Research Brief: Mental illness and true and false confession research

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Research Brief: Effect of cross-exam questioning on witness accuracy

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Research Brief: Does neurological-image evidence influence jurors in criminal jury trials ?

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FYiPOST: Morse on "Gene-Environment Interactions, Criminal Responsibility, and Sentencing"

Recently posted to SSRN: "Gene-Environment Interactions, Criminal Responsibility, and Sentencing" GENE INTERACTIONS IN DEVELOPMENTAL PSYCHOLOGY, Kenneth A. Dodge, Michael Rutter, eds., Guilford Press, 2011 U of Penn Law School, Public Law Research Paper No. 11-26 STEPHEN J. MORSE, University of...

http://kolber.typepad.com/ethics_law_blog/2011/08/morse-on-gene-environment-interactions-criminal-responsibility-and-sentencing.html

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Kevin McGrew, PhD

Educational Psychologist

FYiPOST: INS Annual Meeting--Law and Neuroscience Update

I've posted before about the upcoming annual meeting of the International Neuroethics Society. Here's the link to the current schedule, and here's the link to register. Via Hank Greely, here's the most up-to-date information on the law and neuroscience portion...

http://kolber.typepad.com/ethics_law_blog/2011/08/ins-annual-meeting-law-and-neuroscience-update.html

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Kevin McGrew, PhD

Educational Psychologist

FYiPOST: Denno on Neuroscience and Punishment

Recently posted to SSRN: "Changing Law's Mind: How Neuroscience Can Help Us Punish Criminals More Fairly and Effectively" CHANGING LAW'S MIND: HOW NEUROSCIENCE CAN HELP US PUNISH CRIMINALS MORE FAIRLY AND EFFECTIVELY, Oxford University Press, Forthcoming Fordham Law Legal Studies...

http://kolber.typepad.com/ethics_law_blog/2011/08/denno-on-neuroscience-and-punishment.html

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Kevin McGrew, PhD

Educational Psychologist

FYiPOST: New US Sentencing Commission reviews of sentencing jurisprudence

From Sentencing and Law Blog

Undaunted by earthquakes or hurricanes or the unnatural disasters that are even more common inside the Beltway these days, the US Sentencing Commission this summer has completed and now posted new documents that "present specific decisions by the U.S. Supreme Court and U.S. circuit courts of appeals regarding the federal sentencing guidelines and related sentencing issues."

Specifically, at this link everyone can find a lengthy document with brief summaries of nearly every major Supreme Court ruling on federal sentencing issues over the last 25 years.  And, on this page, everyone can find links to circuit-by-circuit reports on guideline interpretation and post-Booker jurisprudence.

http://sentencing.typepad.com/sentencing_law_and_policy/2011/08/new-us-sentencing-commission-reviews-of-sentencing-jurisprudence-.html

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Educational Psychologist

FYiPOST: Top-Ten Recent SSRN Downloads

in criminal law and procedure ejournals are here. The usual disclaimers apply. Rank Downloads Paper Title 1 425 Who's Better at Defending Criminals? Does Type of Defense Attorney Matter in Terms of Producing Favorable Case Outcomes Thomas H. Cohen, U.S....

http://lawprofessors.typepad.com/crimprof_blog/2011/08/top-ten-recent-ssrn-downloads-3.html

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Research Brief: Accuracy of SIRS-2 with MR/ID subjects

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intelligence intelligence testing Atkins cases ICDP blog psychology school psychology neuropsychology forensic psychology criminal psychology criminal justice death penalty capital punishment ABA IQ tests IQ scores adaptive behavior AAIDD mental retardation intellectual disability SIRS SIRS-2 malingering

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Research byte: Another good overview article on IRT test development methods--relevance to clinical assessment

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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology neuroscience psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence intelligent IQ testing validity intellectual assessment IRT Rasch

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FYiPOST: Denno on Neuroscience, Fairness and Effectiveness in Punishment

Deborah W. Denno (Fordham University School of Law) has posted Changing Law's Mind: How Neuroscience Can Help Us Punish Criminals More Fairly and Effectively (CHANGING LAW'S MIND: HOW NEUROSCIENCE CAN HELP US PUNISH CRIMINALS MORE FAIRLY AND EFFECTIVELY, Oxford University...

