University of

Florida School Psychology Times

2012-2013

Editor: Kaitlyn Tiplady

“My fellow students are the main reason I love it here. I am surrounded by

brilliant minds who challenge me to think differently.”

- Chelsea Thorne

Table of Contents

Faculty...pg 3

First Year Students...pg 8

Who’s the best Chris?...pg 9

International Work...pg 10

Boys Town...pg 12

Assistantship and Fellowships...pg 13

Internship and Practicum...pg 14

Congratulations...pg 16

Peer Mentors...pg 17

Life at UF...pg 19

Community Activities...pg 20

Conference Presentations...pg 21

Student Publications...pg 22

Conferences...pg 23

Dr. John Kranzler

Recent Publications:

Benson, N., Hulac, D. M., & Kranzler, J. H. (2012). Independent examination of the Wechsler Adult

Intelligence Scale-Fourth Edition (WAIS-IV): What does the WAIS-IV Measure? Psychological Assess

ment, 22, 121-130. [Reprinted in: G. J. Boyle, D. H. Saklofske, & G. Matthews (Eds.), Psychological as

sessment: SAGE benchmarks in psychology. SAGE: London.]

Floyd, R. G., & Kranzler, J. H. (in press). The role of intelligence testing in understanding students' academic

problems. To appear in R. Brown-Chidsey & K. Andren (Eds.), Assessment for intervention (2ed). New

York: Guilford. (40 manuscript pages)

Floyd, R. G., & Kranzler, J. H. (2012). Processing approaches to interpretation of information from

cognitive ability tests: A critical review. To appear in D. P. Flanagan & P. Harrison (Eds.),

Contemporary intellectual assessment (3rd ed.) (pp. 497-525). New York: Guilford Press.

Grapin, S. L., Kranzler, J. H., Daley, M. L. (in press). Normative assessment of the research productivity

and scholarly impact of faculty in APA-accredited school psychology programs: 2005-2009.

Psychology in the Schools.

Kranzler, J. H. (2012). Mental chronometry. In N. Seel (Ed.), Encyclopedia of Sciences of Learning (pp.

420-422) Springer: New York.

Kranzler, J. H., & Floyd, R. G. (in press). A practical guide to assessing intelligence in children and

adolescents. Guiford: New York.

Dr. John Kranzler is the Program Director and a professor who joined the

faculty at UF in 1990 after receiving his Ph.D. in School Psychology from the Uni-

versity of California, Berkeley. He has taught classes in school psychology, learn-

ing and cognition, the theory of intelligence, psycho-educational assessment,

statistics, and individual differences. His major area of scholarly interest con-

cerns the nature, development, and assessment of human cognitive abilities.

Conference Presentations:

Farmer, R. L., Floyd, R. G., Reynolds, M. R., & Kranzler, J. H. (2012, February). IQs and Abbreviated IQs:

What are their g loadings. Paper presented at the Annual Convention of the National Association of

School Psychologists, Philadelphia, PA.

Grapin, S. L., Kranzler, J. H., & Daley, M. L. (2012, February). Research productivity of school psychology

faculty: A normative assessment. Paper presented at the Annual Convention of the National

Association of School Psychologists, Philadelphia, PA.

Garner, K. S., Miller, J. L., Shuster, J. L., Kranzler, J. H., & Driscoll, D. J. (2011, November). The

Relationship Between Early-Onset Obesity and Behavior. Paper presented at the Annual Convention of

the Prader-Willi Syndrome Association, Orlando, Fl.

Grapin, S. L., Kranzler, J. H., & Daley, M. L. (2011, November). Normative data on the scholarly

productivity of school psychology faculty. Paper presented at the Annual Conference of the Florida

Association of School Psychologists, Miami, FL.

Dr. Diana Joyce

Dr. Diana Joyce’s research interests include social-emotional assessment and

multi-tiered systems of support (MTSS) services for behavioral and mental

health disorders. Her focus is on school-based applications of direct service.

Current Grants:

Waldron, N. & Joyce, D. Co-Principal Investigators. Transforming Inquiry and Educational Practice Through

Response-to-Intervention (Project TIER) is designed to provide a doctoral specialization for school psy

chology in response-to-intervention (RtI) implementation. $800,000. August 2009-August 2013. US

DOE

Recent Publications:

Joyce, D., & Grapin, S. (in press). School Psychologists' Role in Facilitating Successful Postsecondary Transi

tions for Students with Disabilities. Communique’

Sulkowski, M., & Joyce, D. (2012). School psychology goes to college: The emerging role of school psychology

in college communities. Psychology in the Schools, 49(8), 809-815.

Sulkowski, M. L., Joyce, D. K., & Storch, E. A. (2011). Treating childhood anxiety in schools: Service delivery in

a response-to-intervention paradigm. Journal of Child and Family Studies. (DOI) 10.1007/s10826-

011-9553-1.

Conference Presentations:

Joyce, D., Callueng, C., Castillo, M., & Ettinger, R. (June, 2012). Bullying behavior prevention within a

response to intervention model for fourth graders. Presented at the International Association of

School Psychologists Conference, Montreal, Canada.

Joyce, D., Portell, M., Callueng, C., Grapin, S., & Waldron, N. (February, 2012). Applied Tier II-III RtI

counseling skills for school psychologists. Presented at the National Association of School

Psychologists Conference, Philadelphia, PA

Joyce, D., Nortey, A., Parekh, N., Poitevien, C., & Waldron, N. (October 2012). The Effectiveness of

Behavioral Screening Measures/Data in Predicting Intervention Needs. CEU Workshop Presented at

the Florida Association of School Psychologists Annual Conference, Orlando, FL.

Joyce, D., Flores, C., Parekh, N., & Waldron, N. (October, 2012). Tier II-III Effective Applied Counseling

Techniques for School Psychologists. CEU Workshop Presented at the Florida Association of School

Psychologists Annual Conference, Orlando, FL.

