Dr. Scott Merydith & Annmarie Schimmel
Published/Presented: Psychological Assessment for Transition Planning by Scott P. Merydith and Annmarie Schimmel of Rochester Institute of Technology and Abiola Dipeolu of Wichita State University.
Abstract: The purpose of the present study was to determine the extent to which career assessment tools, such as the Self Directed Search (SDS) and the 16 Personality Factors (16PF), can be used in career decision making for transition plans. This was determined based on comparing the SDS and 16PF scores of various groups. The three groups included a group of Undecided Majors, a group of Photo Imaging Majors, and a group of School Psychology Majors. This study was also aimed at helping to increase School Psychologists awareness of the usefulness of these assessment tools, as well as the ease with which they can be utilized within the schools. Holland's personality - environment fit model states that people will seek work environments with other individuals who have similar personalities to their own. This study showed that this model can also be applied to pre-work environments, whereby those of differing college majors also have different personality types. In other words, college majors were attracted to similar personality types. Further support of Holland's theory was also provided by the 16PF primary factors prediction of the SDS factors, predicting in an a priori fashion. Therefore, in designing effective transition plans the use of the SDS and the 16PF would be useful in helping adolescents with disabilities determine an appropriate career path based on their personality.
Dr. Suzanne Graney
Published/Presented: Establishing Common Ground: School Psychologists and the Developmental Reading Assessment.
Abstract: The Developmental Reading Assessment was initially developed by a team of classroom teachers. The stated assessment purposes for the DRA are to measure overall reading skills, monitor reading growth, and give teachers valuable information for instructional planning. With an increased emphasis on data-based decision making and accountability, the DRA has become a popular classroom assessment tool in many public schools, and often school psychologists participate on teams where this information is shared as part of the decision making process. The purpose of this session is to provide a basic overview of the DRA and to review data on its correspondence to curriculum-based measures/DIBELS. Participants will leave this session better prepared to collaborate with teachers in making data-based decisions about students.
In Progress: I have one article under review, so I suppose it is premature to talk about it in case it gets rejected. But I am just getting started with data collection on a study examining the direct effects of monitoring student progress in reading. Data collection will begin this week and run through June 15th. I have teachers and students in Webster and the Rochester City schools participating in the study. Many of my research group members are collecting data for me, going to the schools and giving reading and math measures to the students participating, interviewing teachers and doing classroom observations. Hopefully I will have the data analyzed and the study written up over the summer.
Research Student: Melissa Walker
Abstract: The present study investigates the relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) oral reading fluency subtest, Developmental Reading Assessment (DRA) and Terra Nova 2 (TN2) for second grade students. Historical data gained from 52 participants during the 2004-2005 school year was utilized. The participants were from a school receiving reading First funding in a northeastern city. Correlation and regression analyses were run on the DIBELS Oral Reading Fluency scores, DRA codes, and TN2 scores to determine the relationships among the three tests.
Research Student: Courtney Wheeler
Abstract: The present study investigated the relationship between Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency, the TerraNova 2nd Edition Vocabulary and Comprehension, and the Developmental Reading Assessment (DRA). Historical test data gained from 46 third grade participants during the 2004-2005 school year from an urban elementary school was utilized. The DRA protocols were coded and correlations were run to determine the relationship between the three tests. Significant correlations were found consistently between the DIBELS scores with DRA Phasing and Fluency and DRA Story Level. The overall best predictor for DIBELS scores was the DRA Story Level. Significant correlations were also found between DIBELS scores, DRA scores, and TerraNova 2nd Edition Comprehension and Vocabulary. The best predictor for both the TerraNova 2nd Edition Vocabulary and Comprehension scores was the fall DRA Story Level.
Dr. Jennifer Lukomski
Published: Deaf College Students’ Perceptions of Their Social-Emotional Adjustment
Abstract: This study examined differences between deaf and hearing students' perceptions of their social emotional adjustment as they transition to college. The 16PF-Adolescent Personality Questionnaire Life Difficulties Scale was completed by 205 deaf students and 185 hearing students. A multivariate analyses of variance and subsequent univariate tests found that deaf students rated themselves as experiencing significantly higher home life difficulties than hearing students, and deaf students rated themselves as having fewer coping difficulties than hearing students. Results also revealed a hearing status by gender interaction with deaf females rating themselves significantly higher on worry than deaf males, hearing females, and hearing males. An exploratory factor analysis of the Life Difficulties subscales yielded three factors of life difficulties for deaf college students but only two factors for hearing college students. These findings suggest that there are differences between deaf and hearing students who are transitioning to college with regards to their social-emotional adjustment.
Cognitive Underpinnings of Learning by Deaf and Hard-of-Hearing Students
An International Conference, June 21-22, 2007
National Technical Institute for the Deaf - Rochester Institute of Technology
Rochester, New York
Supported by: The Center for Education Research Partnerships, National Technical Institute for the Deaf, Journal of Deaf Studies and Deaf Education, and The National Science Foundation
In Press: Lukomski, J. (in press). Best practices in planning effective instruction for students who are deaf and hard of hearing. In A.Thomas & J.Grimes (Eds.), Best Practices in School Psychology V.
Research Student: Elizabeth Oberg
Abstract: During the National Association of School Psychologists 2007 convention in New York, NY, I gave a poster presentation related to my Masters Thesis. This presentation entitled, “Assessing Executive Functioning in Children with a Hearing Loss,” examined the relationship between parent/teacher reports of 22 deaf and hard of hearing students’ executive functioning, students’ performance on cognitive tests and students’ performance on selected achievement domains was studied. The findings showed significant positive correlations (p>.01) between the parent/teacher Behavior Rating Inventory of Executive Function (BRIEF) on 6 of the 8 clinical scales. There were statistically significant positive correlations between the parent/teacher BRIEF reports and the students? scores on the Wisconsin Card Sorting Test, the (Children’s) Color Trails Test and the Woodcock-Johnson: Writing Fluency subtest. Students with genetic deafness were rated as significantly different on BRIEF scales (i.e., rated similar to the hearing norms) and performed significantly different on select student measures than students with other causes of deafness. These findings were discussed during this poster presentation.
Dr. Vincent Pandolfi
Published/Presented: Issues in the Assessment of Students with Autism Spectrum Disorders
Issues in the Assessment of Students with Autism Spectrum Disorders
Rochester Institute of Technology
Martin A. Volker and Christopher Lopata
University at Buffalo, The State University of New York
Mark J. Sciutto
Caroline I. Magyar (Discussant)
University of Rochester Medical Center
Abstract: This symposium presents empirically informed practice considerations relevant to psychoeducational and diagnostic evaluations of students with Autism Spectrum Disorders (ASD). The first presenter reviews separate psychometric studies of the CARS and CBCL in samples of students with ASD. The second presentation reports findings from a psychometric study examining differences between children with and without Asperger’s Disorder (AD)/High Functioning Autism (HFA). Presenters review between-group comparisons across the WISC-IV, Wisconsin Card Sorting Test, VMI, BASC-2 PRS, Self-Perception Profile for Children, CDI, MASC, and physiological stress levels. The final presenter reviews data on factors affecting clinicians’ differential diagnosis of AD and HFA. Discussion translates empirical findings into practice recommendations for school-based professionals. The presentation further informs the audience regarding evidence-based assessment procedures for students with ASD.