http://lawprofessors.typepad.com/crimprof_blog/2011/08/denno-on-neuroscience-fairness-and-effectiveness-in-punishment.html

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FYiPOST: Perlin on Mental Disabilities and the Competence to Have Sex

Michael L. Perlin (New York Law School) has posted 'All His Sexless Patients': Persons with Mental Disabilities and the Competence to Have Sex on SSRN. Here is the abstract: Few questions of competency are as befuddling or as controversial as...

http://lawprofessors.typepad.com/crimprof_blog/2011/08/perlin-on-mental-disabilities-and-the-competence-to-have-sex.html

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Educational Psychologist

Atkins MR/ID Death Penalty Decision: Burns v Florida (2011) update

The Atkins MR/ID Death Penalty Decision blogroll has added the recent Burns v Florida (2011) decision, which updates the prior 2006 decision.


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FYiPOST: Top-Ten Recent SSRN Downloads

in criminal law and procedure ejournals are here. The usual disclaimers apply. Rank Downloads Paper Title 1 406 Who's Better at Defending Criminals? Does Type of Defense Attorney Matter in Terms of Producing Favorable Case Outcomes Thomas H. Cohen, U.S....

http://lawprofessors.typepad.com/crimprof_blog/2011/08/top-ten-recent-ssrn-downloads-2.html

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Educational Psychologist

Research Bytes: Are individuals with. MR/ID getting more or less intelligent +....

My university library does not carry this journal. If any reader could send me PDF copies I would make the abstracts available to the blog readers.

Laird, C., & Whitaker, S. (2011). THE USE OF IQ AND DESCRIPTIONS OF PEOPLE WITH INTELLECTUAL DISABILITIES IN THE SCIENTIFIC LITERATURE. British Journal of Developmental Disabilities, 57(113), 175-183

Whitaker, S. (2011). ARE PEOPLE WITH INTELLECTUAL DISABILITIES GETTING MORE OR LESS INTELLIGENT II: US DATA. British Journal of Developmental Disabilities, 57(113), 159-166


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Research briefs: Misc new articles relayed to criminal justice

Bewely, M. T., & Morgan, R. D. (2011). A National Survey of Mental Health Services Available to Offenders with Mental Illness: Who Is Doing What? Law and Human Behavior, 35(5), 351-363


Rogers, R., Gillard, N. D., Wooley, C. N., & Fiduccia, C. E. (2011). Decrements in Miranda Abilities: An Investigation of Situational Effects via a Mock-Crime Paradigm. Law and Human Behavior, 35(5), 392-401.

Smith, A. E., & Haney, C. (2011). Getting to the Point: Attempting to Improve Juror Comprehension of Capital Penalty Phase Instructions. Law and Human Behavior, 35(5), 339-350


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FYiPOST: TEXAS JUDGE UPHOLDS DOCTORAL DEGREE FOR INDEPENDENT PRACTICE OF PSYCHOLOGY

 

 

FOR IMMEDIATE RELEASE                                                                                            CONTACT:
August 18, 2011                                                                                                                David White, CAE
                                                                                                                                                Executive Director

Texas Psychological Association              

1464 E. Whitestone 401
Cedar Park, Texas           
512-528-8400

 

TEXAS JUDGE UPHOLDS DOCTORAL DEGREE FOR INDEPENDENT PRACTICE OF PSYCHOLOGY

 

Austin, TX - Today, Judge Rhonda Hurley in Travis County District Court, Austin, Texas, upheld the ruling that the entry level to independent practice of psychology in Texas is the doctoral degree.   Judge Hurley ruled that the Texas State Board of Examiners of Psychologists (TSBEP) has the authority to regulate the practice of Licensed Psychological Associates (LPAs) through its rule making authority which states only doctoral-trained, Licensed Psychologists may practice independently.