Dr. Elayne Colón

Dr. Colón serves as the Director of Assessment and Accreditation for the

University of Florida’s College of Education. Her research interests include

individual and systems-level assessment, program evaluation, and the

accreditation and regulation of educator preparation programs.

Recent honors:

Accepted into UF Academy for emerging leaders (2012)

Florida Department of Education, Electronic Institutional Program Evalua-

tion Plan (eIPEP) Advisory Board (2012)

Invited Subject Matter Expert, Florida Teacher Certification Examinations,

Professional Education, Test Item Development (January, 2012)

Recent Publications:

Emihovich, C., Dana, T., Vernetson, T., & Colón, E. (2011). Changing standards, changing needs: The

gauntlet of teacher education reform. In P.M. Earley, D.G. Imig, & N.M. Michelli (Eds.), Teacher

Education Policy in the United States (pp. 47-75). New York: Routledge.

Conference Presentations:

Colón, E. (2011, September). Data Analysis Toward Program Improvement. Invited presentation at the

annual meeting of Florida Educator Preparation Institutes, Florida Department of

Education, Lake Mary, FL.

Colón, E., Dana, T., & Vernetson, T. (2012, February). Accountability Across the Career: Collaborating to

Align Performance Expectations. Presented at the annual meeting of the American Association of

Colleges for Teacher Education, Chicago, IL.

Colón, E. & Wilson, R. (2011, November). Rethinking Pay for Performance: Implications and Opportunities

for School Psychologists. Presented at the annual meeting of the Florida Association of School

Psychologists, Orlando, FL.

Colvin, S., & Colón, E. (2012, October). Using Value Added Measures to Assess First Year Teachers and

Preparation Programs: Lessons Learned. Presented at the annual meeting of the Florida Associa

tion of Teacher Educators, Jacksonville, FL.

Colvin, S., & Colón, E. (2011, October). Lessons Learned from Looking at K-5 Student Performance Data

of Program Graduates. Presented at the annual meeting of the Florida Association of Teacher

Educators, St. Petersburg, FL.

Dr. Tina Smith-Bonahue

Dr. Tina Smith-Bonahue is an associate professor in the School of

Special Education, School Psychology and Early Childhood Studies. She

teaches courses in direct interventions in school psychology and

assessment and evaluation in the Unified PROTEACH Early Childhood pro-

gram. Her primary research interests include aggression and challenging

behaviors in early childhood, intervention for challenging behaviors, and

teacher beliefs regarding children with special needs. She is interested in

improving classroom quality in pre-kindergarten and providing profession-

al development for early childhood educators.

Recent Publications:

Smith-Bonahue, T. (in press). Intervention. In S.R. Hooper & W. Umansky (Eds.). Young Children with Spe-

cial Needs, (418-461). Upper Saddle River, NJ: Pearson.

Smith-Bonahue, T., Harman, J., & Smith, S. (in press). “I Won’t Be Your Friend if You Don’t!” Preventing

Relational Aggression in Preschool Classrooms. Young Children.

Smith, S., Pereira, J., Socarras, K., Bodurtha, K., Davis, E., & Smith-Bonahue, T. (in press). Preparing to

Play: A Qualitative Study of Graduate Students¹ Reflections on Learning Play Therapy in an Ele-

mentary School. International Journal of Play Therapy.

Conference Presentations:

Conroy, M.A., Abrams, L., Sutherland, K.., Smith-Bonahue, T., Wilson, R., & Reese, K. (2012, August).

BEST in CLASS: The Impact of Tier 2 Intervention for Preschoolers At-Risk for Emotional/

Behavioral Disorders, Presented at the Annual Convention of the American Psychological Associa-

tion, Orlando, FL.

Diaz, R., Smith-Bonahue, T., Smith, S., & Elias-Miranda, Marisel. Developmentally Appropriate Profession-

al Development for Early Childhood Educators: Florida Master Teacher Initiative, Presented at the

Annual Conference of the National Association for the Education of Young Children, Atlanta, GA.

Morris, J. & Smith-Bonahue, T. (2012, February). Graduate Student and Intern Perceptions of Home-

School Collaboration. Presented at the Annual Convention of the National Association of School

Psychologists, Philadelphia, PA.

Reese, K., Wilson, R., Werch, B., Smith-Bonahue, T., & Conroy, M. (November, 2012). BEST in CLASS: A

Manualized Program to Reduce Challenging Behaviors in Pre-K Classrooms, Presented at the An-

nual Conference of the Florida Association of School Psychologists, Orlando, FL

Smith-Bonahue, T., & Colon, E. (2012, August). Developing a Community of Practice Through an Online

Internship Seminar. Presented at the Annual Convention of the American Psychological Associa-

tion, Orlando, FL

Dr. Nancy Waldron

Dr. Nancy Waldron teaches courses in consultation, academic assessment/

intervention, and cultural diversity. Her research interests include the

inclusion of students with disabilities in general education, contextual

factors effecting implementation of multi-tiered systems of support, school

improvement and systems change, and school psychology accreditation.

Recent Appointments:

Promoted to Professor beginning in August 2012.

Associate Director and Graduate Coordinator for the School of Special Edu-

cation, School Psychology and Early Childhood Studies (SESPECS)

Recent Publications:

McKenney, E., Waldron, N., & Conroy, M. (in press). The effects of training and performance feedback

during behavioral consultation on general education teachers’ integrity to functional analysis

procedures. Journal of Educational and Psychological Consultation.

McLeskey, J., Waldron, N., & Redd, L. (in press). A case study of a highly effective, inclusive elementary

school. Journal of Special Education.

Waldron, N., McLeskey, J., & Redd, L. (2011). Setting the direction: The role of the principal in developing

an effective, inclusive school. Journal of Special Education Leadership, 24(3), 51-60.

Waldron, N., & Redd, L. (2011). Providing a full circle of support to teachers in an inclusive elementary

school. Journal of Special Education Leadership, 24(1), 59-62.

Conference Presentations:

McLeskey, J., & Waldron, N., (2011). Are full inclusion programs for elementary students with LD justify

able? Presented at the Council for Exceptional Children Annual Conference, National Harbor, MD.

