NASP Conference – Student Report
Dan Redwine - A
Comparison of Limited English Proficient and English Proficient Hmong Students’
Performance on the Comprehensive Test of Nonverbal Intelligence
Rachel
Polacek - Examining
the Link Between Behavior and Reading Problems: The Efficacy of Early Reading
Intervention on Behavior and Reading Problems
Kao Vang - The Efficacy of Two Early Reading
Intyervention Programs for First Grade Hmong Students
Tara Booth - Academic and Behavioral Predictors of
Problem Behavior in 4th Grade
Robyn Wood - A
comparison of scores on the Universal Nonverbal Intelligence Test (UNIT) and
the Comprehensive Test of Nonverbal Intelligence (CTONI) in a Sample of Hmong
Students
Dan Seaman -
Phonemic
Awareness as a Predictor of Reading Comprehension
Melissa Glodoski - The Effects of Martial Arts Training on
Children’s Attention
Andria Bena -
The Impact
of Early Reading Intervention on Concept Formation of First Graders
Alum Adopts Children from Siberia
Alum as School Psychologist – Family Guy – Aspiring
Deacon
School Psychologists on American Idol? Not!
UW-L 29th Annual School Psychology Roundtable
From the Director’s Desk
by Rob Dixon
This newsletter is a little later than planned, and I guess that I will
take most of the blame for it. Life continues to be busy with the program and
this spring has been no different. This past year we conducted a yearlong
search for a new faculty member. We, unfortunately, were not successful. Betty
and I found out at NASP that there were approximately 85 positions open
nationwide this year and out of approximately 200 programs, there is stiff
competition to recruit the right person for programs as faculty members choose
to retire. We have our work cut out for us. We are continuing the search and in
the meantime, we will continue to tap Susan Wabaunsee’s skills in the
classroom.
The other part of my
hectic schedule this past year comes from my decision to go back into the
schools on a part time basis. La Crescent High School filled my need nicely to
get my hands “dirty” again. It’s hard
to believe that since I left the schools for academia in 1999, that almost
every standardized test has been renormed, retooled and revamped. I don’t
recall any dialogue on CHC theory before I left in ’99 and now it seems so
familiar as if it has been around forever. In addition, the discussions about
Response to Intervention (RTI) and systems-level changes for identifying
learning disabilities left me feeling like I need to keep up with the rest of
you in the schools. Its one thing to talk of RTI, but trying to implement some
of the ideals in the school has been a challenge. For example, while the
discussion of early literacy and oral reading fluency is fascinating from an
early education perspective, there clearly is a mismatch in trying to apply
these concepts to the high school environment. I will not pretend that I have
all of the answers; because, like you, the system is still a work in progress.
Thus far I do feel like we are attacking the problem of students not being
successful and I can see our efforts aligning with a multiple tiered effort.
I remember last year I
wrote that our students impress me and they continue to do so. The Wisconsin School
Psychologists Association (WSPA) recognized one of our second year students,
Danielle White, with the Allard Award. This award highlights the top Wisconsin
School Psychology graduate student. While Danielle was presented the award, I
believe that her success rests, in part, with her classmates as they encourage,
support and challenge one another in their studies and practices in the
schools. We had six students present their research at WSPA’s spring
conference. All of the students will be presenting their work-in-progress at
this year’s Roundtable. All of the
students continue to attend WSPA conferences and Danielle and Paul Des Jardins
(1st year) served as student representatives to the board. Five
students received grants to travel to the National Association of School
Psychologists conference in Anaheim, CA. Already the first year class is
talking about next year’s conference in New York City. They have formed the
student group, School Psychology Society, at UWL to assist in their fundraising
efforts to attend this event. Finally, as of this writing, we have students who
have accepted positions in Seattle, Alaska and Iowa. It seems like every week
someone is finding a new place to call home for the fall.
Closer to La Crosse,
Betty and I (with Susan’s help) continue to hold down the fort. I feel like the
program is moving to prepare students for the positive changes in our
profession that seem to be on the horizon. I appreciate the support and
encouragement that our practicum and intern field supervisors provide the
students. It is nice to have such an upbeat extended family. We are looking
forward to seeing you at this year’s Roundtable.
