Speakers

Daniel C. Miller, Ph.D., ABPP, ABSNP, NCSP
Daniel C. Miller, Ph.D., ABPP, ABSNP, NCSP
Dr. Daniel C. Miller is the President and Owner of KIDS, Inc, the author of the Kindergarten Diagnostic Instrument - Second Edition (KDI-2) and he is the Director of School Neuropsychology Post-Graduate Certification Program. Dr. Miller has more than 35 years of experience in school psychology and more than 30 years of experience in school neuropsychology. Dr. Miller received a Doctoral degree from The Ohio State University in 1989. Dr. Miller is a Nationally Certified School Psychologist (NCSP), a Licensed Psychologist (OH) and holds the Diplomate in School Psychology from the American Board of Professional Psychology and the Diplomate in School Neuropsychology from the American Board of School Neuropsychology. He is also a Fellow with the National Academy of Neuropsychologists. Dr. Miller is a Professor Emeritus in the Psychology and Philosophy Department at Texas Woman's University (TWU) in Denton, Texas. Dr. Miller is the current Executive Director of the Woodcock Institute for Neurocognitive Research and Applied Practice, which is housed at TWU. Dr. Miller has been an active leader and presenter in state and national school psychology associations since 1992. Dr. Miller served as the President of NASP in 2003-04. He is also an active researcher in the field of school neuropsychology and early childhood assessment. Dr. Miller is the author of the Essentials of School Neuropsychological Assessment (2007), and the Best Practices in School Neuropsychology: Guidelines for Effective Practice, Assessment, and Evidence-Based Intervention (2010), a co-author of Essentials of WJ III Cognitive Assessment - Second Edition (2010), the Essentials of School Neuropsychological Assessment - Second Edition (2013), a co-author of the Evidence-based Selective Assessment for Academic Disorders (2017), and a co-author of the Essentials of School Neuropsychological Assessment - Third Edition (2019).

Sessions

Mariangely Hernandez
Mariangely Hernandez
Graduate Student, Marist College
Poster: "Enhancing Teachers Skills in High Need Reading and Writing Areas" -

Mariangely Hernandez is currently a second-year student in the Marist College school
psychology program. Mariangely’s professional interests are in Applied Behavior Analysis
(ABA), social justice, and risk assessment. Mariangely previously completed her Bachelor of Arts in Psychology-Applied Behavioral Analysis Track at Binghamton University.

Sessions

Cecil R. Reynolds, Ph.D.
Cecil R. Reynolds, Ph.D.
Professor at Texas A&M University
Cecil R. Reynolds, PhD, ABN, ABPdN, earned his Doctoral Degree from the University of Georgia in 1978 under the tutelage of Dr. Alan S. Kaufman, with a major in School Psychology and minors in Statistics and in Clinical Neuropsychology. He served an internship divided between the Medical College of Georgia (Pediatric Neurology section and Neurological Surgery section) and the Rutland Center for Severely Emotional Disturbed Children. Prior to joining Texas A & M University in 1981, Dr. Reynolds was on faculty at the University of Nebraska Lincoln, where he served as Associate Director and Acting Director of the Buros Institute of Mental Measurement, after writing the grants and proposals to move the Institute to Nebraska following the death of its founder, Oscar Buros. His primary research interests are in all aspects of psychological assessment with particular emphasis on assessment of memory, emotional and affective states and traits, and issues of cultural bias in testing. He is the author of more than 300 scholarly publications and author or editor of over 50 books including The Energetic Brain, The Clinician’s Guide to the BASC, Clinical Applications of Continuous Performance Tests, Handbook of School Psychology, the Encyclopedia of Special Education, and the Handbook of Clinical Child Neuropsychology. He is the author of several widely used tests of personality and behavior including the Behavior Assessment System for Children (the most widely used measure of its kind in the English-speaking world) and the Revised Children's Manifest Anxiety Scale. He is senior author of the Test of Memory and Learning, the Clinical Assessment Scales for the Elderly, and co author of several computerized test interpretation systems. He is senior author of the Reynolds Intellectual Assessment Scales (RIAS). He maintained a clinical practice treating trauma victims and individuals with Traumatic Brain Injury for 25 years before retiring from clinical work at the end of 2003 to extend his forensic practice and writing efforts.

Dr. Reynolds is a diplomate in Clinical Neuropsychology of the American Board of Professional Neuropsychology, of which he is also a past president, is a diplomate of the American Board of Pediatric Neuropsychology and is now the Immediate Past President of the Board, and was a diplomate in School Psychology of the American Board of Professional Psychology, prior to retiring his diplomate in 2004. He was elected a Distinguished Practitioner and Fellow of the National Academies of Practice in 2012. He is a past president of the National Academy of Neuropsychology, APA Divisions 5 (Evaluation, Measurement, and Statistics), 40 (Clinical Neuropsychology), and 16 (School Psychology). He is a Fellow of APA Divisions 1, 5, 15, 16, 40, and 53. He served as Editor in Chief of Archives of Clinical Neuropsychology (1990-2002), official journal of the National Academy of Neuropsychology, Applied Neuropsychology (2004-2008), and the prestigious APA journal Psychological Assessment (2009-2015), and in April of 2015 became Editor of the APA’s open access journal, Archives of Scientific Psychology. He serves on the editorial boards of 11 other journals in the field. He has served as Associate Editor of School Psychology Quarterly, Journal of Special Education, and is currently Associate Editor of the Journal of Pediatric Neuropsychology. Dr. Reynolds has received multiple national awards recognizing him for excellence in research including the Lightner Witmer Award and the early career awards from APA Divisions 5 and 15. He is a co recipient of the Society for the Psychological Study of Social Issues Robert Chin Award and a MENSA best research article award. In 1999, Dr. Reynolds received the Senior Scientist Award from APA Division 16 (School Psychology). In 2000, he received the National Academy of Neuropsychology’s Distinguished Clinical Neuropsychologist Award, the Academy’s highest award for research accomplishments. He received the NASP 2003 Lifetime Achievement Award in Neuropsychology. He received the Buros Institute Distinguished Reviewer Award in 2006. His service to the profession and to society has been recognized as well through the President's Gold Medal for Service to the National Academy of Neuropsychology as well as the Academy’s Distinguished Service Award, and the University of North Carolina at Wilmington 50th Anniversary Razor Walker Award for Service to the Youth of North Carolina. He was named Alumnus of the year at the University of NC at Wilmington and has also been elected to the academic hall of fame at the University of Georgia. In 2010 he received the Jack I. Bardon Award for Lifetime Distinguished Service Contributions to school psychology. In 2014, he received the APA Div. 5 Samuel Messick Award for Distinguished Contributions to Measurement Science and the Div. 12 Award for Distinguished Contributions to Clinical Assessment. In 2017, Dr. Reynolds received the APA D16, Nadine Murphy Lambert Award, which is given only every 2-3 years for a lifetime of distinguished contributions of “unusual depth and breadth” to the field, and also was granted the status of Honorary Member by NASP. He is currently an Emeritus Professor of Educational Psychology, Professor of Neuroscience, and Distinguished Research Scholar at Texas A & M University and now practices forensic neuroscience in Austin Texas.

Sessions

Samuel O. Ortiz, Ph.D.
Samuel O. Ortiz, Ph.D.
Professor of Psychology, School Psychology Program at St. John's University
Dr. Ortiz is Professor of Psychology at St. John's University, New York. He holds a Ph.D. in clinical psychology from the University of Southern California and a credential in school psychology with postdoctoral training in bilingual school psychology from San Diego State University. He has served as Visiting Professor and Research Fellow at Nagoya University, Japan, as Vice President for Professional Affairs of APA Division 16 (School Psychology), as member and Chair of APA’s, Committee on Psychological Tests and Assessment, as member of the Coalition for Psychology in Schools and Education, as representative on the New York State Committee of Practitioners on ELL and LEP Students, and as member of APA Presidential Task Force on Educational Disparities. Dr. Ortiz has served on various
editorial boards including Journal of School Psychology, School Psychology Quarterly, and Journal of Applied School Psychology. He is an internationally recognized expert on a variety of topics including nondiscriminatory assessment, evaluation of English learners, cross-battery assessment (XBA), and learning disabilities. He is author of the Ortiz PVAT, X-BASS v2.0 and his books include “Assessment of Culturally and Linguistically Diverse Students: A practical guide,” and “Essentials of Cross-Battery Assessment, 3rd Edition.” Dr. Ortiz is bilingual (Spanish) and bicultural (Puerto Rican).