Waldron, N., Parekh, N., Wallace, J., & Joyce, D. (2012). Enhancing secondary RtI implementation:

Listening to teacher voices. Presented at the National Association of School Psychologists Annual

Conference, Philadelphia, PA.

Waldron, N., Nortey, A., Coleman, J., & Joyce, D. (2012). Reading outcomes: Determining the effects of

multiyear tiered intervention. Presented at the National Association of School Psychologists Annual

Conference, Philadelphia, PA.

(Botton to Top, Left to Right) Jeisha Matos-Torres, Teresa Molina,

Christopher Poitevien, Kristofer Kraul, Lauren Palma, Kaitlyn Tiplady,

Olivia Soutullo, Nichol Inman, Adrienne Sloan, Jillian McFarlan,

Christopher Wilson

Meet the First Year Cohort!

This year, the first year cohort has only has

three men… and they are all named

Christopher/Kristofer. So we asked them,

“Who is the best Chris?”

Christopher Wilson: While Chris and Kris-

tofer may claim they are the best Chris (or

Kristofer), only one of us has been the mys-

terious neighbor on Tim Allen’s TV Show

“Home Improvement,” or starred in a major

motion picture as Tom Hank’s volleyball.

Christopher Poitevien: I am the best Chris. It is because

I just have a way with the ladies. That's right. Inside this

deceiving exterior is a gentle soul who is smooth like

the voice of Jeremy Irons, debonair as Bond, James

Bond, and charming as Austin powers (plus a little of

the chest hair).

Kristofer Kraul: I may not be the

best Chris, but I am the best Kris.

Just like Tigger, I’m the only one.

International Work By: Angelina Nortey

This summer, Kaycee Reese, Natasha Pa-

rekh and I, participated in a month-long study

abroad program, specifically designed for school

and clinical psychology students, in Quito, Ecua-

dor. With different site assignments at a school,

health clinic and community outreach center, we

were not really sure what to expect. While every-

day was different, at the health clinic, typically

days consisted of giving “charlas” or small infor-

mation talks to those in the waiting room about

stress, anxiety, depression, nutrition, etc., yoga

groups for stress and counseling sessions with

children, adolescents and families. Some pre-

senting concerns we encountered were child be-

havior, family stressors (e.g., domestic violence,

drug abuse), family transition periods (e.g., preg-

nancy and birth) and parent-child relationships

(e.g., discipline). Throughout all of our work per-

meated the importance of culture and making

sure that any recommendation we provided was

relevant and feasible within the context of Ecua-

dorian culture. Many of the approaches we em-

ployed were strengths-based oriented to highlight

the resiliency factors of the population we were

working with. For example,

Ecuador is a predominant-

ly Catholic-faith based

country. As a result, issues

of religion, faith and pray-

er were often mentioned

within sessions by our cli-

ents. In being responsive,

we often built upon this

because it seemed im-

portant to our clients, in

addition to the counseling

techniques we brought in

our “toolbox”.

Outside of work, there was much to do

and learn about Ecuador. The other partici-

pants in the group came from all over the

United States and from varying universities.

All 11 students and 3 staff were amazing in

their experiences, perspectives and charac-

ter. On weekends, we took trips to different

parts of the country to experience the natural

hot springs, mountains, volcanoes, waterfalls,

beaches and the like. Moreover, the trip

would not have been complete without the

experience of living with a host family. Also

we took 10 hours of one on one Spanish

class. Being in a Spanish-speaking country,

this was important for communication as par-

ticipants in the program had varying levels of

Spanish-language proficiency. As for myself, I

originally thought my Spanish-skills were at

least basic, but quickly found out I had a lot

to learn. However, during the trip, my compre-

hension skills significantly and increased and

my speaking… I am still working on it. If you

want the experience of cultural immersion in

a Spanish-speaking country, I strongly recom-

mend you check out the Ecuador Profession-

al Preparation Program for summer 2013!

International Work By: Teresa Molina

I’m currently a first-year student in the

school psychology program. I graduated from UF

in 2010 with a BS in Psychology and minor in

Teaching English as a Second Language. After

graduation, I decided to try something new. I

packed my bags, said goodbye to all my fami-

ly and friends, and went to teach English in

Korea. I taught at an all girls’ high school for

two years. It was the best decision I could have

made. Not only was it a great opportunity for me

to live in another country and learn about its cul-

ture, but a chance to grow on a personal and pro-

fessional level.

Before moving to Korea, I had a pretty

good idea that school psychology was the career

path I wanted to pursue but I wasn’t completely

sure. Then after working in a school setting and

being required to work with co-teachers, it be-

came clear that this was something I truly en-

joyed. As part of my job, I had to work very closely

with teachers on a regular basis which meant I

had to adjust to their styles of teaching and in-

struction while still remaining true to my own

methods. On many occasions I would have to sit

down with another teacher to discuss a student

and try to develop ways to help them in the class-

room. We continuously worked as a team for our

students.

Teaching in Korea has even prepared me for

the possible role of “the outsider” as a

school psychologist. I was the only foreign

teacher at my school, making me quite the

outsider, but I think this experience has

prepped me to face this possible role. I

learned that as an outsider, I had to make

myself known, likable, and respected as a

professional.

It has been less than three months

since I moved back from Korea to start grad

school, and I can already see the lessons

I’ve learned translate into training I will later

use in the field. I think that’s one of the

greatest benefits from my experience

abroad. But the most rewarding is the expe-

rience teaching, feeling the joys and pangs

of being a teacher, and of course making a

difference in the lives of my students. I’m

happy knowing that my students will now

move on in their education feeling confident

in the skills and in their abilities to grow and

that they are aware that the world is a large

place filled with possibilities for them. That’s

a feeling I’d like to continue experiencing as

I proceed in my journey to become a school

psychologist and then later working in

schools.

