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Table of Contents
Volume 49
1.Introduction to California Department Education’s Paper on Specific Learning Disability and CASP’s Statement - Volume 49
2.Introduction to California Department Education's Paper
on Specific Learning Disability and CASP's Statement - Volume 49
3.Learning Disability Eligibility Criteria
Response to CDE White Paper - Volume 49
4.Specific Learning Disability Diagnosis in
California:
A Critical Look at the Criteria for Determining Severe Discrepancy - Volume 49
5.School Neuropyschology
for the New Miliennium, Part ll - Volume 49
Volume 50
6.Accountability, Testing and Decision-Making - Volume 50
7.NEAT Responds to Mental Health Clinic Shooting in California - Volume 50
8.Ground Zero: Responding to the Crisis at Santana High School - Volume 50
9.NASP/CASP
Response Following Shootings on School Campuses - Volume 50
10.Opinion
Determination of the Actual Value
of a "Severe Discrepancy" in SLD
Under Title 5: Who knows? Who cares? - Volume 50
11.How to Develop and Use Staff Surveys to Promote School Psych Services - Volume 50
12.Qualitative Methodology and the Constructive Practitioner: Integrating Theory, Research and Practice - Volume 50
13.School Psychologists Show Range of Crisis Experience in CASP Web Survey - Volume 50
14.School Violence Prevention and Response Policy Recommendations - Volume 50
15.Q&A on ADHD: A Handout for Parents - Volume 50
16.ADD/HD Subtyping Through Brain-Wave Analysis ND Neuroimaging: Diagnosis, Treatment & Educational Implications - Volume 50
17.Yes, Virginia, There is a Severe Discrepancy Clause, But Is It Too Much Ado About Something? - Volume 50
Volume 51
18.Research Review: School-Associated Violent Deaths
in the United States, 1994-1999 - Volume 51
19.CASP Members Earn Certificate of Advanced Training
and Specialization in Functional Analysis
and Behavior Intervention (CATS) - Volume 51
20.Certification of Advanced Training and Specialization (CATS) in School Crisis Response and Intervention - Volume 51
21.Convention 2002: School
Psychologists Make the Most
of California’s Capital - Volume 51
22.2002-03 CASP Election Results - Volume 51
23.A Model of School Psychology Practice in the Classroom - Volume 51
24.Confidentiality of Protocols - Clarified - Volume 51
25.Status Report on Specific Learning Disability - Volume 51
26.ONE YEAR LATER: REMEMBERING SEPTEMBER 11, 2001
SUGGESTIONS FOR EDUCATORS AND OTHER CAREGIVERS - Volume 51
27.CBM: To Use It Is To Love It - Volume 51
28.Fasten Your Seat Belts,
Plans Fly for Convention '03 - Volume 51
29.MEMORIAL ACTIVITIES AT SCHOOL:
A LIST OF "DO'S" AND "DON'TS" - Volume 51
30.The Future of School Psychology - Volume 51
31.The Demise of IQ Testing for Children with Learning Disabilities;
Distinguished Lecture by Robert Pasternack - Volume 51
32.BOARDING THE TRAIN - Volume 51
33.Affiliate News - Volume 51
34.High-Stakes Testing for Dentists??
