On Thursday, November 17, 2005 I attended Best Practice in the Assessment of Executive Function in Children and Adolescence that was sponsored by the Association of Specialists in the Assessment of Intellectual Functioning. The presenter was Dr. Anne Daniels.

Possible definitions of Executive Function were provided: 1) control or regulatory processes of the brain; 2) processes that guide, direct, manage cognitive, behavioral, and emotional functions, particularly during novel problem solving activities; 3) Processes that enable the individual to maintain an appropriate problem solving set in order to attain future goals or 4) attentional control, planning, organization, working memory, inhibition of impulsive responses, goal setting, strategy generation, cognitive flexibility, monitoring of performance and behavior. It is extremely important to assess executive function in order to explain academic underachievement, and/or ineffective progress in remediation of learning disability, and/or to make predictions about future functioning.

Dr. Daniels discussed rating scales of executive function including the Behavior Rating Inventory of Executive Function (BRIEF) as well as the Self-Report Version (BRIEF-SR). She also went into depth suggesting formal tests to assess executive function. The tests standardization sample, validity and reliability were taken into consideration as well. The formal tests recommended were: WISC-IV, Delis-Kaplan Executive Function System (D-KEFS), NEPSY, Tower of London-Drexel University, Stroop Color and Word Test, Wisconsin Card Sorting Test (WCST), Behavioral Assessment of the Dysexecutive Syndrome for Children (BADS-C), and the Test of Everyday Attention for Children (TEA-Ch). Many of these formal tests assess areas such as: working memory, plan/organization, rule learning, initiate, self monitoring, task completion, processing, perceptual domains, inhibition/switching conditions of tasks, reasoning, flexibility of thinking and other areas.

All and all, there are many choices for assessing executive function. Strategies for test selection include: 1) review referral question & history information, educational information (work samples, report cards) 2) ask parents what questions do you want answered by this evaluation 3) eyeball BRIEF & BASC before scoring and 4) interview student about study habits, test performance, homework completion, homework turned in, lost assignments & materials, procrastination, and completion of large projects & reports.

Other interesting information that was presented:

- EF is associated with the frontal lobe of the brain. This could explain why it is associated with other disorders due to different areas of the brain being interconnected with both disorders. It is usually associated with Bipolar and/or ADHD.

- Is EF it’s own disorder or subset in the 13 categories? There is no definition for EF in the DSM. It is usually placed under learning disabled in the area of work completion. It could also be used for a 504 plan.

- At what age is it reasonable to assess/diagnosis EF? When it is not being caught by assessments, watch the regulation during play, and compare to group norms.

- How is learned helplessness different from EF? Learned helplessness is a byproduct of accommodations. Interventions are in place, study skills are in place; however, the student cannot function without them. Learned helplessness can be faded out over time.

- Is there a quick fix for EF? No, the student needs to work on changing habits and become more self-regulated.

- What are some possible interventions to help a student with EF?

o Homework coach – prioritizes assignments, internalize routines, etc.

o Shifting interventions

§ More time in between class changes, new teacher modifies class starting time

§ Transition from recess to class with two minutes of relaxation exercises

§ Quick, regular warm up routine – count 1 – 20 prior to starting math lesson

§ High School level – start class reviewing previous lesson “What did we talk about yesterday?” Finish class with an overall summary

§ Elementary – teacher wears different colored hats to signal a new concept coming up/ new subject change coming up

§ Everyday Math Program – modify math boxes page

FMI - Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention by Peg Dawson, Richard Guare. The Guildford Press - www.guildford.com. Y

Text Box: Welcome New and Renewing Members

Bethany Baylies, Jayne Boulos, Gail Bumpus, Mary Elizabeth Cuddy, Nicholas Farrand, Laurie
Jensen, Catherine Kelso, Erin Knott, Frank McCabe, Alison McCormack, Christiana Moore, Amy Ouellette, Diane Possee, Rosemary Poter-Fetterman, Brooke Quinn, Jessica Ritz, Mark Roth,
Mary Ann Roth, Kristi Sarchi, Lela Sisk, Jeanmarie Tekverk, Janet Whitfield

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SPOTLIGHT ON…

RoseMary Fetterman and Lee Goss

MASP’s representatives for NASP’s

Crisis Prevention and Intervention Workshops

As reported in a related article in this newsletter, RoseMary Fetterman and Lee Goss were both selected to represent Maine at the National Association of School Psychologists (NASP) Annual Convention's Crisis Prevention and Intervention Workshops in Anaheim this spring. Here's some more information about these two MASP members from the midcoast area.