Session

Michelle Pesca, Ph.D., BCBA-D, LBA
Michelle Pesca, Ph.D., BCBA-D, LBA
Dr. Pesca is a licensed psychologist and a licensed/board certified behavior analyst who specializes in the treatment of challenging behavior through Applied Behavior Analysis and of anxiety through Cognitive Behavior Therapy and Acceptance and Commitment Therapy. Dr. Pesca received her B.A. in Psychology from Binghamton University, and her Ph.D. in Learning Processes and Behavior Analysis from The Graduate School and University Center, CUNY. She has been working with individuals with autism and their families for over 20 years through the provision of center-based and home-based services, school-based consultation, and in her private practice. Dr. Pesca previously taught within the psychology department at Queens College, and is currently an adjunct professor at St. Joseph’s College. She has experience conducting both basic and applied research, and has presented her findings at local, state, and national conferences. Dr. Pesca’s research experience includes the study of emergent relations in stimulus classes, stimulus control in conditional discrimination development, response variability, prompt fading and differential reinforcement, and classroom behavior management systems. She currently serves on NYSABA’s Student Activities Committee. Dr. Pesca's practice is located in Holbrook, New York.

Session

Marlene Sotelo-Dynega, Psy.D., ABSNP, NCSP
Marlene Sotelo-Dynega, Psy.D., ABSNP, NCSP
Associate Professor of School Psychology at St. John's University
Dr. Sotelo-Dynega is an Associate Professor of School Psychology at St. John's University. In addition to teaching psychoeducational assessment, the identification of learning disabilities, and cognitive psychology of academic learning courses, she also mentors doctoral dissertations, and conducts research regarding the identification of orthographically-based reading disorders (i.e., dyslexia) and the effects of culture and language on standardized tests. Dr. Sotelo-Dynega has also published various articles and book chapters on these topics and has presented both locally and nationally to school psychologists and other school personnel. Dr. Sotelo-Dynega is a credentialed, Bilingual (Spanish/English) School Psychologist, a Diplomate of the American Board of School Neuropsychology, and Licensed Psychologist in the State of New York. Prior to accepting her current position at St. John's University in 2007, she worked as a School Psychologist in several school settings in the New York metropolitan region for 5 years. Through her professional experiences and research, Dr. Sotelo-Dynega has learned that many children with reading disorders/dyslexia are not being identified when evaluated by school personnel. She believes that this has to do with a misunderstanding of dyslexia, which is a heterogeneous group of disorders that varies in severity, and can manifest differently throughout the life span. The main purpose of Dr. Sotelo-Dynega’s work is to inform school personnel regarding the most current research and methods available to help identify and intervene with students who present with reading issues.

Session

Alec L. Miller Psy.D.
Alec L. Miller Psy.D.
Co-Founder and Clinical Director of Cognitive and Behavioral Consultants
Dr. Alec Miller is a clinical psychologist, teacher, researcher, author, and disseminator of
evidence-based treatments to schools and agencies worldwide. He is currently Co-Founder andClinical Director of Cognitive & Behavioral Consultants (CBC), a large group practice and
training center based in White Plains and New York City, NY. He is also a Clinical Professor of Psychiatry and Behavioral Sciences at Montefiore Medical Center/Albert Einstein College of Medicine, Bronx, NY. At CBC, Dr. Miller and his colleagues currently treat patients of all ages and train mental health professionals and school personnel in CBT and DBT. Dr. Miller and his CBC colleagues have trained over 80 schools in DBT in the United States.
Prior to becoming CBC’s Clinical Director, Dr. Miller served over 20 years at Montefiore Medical Center/Albert Einstein College of Medicine as Chief of Child and Adolescent Psychology, Director of the Adolescent Depression and Suicide Program, Associate Director of Psychology Training and was Professor of Clinical Psychiatry. Since 1995, Dr. Miller has
conducted clinical research and published extensively on the subject of adolescent mental health and Dialectical Behavior Therapy (DBT). This includes over 100 peer-reviewed journal articles and book chapters, as well as the three leading DBT textbooks and treatment manuals. He was also the lead trainer and co-investigator of the first randomized controlled trial of DBT with suicidal adolescents that was published in 2014. Dr. Miller has received numerous awards for his enduring contributions to the fields of psychology and mental health.

Session

Michael Grau, Psy.D.
Michael Grau, Psy.D.
Clinical Assessment Consultant at NCS Pearson Inc.
Dr. Michael Grau is the Pearson Clinical Assessment Consultant for New York, New Jersey, Connecticut, and Massachusetts. Prior to joining the Pearson staff in January 2009, he served as Director of Clinical and Consultation Services at Wildwood Programs in Albany, NY where he and his staff consulted with schools across New York State to provide independent neuropsychological evaluations, functional behavioral assessments, and staff training on various clinical issues. He is a Licensed Psychologist and a member of the National Academy of Neuropsychology. Dr. Grau also has extensive school based experience as a school psychologist and special education coordinator. He has taught at the undergraduate and graduate levels. He previously served as Vice-President of the Council of New York Special Education Administrators.

Session

Michelle S. Storie, Ph.D.
Michelle S. Storie, Ph.D.
Assistant Professor, Counseling and Psychological Services, SUNY Oswego
Poster: "Supporting the Numbers: Interventions Addressing Math Anxiety" -

Michelle Storie, Ph.D. is a New York state licensed psychologist and certified school
psychologist. She is an Assistant Professor in the Counseling and Psychological Services
Department at SUNY Oswego and is Coordinator of the Syracuse University
Psychoeducational Teaching Laboratory. Dr. Storie has eighteen years of experience as a
school psychologist, and has worked in urban, suburban, and rural school districts. Dr.
Storie serves as Conference Chairperson of The Reading League, former Treasurer of
The Reading League, and is one of its founding board members. She also runs a part-
time private practice, where she specializes in assessment of dyslexia, anxiety, and
ADHD in children and adolescents. Dr. Storie’s research interests include dyslexia
assessment and intervention, school psychologists’ knowledge of the science of reading,
and interventions addressing math anxiety,

Sessions

James L. McDougal, Ph.D.
James L. McDougal, Ph.D.
Professor SUNY Oswego and NYS Certified School Psychologist
Dr. McDougal has 30 years of experience as a trainer and practicing school psychologist. He has conducted over 250 seminars in the areas of academic and behavioral assessment/intervention and implementing Multi-Tiered Systems of Support (MTSS) in
the schools. Dr. McDougal is a senior author of the Behavior Intervention Monitoring and Assessment System, a brief, change sensitive measure, for screening school aged students for social/emotional and behavioral difficulties and progress monitoring response to multi-tiered interventions. This system is currently being used for data-based decision making and evaluation in several large MTSS projects including the Comprehensive Behavioral Health Model being implemented in over 100 Boston public schools. Dr. McDougal also has
two books and over 30 peer reviewed articles in the areas of academic and behavioral assessment/intervention, RtI, and multi-tiered system of support.

Session

Marilyn J. Monteiro, Ph.D.
Marilyn J. Monteiro, Ph.D.
Licensed Psychologist and Licensed Specialist in School Psychology Independent Practice
Dr. Monteiro, a licensed psychologist and licensed specialist in school psychology, is an expert in the area of autism spectrum brain style differences. She is the author of two books and a test protocol and is a frequent speaker at national and international conferences. She maintains a practice in Dallas, Texas that specializes in supporting individuals with autism spectrum differences and their families. Dr. Monteiro consults in area school districts and provides national training for clinicians in the areas of autism evaluations, linking interventions to the individualize evaluation process, and family therapy techniques to support individuals with autism spectrum brain style differences.

Session

Joanna Bronfman, LCSW, Psy.D
Joanna Bronfman, LCSW, Psy.D
Founder and Clinical Director BACKCOUNTRY WELLNESS, LLC
Dr. Joanna Bronfman is a thought leader in the field of eating disorder treatment. She holds a doctoral degree in psychology (Psy.D.), a master's degree in social work (MSW) and a master's degree in education (MS). As a pioneer in the field of eating disorders, Dr. Bronfman lectures at major academic institutions such as Yale University and the University of Connecticut. She's also a sought-after guest speaker, having accepted invitations to share her knowledge at The Nantucket Project and school districts nationally. Under Dr. Bronfman's leadership ("Dr. B"), Backcountry Wellness offers the premier eating disorder treatment program in New England. She upholds an environment filled with acceptance and compassion, rather than stigma and judgement. Dr. B understands the distress children, adolescents, and adults go through when they struggle with an eating disorder. The Greenwich community trusts Dr. B to provide treatment that's set apart from the antiseptic, boilerplate model. She empowers patients to recognize the support they need and adapt to their own unique set of circumstances. Our program is built around the fundamental principles of acceptance, compassion, and empowerment - and it shows. Dr. B is committed to change the paradigm in eating disorder treatment. Her life's work - and her passion - is to create an open, inclusive, and inviting environment where everyone who needs help will seek help, and where everyone who seeks help will learn to heal themselves in the way that works best for them. The right way.

