2014 Spring Convention Speakers

Pre-Convention Presenters 

Dr. Scott Woitaszewski is the director of the School Psychology Program at the University of Wisconsin - River Falls. He has experience as a practicing school psychologist in Minnesota and has supervised school psychology interns throughout Wisconsin and Minnesota for the past 10 years. Dr. Woitaszewski's scholarly interests include the study of crisis prevention and intervention, emotional and behavioral interventions in schools, educator collaboration, and resilience in children and families. He has several presentations and publications on the topic of school crisis work to his credit, and he is a member of the PREPaRE workgroup (a group of professionals dedicated to the development of the PREPaRE curriculum and related research). Dr. Woitaszewski has conducted PREPaRE workshops locally, regionally, and nationally since 2011. scott.woitaszewski@uwrf.edu.

Dr. Nancy Mather is a Professor at the University of Arizona in Tucson in the Department of Disability and Psychoeducational Studies. She has served as a learning disabilities teacher, a diagnostician, a university professor, and an educational consultant. She has published numerous articles and books and conducts workshops on assessment and instruction both nationally and internationally. Dr. Mather is a co-author of the Woodcock-Johnson III and has co-authored two books on interpretation and application of the WJ III. Her most recent book is Essentials of Dyslexia: Assessment and Intervention (Mather & Wendling, 2012).

Convention Keynotes

Dr. Sally A. Baas, 2013-2014 President of the National Association of School Psychologists directs the Southeast Asian Teacher, Hmong Culture and Language, English as a Second Language and Special Education Programs at Concordia University, St. Paul, MN. She is a licensed school psychologist and university professor who has spent many of her professional years working cross culturally in P-12 grade settings.

Her areas of expertise include: cross cultural models, assessment, child and adolescent development, social emotional learning, children’s mental health, crisis response, leadership, advocacy and training.

Dr. Baas’ recent research “What does it mean to be Hmong in the Twin Cities of Minnesota?” is published by Lambert Academic Publishing.

Edward S. Shapiro, Ph.D., currently is Professor of School Psychology and Director, Center for Promoting Research to Practice in the College of Education at Lehigh University, Bethlehem, Pennsylvania. He is the 2006 winner of the Senior Scientist Award given by the Division of School Psychology of the American Psychological Association in recognition of senior member of the field who has provided a sustained program of outstanding theoretical and research. He is author, co-author, or co-editor of 16 books including his most recently published text with Joseph Kovaleski and Amanda VanDerHeyden, The RTI Approach to Evaluating Learning Disabilities, and the fourth edition of Academic Skills Problems: Direct Assessment and Intervention and the Academic Skills Problems Workbook, all by Guilford Press. Dr. Shapiro is best known for his work in curriculum-based assessment and methods for assessing and intervening in academic skills problems with elementary age students. Among his many projects, Dr. Shapiro recently completed a federal project focused on the development of a multi-tiered, Response-to-Intervention model in two districts in Pennsylvania and a U.S. Department of Education training grant to train school psychologists as facilitators of RTI processes. Over the past decade, Dr. Shapiro has been working as a consultant with the Pennsylvania Department of Education to facilitate the implementation of the Response to Intervention methodology for the state.

Concurrent Sessions

Kathryn L. Bush, Ph.D. is the Consultant for School Psychology Services at the Wisconsin Department of Public Instruction (DPI). Her position is housed on the Student Services, Prevention and Wellness team. Prior to her work at DPI Kathryn worked for over 25 years with the Madison Metropolitan School District as a school psychologist. She also maintained a private practice as a clinical psychologist and served as a university lecturer.

Ryan Byrne, M.D., is an Assistant Professor in the Department of Psychiatry and Behavioral Medicine at the Medical College of Wisconsin. He sees patients both in an outpatient setting as well as on the consult-liaison service at Children’s Hospital of Wisconsin.