In September, 2010 the organization which represents Licensed Psychological Associates, the Texas Association of Psychological Associates (TAPA), filed a lawsuit in Austin, Texas, against the TSBEP on the grounds that the Board has no statutory authority to prevent Licensed Psychological Associates from practicing independently.  According to Texas statute, Licensed Psychological Associates are defined as individuals trained in psychology at the Master's level. By Board Rule, LPAs must practice under the supervision of a doctoral-trained Licensed Psychologist.  The Texas Psychological Association (TPA) was granted permission by the court to intervene in this case; arguing the intention of the legislature was that only doctoral-trained individuals could provide independent psychological services.  TPA claimed that TSBEP rule, which clearly states the supervision requirement for LPAs, does define how psychology is to be practiced in this state even though the supervision requirement is void in the statute.

David White, TPA's Executive Director, states "We thank Judge Hurley for her judgment in this case and for clarifying this issue that has been debated for so many years in the psychology community.  We appreciate the services  provided by Licensed Psychological Associates but are fully committed to assuring that independent psychological  practice in Texas remains solely for individuals trained at the doctoral level."

XXX

 

 

One of the best books on intellectual assessment has been revised: Flanagan & Harrison's Contemporary Intellectual Assessment

Just in time for your XMAS shopping!!!! One of the best texts on intellectual assessment and theories related to the practice of intellectual assessment.

The publisher has given me permission to post this information. The text below does not show all the formatting in the original document sent to me, so if you want a nicer PDF version to share with others, click here.


Conflict of interest disclosure: I have coauthored a chapter in the book and will be splitting an honorarium check (not big, trust me) and will be receiving a free copy. But, I get no royalties (I wish I did).


Kudos to Dr. Flanagan and Harrison for revising what I consider one of the best texts on intellectual assessment.




NEW FROM THE GUILFORD PRESS (​Revised and Expanded!)

Contemporary Intellectual Assessment, Third Edition
Theories, Tests, and Issues
Edited by Dawn P. Flanagan, PhD, Department of Psychology, St. John's University; and
Patti L. Harrison, PhD, Department of Educational Studies in Psychology, Research Methodology, and Counseling, University of Alabama

Available to Ship: December 2011
Copyright: 2012
Pages: 926
Size: 7" x 10"
Hardcover: ISBN 978-1-60918-995-2
Hardcover Price: $95.00 tentative/short discount
Prior edition copyright: 2005
Prior edition cloth ISBN: 978-1-59385-125-5
Website Category: EDUCATION: Educational Psychology; School Psychology. PSYCHOLOGY: School Psychology; Neuropsychology & Neuroscience; Child/Adolescent Clinical Psychology & Psychiatry.
Subject Areas/Keywords: adults, assessment instruments, batteries, children, cognitive assessments, developmental, educational psychology, evaluations, intellectual assessments, intellectual disabilities, intelligence testing, learning disabilities, response to intervention, RTI, tests
Internal Code: F
Date Issued: August 15, 2011

CRITICAL ACCLAIM
"This is the most comprehensive, authoritative, and up-to-date text on intellectual assessment available. It covers current theories of intelligence, methods of intelligence testing, and their applications to special populations. The chapters are all written by leading scholars and combine clear research summaries with practical advice, making this a valuable book for graduate students and professionals interested in both research and practice."—Paul J. Frick, PhD, University Distinguished Professor and Chair, Department of Psychology, University of New Orleans

"A single source for essential, detailed information on the past, present, and future of intellectual and cognitive assessment practices. The table of contents provides an objective sweep of all major theories, tests, and evaluation procedures at a glance; the expertise of the chapter authors results in a work that is consistently outstanding. The third edition reflects the latest efforts in clinical inquiry that explore cognitive abilities and processes as they relate to the real world. It emphasizes cross-cultural issues in assessment and incorporates new approaches and instruments related to learning and developmental problems. This is an essential text for graduate-level assessment courses."
—Elaine Fletcher-Janzen, EdD, Department of School Psychology, Chicago School of Professional Psychology

"This updated volume is a valuable addition to the field of intellectual and psychological assessment. The editors have assembled the leaders in the field to present the most up-to-date information available. Many of the chapters are written by the test authors and theory creators themselves; readers will benefit from the firsthand approach to test and theory interpretation. The book is written in a way that will appeal to both experienced practitioners and graduate students just starting out in the field."—Andrew S. Davis, PhD, Department of Educational Psychology, Ball State University

