Top 10 School Psychologist Asians

Transcription

1 Competence, Capacity, and Collaboration OSPA 2015 Fall Conference Speaker Directory October 8th and 9 th Eugene, OR

2 Speaker Biographies Gena P. Barnhill, PhD., NCSP, BCBA- D, LBA Building Collaborative Partnerships with Families of Students with ASD Gena P. Barnhill, Ph.D., NCSP, BCBA- D, LBA is the director of Special Education Programs and Coordinator of the Autism Certificate Program and BCBA coursework at Lynchburg College in Lynchburg, VA. She received her Ph.D. from the University of Kansas and has worked with children with special needs in medical and mostly educational settings for approximately 40 years. In addition to publishing numerous articles in peer- reviewed journals, 2 books and 4 book chapters, she has presented on autism and Asperger syndrome at over 200 conferences, including multiple presentations for the National Association of School Psychologists (NASP), VASP and the Autism Society of America. Beth Varner, M.Ed., NCSP Woodcock- Johnson IV Update Beth Varner, M.Ed., NCSP is a Clinical Account Executive with Houghton Mifflin Harcourt- Riverside Publishing. She completed her school psychology training program at the University of Washington in Seattle. She has worked as a school psychologist in Alaska, Washington, and California. Laura Lee McIntyre, PhD., BCBA- D Kindergarten transition: Ready or not, here we come! Laura Lee McIntyre, Ph.D., BCBA- D, is Professor and Director of the School Psychology program in the Department of Special Education and Clinical Sciences and Associate Director of the Child and Family Center at the Prevention Science Institute at the University of Oregon. Her professional interests involve assessment and home- and school- based interventions for young children with developmental and behavioral problems, kindergarten transition, and family- school partnerships. She is a licensed psychologist, school psychologist, and board

3 certified behavior analyst with experience working with children in home, school, and hospital settings. Her research has been funded by the National Institutes of Health, the U.S. Department of Education, and private foundations. Tod Schneider Connectivity Through Storytelling Tod Schneider is an international consultant on Safe, Healthy and Positive Environmental Design (SHAPED) for schools, most recently in Haiti. He s also a 30 year veteran police crime prevention specialist, veterans homelessness prevention analyst, children s writer and storyteller. He served for over a decade as resident story teller and Second Step violence prevention instructor at the Family School in Eugene. ( ) Melissa McCart, D.Ed. Traumatic Brain Injury Eligibility, Best Practices and Resources Melissa McCart, D.Ed., received her doctorate in Educational Methodology, Policy and Leadership, her M.S. in behavioral disabilities and her administrator's licenses from the University of Oregon. She has worked extensively with at- risk children and families as a behavior specialist for school district 4j, as a behavior consultant for Lane ESD and as a special education teacher. Prior to coming to work at the Center for Brain Injury Research and Training (CBIRT), Melissa spent seven years as a school administrator of a Pre- K to 8th grade school. She is currently the Project Coordinator for the Oregon TBI Team and works on various other projects at CBIRT. Her work at CBIRT combines her educational experiences with her passion for helping children and families. Kevin J. Moore, Ph.D. Individual Risk Assessment from a Family Health Perspective Kevin J. Moore, Ph.D. is an Intervention Scientist, Research Associate at the Child and Family Center, Prevention Science Institute, University of Oregon. He has 30 years of experience in researching, implementing and consulting on evidence and principle- based treatments across educational, mental health, social welfare, residential, and juvenile justice settings. He has also helped develop methodological and analytic techniques for the study of naturally occurring clinical events in the psychological and medical treatments of children. Recently, he has focused his professional work on the development of low response cost

4 clinical screening and monitoring tools and the implementation and scaling- up of the Family Check- Up intervention in naturally occurring community- based service settings and via Web- based learning platforms. Rohanna Buchanan, Ph.D. & Traci Rupert, M.S. Parent Engagement and Home- School Communication to Promote Positive School Transitions Dr. Buchanan has been with OSLC since She received her Ph.D. from the University of Oregon. Dr. Buchanan s research focuses on the inclusion of families and behavioral data to support youth in school, particularly during difficult transitions. Her current research project, funded through the Institute of Education Sciences, is in collaboration with the Lane Education Service District to develop and study supports for students transitioning from treatment settings to public school settings. She also works with Dr. Chamberlain on the dissemination of the KEEP intervention and is a Co- Investigator on Chamberlain s NIDA funded LINKS project. Dr. Buchanan s other research interests include measurement of implementation fidelity, instrument development to measure responsiveness to behavioral interventions, and measure psychometrics. Prior to receiving her Ph.D., Buchanan served as a clinician on the GIRLS project with OSLC and helped to develop girl- specific adaptations for the Multidimensional Treatment Foster Care model and teen- specific adaptations for KEEP. Traci Ruppert is a doctoral candidate in the special education department at the University of Oregon. Her research interests include behavioral parent education, family- school partnerships, and designing academic instruction for students with low- incidence disabilities. She currently works at the Oregon Social Learning Center. Kathleen M. Woodward, Ed.S., NCSP The Evidence for Executive Function Assessment and Intervention with the BRIEF2 In her role as Senior Clinical Assessment Consultant at PAR, Inc., Ms. Woodward travels across the western region of the United States and Canada to consult with large school districts, healthcare organizations, and corrections professionals regarding their psychological assessment and continuing education needs. She has presented over 100 professional workshops on assessment related topics for professionals both in their organizational settings and at state and national conventions. Ms. Woodward received both a Bachelor of Arts degree in Psychology and an Educational Specialist degree in School Psychology at the University of Northern Colorado, where she was awarded the Graduate Dean s Citation of Excellence for her outstanding research accomplishments in psychological assessment. Ms. Woodward served as a counselor for many years prior to practicing as a school psychologist in the Colorado public school system where she provided services to children from birth to 21 years of age. While serving the public school system, she was instrumental in developing and implementing response to intervention (RTI) policies and procedures. Additionally, her work focused on crisis response and threat/risk assessment procedures, early childhood assessment, behavioral assessment and intervention, and program planning for preschool students who were diagnosed with

5 autism. Ms. Woodward is a licensed school psychologist in the state of Colorado, a Nationally Certified School Psychologist, and a member of the National Association of School Psychologists. She resides in Denver, Colorado. Janine Jones, PhD, NCSP, LP Culturally Responsive Interviewing with Children and Families: An Approach Toward Collaborative Action Janine M. Jones, PhD, is an Associate Professor and Director of the School Psychology Program at the University of Washington. Her research focuses on providing culturally responsive interventions in school psychology practice. She also studies the cultural factors associated with resilience in African American children. She an author and the editor of The Psychology of Multiculturalism in the Schools: A primer for practice, training, and research. In addition to her research on multiculturalism, Dr. Jones studies engagement between schools and families including strategies that foster healthier relationships between home, school, and community. She is a licensed psychologist and Nationally Certified School Psychologist. Her educational background includes a Master s degree in Marriage Family and Child Therapy from the University of Southern California and a Doctoral Degree in School Psychology from the University of Texas at Austin. S. Andrew Garbacz, Ph.D. Family Engagement in Tiered Behavior Support Systems S. Andrew Garbacz, PhD, is assistant professor in the School Psychology program and research scientist with the Child and Family Center, housed within the Prevention Science Institute at the University of Oregon. Andy s program of research includes examining cross- system prevention and intervention programs that engage families and educators together to support children s learning and behavior. Andy is a board- licensed psychologist, licensed school psychologist, and Nationally Certified School Psychologist. He has professional experience in behavioral and pediatric clinics, primary care, and schools.