Dr. Byrne earned his Bachelor of Science degree in medical microbiology, immunology and political science from the University of Wisconsin in 2003. He earned his M.D. from the University of Wisconsin School of Medicine and Public Health in Madison in 2007, and then completed a residency in psychiatry at the Medical University of South Carolina in 2010. Finally Dr. Byrne completed a fellowship in child and adolescent psychiatry at the Medical University of South Carolina in Charleston.

Dr. Byrne has played a key role in the implementation of the Charles E. Kubly Child Psychiatry Access Project which is designed to educate and assist community pediatricians with meeting the needs of children with psychiatric problems. Besides Dr Byrne’s interest in community liaison psychiatry services, his clinical interest includes medical-psychiatric interface.

John A. Hanson, Ph.D., LP, is an Assessment Consultant for Pearson Assessment and Information in the Midwest and a member of the national Q Interactive Team. Dr. Hanson has been trained as a special education teacher and a psychologist. He has functioned as a School Psychologist in Wisconsin, Minnesota and Ohio. Most recently he has been a Senior Licensed Psychologist and Director of Training in a large metropolitan medical center. In that setting his practice focused on therapeutic interventions with children, adolescents and their families and adults seeking mental health treatment. Psychological assessments were regularly used for differential diagnosis and treatment planning. He is an adjunct faculty member teaching courses in Psychological Assessment, Abnormal Psychology, Personality and Adolescence. Dr. Hanson maintains a small private practice doing psychological assessments and family therapy with complex multi-problem families.

John Humphries, NCSP, is School Psychologist and Director of Pupil Services in the Dodgeville School District. John was the consultant for school psychology with the WI Department of Public Instruction for seven years and was co-author of PI 11.36(6), our state’s widely acclaimed rule using RTI data to identify specific learning disabilities. John was also DPI’s lead consultant on efforts to reduce the incidence of youth suicide, where he trained school personnel to implement evidence-based programming leading to a fifty percent reduction in the rate in five years. John holds an MSE with specialist equivalence from UW-Whitewater and is a Nationally Certified School Psychologist.

Dan Hyson, Ph.D., NCSP, is currently serving as the Data Management Coordinator for the Hiawatha Valley Education District (HVED), a cooperative encompassing 14 school districts, 3 charter schools and 2 alternative schools in southeastern Minnesota. His primary roles in that position are: (1) to organize and analyze student outcome, screening and progress monitoring data from the HVED member districts, and (2) to consult with district teachers, administrators and school psychologists regarding how to access and interpret the results of these analyses and use the results to inform district instructional decisions within multi-tiered systems of support including RtI and PBIS. A 2001 graduate of the joint doctoral program in child and school psychology at the University of Minnesota, Dr. Hyson worked for six years as a more traditional school psychologist at the elementary and high school levels in the Rosemount-Apple Valley-Eagan school district prior to coming to HVED in July 2007. He is also Past President of the Minnesota School Psychologists Association and the current Minnesota NASP Delegate.

Kathleen A. Koth, D.O is an Assistant Professor of Psychiatry and the Director of the Child and Adolescent Psychiatry Fellowship Program at The Medical College of Wisconsin. Dr. Koth provides clinical services at Children’s Hospital of Wisconsin in the Department of Psychiatry and Behavioral Medicine, specializing in autism spectrum disorders and developmental disabilities. Dr. Koth completed undergraduate studies at Loyola College in Maryland and medical training at Philadelphia College of Osteopathic Medicine. She completed residency at the combined University of Maryland and Sheppard Enoch Pratt Hospital program in general psychiatry. She continued her fellowship training in child and adolescent psychiatry there, serving as chief fellow in her final year. Dr. Koth is board certified in both general psychiatry and child and adolescent psychiatry. She is a member of the American Academy of Child and Adolescent Psychiatry.

