "Mini Grant." University of Nebraska at Omaha. PUBLICATIONS Robinson-Zañartu, C., Butler-Byrd, N., Cook-Morales, V., Dauphinais, P., Charley, E., & Bonner, M. (in press). School psychologists working with Native American youth: Training, competence, and needs. Contemporary School Psychology. Cook-Morales, V. J. (2009). Beyond bilingual in bilingual school psychology: Implications for preservice specialization. Trainers Forum, 28(3), 20. Green, T. D., Cook-Morales, V. J., Robinson-Zañartu, C. A., & Ingraham, C. L. (2009). Pathways on a journey of getting it: Multicultural competence training and continuing professional development. In J. Jones (Ed.). The psychology of multiculturalism in the schools: A primer for practice, training, and research (pp ). Bethesda, MD: National Association of School Psychologists. Cook-Morales, V., Johnson, S., Zacky, D., Castro, T., Conley-Liggins, H., Toombs, D., Green, T. D., & Mohammed, C.O. (2007). Meeting the needs of English language learners in the United States: The process of entering ethnolinguistic communities (pp ). Proceedings of the Hawaii International Conference on Education, Honolulu: HI. Cook-Morales, V. J., Robinson-Zañartu, C. A., & Green, T. D. (2006, Autumn). When part of the problem becomes part of the solution: Moving from evaluation to assessment. The Special EDge, 20(1), 3-4, 14. Also on-line at Robinson-Zañartu, C., Peña, L., Cook-Morales, V., Peña, A., Afshani, R., & Nguyen, L. (2005). Academic crime and punishment: Faculty members perceptions of and response to plagiarism. School Psychology Quaterly, 20, Green, T. D., McIntosh, A. S., Cook-Morales, V. J., & Robinson-Zañartu, C. A. (2005). From old schools to tomorrow s schools: Psychoeducational assessment of African American Students. Remedial and Special Education, 26(2), Cook-Morales, V. J. (2002). The home-school-agency triangle. In D. T. Marsh & M. A. Fristad (Eds.), Handbook of serious emotional disturbance in children and adolescents (pp ). New York: John Wiley & Sons. Cook-Morales, V. J., & Robinson-Zañartu, C. A. (1995, Winter). Beyond affirmative action: Equitable admissions for student diversity. The School Psychologist, 50(1), 8.

12 Valerie J. Cook-Morales, Ph.D. October 2010, p. 12. Cook-Morales, V. J., & Robinson-Zañartu, C. A. (1995, Summer). Systemic change toward educational equity in professional psychology programs. Communiqué (pp. 9-13). Washington, DC: Office of Ethnic Minority Affairs, Public Interest Directorate, American Psychological Association. Reprinted in: Office of Ethnic Minority Affairs (2000). Model strategies for ethnic minority recruitment, retention, and training in higher education. Washington, DC: American Psychological Associate, Public Interest Directorate. Cook-Morales, V. J., & Morales, P. (1994). Multicultural special education: Issues, perspectives, and strategies. CASP Today. Cook-Morales, V. J. (1994, Jan/Feb). Multicultural committee sets priorities. CASP Today, 19. Cook, V. J., & Robinson, C. L. (1990). Alternative assessment. NASP Communiqué, 18(5). Cook, V. J., Windsor, W., & Ritter, S. (1989). Ecosystems assessment. In Policy and alternative assessment guideline recommendations: Report of the Larry P. Task Force (pp ). Sacramento, CA: California State Department of Education. Cook, V. J. (1987). Psychoeducational evaluation of ethnic minority children. In R. J. Velasquez & C. L. Uyeda (Eds.), A cross-cultural perspective for the helping professional: Conference proceedings (pp ). Fullerton, CA: California State University. Heflinger, C. A., Cook, V. J., & Thackrey, M. (1987). Identification of mental retardation by the SOMPA: Nondiscriminatory or nonexistent? Journal of School Psychology, 25, Cook, V. J. (1987). A summer reading list. CASP Today, 37(5), 32. Cook, V. J. (1987). Psychoeducational processes and testing: A rose by another name? CASP Today, 36(4), Ramage, J., Cook, V., Robinson, C., & Ingraham, C. (1987). Ethnic minority students in school psychology: Recruitment and retention. Convention '87 Proceedings: National Association of School