"A superb theoretical and clinical overview....The standards of theoretical and methodological rigor, comprehensive topical coverage, balanced and objective critical analysis, life span cognitive evaluation, and advocacy for special populations...are beautifully balanced. One could not ask for more from a review and critical evaluation of this extensive, rich, and complex literature."—PsycCRITIQUES

"Should be required reading in all intelligence testing courses and by anyone involved in the assessment of human and cognitive abilities."—Psychotherapy in Private Practice

DESCRIPTION
In one volume, this authoritative reference presents a current, comprehensive overview of intellectual and cognitive assessment, with a focus on practical applications. Leaders in the field describe major theories of intelligence and provide the knowledge needed to use the latest measures of cognitive abilities with individuals of all ages, from toddlers to adults. Evidence-based approaches to test interpretation, and their relevance for intervention, are described. The book addresses critical issues in assessing particular populations—including culturally and linguistically diverse students, gifted students, and those with learning difficulties and disabilities—in today's educational settings.

New to This Edition
*Incorporates major research advances and legislative and policy changes.
*Covers recent test revisions plus additional tests: the NEPSY-II and the WNV.
*Expanded coverage of specific populations: chapters on autism spectrum disorders, attention-deficit/hyperactivity disorder, sensory and physical disabilities and traumatic brain injury, and intellectual disabilities.
*Chapters on neuropsychological approaches, assessment of executive functions, and multi-tiered service delivery models in schools.

KEY POINTS
> An authoritative reference, revised and expanded: features 11 new chapters.
> Comprehensive and current: covers all major tests and how they relate to educational services and policy.
> Chapters are written by the test developers themselves.
> A successful practitioner handbook and graduate-level text.

AUDIENCE
Practitioners, students, and researchers in school, educational, cognitive, and child clinical psychology.

COURSE USE
Serves as a primary text in graduate-level intellectual/cognitive assessment courses.