Boys Town By: Rob Wingfield

I am currently completing my predoctoral in-

ternship through the Nebraska Internship Consortium

in Professional Psychology (NICPP), which comprises

eight cooperating agencies that together offer a broad

range of professional experiences for qualified doctor-

al students in psychology. Within NICPP, I am receiv-

ing training at Boys Town (BT) Center for Behavioral

Health (CBH) in Omaha. Every month, interns from

all eight NICPP agencies participate in professional

development activities that are coordinated by the

University of Nebraska-Lincoln. At Boys Town specifi-

cally, I receive training twice per week during two-hour

long didactics. The topics covered include motivation-

al interviewing, trauma treatment techniques, cogni-

tive behavioral therapy, behavioral activation, ac-

ceptance commitment therapy, family therapy, bipolar

disorder, and multicultural issues.

Boys Town is a co-ed residential setting where

youth live in family homes. Many of the youth are

court ordered to Boys Town while others are privately

placed. The Boys Town campus in Omaha has its

own research hospital, police department, post office,

and psychology clinic (i.e. the CBH). Within the CBH,

there are seven interns including myself and we are

referred to as outpatient therapists.

Our clinic has about 12 licensed psycholo-

gists and three post docs. I spend most of my

time providing both individual and family therapy

throughout the week to youth referred for various

issues including adjustment disorder, mood dis-

order, aggression, oppositional behaviors, anxie-

ty, depression, problems coping with loss, and

trauma. I also lead a therapy group once per

week through the Chemical Use Program (CUP),

which is based in the CBH. The goal of the CUP

therapy group is to equip clients with skills to

overcome substance abuse issues. In addition, I

lead two social skills groups weekly for adoles-

cents with social skill deficits. Since BT has its

own schools, I sometimes provide consultation to

school personnel who work at BT’s Day School

(for EBD students) as well as the High School.

Occasionally, I also complete court ordered psy-

chological assessments at Boys Town’s Assess-

ment Clinic (AC). Last month, I provided a work-

shop to BT staff on healthy lifestyle behavioral

interventions for weight management to help pre-

vent obesity amongst residential youth. Overall,

my internship at Boys Town is providing me with

excellent training and experiences that will help

me become a more effective therapist and con-

sultant for children, adolescents, and families. I

believe the training at BT will help me fulfill one

of my long-term goals of becoming a licensed

psychologist that specializes in the treatment of

childhood behavioral problems and family dys-

function within a mental health setting.

Assistantships and Fellowships

Gillian Escalada (4th Year Ph.D.) University Alumni Fellow-

ship Research Assistant on Project TIER.

Sally Grapin (4th Year, Ph.D.) Alumni Fellowship

Jill Welsh (4th Year, Ph.D.) Graduate Assistantship with

Autism Sensory Motor Study.

Michelle Portell M.S., NCSP (4th Year, Ph.D.) Research

Assistant on Project TIER.

Christine Salama (2nd Year, Ed.S.) Research assis-

tant at P.K. Yonge Developmental Research School.

Kaycee Reese (2nd Year, Ph.D.) Graduate Research

Assistantship with Dr. Conroy on BEST in CLASS.

Chelsea Thorne (2nd Year, Ed.S.) Graduate Assis-

tantship with Project LIBERATE and Graduate Assis-

tant at University Athletics, Strategy and Remedial

Tutor.

Brittany Werch (2nd Year, Ed.S.) Graduate Assis-

tantship on Dr. Conroy’s BEST in CLASS Research

Grant.

Jana Wallace (2nd Year, Ph.D.) Graduate Assis-

tantship with Project TIER.

Natasha Parekh (2nd Year, Ph.D.) Graduate Alumni

Fellowship.

Anushka Joseph (2nd Year, Ed.S.) Graduate Assis-

tantship at Dr. Snyder’s Research Lab for Pyramid

Project

Myshea Reynolds (2nd Year, Ed.S.) Teaching Assis-

tantship for Human Growth and Development.

Jorrel Brinkley (2nd Year, Ed.S.) Graduate Assistant

for Assessment, Reitz Union Administration.

Kimberly Trimble (2nd Year, Ed.S.) Research Assis-

Lindsey Troph (5th Year, Ph.D.) Graduate Assistant with I

Control Grant.

Douglas Jones (5th Year, Ph.D.) Assistantship with Project

LIBERATE.

Matt Daley (5th Year, Ph.D) Assistantship with Shands

Hospital working with individuals with Prader-Willi

syndrome and early morbid obesity.

Justin Gaddis (5th Year, Ph.D.) Assistantship with Project

LIBERATE and Instructor for EDF 3110 Human Growth

and Development.

Cecelia Ribuffo (3rd Year, Ph.D.) Graduate Assistantship

with Project LIBERATE.

Shanee Toledano (3rd Year, Ph.D.) Teaching Assis-

tantship with EDF 3110 Human Growth and Develop-

ment.

Reynolds Wilson (3rd Year, Ph.D.) Graduate Research As-

sistantship with Dr. Conroy on BEST in CLASS.

Angelina Nortey (3rd Year, Ph.D.) Florida University Alumni

Fellowship.

Janise Coleman (3rd Year, Ph.D.) Graduate Assistantship

with Project TIER.

Colleen Butcher (3rd Year, Ph.D.) Teaching Assistant for

DIAL Center for Written and Oral Communication. Teaches

Introduction to Public Speaking. Research Assistant work-

Christopher Poitevien (1st Year Ph.D.) Graduate

Alumni Fellowship

Adrienne Sloan (1st year, Ed.S.) Graduate Assis-

tantship as a Student Advisor in the College of Liber-

al Arts

Jeisha Matos-Torres (1st Year, Ed.S.) Research Assis-

tant with Project SELF through the Special Education

department.

Kaitlyn Tiplady (1st Year, Ph.D.) Graduate Assistant

as the Test Librarian.

Olivia Soutullo (1st Year, Ph.D.) Grinter Fellowship

and Assistantship in the Office of Educational Re-

search.

Kristofer Kraul (1st Year, Ed.S.) Graduate Assis-

tantship for EEX 3093.