Psychologists. Cook, V. J., & Henry, B. (1987). Alternate assessment task force report. CASP Today, 36(3), 20-25, 35. (Reprinted in Larry P.: Documentation and Recommendations, a monograph published by the California Association of School Psychologists, Millbrae, CA.) Millsap, P. A., Thackrey, M., & Cook, V. J. (1987). Dimensional structure of the Adaptive Behavior Inventory for Children (ABIC): Analyses and implications. Journal of Psychoeducational Assessment, 5, Sloan, K. A., & Cook, V. J. (1986). The structure of self-concept for black and white children (pp ). Convention '86 Proceedings: National Association of School Psychologists. McShane, D., & Cook, V.J. (1985). Transcultural intellectual assessment: Performance by Hispanics on the Wechsler scales. In B. Wolman (Ed.), Handbook of intelligence: Theories, measurements and applications (pp ). New York: John Wiley & Sons.

13 Valerie J. Cook-Morales, Ph.D. October 2010, p. 13. Cook, V. J., Howe, G. W., & Holliday, B. (1985). Community psychology for clinical child psychologists: Perspectives and roles. In S.I. Pfeiffer (Ed.), Clinical child psychology: Introduction to theory, research and practice (pp ). New York: Grune & Stratton. Cook, V. J., & Plas, J. M. (1984). Intervention with disturbed children: The ecological viewpoint. In M. J. Fine (Ed.), Systematic intervention with disturbed children (pp ). Boston: Spectrum, SP Medical & Scientific Books. Parsons, R. J., Tittler, B. I., & Cook, V. J. (1984). A multi-trait multi-method evaluation of creativity and openness. Psychological Reports, 54, Eyler, J., Cook, V., & Ward, L. (1983). Resegregation: Segregation within desegregated schools. In C. H. Rossell & W. D. Hawley (Eds.), The consequences of school desegregation (pp ). Philadelphia: Temple University Press. Cook, V. J. (1983). Individual intelligence testing: A workbook. Nashville, TN: Author. DeMers, S. T., Cook, V. J., & Graybeal, S. (1982). Survey of school psychology faculty: Their training and professional experience. Professional Psychology, 13, Cook, V.J. (1982). Tennessee association develops model continuing education program. NASP Communiqué, 10(7), 1-2. (Reprinted in TASP Newsletter, 1982, 8(1), ) Plas, J. M., & Cook, V. J. (1982). Variables which predict desire for work with special education adolescents. Psychology in the Schools, 19, Cook, V. J., Eyler, J., & Ward, L. (1981). Effective strategies for avoiding within school resegregation. Nashville, TN: Vanderbilt University, Institute for Public Policy Studies, Educational Policy Development Center for Desegregation. Eyler, J., Cook, V., Tompkins, R., Trent, W. T., & Ward, L. (1981). Resegregation: Segregation within desegregated schools. In W.D. Hawley (Ed.), A review of the empirical research on desegregation: Community response, race relations, academic achievement and resegregation (Vol. 5). Nashville, TN: Vanderbilt University, Institute for Public Policy Studies, Center for Education and Human Development Policy. Rossell, C. H., Schofield, J. W., Crain, L. R., Mahard, R.E., Tyler, J., Cook, V., Tompkins, R., Trent, W. T., & Ward, L. (1981). A review of the empirical research on desegregation: Community response, race relations, academic achievement and resegregation. In W. D. Hawley (Ed.), Assessment of current knowledge about the effectiveness of school desegregation strategies (Vol. 5). Nashville, TN: Vanderbilt University, Institute for Public Policy Studies, Center for Education and Human Development Policy. Tittler, B. I., & Cook, V. J. (1981). Relationships among school, family, and clinic: Toward a systems approach. Journal of Clinical Child Psychology, 10, Cook, V. J. (1981). Training vs. education. NASP Communiqué, 9(5), 4. Cook, V. J. (1980). The influences of home and family on the development of literacy in children. School Psychology Review, 9,