CONTENTS
I. The Origins of Intellectual Assessment
1. A History of Intelligence Assessment: The Unfinished Tapestry, John D. Wasserman
2. A History of Intelligence Test Interpretation, Randy W. Kamphaus, Anne Pierce Winsor, Ellen W. Rowe, and Sangwon Kim
II. Contemporary Theoretical Perspectives
3. Foundations for Better Understanding of Cognitive Abilities, John L. Horn and Nayena Blankson
4. The Cattell–Horn–Carroll (CHC) Model of Intelligence, W. Joel Schneider and Kevin S. McGrew
5. Assessment of Intellectual Profile: A Perspective from Multiple-Intelligences Theory, Jie-Qi Chen and Howard Gardner
6. The Triarchic Theory of Successful Intelligence, Robert J. Sternberg
7. Planning, Attention, Simultaneous, Successive (PASS): A Cognitive Processing–Based Theory of Intelligence, Jack A. Naglieri, J. P. Das, and Sam Goldstein
III. Contemporary Intelligence, Cognitive, and Neuropsychological Batteries (and Associated Achievement Tests)
8. The Wechsler Adult Intelligence Scale–Fourth Edition (WAIS-IV) and the Wechsler Memory Scale–Fourth Edition (WMS-IV), Lisa Whipple Drozdick, Dustin Wahlstrom, Jianjun Zhu, and Lawrence G. Weiss
9. The Wechsler Preschool and Primary Scale of Intelligence–Third Edition (WPPSI–III), the Wechsler Intelligence Scale for Children–Fourth Edition (WISC–IV), and the Wechsler Individual Achievement Test–Third Edition (WIAT–III), Dustin Wahlstrom, Kristina C. Breaux, Jianjun Zhu, and Lawrence G. Weiss
10. The Stanford–Binet Intelligence Scales, Fifth Edition (SB5), Gale H. Roid and Mark Pomplun
11. The Kaufman Assessment Battery for Children–Second Edition (KABC-II) and the Kaufman Test of Educational Achievement–Second Edition (KTEA-II), Jennie Kaufman Singer, Elizabeth O. Lichtenberger, James C. Kaufman, Alan S. Kaufman, and Nadeen L. Kaufman
12. The Woodcock–Johnson III Normative Update (WJ III NU): Tests of Cognitive Abilities and Tests of Achievement, Fredrick A. Schrank and Barbara J. Wendling
13. The Differential Ability Scales–Second Edition (DAS-II), Colin D. Elliott
14. The Universal Nonverbal Intelligence Test (UNIT): A Multidimensional Nonverbal Alternative for Cognitive Assessment, R. Steve McCallum and Bruce A. Bracken
15. The Cognitive Assessment System (CAS): From Theory to Practice, Jack A. Naglieri and Tulio M. Otero
16. The Reynolds Intellectual Assessment Scales (RIAS) and the Reynolds Intellectual Screening Test (RIST), Cecil R. Reynolds, Randy W. Kamphaus, and Tara C. Raines
17. The NEPSY-II, Robb N. Matthews, Cynthia A. Riccio, and John L. Davis
18. The Wechsler Nonverbal Scale of Ability (WNV): Assessment of Diverse Populations, Jack A. Naglieri and Tulio M. Otero
IV. Contemporary Interpretive Approaches and Their Relevance for Intervention
19. The Cross-Battery Assessment (XBA) Approach: An Overview, Historical Perspective, and Current Directions, Dawn P. Flanagan, Vincent C. Alfonso, and Samuel O. Ortiz
20. Cognitive Hypothesis Testing (CHT): Linking Test Results to the Real World, Catherine A. Fiorello, James B. Hale, and Kirby L. Wycoff
21. Processing Approaches to Interpreting Information from Cognitive Ability Tests: A Critical Review, Randy G. Floyd and John H. Kranzler
22. Testing with Culturally and Linguistically Diverse Populations: Moving beyond the Verbal–Performance Dichotomy into Evidence-Based Practice, Samuel O. Ortiz, Salvador Hector Ochoa, and Agnieszka M. Dynda
23. Linking Cognitive Abilities to Academic Interventions for Students with Specific Learning Disabilities (SLD), Nancy Mather and Barbara J. Wendling
V. Assessment of Intelligence and Cognitive Functioning in Different Populations
24. Cognitive Assessment in Early Childhood: Theoretical and Practical Perspectives, Laurie Ford, Michelle L. Kozey, and Juliana Negreiros
25. Use of Intelligence Tests in the Identification of Giftedness, David E. McIntosh, Felicia A. Dixon, and Eric E. Pierson
26. Use of Ability Tests in the Identification of Specific Learning Disabilities (SLD) within the Context of an Operational Definition, Dawn P. Flanagan, Vincent C. Alfonso, Jennifer T. Mascolo, and Marlene Sotelo-Dynega
27. Assessment of Intellectual Functioning in Autism Spectrum Disorder (ASD), Laura Grofer Klinger, Sarah E. O’Kelley, Joanna L. Mussey, Sam Goldstein, and Melissa DeVries
28. Cognitive and Neuropsychological Assessment of ADHD: Redefining a Disruptive Behavior Disorder, James B. Hale, Megan Yim, Andrea N. Schneider, Gabrielle Wilcox, Julie N. Henzel, and Shauna G. Dixon
29. Intellectual and Neuropsychological Assessment of Individuals with Sensory and Physical Disabilities and Traumatic Brain Injury, Scott L. Decker, Julia A. Englund, and Alycia M. Roberts
30. Use of Intelligence Tests in the Identification of Children with Intellectual and Developmental Disabilities (IDD), Kathleen Armstrong, Jason Hangauer, and Joshua Nadeau
VI. Contemporary and Emerging Issues in Intellectual Assessment
31. Using Joint Test Standards to Evaluate the Validity Evidence for Intelligence Tests, Jeffery P. Braden and Bradley C. Niebling
32. Using Confirmatory Factor Analysis (CFA) to Aid in Understanding the Constructs Measured by Intelligence Tests, Timothy Z. Keith and Matthew R. Reynolds
33: The Emergence of Neuropsychological Constructs into Tests of Intelligence and Cognitive Abilities, Daniel C. Miller and Denise E. Maricle
34. The Role of Cognitive and Intelligence Tests in the Assessment of Executive Functions, Denise E. Maricle and Erin Avirett
35. Intelligence Tests in the Context of Emerging Assessment Practices: Problem-Solving Applications, Rachel Brown-Chidsey and Kristina J. Andren
36. Intellectual, Cognitive, and Neuropsychological Assessment in Three-Tier Service Delivery Practices in Schools, George McCloskey, James Whitaker, Ryan Murphy, and Jane Rogers
Appendix. The Three-Stratum Theory of Cognitive Abilities, John B. Carroll