RoseMary Fetterman received her B.S. in elementary education at Trenton State College and later earned the additional credits to obtain a special education endorsement. Later she obtained an M.Ed. in special education and regular education administration from the University of Southern Maine and an M.S. in school psychology from the University of New England. Over the years RoseMary has been employed as a regular education teacher (elementary to high school), a school administrator, and a special education consultant, working in Pennsylvania, New Jersey, and Maine. She has served as a program administrator/teacher for a day treatment/residential program for special needs students with a focus on students with PDD/Autism as well as behaviorally disordered students – both in New Jersey and in Maine. For the last 15 years RoseMary has been employed as a school psychological service provider, first in Bath and, in recent years, in MSAD 28 and Five Towns CSD (Camden area). As part of her work, she has supervised practicum students. RoseMary is currently certified in Maine as a school psychological service provider and licensed by the State of Maine as a psychological examiner. Besides belonging to MASP, she is a member of NASP, the American Psychological Association (APA), and the Maine Autism Association.

RoseMary's current duties include evaluations and consultations at the high school as well as providing consultation services for the district's autism/PDD program (k-8). When asked what she would consider her strength, she cited her evaluation skills. She feels that she is a good evaluator, especially for high school students with learning disabilities. RoseMary has enjoyed the everyday challenge that her work as a school psychological service provider brings her. At the high school, she has found great satisfaction in helping students work through their frustration, despair and anxiety regarding their school problems to become more successful in that setting. Rosemary has particularly enjoyed working with PDD students. She has come to appreciate their unique gifts and the amazing skills they have. She loves the challenge of finding ways to enable them to use their gifts and talents to enhance their everyday functioning.

In her work as a school psychological service provider, RoseMary has been the chairperson of her district's crisis team. Unfortunately, over the past ten years there have been several accidental and non-accidental deaths that have greatly affected her schools and community. While she has learned a lot about crisis management strategies and the best practices to use when dealing with school-wide crises, she realizes there is always more to learn. RoseMary is hopeful that participating in NASP's crisis intervention training will enable her to expand her professional connections with others working with school crisis teams and to bring to her school community a model that will best serve its needs.

On a lighter note, RoseMary has always found great satisfaction and relaxation through music. She worked her way through college teaching instrumental music. Currently she plays violin in a string orchestra and other instruments in bands in the Lincolnville and Hallowell areas. RoseMary often plays in pit bands for local musical theater productions. She is the director of her high school's pep band as well. She feels that this offers her a nice blend of playing music and working with students in a different context.

After earning a B.A. in English and Speech Communication from the University of Virginia, Lee Goss worked as a counselor in an adolescent crisis shelter in Maryland. When she moved to midcoast Maine she was employed in the social work department and family planning program at a local hospital. After staying at home to raise her children, she decided to go back to school. After receiving her specialist level masters degree in school psychology from the University of Southern

Maine, Lee completed her internship year in the MSAD 28 and Five Towns CSD schools. For the past two and a half years, she has been employed as a school psychological service provider in those school districts, serving primarily k-8 students and high school students placed in local group homes. Lee is certified in Maine as a school psychological service provider and licensed by the state as a psychological examiner. She holds the Nationally Certified School Psychologist (NSCP) credential from NASP. Besides being a member of MASP, where she is currently serving her second term as secretary, Lee also belongs to NASP and the International School Psychology Association (ISPA). She is currently enrolled in the school psychology doctoral program at the University of Southern Maine.

Lee's responsibilities at MSAD 28 and Five Towns CSD have included evaluations, consultations, behavior management, and in-service training. When asked about her professional strengths, she cited her high quality work ethic and sense of responsibility. She prides herself on her ability to establish relationships with school district personnel, families, and students as well as her commitment to using best practices in her work. She particularly enjoys the challenge and diversity in her work as a school psychological service provider. Lee has always had an interest in crisis prevention/intervention. Her school districts have had to deal with several suicides and accidental deaths in recent years that have greatly affected the schools and the community at large. Her interest was strengthened by her participation in a workshop on cutting presented by Rich Lieberman (a member of NASP's NEAT team) at a recent NASP convention. Lee is hoping that she can increase her knowledge and skills in crisis prevention and intervention through the NASP training. She looks forward to working as a team with other participants to share information and promote crisis prevention and intervention education in Maine upon her return.