14 Valerie J. Cook-Morales, Ph.D. October 2010, p. 14. Plas, J., & Cook, V. (1980). Working with parents and children: A transactional-ecological approach (pp ). Convention '80 Proceedings: National Association of School Psychologists. Cook, V. J. (1980). Something old, something new, something borrowed, someone blue. [Review of School psychology: Perspectives and issues]. Contemporary Psychology, 25, Berry, K. K., & Cook, V. J. (1979). Personality and behavior. In H. E. Rie & E. D. Rie (Eds.), Handbook of minimal brain dysfunctions: A critical view (pp ). New York: Wiley- Interscience. Cook, V., Kraft, S., Lamp, R., Plas, J., & Ysseldyke, J. (1979). School, counseling, clinical, and community psychology: Compatible mixed marriages (p. 30). Convention '79 Proceedings: California Association of School Psychologists and Psychometrists and National Association of School Psychologists. Cook, V. J., & Patterson, J. G. (1977). Psychologists in the schools of Nebraska: Professional functions. Psychology in the Schools, 14, Cook, V. J., & White, M. A. (1977). The reinforcement potency of children's reading materials. Journal of Educational Psychology, 69, Dossi, V. C. (1976). Legislative review: Status report. Nebraska School Psychologist Journal, 5(3), Dissertation Dossi, V. C. (1975). A comparison of the reinforcement potency of contemporary, McGuffey, and historical reading materials. Teachers College, Columbia University. CONFERENCE PRESENTATIONS: NATIONAL AND INTERNATIONAL Sotelo-Dynega, M., Lopez, E., McCormick, A., Elizalde-Utnick, G., & Cook-Morales, V. (2011, February). Conceptualizing issues of training in bilingual school psychology. A symposium, National Association of School Psychologists, San Francisco, CA. Cook-Morales, V. (2010, August). SDSU s immersions in México: Implications for starting a study abroad experience. In L. Johnson (Chair), Developing a study abroad program? How to get started. American Psychological Association, San Diego, CA. Cook-Morales, V. J., & Robinson-Zañartu, C. A. (2010, July). Equitable admissions: A model to enhance student diversity in personnel preparation programs. OSEP Project Directors Conference. Washington, DC. Cook-Morales, V. J. (2009, February). Beyond bilingual in bilingual school psychology: Implications for preservice specialization. A poster for the Trainers of School Psychologists, National Association of School Psychologists, Boston, MA.

15 Valerie J. Cook-Morales, Ph.D. October 2010, p. 15. Cook-Morales, V. J., & Gutierrez-Clellen, V. F. (Chairs, with 12 student presenters). (2008, October). Transdisciplinary collaboration for effective interventions for students with autism: From preservice training through professional practice. A panel presentation at the 11th International Conference on Cognitive Disabilities/Mental Retardation, Autism, & Other Developmental Disabilities, Council for Exceptional Children, Division on Developmental Disabilities. San Diego, CA. Cook-Morales, V. J., & Gutierrez-Clellen, V. (2008, July). Preservice learning communities: Training in transdisciplinary collaboration. A poster at OSEP s Project Directors Conference. Washington, DC. Cook-Morales, V. J. (Chair, with 8 student presenters). (2008, February). Transdisciplinary teams: Building academic resilience in multilingual schools. National Association of School Psychologists, New Orleans, LA. Haskell, H., Coronado, R., Gerdes, E., & Cook-Morales, V. J. (2008, February). Strengthening outcomes for children with autism: Building culturally appropriate interventions. National Association of School Psychologists, New Orleans, LA. Cook-Morales, V. J. (Chair, with student presenters). (2007, March). Questioning our responsiveness to emotional disturbance: Multicultural inquiries. National Association of School Psychologists, New York, NY. Green, T. D., & Cook-Morales, V. J., with student presenters. (2007, March). Preparing school psychologists as English-language consultants. National Association of School Psychologists, New York, NY. Cook-Morales, V. (Chair, with student presenters). (2007, January). Meeting the needs of English language learners in the United States: The process of entering ethnolinguistic communities. Hawaii International Conference on Education, Honolulu: HI. Robinson-Zañartu, C., Cook-Morales, V., & Ingraham, C. (2006, March). Diversity: Public schools and school psychologists. An invited address to the Trainers of School Psychologists at the National Association of School Psychologists, Anaheim, CA. Gutierrez-Clellen, V., Cook-Morales, V., Cantaño, L., Ortega, L., Tchir, S., & Arias, L. (2005, November). Training bilingual personnel to serve Latino children: A transdisciplinary model. American Speech-Language Hearing Association, San Diego, CA. Cook-Morales, V. J., & Green, T. D. (2004, May). Mentoring: Two sides of the relationship. An invited pre-conference workshop for LASER [Linking Academic Scholars to Educational Resources] Urban Education Research Think Tank, San Juan, PR. Cook-Morales, V. (Chair, with student presenters). (2004, April). Strategies for effecting collaborative relationships: A model for serving bilingual populations. Council for Exceptional Children, New Orleans, LA. Cook-Morales, V. J. (2003, September). WEAVING research, writing, and teaching: Forming an action agenda. An invited workshop for the LASER [Linking Academic Scholars to Educational Resources] Think Tank, Albuquerque, NM.

16 Valerie J. Cook-Morales, Ph.D. October 2010, p. 16. Griego-Jones, T., Fletcher, T., & Cook-Morales, V. J. (2003, April). Teachers as L2 learners in a Spanish immersion experience. Bilingual Education Research Special Interest Group, American Educational Research Association, Chicago, IL. Fletcher, T., Cook-Morales, V. J., Arenas, A., Dejud, C., Gomez, E., & Hughes, M. C. (2003, April). The impact of an international immersion experience for educational professionals: Powerful professional development experiences. Council for Exceptional Children, Seattle, WA. Cook-Morales, V. J., Fletcher, T., Greigo-Jones, T., Arenas, A., Dejud, C., Gomez, E., & Hughes, M. C. (2003, January). Immersions in Mexico: Professional development strategies, opportunities and outcomes. National Association for Bilingual Education, New Orleans, LA. Griego-Jones, T., Fletcher, T., & Cook-Morales, V. (2003, January). Spanish immersion experience for special education teachers and school psychologists. Research and Evaluation Special Interest Group, National Association for Bilingual Education, New Orleans, LA. Fletcher, T., Cook-Morales, V., Arenas, A., Beckvall, R. Ferguson-Jacinto, D. & Hughes, M. C. (2003, January). Immersions in Mexico: Transformative professional development experiences. Hawaii International Conference on Education, Honolulu, Hawaii. Cook-Morales, V. J. (Chair, with student presenters) (2001, April). From risk to resiliency: Multicultural perspectives. A Mini-Skills Workshop, National Association of School Psychologists, Washington, DC. Cook-Morales, V. J., & Robinson-Zañartu, C. A. (2001, February). Infusing diversity in university programs: A systemic framework. An invited workshop presented at the Project Directors Conference sponsored by the U. S. Department of Education, Office of Special Education Programs (OSEP), Washington, DC. Cook-Morales, V. J. (2000, August). Keys to the doors: SED and the schools In V. J. Cook- Morales (Chair), Opening the doors: Schools and SED. Mini-Convention on Serious Emotional Disturbance at the annual convention of the American Psychological Association, Washington, DC. Cook-Morales, V. J. (1999, August). Serious emotional disturbance: Family issues and interventions. In D. Marsh (Chair), Serious mental illness: Family issues and interventions. Mini-Convention on Serious Mental Illness at the annual convention of the American Psychological Association, Boston. Cook-Morales, V. J., Cegelka, P., with student presenters. (1998, November). Confronting the challenges: Personnel preparation for SED/BD multicultural populations through transdisciplinary collaboration. Council for Exceptional Children, Symposium on Culturally and Linguistically Diverse Exceptional Learners, Washington, DC. Shapiro, E. S. (Chair), Ramirez, R., Lopez, A., Miranda, A., & Cook-Morales, V. (1998, April). Lessons learned from the assessment and intervention of Latino students. National Association of School Psychologists, Orlando, FL.