Session

Keygan Miller MA.Ed. & M.Ed.HD
Keygan Miller MA.Ed. & M.Ed.HD
Advocacy Associate at The Trevor Project
Keygan Miller is an Advocacy Associate for The Trevor Project, the nation’s largest suicide prevention and crisis intervention organization for LGBTQ young people. Keygan is responsible for the research, advocacy, and legislative agenda for The Trevor Project in the area of school suicide prevention policy as well as the day to day operations of the D.C. based advocacy team. Keygan previously served as a Special Education Teacher for Cincinnati Public Schools. Keygan graduated from the University of Cincinnati with a Master of Arts in Education in Curriculum and Instruction as well as from George Washington University with a Master of Education and Human Development in Education Policy.

Session

Harold S. Koplewicz, MD
Harold S. Koplewicz, MD
President; Medical Director: Child Mind Institute
Harold S. Koplewicz, MD, is the founding president and medical director of the Child Mind Institute, the only independent national nonprofit dedicated to child and adolescent mental health. One of the nation’s leading child and adolescent psychiatrists, Dr. Koplewicz was previously founding director of the NYU Child Study Center and served as director of the Nathan S. Kline Institute for Psychiatric Research. He has been interviewed for multiple national broadcast and print outlets and his writing has appeared in TIME and USA Today. He is the editor-in-chief of the Journal of Child and Adolescent Psychopharmacology and author of several books, including The Scaffold Effect: Raising Resilient, Self-Reliant and Secure Kids in an Age of Anxiety, forthcoming from Penguin Random House. The Child Mind Institute’s award-winning website, childmind.org, has brought accessible information to more than 40 million parents, teachers and mental health professionals. During the coronavirus pandemic, Dr. Koplewicz led the organization in a digital transformation to bring families everywhere mental health support including telehealth treatment, hotlines for front line professionals, resources for underserved communities and #WeThriveInside, a celebrity social media campaign that reached more than 250 million people.

Session

Lata K. McGinn, Ph.D.
Lata K. McGinn, Ph.D.
Licensed Psychologist, Co-Founder of CBC and professor of Psychology at Yeshiva University
Lata K. McGinn, PhD is the co-founder of Cognitive and Behavioral Consultants (CBC), an evidence-based clinical and training center in New York. She is also a tenured Professor of Psychology and Director of the Clinical Program and CBT training program at the Ferkauf Graduate School of Psychology, Yeshiva University. She specializes in the prevention and treatment of stress, anxiety, trauma, OCD, depression, and related disorders. Her extensive publications span peer-reviewed journal articles, chapters, and her co-authored books, "Treatment of Obsessive-Compulsive Disorder" and, "Treatment Plans and Interventions for Depression and Anxiety Disorders.” In recognition of her achievements in the field of CBT, Dr. McGinn has earned the title of Beck Scholar and was appointed a Fellow of the Association of Behavioral and Cognitive Psychotherapies (ABCT). She was awarded a certificate of appreciation by ABCT in recognition of her professional contributions to disseminating trauma prevention interventions on a Trauma Taskforce following September 11, 2001 and has just won the Outstanding Service to ABCT award in 2020. Dr. McGinn is a founding fellow and certified trainer of the Academy of CBT, is the associate editor of the peer-reviewed journal Cognitive Therapy and Research and serves on the editorial board of several other peer-reviewed journals. In 2019, Dr. McGinn spearheaded a global initiative to found the World Confederation of Cognitive and Behavioral Therapies (WCCBT) and currently serves on its Board of Directors. She is also the Past-President of the Academy of CBT (A-CBT) and the International Association for Cognitive Psychotherapy (IACP), and has also served on ABCT’s Board of Directors and continues today as the chair of ABCT’s International Associates Committee.

Session

Steven G. Feifer, D. Ed., NCSP, ABSNP
Steven G. Feifer, D. Ed., NCSP, ABSNP
Licensed Psychologist
Steven G. Feifer, D. Ed., ABSNP is a renowned speaker and author of eight books and numerous articles on learning and emotional disorders in children. He is a licensed psychologist with more than 20 years of experience working directly in the schools, and is dually trained and board certified in school neuropsychology having completed research stints at the National Institutes of Health. Dr. Feifer has earned numerous distinctions throughout his career including being awarded the Maryland School Psychologist of the Year, the National School Psychologist of the Year, and recently received the Outstanding Contribution to the Education and Training of Psychologists award by the Maryland Psychological Association. Dr. Feifer currently assesses children at the Monocacy Neurodevelopmental Center in Frederick, MD, and is a faculty instructor in the School Neuropsychology Post-Graduate Certification Program. He has authored three tests on diagnosing learning disabilities in children, all of which are published by PAR.

Session

Kathleen P. Hurley, Psy.D., NCSP
Kathleen P. Hurley, Psy.D., NCSP
School Psychologist
Dr. Hurley earned her Psy.D. in School Psychology from St. John’s University. She is a licensed NYS psychologist and certified school psychologist. Dr. Hurley has worked as a school psychologist for a Long Island school district for the past several years and currently serves as an adjunct professor at Adelphi University. She also currently works in two private practices, North Coast Psychological Services and Psychological Diagnostic Evaluations of NY. Dr. Hurley specializes in psycho-educational assessments including the identification of specific learning disorders, emotional and attention disorders, and executive functioning deficits. She strives to offer therapeutic clients a supportive and collaborative environment to identify short- and long-term goals and develop individualized, evidence-based strategies to meet these goals successfully. In addition to her clinical and assessment practices, Dr. Hurley supervises psychology interns, provides training to graduate level interns, and has been invited to present at local schools, agencies, and professional conferences. Dr. Hurley is a member of the American Psychological Association, the New York Association of School Psychologists, and the National Association of School Psychologists. Dr. Hurley has presented at national conferences including the New England Psychological Association and the National Association of School Psychologists.

Session

Sarah Nachimson, M.S.
Sarah Nachimson, M.S.
Graduate Student, Hofstra University
Poster: "Attitudes Toward Seeking Help Among Orthodox Jewish Parents of School-Aged Children" -

Sarah Nachimson, M.S. is a doctoral candidate at the School-Community Psy.D. program at Hofstra University. Sarah earned her Bachelor's degree in Psychology at Yeshiva University and her Master's degree in School-Community Psychology at Hofstra University. She is currently completing her fourth year internship at the Student Health and Counseling Center at Hofstra University. Sarah has experience working with parents and children of diverse backgrounds both as a student clinician at Hofstra's Institute for Family Forensic Psychology and as an intern at several public schools in the New York area. Her interest in understanding cultural differences related to mental healthcare has informed her work as a researcher.

Session

Teresa Busto, Psy.D.
Teresa Busto, Psy.D.
NYS Certified School Psychologist & NYS Licensed Psychologist
Dr. Busto is a psychologist licensed in New York State and is certified as a school psychologist. She has been employed in Farmingdale School District since 1997 where, in addition to her job description, she trains both masters and doctoral level students as part of their internship experience. Since 2002, Dr. Busto has maintained a private practice with offices in both the north and south shores of Long Island, New York. Dr. Busto earned her B.A. in Psychology and her Psy.D. in School/Community Psychology both from Hofstra University. In between time, she has earned her M.S. in School Psychology from St. John’s University. Having graduated from programs that emphasize the benefits of learning cognitive behavioral skills, Dr. Busto decided to create a way to deliver said skills to children, ultimately creating a computerized cognitive behavioral program intended to help improve children's emotional well-being. Dr. Busto can be reached at drtbusto@aol.com.

Session

Jack Naglieri, PhD
Jack Naglieri, PhD
Emeritus Professor GMU
Jack A. Naglieri, Ph.D. is Emeritus Professor at George Mason University. He published 23 books, 51 tests and rating scales, and 300 research papers. He is known for his emphasis on innovative approaches to intellectual assessment using the Cognitive Assessment System-2nd Edition, ASRS, CEFI and the Naglieri General Ability Tests: Verbal, Nonverbal and Quantitative. He has an extensive research program with emphasis on equitable assessment and uniting sound theory with scientific practice.

