Using the 16 Personality Factor Questionnaire to Develop Transition Plans
Graduate students: Elizabeth Garfield and Jennifer Merry
Faculty: Dr. Scott Merydith
Transition plans for high school students with disabilities have focused on school-to-work transitions, although more recently they have included transitioning to college. The purpose of this presentation is to show how school psychologists can incorporate two career assessment instruments in their reevaluations: the 16 Personality Factor Questionnaire (16PF) and the Self-Directed Search (SDS). The 16PF measures personality traits that predict career satisfaction, such as preference for working alone. The SDS links personality types with occupations. Using their results school psychologists can help students recognize the fit between themselves and career options.
Mood and Behavior Scale-Youth: Assessment of Bipolar Disorders
Authors: Scott Merydith Ph.D; Joseph Perry, Ph.D; Shayen A. George, MA
This mini-skills presentation will provide guidelines for the assessment of bipolar disorders (BDPs) and related disorders using the Mood & Behavior Scale for Youth (MBSY; Perry & Bard, 2005). Research with a child-clinic sample revealed positive validity indicators as well as significant MBSY differences in groups of youth with BPD versus well-known comorbid disorders (e.g., ADHD). Participants will receive copies of the MBSY, along with instruction on administration, scoring, and interpretation. Case studies of MBSY for intervention planning will be provided. Participants will gain knowledge and competence for identifying and serving youth with BPD.
Bender-II and HFD as Predictors of Executive Functioning and Academic Achievement
Graduate Students: Katharine Warsinske and Julie Miller
This study investigated the relationship between visual-motor integration and human figure scores to measures of executive functioning and academic performance. Eight-two elementary school students in grades 3 and 4 drew a HFD and were given the Bender II and the Planned Connections subtest of the Cognitive Assessment system. Their parents completed the Behavior Rating Inventory of Executive Functioning. Preliminary correlations revealed relationships between the following: 1) some aspects of Bender II and executive functioning ; 2) HFD emotional indicators and executive functioning; 3) Bender II copy to math performance; and 4) HFD emotional indicators and academic performance.
Utility of the Life Difficulties Section of the 16PF-APQ
Faculty: Jennifer A. Lukomski, Ph.D.
There is a need for culturally and linguistically appropriate instruments measuring social and emotional concerns in deaf and hard of hearing students. More specifically, there is a need for more appropriate self-assessments for deaf and hard of hearing students (Beck, 1988). The Life Difficulties section of the 16PF Adolescent Personality Questionnaire was administered to 200 deaf and hard of hearing students ages 17-19 to determine the utility of this self-assessment checklist. The findings support the need for the use of appropriate self-assessment tools with this special population.
Accuracy of Classroom Teachers’ Judgments of Student Reading Progress
Faculty: Suzanne B. Graney, Ph.D.
Teachers’ judgments play a major role in many important decisions about students. Although teacher judgment of a student’s performance at a single point in time can be quite accurate, less is known regarding the accuracy of teacher judgment of student progress over time. This session will highlight a study comparing second-grade classroom teachers’ judgments about their students progress over a 5-week period of actual slope of the students’ progress as measured by weekly curriculum-based measurement of reading (R-CBM). Teacher judgments and student slope of progress also will be compared to ratings by experts who examined the students’ R-CBM graphs. Results of the study and their implications for practice will be discussed. Participants will leave this session with a better understanding of the issues involved in judging a students’ progress, a sound rationale for the necessity of data-based progress monitoring, and directions for future research in this area.
Two second year students, Courtney Richmond and Elizabeth Oberg, attended New York Association of School Psychologists (NYASP) conference in November 2005. The conference provides ample learning opportunities for practicing school psychologists, professors, and graduate students. Courtney and Elizabeth attended a variety of presentations dealing with best practices in psychological assessment, intervention, consultation, and the law. These students attended “Best Practices in LD and Nondiscriminatory Assessment Under IDEA 2004: Use of KABC-II and Other Intelligence Batteries with Students from Diverse Backgrounds” and “Best Practices in Assessing Young Children” focused on assessment, while “Transitioning to Response to Intervention Approach”, presentations on grief, suicide, and psychopharmacology treatment for ADHD focused more on the intervention and consultation pieces. Presentation of the information was discussed in light of IDEA 2004.