17 Valerie J. Cook-Morales, Ph.D. October 2010, p. 17. Cook-Morales, V. J., Aganza, J., Gamble, B., Lewis, A., Tsubo, T., & Watkins, G. (1997, April). Working well with diversity: Cultural competence and cultural advocacy. National Association of School Psychologists, Anaheim, CA. Cook-Morales, V. J., & Lazarus, P. (1997, April). Meeting the call for cultural competence - with integrity. An invited address for the Trainers of School Psychologists, National Association of School Psychologists, Anaheim, CA. Cook-Morales, V. J. (Discussant, for student presenters) (l997, April). Successful African American community involvement. A symposium, National Association of School Psychologists, Anaheim, CA. Cook-Morales, V. J. (1997, February). Training in cross-cultural competence. An invited address to the Research Symposium on Language Diversity in Multicultural Communication Sciences and Disorders, University of Texas, Austin, TX. Cook-Morales, V. J., Robinson-Zañartu, C. A., & Ortiz, S. O. (1994, August). Systemic change toward educational equity in professional psychology programs. A poster session, American Psychological Association, Los Angeles, CA. Cook-Morales, V. J., & Robinson-Zañartu, C. A. (1994, August). Innovations toward preparing culturally competent school psychologists: Federal training grants at San Diego State University. In E. Shapiro (Chair), Innovations in the Training of School Psychologists. A symposium, American Psychological Association, Los Angeles, CA. Cook-Morales, V. J. (1994, March). Beyond the bilingual in bilingual school psychology: A model from San Diego State University. In L.S. Borras (Chair), National models in bilingual school psychology. A symposium, National Association of School Psychologists, Seattle, WA. Robinson-Zañartu, C., & Cook-Morales, V. (1994, March). Assessing readiness for multicultural advocacy: Elements of systemic and strategic change. A poster session, National Association of School Psychologists, Seattle, WA. Cook-Morales, V.J. (Chair), Delgado-Rios, L., Gaudet, Y., Martinez, E., Ortiz, O., Robles, H.B., & Benitez, G. (1993, April). Bilingual school psychology: Validation of a specialization. A symposium, National Association of School Psychologists, Washington, DC. Brown-Cheatham, M., Grant-Henry, S., & Cook-Morales, V.J. (1993, April). Transcending the "role model:" A mentorship paradigm for the professional development of African-American school psychologists. A symposium, National Association of School Psychologists, Washington, DC. Cook-Morales, V. J., & Robinson-Zañartu, C.A. (1993, February). Recruitment and retention of students of color in professional education programs: A model from school psychology. National Association for Multicultural Education, Los Angeles, CA. (Audiotape distribution by Pacific Audio Recording, Fullerton, CA.) Cook-Morales, V. J. (Chair), Robinson-Zañartu, C.A., Rowell, L., Ingraham, C.L., Brown- Cheatham, M., Gutierrez-Clellen, V., & Robinson, M. (1993, February). Developing

18 Valerie J. Cook-Morales, Ph.D. October 2010, p. 18. multicultural emphases in professional education programs: Federal personnel preparation grants. A symposium, National Association for Multicultural Education, Los Angeles, CA. Robinson-Zañartu, C., Cook, V. J., & Brown-Cheatham, M. (1992, March). Recruitment and retention of students of color. Presented to the Trainers of School Psychologists, National Association of School Psychologists, Nashville, TN. Cook, V. J., & Robinson-Zañartu, C. (1991, March). Navigational guide to multicultural waters. National Association of School Psychologists, Dallas, TX. Cook, V. J. (Chair), Ingraham, C.L., & Robinson-Zañartu, C. (1991, March). Beyond changing the face of school psychology: Evolution of a graduate program. A symposium, National Association of School Psychologists, Dallas, TX. Cook, V. J. (1991, March). The Bilingual-Bicultural (Hispanic) School Psychology Project. In V. J. Cook (Chair), Beyond changing the face of school psychology: Evolution of a graduate program. National Association of School Psychology, Dallas, TX. Cook, V.J. (1991, March). The Spanish-English Language Proficiency (SELP) Project. In V.J. Cook (Chair), Beyond changing the face of school psychology: Evolution of a graduate program. National Association of School Psychologists, Dallas, TX. Cook, V.J., & Robinson-Zañartu, C.A. (1990, April). Alternative assessment. An invited preconvention workshop. National Association