Session

Lauren Wallack, M.S.
Lauren Wallack, M.S.
Clinical Assessment Consultant at Riverside Insights
Lauren Wallack is an assessment consultant with Riverside Insights and supports the Northeast Area. Prior to her time at Riverside, Lauren was a school psychologist in Connecticut.

Session

Dawn Flanagan, Ph.D.
Dawn Flanagan, Ph.D.
Professor
Dr. Dawn P. Flanagan is Professor of Psychology at St. John's University in NY and Affiliate Clinical Professor at Yale Child Study Center, Yale University School of Medicine. She serves as an expert witness, SLD consultant, and test/measurement consultant and trainer for organizations nationally and internationally. Her recent books include Contemporary Intellectual Assessment: Theories, Tests, and Issues, Fourth Edition; Essentials of Specific Learning Disability Identification, Second Edition; and Essentials of WISC-V Assessment. Dr. Flanagan is also an author of the Cross-Battery Assessment Software System (X-BASS). She is a Fellow of the American Psychological Association and a Diplomate of the American Board of Psychological Specialties. She recently received APA’s Division 16 inaugural Contributions to Practice Award.

Session

Jennifer T. Mascolo, PsyD, NCSP
Jennifer T. Mascolo, PsyD, NCSP
Psychologist, Fieldwork Coordinator
Jennifer T. Mascolo, PsyD, NCSP, is an adjunct professor and Training Coordinator at St. John’s University in NY and is a Nationally Certified School Psychologist and a Licensed Psychologist in New York and New Jersey. Since 2002, Dr. Mascolo has taught assessment and consultation at the graduate level at St. John’s University, Fordham University, and has most recently served as a full-time lecturer and fieldwork coordinator at Teacher's College, Columbia University. She also serves as a Specific Learning Disability (SLD) consultant and a professional development consultant and trainer for organizations nationally and internationally. Dr. Mascolo has coauthored the first and second editions of the Achievement Test Desk Reference, Essentials of the WJ III Tests of Cognitive Abilities as well as several book chapters and peer-reviewed journal articles focused on assessing, diagnosing, and intervening with specific learning disabilities and is primary editor of the Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners and secondary author of the Intervention Planning Library: Finding Interventions and Resources for Students and Teachers (IL:FIRST).

Session

Mark Bertin, M.D.
Mark Bertin, M.D.
Developmental Pediatrician
Dr. Bertin is a developmental pediatrician and author of How Children Thrive, Mindful Parenting for ADHD and The Family ADHD Solution, which integrate mindfulness into the rest of evidence-based pediatric care. He is a contributing author for the book Teaching Mindfulness Skills to Kids and Teens. Dr. Bertin is on faculty at New York Medical College and the Windward Teacher Training Institute, and on the advisory boards for the non-profits Common Sense Media and Reach Out and Read. He is a regular contributor to Mindful Magazine, and his blog is available through Mindful.org and Psychology Today. For more information, please visit his website at www.developmentaldoctor.com.

Session

Christopher Van Houten, MA/CAS
Christopher Van Houten, MA/CAS
NYASP President-Elect & School Psychologist for the Malone Central School District
Christopher Van Houten, MA/CAS, is the current NYASP President-Elect. He previously served as the Chapter B Representative since 2013. He was also a Co-Chair for NYASP Conference 2018 in Lake Placid, NY. He attended SUNY Plattsburgh for both his undergraduate studies in Psychology and graduate studies in School Psychology. Chris is a School Psychologist for the Malone CSD and is going into his 10th year as a practitioner, with his 1st year spent working for a private preschool agency and his last 8 years spent with the district. He is predominately at the elementary level, which suits him well because his philosophy is deeply rooted in early intervention and prevention, and also because he is really just a big kid at heart! Chris is a NASP 3rd Edition PREPaRE Trainer and a Therapeutic Crisis Intervention for Schools (TCIS) Trainer. Chris is also on the Board of Directors for his local Autism Alliance of Northeastern New York (AANENY) and serves as the Education Chair. When he is not engaging with school psychology work; he enjoys hiking, kayaking, and fishing in the area's beautiful mountains, lakes, and rivers.

Session

Joyce Vastola, CSW, Psy.D
Joyce Vastola, CSW, Psy.D
NYS Licensed Social Worker and Psychologist
Joyce Vastola, CSW, Psy.D is a New York State Licensed Social Worker and Psychologist. She received her MSW from Columbia University and her Doctorate in School and Community Psychology from Pace University. She has worked in schools for over 30 years, most recently the last 21 years in Bronxville School district.. She has also been an adjunct professor at both Pace and Columbia.

Session

Anne M. McGinnis, Ph.D., J.D.
Anne M. McGinnis, Ph.D., J.D.
Senior Counsel, Harris Beach PLLC
Dr. Anne M. McGinnis is an education attorney at Harris Beach PLLC and serves on the
Educational Institutions Industry Team. She represents public school districts at impartial
hearings and appeals, appeals to the Commissioner of Education, student discipline hearings, and Committee on Special Education (“CSE”) and Section 504 meetings. She also counsels school districts on matters related to various student issues, including homelessness, residency, records and privacy, bullying, and student constitutional rights. Prior to becoming an attorney, Anne was a school psychologist and CSE chair at a Nassau County public school district for several years.

Session

Jacqueline Zeller, Ph.D.
Jacqueline Zeller, Ph.D.
Core Faculty and Lecturer on Education at Harvard Graduate School of Education
Dr. Zeller is a clinical psychologist and school psychologist. She is part of the core faculty at the Harvard Graduate School of Education. Her clinical interests focus on prevention and intervention efforts in schools and promoting resiliency in children. Dr. Zeller's research and consultation work has focused on understanding factors that contribute to the quality of teacher-student relationships, strategies to help support teachers' efforts to promote responsive relationships with their students, and strategies that promote the well-being of educators and mental health professionals. She has worked in a variety of settings, including residential treatment centers, day treatment centers, outpatient clinics, hospitals, and schools. Dr. Zeller also provides professional development workshops on self-care for practitioners working with youth in a variety of roles.

Session

Kristen Chiriani
Kristen Chiriani
Graduate Student, Marist College
Poster: "Enhancing Teachers Skills in High Need Reading and Writing Areas" -

Kristen Chiriani is a third-year student at Marist College in the school psychology program. She is completing her internship at Pakanasink Elementary School in Pine Bush, NY. Her main research interests are in risk assessment and alternatives to traditional punishment in schools. Kristen completed her Bachelor of Arts in Psychology at SUNY New Paltz.

Sessions

Donna Thiele, Psy.D.,  BCBA-D, LBA
Donna Thiele, Psy.D., BCBA-D, LBA
Dr. Thiele is a clinical psychologist, board-certified behavior analyst, and licensed behavior analyst. Her training includes specialization in applied behavior analysis, cognitive behavioral therapy, and acceptance and commitment therapy. She specializes in treating those with autism spectrum disorders (ASD) and their families. Dr. Thiele graduated with a doctoral degree in clinical psychology from Long Island University with a specialization in developmental disabilities. She trained at the May Institute in Massachusetts where she provided school and home consultation to children with autism, behavioral challenges, and their families. Dr. Thiele has presented on topics in applied behavior analysis at local, state, and national conferences. She has provided consultation to children, families, and school systems throughout Long Island for over 15 years. Dr. Thiele has been an adjunct professor for Long Island University is currently an adjunct professor at St. Joseph's College and is active in professional organizations within the areas of behavior analysis, developmental disabilities, and psychology. She currently serves as a member-at-large for Suffolk County Psychological Association and chairs the committees on Independent Practice as well as Professional and Public Outreach. Dr. Thiele's practice is located in Holbrook, New York.

Session

Justine Duncan, Psy.D.
Assistant Director of Special Education, Commack School District
Justine Duncan is school psychologist/administrator with over 12 years’ experience working at the prek-12 levels. Justine started her career in education as a resource room teacher while working on a master's degree in school psychology. Upon completion of her master's, Justine spent four years in the Sachem Central School District as a school psychologist at the elementary and secondary level. In 2013, Justine moved to the West Babylon School District as a school psychologist at the elementary and secondary level. In 2019, empowered with a strong desire to maximize her impact on students and the community, Justine embarked on a path of educational leadership and left West Babylon to begin her administrative career as a CSE/CPSE Chairperson in Commack. Justine is currently the Assistant Director of Special Education in the Commack School District where she works with students and families prek-21, students who placed outside of the district in alternative programs, and with the district's esteemed mental health providers.

Justine earned her Master's degree in School Psychology from Adelphi University and then her Doctorate in Psychology at Fairleigh Dickinson University in New Jersey. Justine also holds an Advanced Certificate in Educational Leadership from Stony Brook University and is a licensed psychologist in New York.