Advanced Practicum and Internship

Cathy Pasia (6th Year, Ph.D.) APPIC Internship at

Cypress-Fairbanks Independent School Dis

trict.

Katrina Moore (6th Year, Ph.D.) Internship in Hills

borough County.

Carmelo Callueng (Doctoral Candidate, Ph.D.) In

ternship at Shands Hospital, Behavioral

Health Unit,

Justin Gaddis (5th Year, Ph.D.) Shands Hospital,

Behavioral Health Unit, Diabetes Clinic.

Matt Daley (5th Year, Ph.D.) Shands Hospital, Be

havioral Health Unit.

Rob Wingfield (5th Year, Ph.D.) Boys Town Center

for Behavioral Health in Omaha, NE.

Angela Dobbins (5th Year, Ph.D.) Cypress Fair

banks ISD: APPIC site Cy-Fair ISD

Gillian Escalada (4th Year Ph.D.) Columbia County

Counseling and Behavioral Intervention Ser

vices with Dr. Garret Evans, Psy.D.

Akiko Goen (4th Year, Ph.D.) Shands Hospital, Psy

chology Clinic with Dr. Ranonovich.

Michelle Portell M.S., NCSP (4th Year, Ph.D.) Na

tional Association of School Psychologists

(NASP) and the Memory Clinic at The Neuro

psychological Associates.

Nicole Jean-Paul (4th Year, Ph.D.) Practicum in Col

umbia County with Project Catch.

Jill Welsh (4th Year, Ph.D.) Shands Psychology

Clinic.

Shanee Toledano (3rd Year, Ph.D.) Shands

Hospital, Behavioral Health Unit.

Cecelia Ribuffo (3rd Year, Ph.D.) Private Prac

tice with Lisa Schiavoni, Ed.S.

Colleen Butcher (3rd Year, Ph.D. UF Psychol

ogy Clinic with Dr. Krestin Radonovich,

Angelina Nortey (3rd Year, Ph.D.) Private Clini

cal Counseling in Columbia County

School District with Dr. Garret Evans,

Ph.D.

Stacy Rice (3rd Year, Ed.S.) Internship in Bal

timore City Public Schools.

Adrian J. Solis (3rd Year, Ed.S.) Internship in

Hillsborough County, Tampa FL.

Jennifer Morris (3rd year, Ed,S,) Internship

with San Ysidro School District in San

Diego, CA.

Janise Coleman (3rd Year, Ph.D.) PK Yonge

with Dr. Diana Joyce, Ph.D. and Dr.

Nancy Waldron, Ph. D.

Cassondra Griffith (3rd Year, Ed.S.) Internship

in Colusia County, FL.

Jamie Runyons (3rd Year, Ed.S.) Internship in

Alachua County, Florida.

Reynolds Wilson (3rd Year, Ph.D.) Shands

Hospital, Behavioral Health Unit Divi

sion of Child and Adolescent Psychia

try Therapist, Assessor and Consult

ant.

Katherine Sills (3rd Year, Ed.S.) Internship in

San Diego County, California at the

Grossmont Union High School District.

Practicum Placements

Christine Salama (2nd Year, Ed.S.) P.K. Yonge with

Dr. Diana Joyce, Ph.D. and Dr. Nancy Wal

dron, Ph.D.

Myshea Reynolds (2nd Year, Ed.S.) P.K. Yonge with

Dr. Diana Joyce, Ph.D. and Dr. Nancy Wal

dron, Ph.D.

Natasha Parekh (2nd Year, Ph.D.) P.K. Yonge with

Dr. Diana Joyce, Ph.D. and Dr. Nancy Wal

dron, Ph.D.

Jorrel Brinkley (2nd Year, Ed.S.) P.K. Yonge with Dr.

Diana Joyce, Ph.D. and Dr. Nancy Waldron,

Ph.D.

Kaycee Reese (2nd Year, Ph.D.) Littleewood Element

ary in Alachua County with Dr. Marsha Leary,

Ph.D.

William McCloud (2nd Year, Ed.S.) P.K Yonge with Dr.

Diana Joyce, Ph.D. and Dr. Nancy Waldrom,

Ph.D.

Brittany Werch (2nd Year, Ed.S.) P.K Yonge with Dr.

Diana Joyce, Ph.D. and Dr. Nancy Waldrom,

Ph.D.

Jana Wallace (2nd Year, Ph.D.) P.K Yonge with Dr.

Diana Joyce, Ph.D. and Dr. Nancy Waldrom,

Ph.D.

Kimberly Trimble (2nd Year, Ph.D.) Marion County

Chelsea Thorne (2nd Year, EdS.) Marion County with

Dr. Ergle, Ph.D.

Anushka Joseph (2nd year, Ed.S.) Sunshine Element

ary in Marion County with Dr. Yvette del

Nodel, Psy.D.

Christopher Poitevien (1st Year Ph.D.) P.K. Yonge

with Dr. Diana Joyce, Ph.D. and Dr. Nancy

Waldron, Ph.D.

Jeisha Matos-Torres (1st Year, Ed.S.) Williams Ele-

mentary School in Alachua County with

Phylis Hilliard, Ed.S.

Kaitlyn Tiplady (1st Year, Ph.D.) Romeo Elemen-

tary School In Marion County with Dr.

Krista Garner, Ph.D.

Olivia Soutullo (1st Year, Ph.D.) Maplewood Ele

mentary in Marion County with Dr. Kelly

Vanauker-Ergle, Ph.D.

Nichol Inman (1st Year, Ed.S.) Glen Springs Ele

mentary in Alachua County with Patty An

dress, Ed.S.

Jillian McFarlan (1st Year, Ed.S.) Ochwilla Elemen

tary School in Putnam County with Kristen

Kennedy, Ed.S.

Adrienne Sloan (1st Year, Ed.S.) Ochwilla Element

ary School in Putnam County with Kristen

Kennedy, Ed.S.

Kristofer Kraul (1st Year, Ed.S.) Marion County

Lauren Palma (1st Year, Ed.S.) Metcalf Element

ary in Alachua County with Tracy Bryant,

Ed.S.