In her private life, Lee's family -- which includes three teenage daughters ages 17-20 -- keeps her quite busy. She also enjoys skiing, sailing, travel, music, and golden retrievers. Lee is an enthusiastic knitter and knitting designer, having had some of her designs published in Vogue, Knitters, Interweave Knits (2 Covers) & Knitting Digest. Y

Editor's Note: Both RoseMary and Lee received financial support from MSAD 28 and Five Towns CSD to attend the crisis workshops at the NASP convention in Anaheim, California.

Text Box: The Neuropsychology of Mathematics: Diagnosis and Intervention
Steven Feifer, EdS
Neuropsych Press
Box 413 Middletown, MD 21769
www.schoolneuropsychpress.com

Book Review

Thomas Jamrog, NCSP

My copy of this book could not have come at a better time. I had just received a referral on a sixth grade child who was adept at reading, but who had significant problems with the area of math. At the initial PET meeting, I was able to use the information in this book to ask specific questions about the child’s approach to math, and we formulated an assessment plan that would enable the team to understand why this child was failing in her acquisition of math skills.

Some of you might already be familiar with Dr. Feifer’s work. His first book, “The Neuropsychology of Reading Disorders: Diagnosis and Intervention” was voted neuropsychology publication of the year for 2001 by NASP. His second book, “The Neuropsychology of Written Language Disorders: Diagnosis and Intervention” has also been well received. This new book follows the same format of the two previous ones. This volume starts off with a review of the characteristics of numerical abilities and identifies the underlying cognitive processes and neuroanatomical structures that are associated with numerical calculations and reasoning. I was pulled into the first chapter when he outlined the close ties between instinctual behavior fundamental to the survival of any animal species and basic mathematical abilities, specifically visual-spatial prowess. In the second chapter, Dr. Feifer was able to keep me turning the pages by delineating the multiple subtypes of math disorders, and stressed the inadequacy of relying on traditional cognitive measures to do so. Some interesting examples of individuals who were considered to be mentally retarded, but who were also autistic savants were presented. Dr. Feifer asserts that mathematical functioning was a by-product of multiple psychological processes that operate in a top down fashion. Terms such as verbal subtypes, procedural subtypes, and semantic subtypes were introduced and illustrated. The third chapter is devoted to the “Visual-Spatial Dimension,” and it is in this chapter Dr. Feifer summarizes the data that suggests there are clear biological differences across cultures that exist in the area of mathematical skills between the male and female brain that do not extend to the area of verbal abilities. This male/female differentiation is related to the visual spatial task involving “mental rotation.” Chapter 4 focuses on the contribution that memory and anxiety play in impacting mathematical abilities, and the following chapter is devoted to the impact of frontal mechanisms and executive functioning on math prowess. The remainder of the book is more practical in its application, with Chapter 6 outlining the “90 Minute Assessment of Mathematics.” I would be hard pressed to complete the assessment under the 90 minute finish line if I were to carry out the tests Dr. Feifer recommends. Dr. Feifer lays out the 7 elements of such a procedure, which include an intelligence measure, test of visual spatial processing, working memory data, executive skills assessment, math assessments, math/ anxiety scales, and developmental history. Some of this data is obtained through behavioral checklists, and some of the data extends from one area to the other (e.g., Working Memory data may be obtained from the WISC- IV measure). Possible tests to use under each heading are discussed by Dr. Feifer in terms of strengths and weaknesses. Chapter 7 was extremely useful to me, with two complete reports written by Dr. Feifer that include specific recommendations for different subtypes of math disorders. The final chapter has strategies and interventions, worksheets, and games that can be directly inserted into reports for teacher and parent use in remediation efforts. I have already gained skills in the area of math diagnosis from reading this book, and will definitely use it to guide me through a more thoughtful, thorough, and useful approach to math assessments. Y

SPOTLIGHT ON…

Christiana Moore

Student Delegate

Christiana is currently halfway through the school psychology program at USM. She earned her MA from Wheaton College, where she majored in psychology and double minored in international economics and business management. Christiana is currently completing her practicum; she is working with the Gorham School District and the Margaret Murphy Center for Children in Lewiston/Auburn. Additionally, Christiana works for Upward Bound in Sanford and Biddeford.