WSPA News
Betty DeBoer was elected as secretary of
WSPA for a two year term. Betty will end her 8 year term as WSPA's
Professional Preparation and Training chair (Trainers' Rep). During her
term as the Trainers' Rep, Betty experienced many changes. She
helped establish a systems-wide deadline for student acceptance in
graduate programs, ran consistent student sessions, increased student participation
in WSPA, revitalized the poster sessions and added a new dissertation
award. She worked to welcome
the many new faculty members to the UW system and worked with John
Humphries at DPI regarding licensing and RTI issues. Betty wants to thank the
many student representatives and other volunteers that have worked with her
during the years to make these activities possible.
NASP Conference
by Danielle White
In March, five UW-La
Crosse Second Year School Psychology students, Susan Audley, Ashley Baker, Holly
Kohlmann, Leigh Kraemer, and Danielle White ventured out to Anaheim, California
to attend the National Association of School Psychologists 2006 Annual
Convention. This year’s them was
“Prevention is an Intervention” and the hundreds of sessions offered at the
conference attested to just that.
We left the cool climate and gloomy skies of La Crosse thinking
we’d find nothing but hot air, blue skies, and sunshine in California. However,
we were sadly mistaken as it rained (or perhaps down poured is a better
descriptor) our first two days. But we did not let that stop us from putting on
our flip-flops and walking around nearby Disney Land during our first night. On
Tuesday we got our first taste of the magnitude of this conference as we
registered for the convention at the expansive Hilton hotel and convention
center. We then received our (very large) program guides and as we perused
through the never-ending list of paper, poster, mini-skills, and special
sessions, our excitement continued to grow. That night we all attended the
Anaheim Welcome Party, which featured dancing, wine tasting, and an array of
hors d'oeuvres. Unfortunately, we must have missed the event’s description in
our program guide, as we arrived straight from dinner! Although that may have prevented
us from indulging in the food, we did not let it stop us from sampling some of
California’s best vino!
On Wednesday morning we, and the other 1,000-plus students,
enjoyed a breakfast where we were welcomed by several leaders of NASP. We were
also encouraged to attend several special events, including a night out on the
town, a student convention bash, and sessions tailored specifically to
students, including a session on becoming a leader within the field and one
discussing the importance of local student organizations. We all attended
another session that offered essential tools for first year school
psychologists, hoping to better prepare for our upcoming internships. Although
many students from other programs appeared to benefit from this session, each
of us felt that our extensive practicum experiences had already provided us
with the information that was presented during this session. Needless to say,
we left this session feeling quite confident in our abilities and proud of our
program.
And who could forget Wednesday’s Keynote Address, given by
Goldie Hawn??? Yes, THE Goldie Hawn. After NASP President Bill Pfohl displayed
an AARP magazine cover featuring the award winning actress, we knew we were in
for a treat! Ms. Hawn discussed the importance of Mindfulness Education to help
children better cope with the many demands placed on them and the terrifying
images and fears they face in today’s world. While entertaining and very
“Goldie-Like,” the presentation made us take a closer look at the expectations
we place on students and offered a unique perspective on how to better meet
both the academic and mental health
needs of students.
When
we were not eating, sight-seeing, or mingling with other students and school
psychologists from around the country (oddly, everyone knew we were from the
Midwest as soon as we spoke), we did manage to attend many sessions. Some of
our favorites included topics such as Native American students, ELL literacy
development and interventions, gang-affiliated Latino youth, self-mutilation,
students in urban poverty, social-emotional literacy and curriculum,
prereferral interventions, parent training, and the development of a suicide
prevention program. To go with the theme of this year’s convention, special
PREPaRE sessions were offered. PREPaRE is a newly designed school crisis
prevention and intervention training curriculum that provides school
professionals guidance on how to best meet the needs of students who are faced
with crises. Several of us attended the PREPaRE session that focused on helping
children cope with grief and we belief that it will definitely help us in our
future roles as mental health professionals.