Christopher Wilson (1st Year, Ed.S.) Marion

County

Teresa Molina (1st Year, Ed.S.) Mosley Element

ary in Putnam County with Julie Sloan,

Ed.S.

Congratulations! Gillian Escalada not only earned her Master of Education last December, but she got

married to the love of her life, Nick Lipari, on October 6th, 2012.

Jeisha Matos-Torres received top honors for her senior thesis and graduated Summa

Cum Laude from the University of Florida. She was engaged in March of 2012, and

will be married in December!

Michelle Portell was engaged on February 17th, 2012 and is planning her wedding for

April 20, 2013. She is thrilled and awe struck at the chance to spend the

rest of her life with the best man she has ever met.

Katherine Sills was married on June 30th, 2012 to Jordam Abruzzo in

Stuart, Florida. She is loving married life.

Jamie Runyons was engaged on September 1st, 2012.

Jill Welsh got engaged on August 25th, 2012.

Cassondra Griffith was engaged in August and will be getting married in

May of 2013.

Shanee Toledano was engaged on June 20, 2012. She also received the

Everett G. and Marian L. Holden Memorial Scholarship and the Grinter

Fellowship.

Lindsey Troph is making progress on her educational gaming startup, Im-

mersed Games.

Justin Gaddis was awarded the Fien Dissertation Award Alumni Endowmen,

SESPECS Research Travel Grant and COE Research Travel Grant.

Reynolds Wilson was awarded the Sara Lavinia de Keni Scholarship in Fall

of 2012.

Kaycee Reese was awarded the College of Education Alumni Scholarship.

Carmelo Callueng was awarded the Student Excellence Award American

Psychological Association Division 33 and the Intellectual and Developmen-

tal Disabilities 2012 Graduate Research Recognition Award, APA Dicision

42. She was also awarded with the Psychologists in Independent Practice

2012 Student Poster Award.

Katrina Moore was awarded the J.W. Martin and A.M. Martin Phillips Schol-

arship Fund from the College of Education.

Rob Wingfield was awarded the Delores Auzenne Dissertation Award from

the Office of Graduate Minority Programs at UF.

Sally Grapin was nominated for the FASP Graduate Studies Award.

Nicole Jean-Paul won the Faye Henderson Exemplary Leadership Award for

Minority Students

Dr. Jason Gallant, a recent graduate of the program, accepted his dream job

as the Chief Psychologist at Boys Town Central Florida’s Behavioral Health

Clinic.

Thank You Peer Mentor! “I would like to thank you for helping me when I need it, even

answering questions that do not pertain to school. You are

there when I need help with anything and I appreciate it.

Thanks Jorrel!” - Christopher Poitevien

“Cecelia Ribuffo has been my mentor since my first year at UF.

We share similar interests, and she has been very helpful as my

guide throughout my graduate student career. She’s always

available if I have a question or if I need advice. I’m very lucky

to have her as my mentor!” - Myshea Reynolds

“Natasha has been an amazing resource to me in my first year.

She not only advises me on school related matters, but on real

life as well. I never hesitate to call, text or email her when I

have questions. I have enjoyed our dinner dates and informal

meetings to catch-up. Thank you Natasha!” -Kaitlyn Tiplady

“Jana, thank you for always being available to help and talk

with me!” -Olivia Soutillo

“Adrian, thanks for being willing to talk to me whenever I had

questions and sharing your experiences.” - Jorrel Brinkley

“Mellissa ... turned into a close friend and has influenced my

life. She reminds me to keep an open mind, to relinquish any

hidden agendas or judgments before evaluating a situation and

continue to love people for exactly the humans they are. She is

a true professional who will impact the students and educators

with whom she will work and a true and dynamic person who

knows how to be a good friend.” - Michelle Portell

“Dearest Gillian, Thank you for all of your support and guidance

through the last two years (and many more before that).” -

Katherine Sills

“Anushka, I have only known you a short time, but you have al-

ready helped me so much and given me such great advice. The

first time we met, I had no idea what to expect. But we sat there

for over two hours while you offered stories from your first year

and tidbits of advice you wish you had know. Thank you for

making my transition into graduate school a much more com-

fortable experience!” -Nichol Inman

Thank You Peer Mentor! “Chelsea, You have been great to me! From the start of our correspond-

ence as summer buddies, to now as my mentor, I feel extremely lucky

to have been guided and led by you! Not only do I look up to you and

see you as someone I can go to for advice about school, but also as a

new friendship.” -Jillian McFarlan

“Reynolds, you have always been there to provide support and guid-

ance. Thank you!” -Brittany Werch

“Nicole helped me to keep calm and carry on. She gave good advice

and helped me navigate tricky situations.” - Colleen Butcher

“Myshea is a warm and generous person who offers to help me with

anything. I know she is very busy and I appreciate her being so gener-

ous with her time.” -Adrienne Sloan

“Janise has been a great support during my journey here at UF. She is

always there to lend a hand and I not only consider her my mentory, but

a great friend. I couldn’t have made it through my first year without

her!” - Kimberly Trimble

“It was nice to have someone who told you, “Don’t worry it will be

okay.” I appreciate her willingness to share her perspective on the as-

signments. Thanks Sandy!” - Anushka Joseph

“Susan helped make the transition from undergrad seamless. She also

was a wonderful mentor throughout my two years in Gainesville, and

more importantly she is a wonderful person.” -Justin Gaddis

“Rennie McRenseters, thank you for always being two feet away from

me to answer my hundreds of questions. You exemplified how helpful a

peer mentor can be and provided a great leadership example.

You’re the best!” -Kaycee Reese

“Will has been great. He’s a smart student and wonderful friend.