Session

Jessica Pasik, M.S.
Reading Specialist, Fulton City School District
Jessica Pasik is a New York state reading specialist employed by the Fulton City School District. Jessica received her Masters of Science in Literacy Education from SUNY Oswego and is currently an Adjunct Professor of Literacy there. She previously received her Bachelor of Science degree in Childhood Education from SUNY Geneseo and is certified in elementary and special education grades K-6. She formerly taught special education at Cayuga-Onondaga BOCES and the Fulton City School District. Jessica is a board member and past presenter for The Reading League. She offers private tutoring services and is a passionate advocate for evidence- based practices in reading instruction.

Session

Peter A. Wyman, Ph.D.
Professor, Department of Psychiatry, University of Rochester
Dr. Peter Wyman is Professor and Academic Chief of the Division of Child and Adolescent Psychiatry. Wyman has dedicated his career to developing and testing network health interventions that leverage natural change agents to strengthening adaptive coping and healthy social bonds across a network. His work has been funded by NIH, CDC and Dept of Defense in suicide and substance use prevention, and New York State in prevention dissemination.

Session

Orly Gross, M.S.
Orly Gross, M.S.
Graduate Student
Poster: "Attitudes Toward Seeking Help Among Orthodox Jewish Parents of School-Aged Children" -

Orly Gross, M.S. is a doctoral candidate at Hofstra University's School-Community Psy.D. program. After completing her Bachelor's degree in Psychology at Lander College for Women, Orly earned her Master's degree in School-Community Psychology at Hofstra University. Orly is passionate about helping and empowering children with various challenges, and has interned at a private practice as well as several public schools in the New York area. She is currently completing her fourth-year internship at Interborough Developmental and Consultation Center. Orly's varied clinical experiences with children and their parents in the mental health context has influenced her research and studies.

Session

Alexa K. Pata, M.S.
Alexa K. Pata, M.S.
Graduate Student, St. John's University
Alexa K. Pata, M.S. is currently a graduate student in the School Psychology Psy.D. program at St. John's University in Queens, New York. Prior to this, she earned her B.A. in Psychology from Boston University where she graduated summa cum laude and assisted in research at the Boston University Twin Project, a division of the Boston University Child Development Labs. As part of her current training experiences, Alexa K. Pata has had the opportunity to conduct psychoeducational evaluations and provide therapy services at the St. John's University Center for Psychological Services and Commack School District in Commack, New York. Since 2018, she has been involved in assisting Dr. Teresa Busto with her research relating to the implementation and evaluation of the On Second Thought (OST) Program. In addition, Alexa K. Pata has assisted in research conducted by Dr. Dawn P. Flanagan and has worked with Dr. Mark Terjesen on the development of a new measure of irrational beliefs in youth, The Children’s Irrational Response Checklist (CIRCL), in preparation for her doctoral dissertation.

Session

Samantha Lewis, PhD
Samantha Lewis, PhD
School Psychologist
Samantha Lewis, PhD, has been a school psychologist in Bronxville School District for the past seventeen years and is a New York State licensed psychologist. She has a PhD in School Psychology from Columbia University, with a background in developmental and clinical psychology. As a school psychologist, Samantha has spent nine years at the elementary level and eight years at the high school level.Her interests are centered in supporting social-emotional development, mental health, and special education across the developmental span from childhood through adolescence.

Session

Shirley A. Woika, Ph.D.
Shirley A. Woika, Ph.D.
Director of Clinical and Field Training, The Pennsylvania State University
Dr. Shirley A. Woika spent over 20 years in Pennsylvania schools as a teacher, school
psychologist, special education supervisor and central office administrator before moving into academia.  She is currently the director of clinical and field training in Penn State’s doctoral program in school psychology where she supervises students in practicum experience and teaches graduate courses to include a course in school law.

Session

Aubrey Horvers
Aubrey Horvers
Graduate Student, Marist College
Poster: "Enhancing Teachers Skills in High Need Reading and Writing Areas" -

Aubrey Horvers is a third-year graduate student at Marist College in the school psychology program. She is completing her internship in the Newburgh Enlarged City School District. Aubrey’s professional interests are in promoting resiliency, as well as Autism Spectrum Disorder and internalizing disorders. Aubrey previously earned a Bachelor of Arts degree in Psychology from SUNY New Paltz.

Sessions

Amery Bernhardt
Amery Bernhardt
Retired Sergeant, Westchester County Department of Public Safety
Amery Bernhardt is a retired Sergeant from the Westchester County Department of Public Safety in New York and he has 20 years law enforcement experience. His last assignment included coordinating the department’s School Resource Officer program. Amery received a Master’s in Homeland Security and Public Safety Management with a thesis concentrating on school safety and he is pursuing a doctoral degree in management researching the topic of school threat assessment teams. He holds a trainer certification from Dr. Dewey Cornell under the Comprehensive School Threat Assessment Guidelines. He is a certified instructor for law enforcement and civilian active shooter response through the Advanced Law Enforcement Rapid Response Training program. Amery is a certified behavioral detection instructor through Protecting the Homeland Innovations. His work on active shooter response and school safety has been published by the “Counter Terrorist Magazine” and the “International Public Safety Association”. Amery has conducted training and numerous exercises with schools, hospitals, houses of worship, and first responder agencies.

Session

Jessica M. Hussar, Psy.D., NCSP
Jessica M. Hussar, Psy.D., NCSP
NYS Certified School Psychologist and NYS Licensed Psychologist
Jessica Hussar Boyle, Psy.D., NCSP, is the NYASP Rural Initiatives Chairperson. Dr. Hussar Boyle earned her MA/CAS and Psy.D. in school psychology from Alfred University. She also graduated summa cum laude with a BA in psychology from the University at Albany. Dr. Hussar Boyle is a NYS Certified School Psychologist, a NYS Licensed Psychologist, and a Nationally Certified School Psychologist practicing in a rural public school district at the elementary level in the Southern Tier of NYS. She has practiced school psychology at all levels from Pre K through High School. Dr. Hussar Boyle is also an adjunct instructor at a community college where she teaches an introduction to psychology course. Her professional interests include organizational and systems level change initiatives, MTSS, leadership in school psychology, the role and function of school psychologists, and rural school psychology. Dr. Hussar Boyle can be reached at Jessica.Hussar@nyasp.org.

Session

Wendy L. Price, PsyD, NCSP
Wendy L. Price, PsyD, NCSP
NASP President 2020-2021
Dr. Price completed her doctorate in School Psychology at William James College in August of 2015, following a year-long clinical internship at Walden Behavioral Care (a residential eating disorders clinic).

For the past 20 years, Dr. Price has worked as a school psychologist at Whitman-Hanson Regional High School, in Whitman, MA. In her role, Dr. Price is involved in a number of activities, including: assessment, counseling, consultation, supervision of school psychology interns, and mentoring of staff. She is also a Crisis Team and Student/Teacher Assistance Team member. Prior to COVID-19, she travelled around the country, presenting to associations and school districts on positive psychology, eating disorders, and self-injurious behaviors. Currently, Dr. Price is presenting her keynotes and workshops through a virtual platform.

Dr. Price has been involved in leadership at both the state and national level, and is currently the NASP President 2020-2021.

Session

Chelsea Keller-Elliott, LMFT
Program Coordinator and Prevention Specialist
Chelsea Keller-Elliott is Program Coordinator and Prevention Specialist for school based prevention programs with the University of Rochester School and Community Prevention Program. She has a background in psychiatry research, education, and marriage and family therapy. Mrs. Keller-Elliott has taught in the Hartford, CT city school district and Rochester, NY city school district. After teaching she went on to gain her master’s degree in Marriage and Family Therapy and worked as a mental health provider in Rochester, NY. Her previous behavioral health research experience includes interventions aimed at promoting healthy emotional coping in at risk youth, improving community members’ safe sex practices, and understanding family mental health and coping when a child has a cancer diagnosis.