CONTRIBUTORS
Dynda Agnieszka, PsyD, Department of Psychology, St. John’s University, Jamaica, New York
Vincent C. Alfonso, PhD, Graduate School of Education, Fordham University, New York, New York
Kristina J. Andren, PsyD, School Psychology Program, University of Southern Maine, Gorham, Maine
Kathleen Armstrong, PhD, Department of Pediatrics, University of South Florida, Tampa, Florida
Erin Avirett, BA, Department of Psychology and Philosophy, Texas Women’s University, Denton, Texas
Nayena Blankson, PhD, Department of Psychology, Spelman College, Atlanta, Georgia
Bruce A. Bracken, PhD, School of Education, The College of William and Mary, Williamsburg, Virginia
Jeffery P. Braden, PhD, Department of Psychology, North Carolina State University, Raleigh, North Carolina
Kristina C. Breaux, PhD, The Psychological Corporation, San Antonio, Texas
Rachel Brown-Chidsey, PhD, School Psychology Program, University of Southern Maine, Gorham, Maine
John B. Carroll, PhD, Emeritus Professor of Psychology, University of North Carolina, Chapel Hill, North Carolina
Jie-Qi Chen, PhD, Erikson Institute, Chicago, Illinois
J. P. Das, PhD, Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada
John L. Davis, MA, Department of Educational Psychology, Texas A&M University, College Station, Texas
Scott L. Decker, PhD, Department of Psychology, Barnwell College, University of South Carolina, Columbia, South Carolina
Melissa DeVries, PhD, Neurology, Learning, and Behavior Center, Salt Lake City, Utah
Felicia A. Dixon, PhD, Department of Educational Psychology, Ball State University, Muncie, Indiana
Shauna G. Dixon, MS, Graduate School of Education, Harvard University, Cambridge, Massachusetts
Lisa Whipple Drozdick, PhD, The Psychological Corporation, San Antonio, Texas
Agnieszka M. Dynda, PsyD, Department of Psychology, St. John’s University, Jamaica, New York
Colin D. Elliot, PhD, The Gervitz School of Education, University of California, Santa Barbara, California
Julia A. Englund, BA, Department of Psychology, University of South Carolina, Columbia, South Carolina
Catherine A. Fiorello, PhD, NCSP, School Psychology Program and Department of Psychological Studies in Education, College of Education, Temple University, Philadelphia, Philadelphia
Dawn P. Flanagan, PhD, Department of Psychology, St. John’s University, Jamaica, New York
Randy G. Floyd, PhD, Department of Psychology, University of Memphis, Memphis, Tennessee
Laurie Ford, PhD, Department of Educational and Counseling Psychology, University of British Columbia, Vancouver, British Columbia, Canada
Howard Gardner, PhD, Graduate School of Education, Harvard University, Cambridge, Massachusetts
Sam Goldstein, PhD, Neurology, Learning, and Behavior Center, Salt Lake City, Utah
James B. Hale, PhD, School Psychology Program, Philadelphia College of Osteopathic Medicine, Philadelphia, Philadelphia
Jason Hangauer, EdS, Department of Pediatrics, University of South Florida, Tampa, Florida
Julie N. Henzel, PsyD, The Nisonger Center, Ohio State University, Columbus, Ohio
John L. Horn, PhD (deceased), Department of Psychology, University of Southern California, Los Angeles, California
Randy W. Kamphaus, PhD, College of Education, Georgia State University, Atlanta, Georgia
Alan S. Kaufman, PhD, Child Study Center, Yale University, New Haven, Connecticut
James C. Kaufman, PhD, Department of Psychology, California State University, San Bernardino, California
Nadeen L. Kaufman, PhD, Child Study Center, Yale University, New Haven, Connecticut
Timothy Z. Keith, PhD, Department of Educational Psychology, University of Texas at Austin, Austin, Texas
Sangwon Kim, PhD, Graduate School of Education, Fordham University, New York, New York
Laura Grofer Klinger, PhD, Department of Psychology, University of Alabama, Tuscaloosa, Alabama
Michelle L. Kozey, MA, Department of Educational and Counseling Psychology, University of British Columbia, Vancouver, British Columbia, Canada
John H. Kranzler, PhD, Special Education Program, College of Education, University of Florida, Gainesville, Florida
Elizabeth O. Lichtenberger, PhD, private practice, Carlsbad, California
Denise E. Maricle, PhD, Department of Psychology and Philosophy, Texas Women’s University, Denton, Texas