His sense of humor is one-of-a-kind and I always come out of our

meetings happier and more confident.” -Kristopher Kraul

“My relationship with Cathy Pasia has developed into a mutual

support and friendship that I am very thankful for. I have to say

that it was a perfect mentor-mentee match and I view her as a

life-long resource and friend.” -Angela Dobbins

“Nicole, when I grow up I want to be just like you. Thanks for all

your help.” -Shanee Toledano

What Our Students Say... “Prospective students should choose the University of Florida

School Psychology program because the faculty look out for

your best interest. You can’t beat the training that you receive

here. They make sure you are ready for your personal career

goals.” - Gillian Escalada

“Because of the opportunities and balanced curriculum.,

there are a lot of opportunities through the College of Educa-

tion. You can join organizations, find jobs, and even do re-

search. The best thing about graduate school is how you are

treated, with respect.” - Christopher Poitevien

“The best thing about graduate school is the people. Every-

one is so friendly and helpful. There is a sense of camarade-

rie that makes me feel like if I have a problem I can get help.”

- Adrienne Sloan

“This program and it’s faculty are so focused on their stu-

dents and their educational and professional development. I

have never had any problems getting a question answered

(and I ALWAYS have questions). Also, starting practicum right

away is so great. Seeing what we learn in class actually oc-

curring in the field is really beneficial and reinforcing.” Jeisha

Matos-Torres

“Prospective students should choose UF because they will

have the opportunity to work with a school psychologist

through practicum. Most schools only have practicum for one

year while UF has it for two. “ -Myshea Reynolds

“The faculty members are very supportive and are willing to

sit down and talk with you. Also, I think a great aspect of this

program is that the students look out for each other, not just

within your cohort, but also across cohorts.” - Jorrel Brinkley

“Since I have attended two graduate schools I can say that

one of the best parts about the University of Florida program

is the dynamic experiences that you are offered. The UF pro-

gram has contacts with professionals in the area who can

expose you to whatever you seek experience in. Also, the P.K.

Yonge school is a unique and highly beneficial part of the UF

program as graduate students are exposed to a very real ex-

perience of working in a school under the very direct and

close supervision of program faculty. In my opinion that is a

rare and special opportunity that is not offered in many grad-

uate programs.” - Michelle Portell

“I have really appreciated how flexible our program is in let-

ting you design you own specialization and develop areas of

expertise. I have been granted so much freedom here, and

even been encouraged in my non-traditional career goals.” -

Lindsey Troph

“The opportunities to explore your interests as well as the

respect and caliber of research that the institution is know

for is a great advantage. Also, the programs provides con-

nections with other prominent figures in the field.” -Jana

Wallace

“This is a rigorous program that will give great experiences.

Being in graduate school is hard, but it’s exciting to be learn-

ing so much about areas that interest me, every day.” -

Colleen Butcher

“The support you receive from the other students in your

cohort is remarkable, and can get you through any challenge

in graduate school with them by your side.” -Jill Welsh

“Being on internship now, I am realizing how strong our

practicum placements were and how lucky we were to get

practicum from the very beginning.” -Stacy Rice

“Working with well-known faculty in multiple areas of spe-

cializations and across departments is one of the best

things about the UF program. It provides students with well-

rounded experiences in research and field experience.” -

Kaycee Reese

Community Activities Jeisha Matos-Torres volunteers with the Hugh O’Brian Youth

Leadership program as an ambassador. It is a weekly semi-

nar for about 100 high school sophomores focused on com-

munity service, personal growth and society leadership..

Students can go home from the seminar with a different

outlook on the world and develop service projects and im-

plement them. Seeing the change in them in just four short

days is truly incredible.

Lindsey Troph runs a small business and is getting involved

in the startup community. She helps build educational prod-

ucts and companies in the private sector.

Katherine Sills (3rd Year, Ed.S.) is a volunteer with “It’s the

Pits Dog Rescue in San Diego.” The rescue helps homeless

pit bulls (and bully mixes) find appropriate, loving, perma-

nent homes. Volunteering at any animal rescue is fun and

you get to cuddle with the pups!

Cecelia Ribuffo is an ambassador for March of Dimes. She is

extensively involved with the annual event, Gators March for

Babies. She speaks about issues related to premature birth

and assists with fundraising campaigns for the event.

Akino Goen is involved in the parent surrogate program, Dol-

lies without Borders.

Cassondra Griffith is a mentor with Big Brothers Big

Sisters of Central Florida. She has had the same little

sister for three years.

Nichol Inman is an after-school assistant for a young

adult with disabilities. She helps her with various activi-

ties, from homework to speech therapy.

Anushka Joseph volunteers for the Alachua County

Democratic Executive Committee and the Early Learn-

ing Coalition.

Jamie Runyons is a volunteer for Haven Hospice.

Jana Wallace is involved with the Black Graduate Stu-

dent Organization (BGSO) as the community service co-

chair. She also fosters small dogs with the Gainesville

Pet Rescue. She says it is a great way to have an ani-

mal in your life without all of the associated expenses!

She also works with Dr. Bowie and the Office of Gradu-

ate Minority Programs (OGMP) with recruitment and

social activities.

Kimberly Trimble is the MLK event chairperson for

BGSO. She is committed to community service and

providing quality programming for graduate students.

Sally Grapin is the NASP student leader for our pro-

gram. She serves as a liaison between NASP and the

student body at UF. She also attends leadership

events at the annual convention.

Janise Coleman is the Youth Department Leader at Mr.

Olive AME Church. She works with children and adoles-

cents to coordinate mission projects to give back to the

community.

Angelina Nortey is involved in BGSO and the McNair

Scholars program.

Conference Presentations Butcher, C., Ribuffo, C., Runyons, J., & Smith-Bonahue, T. (2012, October). Helping families of children with disabilities navi

gate community resources. Presented at the Florida Association of School Psychologists Annual Conference, Orlando,

FL.

Coleman, J., Wallace, J., Waldron, N., & Joyce, D. (2012). Teacher and School Leadership Perspectives on Secondary RtI. Pre

sented at the Florida Association of School Psychologists, Conference, Orlando, FL

Coleman, J., Wallace, J., Waldron, N., & Joyce, D. (2013). Teacher and School Leadership Perspectives on Secondary RtI. Pre

sented at the National Association of School Psychologists, Conference, Seattle, WA

Conroy, M.A., Abrams, L., Sutherland, K., Smith-Bonahue, T., Wilson, R. , & Reese, K. (2012, August). BEST in CLASS: The

Impact of Tier 2 Intervention for Preschoolers At-Risk for Emotional/Behavioral Disorders. Presentation at the annual con

vention of the American Psychological Association (APA), Orlando, Fl.