Session

Jessica Jacobs, M.S.
Jessica Jacobs, M.S.
Graduate Student, Hofstra University
Poster: "The Effects of Emotional Intelligence and Perceived Social Support on Resilience Among Emerging Adults" -

Jessica is a fourth - year student in Hofstra’s School – Community Psychology Psy.D. program. Jessica received her M.S. from Hofstra University with a distinction in School – Community Psychology. Jessica has a passion for working with children and their families. She is currently a therapist in the Child and Family Trauma Institute, the Autism Spectrum Disorder Clinic, and she has worked in the Divorce Mediation Clinic. Jessica has spent the past three years interning at elementary and middle schools and gaining hands on experience working with children and their families. Jessica is a current intern at Mount Sinai, South Nassau’s counseling clinic, where she counsels clients, leads support groups, and conducts intakes. Jessica enjoys advocating on behalf of her fellow peers, and currently serves as the NYASP Student Representative. As an undergraduate student, Jessica studied psychology and business and liberal arts while also serving as a Peer Counselor for her fellow students. Her interests include advocating for students of all ages, planning events for graduate students, fostering mental health, and providing a positive and friendly atmosphere while working in school and clinical setting.

Session

Minu Thomas, PsyD, NCSP
Minu Thomas, PsyD, NCSP
School Psychologist
Minu Thomas, PsyD, NCSP is a practicing school psychologist for the past twelve years in K-12 school settings. She earned her doctorate degree in school psychology from Philadelphia College of Osteopathic Medicine. Currently, she is the school psychologist and chairperson on the Committee on Special Education for grades 3-5 at Bronxville Elementary School. She is a licensed psychologist in New York and holds a diplomate in school neuropsychology. Minu is passionate about mental health, special education, diversity, equity, and social justice.

Session

Stacy Williams, Ph.D., NCSP, LP
Stacy Williams, Ph.D., NCSP, LP
Associate Professor and Director of Field Training at Marist College,
Stacy Williams is the Director of New York State Education Department multi-tiered system of supports-integrated (MTSS-I) center located at the University at Albany, an adjunct associate professor and Director of Field Training at Marist College, a licensed psychologist and certified school psychologist in New York State. As a founding member of Creating Inclusive Communities (CIC) and inaugural director of Marist College Diversity Leadership Institute (MCDLI) at Marist, Dr. Williams and her colleagues have provided diversity and equity training to faculty and staff to support diversity and inclusion activities in the classroom and in the wider campus community. Dr. Williams regularly provides training in social justice, creating inclusive classrooms, academic and behavioral interventions, data-based decision-making for teachers, and university/school partnerships. At the national level, Dr. Williams serves on the Trainers of School Psychologists (TSP) executive board as the President. Additionally, Dr. Williams mentors students and early career faculty of color through the National Association of School Psychologists (NASP) mentoring program. At the state level, Dr. Williams is the Fiscal Advisor for the New York Association of School Psychologists, mentors school psychology candidates, and develops content for the state association annual conference.

Sessions

Elisheva Jakobov, M.S.
Elisheva Jakobov, M.S.
Graduate Student
Poster: "The Effects of Emotional Intelligence and Perceived Social Support on Resilience Among Emerging Adults" -

Elisheva Jakobov is a fourth year student at Hofstra University’s Doctorate in School-Community Psychology Program. She received her B.A. in Psychology from Stern College for Women, Yeshiva University and her M.S. with a distinction in School and Community Psychology from Hofstra University. As an undergraduate student, Elisheva had the opportunity to work as an intake counselor at The Door as well as a direct support professional at OHEL Bais Ezra, a group home for adults with psychiatric and developmental disabilities. Additionally, Elisheva was immersed in research volunteering for the Promise Project at The New York State Psychiatric Institute, Columbia University, as well as research at Bar-Ilan University. Before attending graduate school, Elisheva worked as the Clinic Coordinator for a Cognitive Behavioral Therapy outpatient clinic where she was the first point of contact for prospective patients. At Hofstra, Elisheva has spent her time as a therapist working with individuals with Autism as well as emerging adults presenting with a variety of mental health diagnoses. In addition to her clinical experiences throughout graduate school, Elisheva has spent three years working in the school settings and helping students with mental health problems thrive and perform optimally. She is currently completing her community internship at Zucker Hillside Hospital, Northwell Health, where she is working with inpatients. She is passionate about helping others tap into their potential and allowing them to become the best versions of themselves.

Session

Michael Pascucci
Michael Pascucci
Graduate Student, Marist College
Poster: "Enhancing Teachers Skills in High Need Reading and Writing Areas" -

Michael Pascucci is a second-year graduate student at Marist College and School Psychology intern at Haviland Middle School. His professional interests are in promoting resiliency and internalizing disorders. Previously, Michael earned a Bachelor's Degree in Psychology from SUNY Cortland and an Associates Degree in Liberal Arts from Dutchess Community College.

Sessions

Gabriella Nissan
Gabriella Nissan
Graduate Student, Hofstra University
Poster: "The Effects of Emotional Intelligence and Perceived Social Support on Resilience Among Emerging Adults" -

Gabriella Nissan is a fourth year doctoral student in School-Community Psychology at Hofstra University. She received her bachelor’s degree from Barnard College at Columbia University and her master’s degree with a distinction in School and Community Psychology from Hofstra University. During her undergraduate experience, Gabriella interned at the Mood and Anxiety Disorders Program at Mount Sinai’s Icahn School of Medicine. As an intern, Gabriella conducted intake interviews and organized and analyzed research data. Additionally, Gabriella spent three summers volunteering in an inpatient psychiatric unit at Zucker Hillside Hospital at Northwell Health. During her experience at Hofstra, Gabriella interned in an elementary, middle, and high school helping students with social, emotional, and academic challenges. In addition to her experience in the school setting, Gabriella provided psychotherapeutic services to children and families through the Institute for Family and Forensic Psychology clinic. She is currently completing her community internship in an inpatient psychiatric unit at Jamaica Hospital Medical Center. Gabriella is passionate about providing psychological services for children, adults, and families, and looks forward to the meaningful experiences she will encounter as a future psychologist.

Session

Beth Rizzi, MA
Beth Rizzi, MA
NYASP Past President & School Psychologist at John Jay Senior High School
Elizabeth Rizzi, MA is a practicing School Psychologist at John Jay High School in the Wappingers Central School District where she has worked since 2009. She currently serves as Immediate Past President of The New York Association of School Psychologists (NYASP). She is a NYS Certified School Psychologist and completed her training at Marist College. She is an adjunct professor at Marist College in the School of Social and Behavioral Sciences. She works with Putnam/Northern Westchester BOCES as a consultant in the areas of Threat Assessment and Mental Health during Crisis. Her areas of work interest include school safety, assessment for learning disabilities, cross battery assessment, teacher consultation, and school-based counseling to improve student outcomes. Health and Wellness are a passion for Beth in all aspects of life, both personal and professional.

Sessions

Dana E. Boccio, Ph.D.
Dana E. Boccio, Ph.D.
Associate Professor, Adelphi University
Poster: "Ethical Practice and Advocacy in No Promo Homo Law States"

Dana Boccio, Ph.D. is an Associate Professor in the School Psychology Psy.D. and M.A. Programs at Adelphi University. After receiving her Ph.D. in Clinical and School Psychology from Hofstra University in 2006, she worked as a school psychologist on Long Island, NY before transitioning into academia. Her research focuses on two areas with practical implications for the field: professional ethics and suicide risk assessment. Dr. Boccio has published articles linking the experience of administrative pressure to professional burnout and describing school psychologists’ preferred strategies for coping with pressure to practice unethically. Dr. Boccio routinely presents at national conferences on the topics of professional ethics and youth suicide and has recently published an instrument to assist school-based mental health professionals with the task of determining an adolescent’s level of suicide risk. She is a member of NASP’s Ethical and Professional Practices Board (EPPB) and has authored two Ethics Advisory Bulletins for the organization.

Sessions

Gaston Weisz, Psy.D.
Gaston Weisz, Psy.D.
Field Placement Coordinator and Director of Clinical Training
Poster: "Ethical Practice and Advocacy in No Promo Homo Law States" -

Dr. Gaston Weisz is the Field Placement Coordinator and Director of Clinical Training in the School Psychology Psy.D. Program at Adelphi University in Garden City, NY. Further, he teaches in both the Masters and Doctoral School Psychology programs with research interests in LGBTQ+ and school psychologist practice topics. He also maintains a private practice in Lynbrook, NY. Dr. Weisz worked for most of his career, nearly thirty years, primarily as a school psychologist in the Valley Stream School District (VS UFSD Thirteen). Dr. Weisz earned a Master's Degree in Marriage and Family Counseling from Queens College and a Psy.D. in School Psychology from Pace University.

Session

Jamie J. Sticht, B.A.
Graduate Student, Adelphi University
Poster: "Ethical Practice and Advocacy in No Promo Homo Law States" -

Jamie Sticht is a third-year graduate student in Adelphi University's School Psychology M.A. Program. Jamie is a teaching assistant for the program's Intellectual Assessment course. She is also a research assistant and departmental assistant for the program. Jamie's areas of interest in research are in prevention and interventions for peer victimization.