Jennifer T. Mascolo, PsyD, Department of Psychology, St. John’s University, Jamaica, New York
Nancy Mather, PhD, Department of Disability and Psychoeducational Studies, College of Education, University of Arizona, Tucson, Arizona
Robb N. Matthews, MA, Department of Educational Psychology, Texas A&M University, College Station, Texas
R. Steve McCallum, PhD, Department of Educational Psychology and Counseling, University of Tennessee, Knoxville, Tennessee
George McCloskey, PhD, Department of Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania
Kevin S. McGrew, PhD, Institute for Applied Psychometrics, St. Cloud, Minnesota
David E. McIntosh, PhD, Department of Educational Psychology, Ball State University, Muncie, Indiana
Daniel C. Miller, PhD, Department of Psychology and Philosophy, Texas Women’s University, Denton, Texas
Ryan Murphy, EdS, Department of School Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania
Joanna L. Mussey, MA, Department of Psychology, University of Alabama, Tuscaloosa, Alabama
Joshua Nadeau, MS, Department of Pediatrics, University of South Florida, Tampa, Florida
Jack A. Naglieri, PhD, ABAP, Department of Psychology, George Mason University, Fairfax, Virginia
Juliana Negreiros, MA, Department of Educational and Counseling Psychology, University of British Columbia, Vancouver, British Columbia, Canada
Bradley C. Niebling, PhD, Midwest Instructional Leadership Council, Urbandale, Iowa
Salvador Hector Ochoa, PhD, Department of Educational Psychology, University of Texas–Pan American, Edinburg, Texas
Sarah E. O’Kelly, PhD, Department of Psychiatry and Behavioral Neurobiology, University of Alabama, Tuscaloosa, Alabama
Samuel O. Ortiz, PhD, Department of Psychology, St. John’s University, Jamaica, New York
Tulio M. Otero, PhD, School Psychology Program, Chicago School of Professional Psychology, Chicago, Illinois
Eric E. Pierson, PhD, NCSP, HSPP, Department of Educational Psychology, Ball State University, Muncie, Indiana
Mark Pomplun, PhD, Riverside Publishing, Itasca, Illinois
Tara C. Raines, PsyS, Gwinnett County Public Schools, Gwinnett County, Georgia
Cecil R. Reynolds, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas
Matthew R. Reynolds, PhD, Department of Psychology and Research in Education, University of Kansas, Lawrence, Kansas
Cynthia A. Riccio, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas
Alycia M. Roberts, BA, Department of Psychology, University of South Carolina, Columbia, South Carolina
Jane Rogers, PsyD, Department of Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania
Gale H. Roid, PhD, Department of Institutional Research, Warner Pacific College, Portland, Oregon
Ellen W. Rowe, PhD, Center for Psychological Services, George Mason University, Fairfax, Virginia
Andrea N. Schneider, BA, Department of Psychology, University of Victoria, Victoria, British Columbia, Canada
W. Joel Schneider, PhD, Department of Psychology, Illinois State University, Normal, Illinois
Fredrick A. Schrank, PhD, Woodcock–Munoz Foundation, Olympia, Washington
Jennie Kaufman Singer, PhD, College of Health and Human Services, Sacramento State University, Sacramento, California
Marlene Sotelo-Dynega, PhD, Department of Psychology, St. John’s University, Jamaica, New York
Robert J. Sternberg, PhD, Provost, Oklahoma State University, Stillwater, Oklahoma
Dustin Wahlstrom, PhD, The Psychological Corporation, San Antonio, Texas
John D. Wasserman, PhD, Department of Psychology, George Mason University, Fairfax, Virginia
Lawrence G. Weiss, PhD, The Psychological Corporation, San Antonio, Texas
Barbara J. Wendling, MA, Consulting Services, Dallas, Texas
James Whitaker, PsyD, Department of Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania
Gabrielle Wilcox, PsyD, Department of School Psychology, Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania
Anne Pierce Winsor, PhD, Department of Educational Psychology, University of Georgia, Athens, Georgia
Kirby L. Wycoff, EdM, NCSP, Graduate School of Applied and Professional Psychology, Rutgers, The State University of New Jersey, Piscataway, New Jersey
Megan Yim, BA, Department of Psychology, Victoria Island University, Victoria, British Columbia, Canada
Jianjun Zhu, PhD, The Psychological Corporation, San Antonio, Texas