Deitrich, Hudson, Kraul, Tweed, Rice, Sundaram (2012), Personality, perfectionism, and cheating in adolescents. Poster session

presented at APA in Orlando, Florida.

Goen, A. & Raye, C. (February, 2013). Postsecondary psychoeducational evaluation and transitions from high school. Poster pre

sented at the National Association of School Psychologists annual convention, Seattle, Washington.

Grapin, S.L., Salama, C., & Waldron, N. (2012, November). Investigating reading achievement over multiple phases of RtI imple-

mentation. Paper to be presented at the Annual Conference of the Florida Association of School Psychologists, Orlando

FL.

Joyce, D., Nortey, A., Parekh, N., & Poitevien C., The Effectiveness of Behavioral Screening Measures/Data in Predicting Interven-

tion Needs. Presented at the Florida Association of School Psychologists Annual Conference, Orlando Fl.

McCloud, W., Joseph, A., & Smith-Bonahue, T. (2012) The Who, Why and How’s of Serving LGBTQ Students. Presentation at

the Annual Convention of the Florida Association of School Psychologists, Orlando, Fl.

Nortey, A., Coleman, J., Grapin, S., Waldron, N., & Joyce, D. (2012). Presented at the Florida Association of School Psycholo-

gists, Conference, Orlando, FL NASP

Reese, K., Wilson, R. Smith-Bonahue, T., & Whalon, K., (2012, October). BEST in CLASS: A Manualized Program to Reduce

Challenging Behaviors in Pre-K Classrooms. Presentation at the annual convention for the Florida Association of School

Psycholoigsts (FASP), Orlando, FL.

Smith-Bonahue, T., Whalon, K., Wilson, R., Reese, K. (2013, February). BEST in CLASS: A Curriculum Targeting Problem Be

havior. Presentation at the annual convention of National Association of School Psychologists (NASP), Seattle, Washing

ton.

Troph, L., Portell, M., & Joyce, D. (2012, October). Data-based Teacher Consultation and Graphing Techniques. Presented at the

Florida Association of School Psychologists Annual Conference, Orlando, FL.

Waldron, N. (2013, February). Investigating reading achievement over multiple phases of RtI implementation. Paper to be pre sented

at the Annual Convention of the National Association of School Psychologists, Seattle, WA.

Waldron, N., Nortey, A., Coleman, J. & Grapin, S.L. (2012, November). The effect of multi-year tiered reading intervention. Paper

to be presented at the Annual Conferene of the Florida Association of School Psychologists, Orlando, FL.

Waldron, N., NorteyA., Coleman, J., & Grapin, S.L. (2013, February). The effect of multi-year tiered reading intervention. Paper to

be presented at the Annual Convention of the National Association of school Psychologists, Seattle, WA.

Waldron, N., Coleman, J. & Kort, T., & Joyce, D. (2013). High School RtI: Enhancing Data Systems and Student Outcomes. Pre

sented at the National Association of School Psychologists, Conference, Seattle, WA

Wilson, R., Whalon, K., Conroy, M., Vo, A. & Smith-Bonahue, T. (2012, October) BEST in CLASS: A Curriculum Targeting Prob

lem Behavior. Presentation at the annual convention for the Division of Early Childhood (DEC), Minneapolis, MN.

Wingfield, R.J. (2013). Examining parental perceptions of children’s weight status. Paper presentation at the National Association

of School Psychologists Annual Convention Seattle, Washington.

Student Publications Callueng, C., Filho, M. Isobe, M, & Oakland, T. (2012). Temperament style of children from Ja

pan and the United States: A cross-national study. Educational Measurement and Evalua

tion Review, 3, 3-23.

Callueng, C.M., Lee Hang, D.M., Gonzales, R.C., Ling-So’o, A.C., & Oakland, T.D. (2011 ).

Temperament styles of children from Samoa and the United States. Educational Measure

ment and Evaluation Review, 2, 18-34

Joyce, D., Grapin, S.L. (in press). School psychologists’ role in facilitating successful

postsec ondary transitions for students with disabilities. Communique.

Oakland, T., Callueng, C., & Harris, J.G. (2011). The impact of test-taking behaviors on WISC-

IV Spanish domain scores in its standardization sample. Journal of Psychoeducational

Assessment, 30(2), 139-147.

Oakland, T., Callueng, C. Rizwan, M., & Aftab, S. (2012). Temperament styles of children from

Pakistan and the United States. School Psychology International. 33(2), 207-222

Oakland, T., Jones, D., & Callueng, C. (2012). International knowledge displayed by school psy

chology students in the U.S.A. International Perspectives in Psychology: Research,

Practice and Consultation. 1(1), 32-45.

Dissertations Carmello Callueng—Cross-National Study of Children’s Temperament Structural

Validity of the Students Styles Questionnaire

Susan Craft—Parents' Experiences with Data and Decision-Making in a Response

to Intervention Process

Jeff Ditterline—The Predictive Validity of Self-Reported Emotional Intelligence in

Children

Cindi Flores—An Examination of Repetitive and Restricted Behavior and Associat-

ed Characteristics among Those with an Autism Spectrum Disorder

Lee Ann Lehman—How does Free-Play Activity Choice Predict Academic and So-

cial Competence of Preschool Children with Developmental Delay and Preschool

Children Without Disabilities?

Twyla Mancil—Executive Functioning, Language, Visual Abstract Reasoning, and

Gender as Predictors of Relational and Physical Aggression among Young Children

Sally Moore—Relationships between Preschool Teacher Cultural Beliefs and Class-

room Practices

Lacy Skinner—Prekindergarten and Kindergarten Teachers Perspective within the

Environment of Increased Educational Accountability

Conferences