Session

Emily Robertson, B.A.
Graduate Student, Adelphi University
Poster: "Ethical Practice and Advocacy in No Promo Homo Law States" -

Emily Robertson is a third-year graduate student in Adelphi University’s School Psychology M.A. Program. Emily is a departmental assistant and NASP student leader.

Session

Raymond Lee, M.A.
Poster: "Ethical Practice and Advocacy in No Promo Homo Law States" -

Raymond Lee is a recent graduate of Adelphi University’s School Psychology M.A. Program. His research interests include stigma, prejudice, and discrimination facing racial and sexual minorities and how these factors contribute to the mental health disparities between dominant and minority groups. His current research focuses on the impact of microaggressions on LGB individuals’ well-being.

Session

Peyton  Hnyla
Peyton Hnyla
Graduate Student, College of Saint Rose
Poster: "MTSS for Crisis Interventions in Schools with the Assistance of Trauma-Informed Care and Play Therapy" -

Peyton Hnyla is a second year School Psychology graduate student at the College of Saint Rose. She is from Maryland and received her Bachelor of Arts degree in Psychology from Salisbury University. While in undergrad, she studied abroad at the University of Stirling in Scotland. Her areas of interest include play therapy and mindfulness within the schools. Peyton is a board member of the Malawi Early Literacy Team and traveled to Malawi, Africa last year where she assisted in leading a teacher training workshop to ensure that the children of Malawi are receiving the best education possible.

Session

Ashley Johnston
Ashley Johnston
Graduate Student, College of Saint Rose
Poster: "MTSS for Crisis Interventions in Schools with the Assistance of Trauma-Informed Care and Play Therapy" -

Ashley Johnston is from Old Forge, New York. She is currently a second year graduate student at the College of Saint Rose and is the Vice President of the School Psychology Association. Prior to attending this institution, she studied at State University of New York College at Plattsburgh and received a Bachelor of Arts degree in Psychology, accompanied by a minor in Human Development and Family Relations. Her areas of interest include crisis intervention, school climate, and play therapy.

Session

Steven Hoff, Psy.D.
Steven Hoff, Psy.D.
Associate Professor of School Psychology, College of Saint Rose
Poster: "Muscle Dysmorphia in Adolescent Males" -

Steve Hoff is a Licensed Psychologist in New York and Massachusetts, and a licensed School Psychologist in New York City. His Doctoral Degree in Child/School Psychology is from New York University; his Master’s Degree in Education is from City College, New York. Currently he is Associate Professor of School Psychology at the College of Saint Rose in Albany and consulting psychologist to a number of schools and agencies. He is co-founder of Barrington Psychology Inc. in Great Barrington, MA, which specializes in child and adolescent mental health issues. Previously he spent seven years as clinical director of Valleyhead, a residential school for teenage girls with mental health needs, in Lenox, MA, and seven years as school psychologist and crisis response trainer in the New York City Public Schools. He has published articles in the journal “Psychology in the Schools”, and the National Association of School Psychologists’ monthly professional newspaper. He has presented internationally and nationally on the topic of working with self-injurious youth. He left his native Queens NY over 20 years ago and now lives in the Berkshire Mountains with his wife and three boys.

Session

Victoria M. Persico, B.S.
Victoria M. Persico, B.S.
Graduate Student, College of Saint Rose
Poster: "Normalizing Inclusive Interventions in School Settings" and

Poster: "Supporting Racial Identity Formation In Education" -

Victoria Graduated with her Bachelors of Science in Human Development from SUNY Empire State College in 2018. She is currently pursuing a Masters in Educational Psychology and a Certificate of Advanced Study in School Psychology, at The College of St. Rose, with intended graduation of May 2022. Victoria is interested in continuing research related to the educational experiences and challenges of diverse, underserved, and underrepresented populations.

Session

Kristyn Kreutziger, B.S.
Graduate Student, College of Saint Rose
Poster: "Normalizing Inclusive Interventions in School Settings" -

Kristyn is a graduate of Siena College with a Bachelors in Psychology. She is currently
working on her Masters at the College of Saint Rose in School Psychology. Kristyn is
most interested in the topic of Attention-Deficit/ Hyperactivity Disorder and medication
use of adolescents.

Session

Cait Murphy, B.S.
Graduate Student, College of Saint Rose
Poster: "Normalizing Inclusive Interventions in School Settings" -

Cait is a graduate of Siena College with a Bachelor’s in Psychology. She is currently
pursuing a Masters in Educational Psychology and a CAS in School Psychology from
the College of Saint Rose. The intended graduation date for Cait is May 2022. Cait is
interested in pursuing research in the fields of anxiety and personality disorders.

Session

Paul Vespo, M.A., NCSP
Paul Vespo, M.A., NCSP
School Psychologist at Middletown Enlarged City School District and School Psychology Doctoral Candidate at Fairleigh Dickinson University.
Poster: "Addressing the Educational, Behavioral, and Social Emotional Supports in Alternative Practice Settings during COVID-19" -

Paul Vespo is a School Psychology Doctoral Candidate at Fairleigh Dickinson University in Teaneck, New Jersey. In 2019, he received his Master of Arts in School Psychology at Marist College in Poughkeepsie, New York. He served as a student representative for the New York Association of School Psychologists (NYASP), a student leader for the National Association of School Psychologists (NASP), and the Division 16 student leader for the American Psychological Association of Graduate Students (APAGS). After he graduated from Marist College, he was the School Psychologist and Committee on Special Education Chairperson at Lincoln Hall - Ives School, which is a juvenile detention facility for students in grades 7-12 in Lincolndale, New York. He currently works as a full-time school psychologist at Middletown Enlarged City School District in Middletown, New York. He is also a research consultant for No Bullying Schools.

Session

Gary E. Schaffer, M.S., C.A.S.
Gary E. Schaffer, M.S., C.A.S.
Conference Co-Chair
Poster: " Addressing the Educational, Behavioral, and Social Emotional Supports in Alternative Practice Settings during COVID-19" -

Gary E. Schaffer (M.S./C.A.S) is a graduate of Niagara University where he currently serves as a professor of school psychology and counseling. In addition to working at Niagara University, Gary is primarily employed by the NYS Office for People with Disabilities and also provides consultation and assessment services for Erie County Medical Center. Outside of his occupational duties, Gary is author of the book Nuts & Bolts: Multi-Tiered Systems of Support: A Basic Guide to Implementing Preventative Practice in Our Schools and Community. He is scheduled to publish his second book through SAGE Publications in 2021 and recently released laminated guide for National Professional Resources. Gary’s areas of interest include multi-tiered systems of support, alternative school psychology practice, and living with hidden disabilities.

Session

Holly Kilby, B.A.
Graduate Student, Marist College
Poster: "Effective Strategies for Preparing Students for Success in Algebra" -

Holly Kilby, BA, is a third-year candidate at Marist College in the School Psychology program. Previously, Holly earned a Bachelor's in Psychology from Waldorf University.

Session

Alexa Mayone, B.S.
Graduate Student, Marist College
Poster: "Effective Strategies for Preparing Students for Success in Algebra" -

Alexa Mayone, BS, is a third-year candidate at Marist College in the School Psychology program. Previously, Alexa earned a Bachelors in Psychology with a minor in Educational Psychology from The State University of New York College at Oneonta.

Session

Danielle Mintz, B.A.
Graduate Student, Marist College
Poster: "Effective Strategies for Preparing Students for Success in Algebra" -

Danielle Mintz, BA, is a third-year candidate at Marist College in the School Psychology program. Previously, Danielle earned a Bachelors in Psychology with a minor in Special Education from Indiana University of Pennsylvania.

Session

Gina Nadel
Graduate Student, Marist College
Poster: "Effective Strategies for Preparing Students for Success in Algebra" and

Poster: "Enhancing Teachers Skills in High Need Reading and Writing Areas" -

Gina Nadel, current Graduate student at Marist college and School Psychologist student Intern at Putnam Valley Middle School for the 2020-2021 school year. Gina previously earned a Bachelor's Degree in Psychology at SUNY New Paltz and an Associates degree in Human Services from Dutchess Community College.

Session

Megan Schneider
Graduate Student, Marist College
Poster: "Effective Strategies for Preparing Students for Success in Algebra" and

Poster: "Enhancing Teachers Skills in High Need Reading and Writing Areas" -

Megan Schneider is a Graduate student at Marist College in the School Psychology program. Megan’s professional interests are in developing positive coping skills and promoting resilience in students. Previously, Megan earned a Bachelors in Human Development with a minor in Sociology from Merrimack College.