Daniel Krenzer, Ph.D., NCSP, is an Assistant Professor with the School Psychology Program at University of Wisconsin-Stout. Prior to working at Stout, he was a practicing school psychologist in Colorado. During this time he primarily worked with students with emotional disabilities but also developed an interest in concussion especially with student who are non-athletes. Prior to Colorado, Dr. Krenzer worked in Illinois and Mississippi but very much likes the Winters of Wisconsin. He has presented on many contemporary topics across multiple states in the country. Dr. Krenzer's area of research interests are in behavior analysis, measurement of cognitive abilities, and concussion management. He is excited to be working in western Wisconsin. krenzerd@uwstout.edu.

Christine Neddenriep, Ph.D., NCSP, is an Associate Professor and Coordinator of the School Psychology Program at UW-Whitewater. She also serves as the Professional Preparation and Training Representative to the WSPA board. She joined the faculty at UW-Whitewater in 2005 after practicing three years as a school psychologist in the Omaha Public Schools, where she specialized in the needs of children with behavioral disorders and autism. She earned her doctoral degree in School Psychology from the University of Tennessee-Knoxville. Her areas of research interests include the implementation and evaluation of academic and behavioral interventions in educational settings. Ms. Neddenriep teaches course work in the assessment of behavior and personality, academic interventions, school-based consultation, and research methods in school psychology.

Todd A. Savage, Ph.D., NCSP, a Minnesota native, is an associate professor in the school psychology program at the University of Wisconsin-River Falls. He earned his doctorate from the University of Kentucky in 2002. Prior to his position at UWRF, Dr. Savage was an assistant professor and the director of training in the school psychology program at New Mexico State University. He also has held several leadership positions in the National Association of School Psychologists, including Program Manager for Professional Development, a position he currently holds; the PREPaRE Workgroup falls under this area. Dr. Savage’s scholarly research interests include culturally-responsive education and psychology practices; lesbian, gay, bisexual, and transgender issues in education; and crisis prevention and intervention. He can be contacted at todd.savage@uwrf.edu.

Peggy Scallon, M.D. is Clinical Associate Professor in the Department of Child and Adolescent Psychiatry at the UW School of Medicine and Public Health (UWSMPH) in Madison, WI. She is the Director of Residency Training in child and adolescent psychiatry where she is active in teaching and training with residents in psychiatry and medical students. She also sees her own patients in this setting. Dr. Scallon directs the UW School Psychiatry Consultation Service with the Madison Metropolitan School District.

Dr. Scallon earned a BS in Zoology from the UW Madison, and she earned an MD from the UWSMPH. She completed general residency training in psychiatry at the University of Colorado Health Sciences Center, and she completed fellowship training in child and adolescent psychiatry from the UWSMPH. She maintained a private practice until she joined the faculty at the UW Department of Psychiatry in 2002. Dr. Scallon enjoys seeing a broad range of clinical issues in her clinical practice, and her particular clinical interests are in the areas of psychotherapy, parent coaching and attachment disorders.

Patrice Vossekuil, M.A., is the Director of Coordinated Educational Research Group, LLC, the Wisconsin Affiliate of the International Institute for Restorative Practices (IIRP), Bethlehem, Pennsylvania. As a licensed IIRP trainer in restorative practices, Ms. Vossekuil has trained hundreds of Wisconsin educators in the use of restorative circles and conferences to address bullying and other risk behaviors, conflict resolution, and victim-offender reconciliation. She also provides facilitation of school, community and family group decision-making conferences. Ms. Vossekuil is a graduate of Northwestern University and received her Master’s degree in Educational Leadership and Policy from Marquette University. Her background is in professional development of educators in alternative/at risk education, positive youth behavior development, and humane education.

The Wisconsin School Psychologists Association is approved by the National Association of School Psychologists to offer continuing education for psychologists. The University of Wisconsin-La Crosse is approved by the American Psychological Association to offer continuing education for psychologists. The Wisconsin School Psychologists Association and the University of La Crosse maintain responsibility for these programs and their content.

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