Although we did not stay at the beautiful Hilton (c’mon, Super
8 looks pretty good to grad students!) and the weather was not all that we had
hoped it would be, our first NASP experience was something we will never
forget. It was both an educational and enjoyable experience that we encourage
all who can to participate in whenever possible. A special thank you goes out
to Dr. Dixon for working so hard to help us receive a professional leadership
grant from the University. Without his help, we would not have been able to
attend the conference. And another thanks for a delicious dinner at the House
of Blues. We had a blast!
*Please note: If you are
a NASP member, you can access handouts for many of the sessions presented at
the convention. Simply log on to the NASP website and go to member services.
20-, 10- & 5-year Reunion
We
are continuing our six‑year tradition of encouraging graduates from
certain years to attend Roundtable to see fellow classmates. This is a wonderful way to start reunions
and renew friendships, fellowship, and maybe even a little “shop-talk” about
how things are going for you in your schools.
Ed.S. Theses Oral Defenses Completed
March
24, 2005, “A Comparison of Limited English Proficient and English Proficient
Hmong Students’ Performance on the Comprehensive Test of Nonverbal
Intelligence” – Chair: Dr. Milt Dehn,
Committee: Dr. Carmen Wilson and Dr.
Matt Taylor.
Due to the inappropriateness of using
traditional language-loaded intelligence tests with linguistic and cultural
minority students, nonverbal intelligence tests are considered to be one
suitable alternative. Research,
however, on the use of recently developed nonverbal intelligence tests,
especially with specific ethnic minorities is limited. This study investigated the performance of
limited English proficient and English proficient 4th, 5th,
and 6th grade Hmong students on the Comprehensive Test of Nonverbal
Intelligence (CTONI). As expected, both
the limited English and English proficient students performed in the “average”
range on all CTONI composites (NIQ, PNIQ, GNIQ), and all three CTONI composite
scores were strongly intercorrelated.
Independent samples t-tests compared the limited English and English
proficient students’ mean CTONI scores.
As the main hypothesis predicted, English proficient students achieved
higher NIQ and PNIQ scores than limited English proficient students, suggesting
that language proficiency impacted students’ test performance. Although further studies are needed to
investigate the relationship between language proficiency and nonverbal test performance,
this study’s findings support the use of the CTONI as a suitable, language
“reduced” cognitive measure for Hmong students.
March 25, 2005, “Examining the Link Between Behavior
and Reading Problems: The Efficacy of Early Reading Intervention on Behavior
and Reading Problems” – Chair Dr. Betty DeBoer, Committee: Dr. Carmen Wilson
and Dr. Emily 
Johnson.
Research has documented a
relationship between reading problems and behavior problems for decade. However, research has been unable to
determine the true causal between reading underachievement and behavior
problems. This study investigated the
nature of the relationship between behavior and reading problems by examining
the effects of early reading intervention on the behavior and reading
achievement of first grade students.
Participants in this study included 45 first grade students with delayed
reading skills who were enrolled in early reading intervention programs. Reading skills gains and behavior were
measured at the beginning and end of the intervention.
Conclusions drawn from the study indicate that early
reading intervention in the first grade does not necessarily produce better
behavior in students. If children are not exhibiting behavior problems before
the start of the reading intervention, then a positive change in behavior may
not be forthcoming. On the other hand,
since no increase in inappropriate behaviors was found at the end of
intervention, one may conclude that reading interventions may prevent the onset
of poor behavior in children with reading problems. Also, a child’s behavior does not seem to impact the reading
progress made in early reading intervention.
A possible implication from this study is that the relationship between
behavior and reading underachievement is more complex and that other factors
may playing a role in this relationship.
Future studies should examine what these other factors may be in order
to maximize the educational potential of each student in the future.
April 8, 2005, “The
Efficacy of Two Early Reading Intyervention Programs for First Grade Hmong
Students” – Chair: Dr. Betty DeBoer, Committee: Dr. Matt Taylor and Dr. Carol
Kirk.