of School Psychologists, San Francisco, CA. Cook, V.J. (1990, April). Model multicultural curriculum in school psychology: Reframing from courses to program. Invited address, National Association of School Psychologists, San Francisco, CA. Cook, V.J. (Chair), Benitez, G., Mondragon, J.C., Pulido, H.R.M., Rosso, L.S., & Smith, L. (1990, April). "Hispanics" on Hispanics: Diverse perspectives. An invited panel presentation. National Association of School Psychologists, San Francisco, CA. Cook, V.J. (Discussant) (1990, February). The "Larry P. case": Implications for individuals with learning disabilities. An invited symposium presentation at the International Conference of the Learning Disabilities Association of America. Anaheim, CA. Cook, V.J. (1989, March). Evolving terms to create a revolution: Moving from cultural sensitivity to cultural advocacy. In C.A. Robinson (Chair), Implementing the revolution in an era of pluralism. A symposium presented at the National Association of School Psychologists, Boston, MA. Cook, V.J. (Chair), Robles, B., & Smith, L. (1989, March). Service delivery to Hispanic students: Ethnocentric perspectives. A symposium, National Association of School Psychologists, Boston, MA. Robles, B., & Cook, V.J. (1989, March). Naming is knowing: Ethnic identity and labels. In V. J. Cook (Chair), Service delivery to Hispanic students: Ethnocentric perspectives. National Association of School Psychologists, Boston, MA.

19 Valerie J. Cook-Morales, Ph.D. October 2010, p. 19. Fletcher, L., & Cook, V.J. (1989, March). Hispanic parent involvement in special education. In V. J. Cook (Chair), Service delivery to Hispanic students: Ethnocentric perspectives. National Association of School Psychologists, Boston, MA. Skadron, C., & Cook, V.J. (1989, March). Crossing cultural lines: Anglo school psychologists serving Hispanic children. In V.J. Cook (Chair), Service delivery to Hispanic students: Ethnocentric perspectives. National Association of School Psychologists, Boston, MA. Cook, V.J. (1988, April). Differentiating testing, evaluation, and assessment: Reframing service delivery. In C. L. Ingraham (Chair), Changing roles in the delivery of psychological services. Symposium, National Association of School Psychologists, Chicago, IL. Cook, V.J. (Chair) with student presenters. (1988, April). Challenge of the 90's: Today's school psychologists for tomorrow's children. A symposium presented at the National Association of School Psychologists, Chicago, IL. Cook, V.J. (Chair), Oakland, T., Nuttal, E., & Barona, A. (1988, April). Recruitment and retention of ethnic minority students: Issues and models from across the United States. A symposium presented at the National Association of School Psychologists, Chicago, IL. Cook, V.J., & Ramage, J.C. (1988, April). Living with Larry P.: Implications for training school psychologists. An invited address to the Trainers of School Psychologists, National Association of School Psychologists, Chicago, IL. Cook, V.J. (Chair), Gutierrez, M., Ramirez, M., Pry, D., Trejo, S., & Aste, M. (1987, March). The Hispanic-culture/school-culture clash: Reframing for compatibility. National Association of School Psychologists, New Orleans, LA. Ramage, J., Cook, V., Robinson, C., & Ingraham, C. (1987, March). Ethnic minority students in school psychology: Recruitment and retention. National Association of School Psychologists, New Orleans, LA. Cook, V.J. (1986, August). Invited discussant for symposium. D. Goh (Chair), Ethnic minority issues in school psychology. American Psychological Association, Washington, DC. (Available as Cassette #96, American Psychological Association--one of four tapes on minority issues from the 1986 convention.) Cook, V.J. (1986, April). Minority students and school psychology programs: Design for success. National Association of School Psychologists, Hollywood, FL. Cook, V.J. (Chair), Ingraham, C.L., Ramage, J.C., & Robinson, C.A. (1986, April). Multicultural school psychology: Perspectives and issues. Symposium, National Association of School Psychologists, Hollywood, FL. Sloan, K.A., & Cook, V.J. (1986, April). The structure of self-concept of black and white children. National Association of School Psychologists, Hollywood, FL. Cook, V.J. (1985, April). Recruitment of minority students in school psychology: A function of program design. Presented to the Multicultural Task Force at the National Association of School Psychologists, Las Vegas, NV.

