SDSU’s School Psychology faculty and students received awards and showcased scholarly work at the National Association of School Psychologists (NASP) annual conference in Orlando, Florida.
The convention, held at the Walt Disney World Resort in February, allowed school psychologists from around the country to display and discuss their work with qualified peers. A few of the College’s highlights from this conference include:
David Martinez received the NASP Deborah Peek Crocket Minority Scholar Award for 2015. David is a third year school psychology trainee involved on several grants and community projects at SDSU. Being a first-generation college student and growing up in a low-income gang neighborhood have empowered David to advocate for culturally and linguistically diverse families and students.
Project CARES Scholars collaborated with research teams from the University of Loyola, Chicago to present at NASP on effective academic and counseling intervention for homeless and foster youth. The cross-university collaboration brought together doctoral and school psychology students and faculty.
Emeritus Faculty Dr. Carol Robinson-Zañartu co-presented on Writing Winning Grant Proposals in School Psychology and also collaborated with international leaders on a talk entitled: Crossing Cultures and Continents: A Transnational and Multi-cultural View of School Psychology. Dr. Robinson-Zañartu presented on challenges and recommendations for the preparation of bilingual school psychologists as well as co-facilitated the NASP Native American workgroup.
Dr. Colette Ingraham chaired a symposium on Consultee-Centered Consultation: Research, Theory, and Practice, delivered a presentation on educating consultants for multicultural consultee-centered consultation, and co-facilitated two Consultee-Centered Consultation Interest group meetings.
Dr. Katina Lambros, along with third-year school psychology trainee Nicole Edwards, presented a data-based study employing a multiple-baseline design to examine the impact of video self-modeling (VSM) on oral reading fluency, reading errors, and reading self-concept with three 7th grade English Learner (EL) students with special needs.
The study suggested that VSM may be an effective intervention for older learners, as well as for English learners with disabilities. This work also won the prestigious Provost’s Award for outstanding poster presentation across all disciplines at the annual SDSU Student Research Symposium.
Diana Rosa Mesa, a third-year school psychology student, presented as part of a graduate panel at the NASP Graduate Student Forum Diversity Dialogue. Diana is part of a three-year bilingual grant, CLASS-EL (Cultural-Linguistic Advocates for Spanish-Speaking English-Learners). Currently, she serves as the President of School Psychology Student Association and Graduate Assistant for the CLASS EL Bilingual Project.
Diana Rosa Mesa, a third-year school psychology student, presented as part of a graduate panel at the NASP Graduate Student Forum Diversity Dialogue. Diana is part of a three-year bilingual grant, CLASS-EL (Cultural-Linguistic Advocates for Spanish-Speaking English-Learners). Currently, she serves as the President of School Psychology Student Association and Graduate Assistant for the CLASS EL Bilingual Project.