Reading gains made by Hmong students and English-only students
were compared across two early reading intervention programs. The participants
were first grade Hmong and English-only students who were identified to have
reading skills within the lowest 20% of their class. The participants were
recommended to participate in either the Reading on First and Home (ROFAH) or
the Reading Intervention Model (RIM) programs. The participants were evaluated
in the fall (pre-intervention), if and when they were dismissed from the
program, and in the spring (post-intervention). The reading gains made by the
participants were measured using parts of the Dynamic Indicators of Basic
Literacy Skills (DIBELS), Dolche Word List, and a reading comprehension
subtest. No significant differences were found overall in reading gains made by
Hmong and English-only participants. Based on this result, it appeared that
regardless of the primary language spoken by the participant, all participants
made similar reading gains between pre-intervention and post-intervention in
the measured subtests. Furthermore, Hmong participants made significant progress
in reading between pre-intervention and post-intervention in the reading
subtests.
May 9, 2005, “Academic and Behavioral Predictors of Problem Behavior in
4th Grade” – Chair: Dr Betty
DeBoer, Committee: Dr. Carmen Wilson
and Dr. Beth Seebach.
This study examined the behavior problems of fourth grade
students identified as poor readers in first grade. The two greatest risk
factors for school failure are the display of problem behaviors and low
achievement, especially in the area of reading. In previous studies, past
behavior and achievement, particularly reading achievement, were predictors of
later problem behavior. It was hypothesized that fourth grade students
identified as poor readers in first grade would have more behavior problems (externalizing,
internalizing, school problems as measured by the Behavior Assessment System
for Children) than a normative sample. It was also hypothesized that behavior,
achievement, and reading skills would be predictors of problem behavior.
Behavior rating scales were completed by fourth grade teachers for 31 students
in a western Wisconsin school district. Results indicate a significant
difference in the amount of school problems in the fourth grade students
identified as poor readers in first grade and no significant differences in the
amount of internalizing or externalizing problems. The strongest predictors of
fourth grade externalizing behavior were first grade externalizing behavior and
letter naming fluency skills. The results were not significant for fourth grade
internalizing behavior. The strongest predictor for fourth grade school
problems was first grade internalizing behavior.
May 10, 2005, “A comparison of scores on the Universal
Nonverbal Intelligence Test (UNIT) and the Comprehensive Test of Nonverbal
Intelligence (CTONI) in a Sample of Hmong Students” – Chair: Dr. Milt Dehn, Committee: Dr. Matt Taylor and Dr. Carmen Wilson.
This study examined the comparability of the Comprehensive Test of
Nonverbal Intelligence (CTONI) and the Universal Nonverbal Intelligence Test
(UNIT) in assessing nonverbal cognitive ability in Hmong children. This study
also examined the relationship between children’s English as a second language
(ESL) status and their CTONI and UNIT test scores. Twenty-eight Hmong children were administered the UNIT while in
grades 3, 4, and 5, and were re-evaluated with the CTONI during the next school
year. Results supported the hypothesis
of a significant correlation between the CTONI and UNIT Full Scale IQ scores,
and the hypothesis that mean Full Scale IQ scores on the CTONI and UNIT would
not significantly differ. Finally,
there was a trend for ESL level to be associated with children’s CTONI Full Scale
IQ scores, and ESL level was significantly related to children’s UNIT Full Scale
IQ scores, findings contrary to hypothesis.
Overall, findings suggest that the CTONI and UNIT yield comparable
estimates of nonverbal cognitive functioning in Hmong youth, but that
children’s performance on these measures may be influenced by their level of
English proficiency.
June
10, 2005, “Phonemic Awareness as a Predictor of Reading Comprehension”
– Chair: Dr. Betty DeBoer, Committee: Dr. Emily Johnson and Dr. Melanie Cary.
Many students experience difficulty
learning to read due to deficits in the following areas: 
phonemic
awareness, reading fluency, and reading comprehension. For this study, struggling readers who
obtained higher phonemic awareness scores in first grade were predicted to earn
higher scores on standardized reading comprehension assessments at the end of
second and third grades. Results
indicated students’ Letter Naming Fluency skills at the start of first grade
were negatively correlated with the Woodcock-Johnson Tests of Achievement,
Third Edition reading comprehension cluster.