20 Valerie J. Cook-Morales, Ph.D. October 2010, p. 20. Cook, V.J., & Newman, V. (1983, March). Formal family systems assessment: Rationale and case study. National Association of School Psychologists, Detroit, MI. Barnett, L.L., Berk, M.R., & Cook, V.J. (1983, March). A clinical internship for school psychologists: Rationale, issues, and impact. National Association of School Psychologists, Detroit, MI. Cook, V.J., Eyler, J., & Ward, L. (1982, March). Bilingual education and desegregation: The case for compatibility. American Educational Research Association, New York, NY. Eyler, J., Cook, V., & Ward, L. (1982, March). Resegregation: Segregation within desegregated schools. American Educational Research Association, New York, NY. Cook, V.J., & Webb, L.D. (1982, March). Intelligent adaptive behavior assessment: Interpretation of the ABIC. National Association of School Psychologists, Toronto, Canada. Barnett, L.L., Cook, V.J., & Tittler, B.I. (1982, March). The relationship between children's reading difficulties and family involvement. National Association of School Psychologists, Toronto, Canada. Nettles, A.L., Cerreto, M.C., Van Dervoort, R., & Cook, V.J. (1982, March). Children's understanding of medication. National Association of School Psychologists, Toronto, Canada. Schakel, J., Waters, C., Cook, V.J., & Amato, G. (1982, March). Continuing professional development programs for state associations. National Association of School Psychologists, Toronto, Canada. Cook, V.J., Kelly, J., & Kinsler, B. (1982, March). An Introduction to the System of Multicultural Pluralistic Assessment (SOMPA). An invited workshop. Multi-Ethnic Conference on Assessment: An International Conference, Tampa, FL. Cook, V.J. (Chair), Catron, T., Delclos, V., Kelly, J., & Kinsler, B. (1982, March). Application of models of nondiscriminatory assessment. Symposium, Multi-Ethnic Conference on Assessment: An International Conference, Tampa, FL. Cook, V.J. (1982, March). Conceptual models of nondiscriminatory assessment: Differentiation and integration. In V.J. Cook (Chair), Application of models of nondiscriminatory assessment. Multi-Ethnic Conference on Assessment: An International Conference, Tampa, FL. Kinsler, B., & Cook, V.J. (1982, March). To predict or not to predict: "What, when, and how" are the questions. In V.J. Cook (Chair), Application of models of nondiscriminatory assessment. Multi-Ethnic Conference on Assessment: An International Conference, Tampa, FL. Martinez-Morales, E., & Cook, V.J. (1982, March). Cultural sensitivity and nondiscriminatory assessment: Toward a transactional model of assessment for Hispanic children. In V.J. Cook (Chair), Application of models of nondiscriminatory assessment. Multi-Ethnic Conference on Assessment: An International Conference, Tampa, FL.

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