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intelligence IQ tests IQ testing IQ scores CHC intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology neuroscience psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence intelligent IQ testing validity intellectual assessment Contemporary Intellectual Assessment

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FYiPOST: New forensic specialty guidelines approved

Pass-a-long post from Karen Franklin

"After a 9-year revision process, the American Psychological Association has finally approved new Specialty Guidelines for Forensic Psychologists. The Guidelines will replace those established in 1991.

.......the rest of her lengthy post and link to draft copy at link below

http://forensicpsychologist.blogspot.com/2011/08/at-long-last-new-forensic-specialty.html

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Kevin McGrew, PhD

Educational Psychologist

FYiPOST: AAIDD conferences and events

Weekly Member Update
for August 18, 2011

Conferences and Events

US - Nordic International Conference on Intellectual Disabilities
October 2-4, Minot, ND - AAIDD co-sponsored
http://www.ndcpd.org/proj/ICID/index.shtml

Coleman Institute Conference: State of the States, State of the Nation 2011
October 13, 2011, Westminster, CO - AAIDD co-sponsored
http://www.colemaninstitute.org/Conferences/Coleman2011/registration.php

ANCOR 3rd Annual Technology Leadership Summit: Technology Solutions for Tough Times
October 14, 2011, Westminster, CO - AAIDD co-sponsored
http://www.ancor.org/events/2011/10/3rd-annual-ancor-technology-leadership-summit-technology-solutions-for-tough-times

Inequity to Equity: Promoting Health and Wellness of Women with Disabilities
October 17-18, 2011 in Washington, DC
http://www.apa.org/pi/women/programs/disabilities-conference/index.aspx

Autism National Committee 2011 Conference: Autism Without Limits
October 21-22, 2011 in Burbank, CA
http://www.autcom.org/conf2011/main.html

2011 National Lifespan Respite Conference
November 1-4, 2011 in Glendale, AZ
http://www.arch.memberlodge.org/Events?eventId=313146&EventViewMode=EventDetails

NADD Annual Conference and Exhibit Show
November 2-4, 2011 in Nashville, TN
http://www.thenadd.org/pages/conferences/28th/index.shtml

2011 State of the Art Conference on Postsecondary Education and Individuals with Intellectual Disabilities
November 3-4, 2011 in Fairfax, VA
http://www.sscsid.org/

74th Annual Northeast Region X AAIDD Conference "Heroes Amongst Us"
Mystic Hilton Hotel, Mystic, CT
Monday, November 7, 2011
Contact: Don Miller at donmiller@kualumni.org

Alliance for Full Participation
November 17-19, 2011 in Washington DC - AAIDD co-sponsored
http://www.allianceforfullparticipation.org/summit-2011-b

Disability Policy Seminar
February 23-25, 2012, Washington, DC
http://disabilitypolicyseminar.org

2012 IASSID World Congress
July 9 - July 14, 2012 in Halifax, Nova Scotia
https://iassid.org/conference/index.php/HPC/2012IWC/index

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For any questions and comments, contact Jason Epstein at jepstein@aaidd.org

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