Students’ Nonsense Wood Fluency skills at the end of first grade were
significantly correlated with their scores on the Wisconsin Reading
Comprehension Test in third grade. The
results provided only limited support for the use of phonemic awareness
measures in discriminating between students already identified as struggling
readers.
July
13, 2005, “The Effects of Martial Arts Training on Children’s Attention” –
Chair: Dr. Robert Dixon, Committee: Dr.
Tracie Blumentritt and Dr.
Dennis Fater.
Attention issues and concerns in children is an important topic
in American society. It was
hypothesized that the participation in a martial arts training program would
increase levels of attention among participants. An 8-week martial arts training program was implemented in a
parochial school system in a Midwestern community. Elementary students in kindergarten through third grade participated
in the martial arts classes. Parents of
63 students completed the Conners’ Parent
Rating Scale-Revised: Short Version (CPRS-R:S) to assess the attention and
related behaviors of their children as a pretest and posttest measure. Results from the research study did not
support the specific hypothesis, however, significant findings were found in
the three related scales. Specifically,
significant decreases were noted in the areas of opposition, hyperactivity, and
on the ADHD index. Further analysis of
gender differences indicated that both males and females demonstrated significant
decreases in the area of opposition. In
addition, males also demonstrated a significant decrease in scores on the ADHD
index, while females demonstrated significant decreases on the hyperactivity
scale. Further investigation is
recommended on the long-term impact of martial arts training.
August 4 2005, “The
Impact of Early Reading Intervention on Concept Formation of First Graders” – Chair:
Dr. Betty DeBoer, Committee: Dr. David
Reineke and Dr. Carol Kirk.
The paper examines the relationship between gains in
reading skills and gains in the development of basic concepts among first grade
students who participated in a reading intervention program. Participants were 23 first grade students from
an urban, Midwestern school district who were identified as “poor readers” by
their teachers. Five of the 23
participants were identified as English Language Learners (ELL). Pre-and post-intervention data included
knowledge of basic concepts and reading skills. No significant differences were found between gains made by ELL
versus non-ELL students. Some
conclusions are limited by a ceiling effect in the assessment of basic
concepts. Students with higher basic concept
knowledge gained more skills during the intervention than did students with lower
basic concept knowledge.
Alum Adopts Children from Siberia
(Taken from Janesville
Gazette, article written by Carla McCann)
Seven years ago, Dr. Suzanne Popke (Class of 1978) arrived in
Siberia, at an orphanage in the newly formed Republic of Buryatia. Among the preschoolers
in the orphanage was her soon-to-be son Zachary. Due to the bitter winters and changes to
international adoption laws, she had to wait until 2001 before returning to
adopt two more children. She brought home 3-year-old Hayden Talgat and 1-year-old
Alexander "Sasha" Ardis.
During both trips to Buryatia, Suzanne kept a journal of her
adventures. When she returned home to Upper Michigan, people asked to read
it. So, she decided to write a
book. In "Siberian Pearls: A Buryat
Journey," she introduces readers to the "nannas," who lovingly
care for the orphans, and to the beauty and starkness of a country struggling
with change and poverty. No medicines
are available for orphans in Buryatia, so they are isolated from other children
to stop the spread of infection. The over 6,000 orphans in Buryatia are
supported by the Russian government at the cost of 13 cents a day, with most of
those who survive long enough to leave the orphanage, turning to crime,
prostitution, or suicide.
Since adopting the boys, Suzanne has married UW-Whitewater
professor Dr. Robert Siemann and moved to Whitewater. Soon after their
marriage, Robert also adopted the boys.
Zachary is now 9. He loves music and turtles and wants to become a
paleontologist. Hayden is 7. He's inquisitive
and can be challenging. Sasha is 5, and
has a penchant for taking everything apart.