Session

Arica Austin, Psy.D.
Arica Austin, Psy.D.
School Psychologist
Poster: "Ethnic Identity Development and the Effects of Perceived Discrimination on Academic Achievement and Psychological Well-Being among METCO and Boston Public Schools Students" -

Dr. Arica Austin holds several degrees including, a Bachelor of Arts in Psychology, a Master of Arts in Child Development, a Master of Arts in Professional Psychology, and a Doctorate in Clinical Psychology. She completed a Postdoctoral Fellowship at John’s Hopkins Hospital/School of Medicine, Baltimore, MD. She is Pediatric Psychologist who is currently
employed as a School Psychologist at a large school district on Long Island. Dr. Austin has
published work regarding the Metropolitan Council for Educational Opportunity program
(school integration/busing system) in Boston and has consulted with the METCO program
regarding training and a curriculum for culturally-sensitive instruction. Her interests include
diversity, multiculturalism, addressing mental health disparities and educational equity.

Session

Kaitlin Meier, B.A.
Kaitlin Meier, B.A.
Graduate Student, College of Saint Rose
Poster: "Examining the Role of Emotion Regulation Skills in Suicide Prevention" -

Kaitlin is currently in her second year of the School Psychology MS/CAS program at the College of Saint Rose. Prior to her graduate studies, Kaitlin received her bachelor’s degree in English at Colgate University. Kaitlin gained experience working with children in various settings such as volunteering as a teaching assistant in elementary classrooms, working as a substitute teacher at an early learning center, and working as a nanny for several different families. These experiences helped inspire her passion for helping children succeed and led her to seek a career in school psychology. In her research, Kaitlin is especially passionate about issues of intersectionality and social emotional learning.

Session

Lynette Laverty, B.A., M.A.
Lynette Laverty, B.A., M.A.
Graduate Student, College of Saint Rose
Poster: "Examining the Role of Emotion Regulation Skills in Suicide Prevention" -

Lynette Laverty is a current full-time graduate student with the College of Saint Rose in Albany, NY. She received her undergraduate degree from Le Moyne College in Psychology, as well as her first Masters in Teaching. Lynette worked as a special education teacher with the Rome City School District from 2005-2017; when she took a leave of absence to raise her children. While raising her four children, Lynette chose to continue her study and obtain a second masters in educational psychology and is currently working towards her CAS in school psychology. Her passions include social and emotional development of children, mindfulness-based practices within schools, and examining how schools can best support students within a trauma informed model. She is excited to return into the workforce as a School Psychologist.

Session

Shannon Vigh, B.A.
Shannon Vigh, B.A.
Graduate Student, College of Saint Rose
Poster: "Examining the Role of Emotion Regulation Skills in Suicide Prevention" -

Shannon is currently a second-year student in the MSED program at the College of Saint Rose. Prior to beginning her graduate studies, Shannon completed her Bachelor's degree in Psychology at SUNY Oswego. Shannon became interested in child and educational psychology through the work she did with her Developmental Psychology professor at her undergraduate institution. As a prevention specialist in the SOAR program, Shannon visited kindergarten and elementary classrooms to implement the program which taught children topics such as respect, consequences, and social skills. Having this opportunity to communicate with the children and teachers to create a safe, fun
environment that enriched learning was what led Shannon to pursue a degree in school psychology.

Session

Rebecca Simoni, C.A.S., M.S., M.S.
Rebecca Simoni, C.A.S., M.S., M.S.
Graduate Student, Hofstra University
Poster: "A Gratitude Curriculum for Children with Autism Spectrum Disorders" -

Rebecca is a 4th year doctoral student in Hofstra University’s PsyD Program in School-Community Psychology. Rebecca has a plethora of experience working with clients on the autism spectrum in the Joan and Arnold Saltzman Community Services Center on Hofstra’s campus. Furthermore, Rebecca has three years of experience working in the schools through internship and practicum opportunities provided. While working in the schools, she has conducted counseling sessions and psychoeducational evaluations. Additionally, Rebecca has experience working at two private practices in Manhattan, performing neuropsychological assessments to both children and adults. Currently, Rebecca is completing a dissertation that explores the consistency of knowledge of evidence-based therapeutic treatments and their usage in the schools with students with autism.

Session

Kierstan R. Hall (Scheu), M.S.
Graduate Student
Poster: "A Gratitude Curriculum for Children with Autism Spectrum Disorders" -

Kierstan is a 4th year graduate student in the School-Community Psy.D. program at Hofstra University. She received her bachelor’s degree in Psychology at the University at Albany in 2016. While at UAlbany, she worked as a hotline counselor serving both students and residents of the Albany community. Since beginning her graduate career at Hofstra, she has been a part of the Research and Diagnostic Institute for Autism Spectrum Disorders under the supervision of Dr. Kimberly Gilbert. She has worked with both children and adults with ASD and finds this to be a passion of hers. She is currently working on her dissertation, which will focus on parental stress and strain as a result of having a child diagnosed with ASD.

Session

Ashleigh Garretson, M.S.
Graduate Student, Hofstra University
Poster: "Measuring the “Good Life”: Developing Comparative Norms of PERMA" -

Ashleigh Garretson is a fourth level doctoral student at Hofstra University’s School and Community Psychology Program. Ashleigh was previously the clinic coordinator of The Positive Psychology Institute for Emerging Adults at Hofstra University. Ashleigh was also involved in the Mediation Clinic and the Institute for Family and Forensic Psychology. Currently, Ashleigh is completing her externship at the Student and Health Counseling Center at Hofstra University. Ashleigh's main academic interests are: Positive psychology, Self-Compassion, and the effects of social media on adolescent anxiety and depression. Ashleigh is completing her dissertation, which will measure self-compassion and perceived romantic relationship competence among emerging adults. After graduation, Ashleigh hopes to work in both a school and clinical setting.

Session

Gia Campagna
Graduate Student, Hofstra University
Poster: "Measuring the “Good Life”: Developing Comparative Norms of PERMA" -

Gia Campagna is a third level Psy.D student at Hofstra University. She is actively Involved in the Institute for Family Forensic Psychology and is currently the clinic coordinator.

Session

Joan Gujarati, Ed.D.
Joan Gujarati, Ed.D.
Assistant Professor, Department of Curriculum and Instruction, SUNY Oswego
Poster: "Supporting the Numbers: Interventions Addressing Math Anxiety" -

Joan Gujarati, Ed.D., is an Assistant Professor in the Department of Curriculum and Instruction at the State University of New York (SUNY) at Oswego. Her prior positions have included Director of the Elementary Education Master of Arts in Teaching (MAT) Program at Brown University and Assistant Professor and Associate Dean for Accreditation and Technology at Manhattanville College. Dr. Gujarati received her Ed.D. in Curriculum and Teaching from Teachers College, Columbia University. Prior to receiving her doctorate, she was an elementary school teacher and a Math Teacher Leader in Massachusetts. Dr. Gujarati’s research interests include early childhood and elementary mathematics
education; teacher beliefs and identity; teacher quality, effectiveness, and retention; professional development; and curriculum development. She has published in peer-reviewed journals such as the Journal of Mathematical Behavior, Journal of Mathematics Education at Teachers College, Journal of Urban Learning, Teaching and Research, The Educational Forum, Kappa Delta Pi Record, New Teacher Advocate, i.e.: inquiry in education, and American Secondary Education.

Session

Haley Best
Graduate Student, SUNY Oswego
Poster: "Supporting the Numbers: Interventions Addressing Math Anxiety" -

Haley Best is a second-year graduate student in the School Psychology program at the State University of New York at Oswego. She is passionate about ensuring students' learning needs are addressed through accurate assessment and evidence-based interventions.

Session

Elen De Oliveira, NCSP
Elen De Oliveira, NCSP
Nationally Certified School Psychologist
Poster: "Understanding and Addressing Burnout in School Psychologists" -

Elen De Oliveira is a 4th year doctoral student at Hofstra University's PsyD program. She is also a bilingual (Spanish/English) school psychologist who has worked in the NYC Department of Education for the past seven years. After four years working in a public elementary school in East Elmhurst, NY she spent the past two years working for the Committee on Special Education(CSE) supporting students, families, and staff across various schools in Queens. Elen is currently working on her dissertation focused on expanding her burnout research to include all school staff so as to raise awareness, reduce burnout and turnover, and promote wellness in teachers, administrators, and support staff needed to help our schools thrive. She is passionate about fighting to promote and affect positive change and advocating for those in need.

Session