What Dentists and Teachers Have in Common - Volume 51
35.Research Update on Assessment-Intervention Links:
Scientifically Supported Practices for Preventing and Treating
Reading and Writing Problems in School Settings - Volume 51
36.GOVERNOR DAVIS FAILS TO SIGN
BILL TO EXPAND DEFINITION OF EDUCATOR - Volume 51
37.President's Message - What Is A School Psychologist? - Volume 51
38.Partnerships and Problem Solving to Promote Early Interventions in Literacy:
Using the PAL - Volume 51
39.My Secret Life as a Docent - Volume 51
40.CASP Crisis Specialty Group
Research Summary:
Dating Violence Against Adolescent Girls and Associated
Health Risk Behaviors - Volume 51
41.Research Summary: Television Exposure in Children after a Terrorist Incident - Volume 51
42.Theme Interference Revisited:
Teachers and Maltreated Foster Children - Volume 51
Volume 52
43.CASP Convention 2003 Provides Opportunities
To Prepare for School Psychology's Future - Volume 52
44.The Important Role of School Psychologists in Current Educational Reforms - Volume 52
45.California IDEA Summit Headlines in Sacramento - Volume 52
46.President's Message
By Brent Duncan, Ph.D., NCSP, CASP President - Volume 52
47.Shift Happens... (Part I) - Volume 52
48.Dynamic Indicators of Basic Early Literacy Skills - DIBELS - Volume 52
49.A Preview of Specific Learning Disability After IDEA 2003 - Volume 52
50.The California Alternate Performance Assessment (CAPA) - Volume 52
51.CASP Convention 2004: School Psychologists Will Be “Thinking Outside the Box” - Volume 52
52.From Loud’s Island, Maine to Immediate Past-President (With a short detour through Camp Green Lake) – July 1, 2002 – June 30, 2003 - Volume 52
53.Interns: Threat or Benefit? - Volume 52
54.NASP & CASP Closely Monitor IDEA Reauthorization - Volume 52
55.New changes in IDEA: An interview with Allan Lloyd-Jones, Special Education Consultant to the California Department of Education - Volume 52
56.Stop the Presses – Senate IDEA Bill Introduced - Volume 52
57.Unique Bullying Prevention Program Introduced by San Diego School Psychologists - Volume 52
58.You want to be a *successful* LEP: Here are some tips! - Volume 52
59.AB 722 Study Group Finds Pupil Personnel Ratios High - Volume 52
60.CRISIS SPECIALTY GROUP PROPOSES CATS 5-YEAR PLAN
Test Results Provide Evidence of Crisis Training’s Effectiveness - Volume 52
61.New School Psychologist Corner:
Getting Started, in Style! - Volume 52
62.New Ways to be School Psychologists Offered at Convention 2004 - Volume 52
63.Revised IDEA Still in the Works - Volume 52
Volume 53
64.Emotional Disturbance: Diagnosis and Dilemmas - Volume 53
65.Employment Questions Answered - Volume 53
66.IEP Task Force Makes Final Draft Recommendations - Volume 53
67.School Psychologists Respond to ASD Survey - Volume 53
68.Neuropsychological, Academic, Social, and Emotional Impacts of Type 1 Diabetes - Volume 53
69.Living with Layoff: How To Wear a Pink Slip - Volume 53
70.LA Psychology Project Bridging Special & General Education - Volume 53
71.Educational Needs of Students with Autistic Spectrum Disorder: Role of School Psychologists - Volume 53
72.Pupil Learning Support System Introduced - Volume 53
73.Understanding and Responding to Students Who Self-Mutilate - Volume 53
74.Testing Accommodations for the Student with an ASD - Volume 53
75.CHC Theory as a Taxonomy of Cognitive Abilities - Volume 53
76.Putting content into consultation -- the Functional Analysis of Academic Behavior - Volume 53
77.Interventions at Two School Districts Successfully Serve ASD Students - Volume 53
78.CASP Representatives Attend NASP Public Policy Institute – Federal Legislative Update - Volume 53
79.Dr. Jackie Allen Recognized at Foundation Event - Volume 53
80.ASK “DR.” JONES, Expanding the Role of School Psychology - Volume 53
81.Comprehensive Pupil Learning Support System Update - Volume 53
82.School Psychologists Week Moves to November - Volume 53
83.On Becoming a Versatile Psychologist - Volume 53
Volume 54
86.Special Education Summit II - Volume 54
87.Multi-agency, Multidisciplinary Team Assessments - Volume 54
88.IDEA – 2004 Signed into Law – Implications for School Psychology - Volume 54
89.Identifying and Intervening with Kindergarten Students At Risk for Reading Failure - Volume 54
90.CASP Offers Assistance on Employment/LEP Issues - Volume 54
91.Opinion: Should Multidisciplinary Assessment Teams be Required to Write Reports? - Volume 54
92.Affiliate Leadership Days Bring Presidents to Sacramento - Volume 54