To purchase the book, "Siberian Pearls: A Buryat Journey," by Suzanne
Popke about the adoption of her three children from the newly-formed Republic
of Buryatia, visit www.publishamerica.com or e-mail Suzanne at
intsim@idcnet.com. For the full article, see www.gazetteextra.com/siberianadoption030606.asp.
Alum as School Psychologist – Family Guy – Aspiring Deacon
(Taken from Grand Rapids
Press, article written by John Hogan)
Dean Vernon (Class of 1988) is a full time School Psychologist
with the Grand Rapids Public Schools in Grand Rapids, Michigan. He comes from a large family – he is number
11 of 14 children raised by strict, God-fearing parents. His passion is kids -- whether it’s the children
he sees at the schools while on the job or the seven he and his wife, Lori,
raise ranging in age from 18 years to 20 months. He is devoted to his faith,
his family and he is a deacon candidate in the Catholic Church. He is also an accomplished singer, budding
poet and the one most likely to haul the kids outside to run through the
sprinkler or build a snowman.
As a youngster, Dean’s family all sat down to breakfast at the
same time, and they all sat down for dinner at the same time. Dean has adopted this with his own family
where they sit down together, say grace, and enjoy dinnertime conversation.
As a youngster attending school, the teachers didn’t know
Dean’s name, they just asked what number he was. His children don’t have that worry about teachers confusing them as
they are all home-schooled.
Other than his work in the schools, Dean and Lori focus inward
– they rarely watch television (except they always watch the Green Bay Packers)
and they don’t subscribe to newspapers or magazines mostly because they feel
pressured to read them instead of spending time with the kids or each
other. They say that if something big
happens, they trust that someone will tell them. Their families’ biggest bond is their faith. Dean is in his final year as a deacon
candidate. He is in a demanding
deaconate program that requires six years of study.
School Psychologists on American Idol? Not!
by Ryan Weigel
Susan Wabaunsee hosted this year’s holiday party, and
thankfully the weather cooperated since she resides up in the bluffs. The party
kicked off with an impressive potluck smorgasbord. Who would have thought that
within a school psychology program there lie such an abundance of adroit culinary
artists? Highlights of the buffet included Betty’s son’s homemade lasagna,
Susan Audley’s edible penguins, and Alissa’s Irish Crème. Once all those in
attendance managed to alleviate their hunger, the evening’s main event, which
was a musical competition between the 1st years and the 2nd
years, commenced.
We did not need Simon from American Idol to judge the new
challenge between the first and second year classes to perform at the Holiday
Party. The gales of laughter spoke volumes to both groups trying to outdo each
other. The 1st year students chose to sing jingle bells under the direction of 3rd
grade teacher “Mr. Schneebly.” Their uncanny performance and mimicry of pitch
and demeanor of 3rd grade students brought the house down. This
picture tries to reflect their energy and unfocused attention. The 2nd
year students followed with a rendition of the 12 days of Christmas that
included 12 whiners whining, 11 girls a giggling, 10 trips to Cartwright, 7
years of thesis, 6 police encounters, 5 report revisions, and 3 commuters to
name a few. While no formal winner was
declared, all agreed that it would become an annual holiday competition.
The musical competition was followed by a white-elephant gift
exchange. There were many “interesting” gifts that were opened throughout the
exchange; however it was unanimous that the Scrabble Deluxe Turntable board
game was the most aggressively sought after gift. Kudos is in order for
Teresa’s husband since he had the Scrabble game in his possession when the
exchange ended. Although it seemed most
participants wanted the Scrabble game, the gift of scratch off lottery tickets
was also quite popular and Danielle (2nd yr) had her dreams crushed
when the tee-shirt she desperately wanted was stolen from her towards the end
of the exchange. In addition, a memorable moment was when a gift was opened –
it was a book titled How to be Canadian – Jeremy (1st year)
responded with, “Why is it so thick?”
With the end of the gift exchange, also came the end to a
memorable evening of exquisite food, breathtaking musical performances, an
entertaining gift exchange, and enjoyable comradery. All in attendance would
agree that the bar has been set for future holiday parties and as far as next
year’s party goes, well, the possibilities are