Christiana is a member of MASP and NASP. She is particularly interested in behavior, and she is looking forward to earning her degree and beginning her career in school psychology.

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Ruth Crowell

Legislative Committee Coordinator

While attending what was the San Francisco campus of the California School of Professional Psychology, Ruth completed both her undergraduate and graduate education in clinical psychology, culminating with a Master's Degree. This was an experimental school at that time, training both paraprofessionals and professionals. Ruth is currently a member of MASP and NASP.

Ruth’s first professional job was at the Élan School in Poland, Maine. This is a controversial residential school for conduct disordered adolescents. Over the past 15 years she has contracted part-time with MSAD #61 (Lake Region School District) and MSAD #71 (Fryeburg Area Schools). Ruth developed a very strong interest in the new brain research as it evolved over the past 10 years and how this ties in with both assessment and educational instruction. Her studies in this area led to involvement with pre-referral intervention programming and consultation with our local curriculum council. Most recently, Ruth has represented MASP on the DOE's task force on eligibility, helping to develop recommendations for new eligibility criteria under the new IDEA.

As the legislative committee coordinator, Ruth has very much enjoyed the opportunity to work with the MASP executive council; she feels that they have provided both support and inspiration. Ruth believes that MASP’s work is having a meaningful impact on the future of school psychology in Maine.

Ruth lives in the foothills of the White Mountains, bordering on the White Mountain National Forest. Her family enjoys hiking, mountain biking, cross country skiing, skating on the lakes, kayaking, etc. Y

NASP UPDATE: Anaheim Awaits!

By Rachel Belanger, NASP Delegate

I hope everyone came back from Christmas break with renewed energy as well as a realization that the half-year point in the school year is almost here! Having missed four days of work since the break because of illness, I am afraid that I am getting overwhelmed again pretty quickly. And the winter cold returned today. One thing that is helping me to keep plugging away is the prospect of attending the NASP Annual Convention in Anaheim, California (March 28 to April 1). As Maine's delegate to NASP, I will, of course, be attending. Needless to say, I am really looking forward to it. Not only is the weather in Anaheim likely to be SO much warmer than it is here, but it's the 25^th anniversary of Mickey and his friends. More importantly, the convention promises to be an excellent way to accumulate practical, up-to-date information that I can readily apply to my work as a school psychological service provider in MSAD 5.

This year the theme of the NASP Annual Convention is "Prevention is an Intervention." There will be more than 800 workshops, presentations, papers, posters and special events on issues related to our work as assessment, education, mental health, and consultation specialists. There will be special strands on the convention theme, the new IDEA, and crisis prevention/intervention. (See related article.) Participants will have the opportunity to become involved in moderated discussions on hot topics, such as response to intervention (RTI), attend special seminars on making career transitions, and network with school psychologists from around the country. There are special events that will be scheduled for students as well. As NASP's Rural School Psychology Interest Group chairperson, I will be hosting an interest group meeting at the convention on Tuesday, March 30. I will also be co-presenting a special session with Jennifer Kitson (from the National Center for Mental Health Promotion & Youth Violence Prevention and NASP's Advocacy Program Manager) and Ruth Fodness (NASP Government & Professional Relations Committee Chair) on rural school psychology issues on Tuesday, March 28. This session -- entitled "School Psychology in Rural America: Unique Challenges, Possibilities, and Solutions" -- will explore information, issues, and resources relevant for school psychological service providers working in rural areas. This should be helpful to many providers who work in Maine.

Twenty-four school psychological service providers from Maine were at last year's NASP convention in Atlanta. I am hoping that some of you will consider attending this year's convention. I am already aware of ten Maine providers who are planning to be in Anaheim. We will be planning an evening get-together during the convention which should be a lot of fun. If you plan on going, please contact me dovefox@midmaine.com) or Tom Jamrog (balrog@midcoast.com) via e-mail or you can get in touch with us at the convention. I will be staying at the Hilton Anaheim and Tom will be at the Anaheim Marriott.