93.Implications of the AB 722 Study Results for School Psychologists - Volume 54
94.Record-breaking Convention Offers A Mosaic of Ideas in Riverside - Volume 54
95.Become a CSP Foundation Supporter: Go Shopping - Volume 54
96.Elliott Wins President-Elect slot; Scarpa to Lead Region 7 - Volume 54
97.Presidential Message - Volume 54
98.Preparing for an Interview - Volume 54
99.Outstanding School Psychologists Honored At CASP Convention - Volume 54
100.CSP Foundation Awards CLD Scholarships - Volume 54
101.UC Riverside Student Wins Goodman Award - Volume 54
102.CASP Nominees for NASP Awards Receive Honors - Volume 54
103.Paul Henkin Award Sends Two to Convention - Volume 54
104.Dunn Honored with Goff Award - Volume 54
105.Mentors Receive Recognition at Convention - Volume 54
106.Assemblyman Yee Introduces Learning Supports Bill - Volume 54
107.Book Review
Emotional and Behavioral Problems of Young Children-
Effective Interventions in the Preschool and Kindergarten Years
- Volume 54
108.The shootings at Red Lake High School: Lessons learned - Volume 54
109.School Psychology Educators Initiate Protocol to Promote High-quality Training
- Volume 54
110.Court Decision on “Fair Use” Clarifies Who Can See Test Protocols - Volume 54
111.Ubiquitous Assessment - Volume 54
112.IDEIA 2004 Proposed Federal Regulations Released –
CASP and NASP Representatives Testify in Sacramento
- Volume 54
113.Job Expansion = Job Security: Strategies to Expand your Role - Volume 54
114.Twenty-five Years after Larry P.: The California Response to Overrepresentation of African Americans in Special Education - Volume 54
115.The NASP Report - Volume 54
116.Remember the Mentors - Volume 54
117.Sexual Minority Youth: A Primer for School Psychologists - Volume 54
118.The Most-Asked Assessment Questions - Volume 54
119.The Utility of Psychoeducational Assessment in a Response to Intervention Model - Volume 54
120.BECOME A MULTICULTURAL AMBASSADOR! - Volume 54
121.California Association of School Psychologists (CASP) Input to IDEIA 2004 Regulations - Volume 54
122.CASP YESTERDAY - Volume 54
123.CONSENT AND PRIVILEGE UPDATE - Volume 54
124.Hurricane Katrina and Relocated Students with Special Needs:
Recommendations for Receiving Schools
- Volume 54
125.Twenty-five Years after Larry P.: The California Response to Overrepresentation of African Americans in Special Education, Part II - Volume 54
126.NASP Report - Volume 54
127.A Message from the President - Volume 54
128.Explain this Proverb: The mouse that has but one hole is easily taken - Volume 54
Volume 56
129.California School Psychology Foundation – A Banner Year for Charitable Giving - Volume 56
130.Nominate Now for the 2006-2007 CASP Board of Directors - Volume 56
131.CASP YESTERDAY - Volume 56
132.Empirical Versus Illusory Evidence - Volume 56
133.Representatives of 14 Affiliates Come to Leadership Days - Volume 56
134.It’s Not About Us, Folks: It’s About the Kids - Volume 56
135.Response to Intervention (RTI): Is It a Scientifically Proven Method? - Volume 56
136.President’s Message: CASP and RTI Implementation - Volume 56
137.Test Protocols and Parents Rights—to Copies? - Volume 56
138.Nadine M. Lambert Remembered - Volume 56
139.Los Angeles to Host CASP Convention 2007 - Volume 56
140.Yes, We Get to Do It Here, Too! RTI and Positive Behavior Supports - Volume 56
141.Presidents column - Volume 56
142.Legislature Passes Budget- New Funding for Education. EMHI Program Expanded, Governor Expected to Sign - Volume 56
143.Revisiting Larry P. v. Riles – A CASP Convention 2006 Report - Volume 56
144.Presenting Assessment Results at IEP Meetings - Volume 56
145.Foundation Mini-Grants Awarded. Funds Available for Many More - Volume 56
146.CASP ACTIVE PARTICIPANT IN SUMMIT 3: California’s Response to Intervention discussed - Volume 56
147.Can Research and the Real Work of School Psychologists Mix? - Volume 56
148.Duncan wins 2006 Goff and NASP President’s Awards - Volume 56
149.Riding the Waves of Change: CASP 2006 Presidential Address - Volume 56
150.Waves of Change Bring New Ideas to School Psychology - Volume 56
151.Connolly to Lead CASP in 2007-08 - Volume 56
152.Mentors Honored at CASP Convention - Volume 56
153.CASP’s Nominations for NASP Awards Produce Winners - Volume 56
154.CASP’s Outstanding School Psychologists for 2006 - Volume 56
155.Ten Phases in Implementing Response to Intervention Approaches - Volume 56
156.School Psychologists and Response to Intervention - Volume 56
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