A last bit of NASP information….Don't forget to vote in the NASP elections! Participate in the future of your organization by voting for the NASP president online at https://www.escvote.com/nasp2006 between February 1^st and February 28^th. (Note the "s" after "http"; this is a necessary part of the address to insure a secure webpage.)

As always, if you have any problems or concerns related to your NASP membership, please don't hesitate to contact me. Here's hoping I will see some of you in Anaheim! Y

Text Box: Response to Intervention: Principles and Strategies for Effective Practice
Brown-Chidsey, R., & Steege, M.W. (2005) Guilford: New York. Book Review

Paul Johnson Jr., NCSP

In light of new changes to IDEA, and the enactment of NCLB, school districts in Maine are faced with numerous questions regarding how to most effectively assess and intervene with students struggling with academic skill deficits. Traditional diagnostic models of the assessment of learning difficulties focus on methods of separating groups of “learning disabled” students from non-learning disabled students. The formulae typically used in Maine are defined as a discrepancy between the score a student obtains on a norm-referenced cognitive assessment and their score on a norm-referenced achievement test. Although this method is effective in creating two groups of students, it does little to inform educators how to instruct individual students who need extra help in academic skill development. Moreover, these assessments are typically completed once every three years as a part of a triennial evaluation, in effect producing one data point (informing the team how a student is progressing) every three years. Discrepancy models of assessment provide little (if any) insight regarding ongoing measurement of programming efficacy (treatment integrity), and ongoing measurement of skill development within a student. In the light of NCLB and IDEA, ongoing evidence of programmatic effect is necessary to show the affects of the effort of special education over-time-within each student.

One solution has been captured in Drs. Rachel Brown-Chidsey, and Mark Steege’s book; Response to Intervention: Principals and Strategies for Effective Practice. The authors utilized components of their previous work as researchers, and synthesized it in a contemporarily socially-valid context. Specifically, Dr. Brown-Chidsey has focused a great deal of her scholarly energy on the development of Curriculum-Based Measurement (CBM) in reading. CBM is a cornerstone measurement method in Response to Intervention (RTI) models, as it provides highly accurate assessment of academic skills that can be used to track student growth over time. Dr. Steege has spent a large proportion of his work as a researcher refining Functional Behavior Assessment technology. The literature of Functional Behavior Assessments has its roots in small-n experimental methodology, another cornerstone feature of RTI frameworks. Small-N experimental methodology is utilized to measure the affect of interventions designed to increase the academic skills of students within RTI systems.

Philosophically, RTI has its roots in Deno’s problem solving process (Deno, 2002), and evidence of its effect are apparent throughout this text. Numerous examples are used to illustrate how collaborate problem solving can be integrated into schools.

Within the body of this text, there are chapters on the pragmatic and logistical considerations districts face when they decide to move to a response to intervention model. These chapters include information from global frameworks of best-practice benchmark assessment, and methods that can be used to train educators to effectively participate in an RTI system, all the way to clear descriptions of the tedium associated with entering data into an Microsoft Excel© file.

The evaluation of special education eligibility is a hot-topic within discussions surrounding the role of School Psychologists in districts employing an RTI framework. Undoubtedly the work of School Psychologists will change as more districts shift to RTI frameworks, but norm referenced assessments are still a part of RTI when decisions are necessary to find students eligible for Special Education services. This text also provides information on how these evaluations can be integrated into RTI

systems, and specific examples of how to write reports reflective of both RTI activities, as well as normative assessment information.

Overall, Response to Intervention: Principals and Strategies for Effective Practice provides a clear and practical-yet comprehensive description of how to implement a Response to Intervention system of assessment and ongoing progress monitoring in public schools. This text should prove equally helpful to administrators concerned with frameworks of assessment, and congruence with federal mandates, as it is to classroom teachers concerned with tracking the progress of individual students. Y

References

Deno, S. L. (2002) Problem solving as “best practice.” In A Thomas, & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 37-56). Bethesda, MD: National Association of School Psychologists.

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Vol. 17 No. 1 Maine Association of School Psychology Winter, 2006

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