2009 NASP Summer Conference - Washington, DC & Albuquerque, NM

Presenter Biographies

Anthony Adamowski, MEd, Conference Chair, Chicago Public Schools, IL

Anthony Adamowski, conference chair and moderator, has been a practicing school psychologist with the Chicago Public Schools since 1991. He has an array of leadership experiences at both the state and national levels including 6 years as NASP Delegate from Illinois and 4 years on the NASP Executive Council. He served as president of the Illinois School Psychologists Association 1998–99 and will begin another term in that same capacity on July 1^st. Mr. Adamowski has been a program chair for the NASP Summer Conferences since their inception in 2004 and currently serves at the Chair of the NASP Summer Conference Workgroup.

Seth Aldrich, PhD, School Psychologist, Tully, NY

Seth Aldrich is a New York State licensed psychologist and bilingual school psychologist who works in and consults with districts in Central New York concerning RTI for academic and behavioral difficulties and English language learners. He is a Certified AIMSweb Trainer and provides professional development for AIMSweb, a web-based system for RTI assessment and data management to colleges and school districts across the United States .  Dr. Aldrich also works directly with English language learners, as well as family court involved youth in private practice, and is an adjunct faculty at Syracuse University. He has published articles in school psychology journals, and has presented at many statewide, as well as national conferences on topics such as using assessment information to inform instruction/intervention, peer tutoring, school-based intervention teams, and assessment of English language learners. His most recent publication is the book RTI for English Language Learners: Understanding, Prioritizing, Differentiating.

Leigh D. Armistead, EdD, NCSP, Winthrop University, Rock Hill, SC

Leigh D. Armistead is a school psychologist who earned his Specialist in School Psychology degree at Winthrop University and his doctorate at Indiana University of Pennsylvania. He practiced in the Charlotte-Mecklenburg School District for 14 years before joining the faculty of Winthrop University in 2004 as an assistant professor. Dr. Armistead’s professional interests include school psychologists’ career development, ethical and professional practices, positive behavior support programs and the use of technology in school psychology. He teaches Behavior Modification, Exceptional Children, Psychoeducational Assessment and School Psychology Traineeship and Internship courses. Recently Dr. Armistead received the 2007–2008 Distinguished Alumni Scholar Award from Indiana University of Pennsylvania. Dr. Armistead has held a variety of leadership positions in the National Association of School Psychologists. For the past several years, he has served as the Southeast Region representative on the NASP Ethical and Professional Practices Committee and chaired the NASP Professional Growth Committee. Dr. Armistead is currently serving as a member of the writing group for the 2010 revision of NASP’s professional standards.

Richard F. Barbacane, MS, Professional Outreach Associate and Past President NAESP, Lancaster, PA

Richard F. Barbacane served as a school principal in Lancaster, Pennsylvania for twenty five years. He is a Past-President of the National Association of Elementary School Principals (NAESP), a Professional association serving more than 28,500 elementary and middle school educators in the United States , Canada, and overseas. During his career, Barbacane has held positions in eight schools in the Lancaster (PA) district, beginning as a special education teacher in 1970 and becoming assistant principal of King School in 1977. In his first assignment as a principal in 1980, he took on the leadership of two schools, Burrowes and Martin Schools. In 1987 he became supervisor of research and special education for the district, and in 1992 he moved to Buehrle Alternative School, which serves at-risk youth in grades 6–12. A member of NAESP since 1978, Barbacane has served in a variety of leadership positions. Since 1996, he has been a member of NAESP's Board of Directors, representing member principals in New Jersey, New York, Pennsylvania, and Ontario, Canada . In addition, he was Pennsylvania's state representative from 1990–1995 and the state's federal relations coordinator for six years. He also served on NAESP's resolutions and credentials committees, and served seven years in NAESP's Delegate Assembly. Barbacane's career is further distinguished by a high level of involvement in state and local associations for K–8 principals. In the Pennsylvania Association of Elementary School Principals (PAESP), an NAESP affiliate, he's been a member of the executive committee since 1989 and chaired the state conference in 1987. He also served as president of the Lancaster Administrators' Association. Locally, he is chairperson of the Lancaster United Against Truancy Committee, and a member of the United Way Agency Review Committee, and the Communities that Care Committee. In 1995 he served as president of the Northeast Regional Elementary School Principals' Council. Richard has also represented NAESP at meeting both nationally and internationally. He has been a speaker in Central America, Europe, the Middle East and Asia. His presentations have included “Improving Student Achievement for ALL Students”, “Leading Learning Communities” and “The Principal as Manager and Instructional Leader”. Barbacane has also presented at national conventions such as NAESP, AASA, NSBA, CEC, and PTA. In December of 2007 he served as Chairperson for the United States of America Department of Education’s Nation Summit on “Response to Intervention” held in Crystal City, VA. Barbacane earned his Bachelor of Science degree in 1970 and his master of arts in special education in 1974, both from Millersville University in Pennsylvania. He has been a member of the Millersville chapter of Phi Delta Kappa since 1979 and was elected president in 1989. Barbacane has been honored locally and nationally for his service to community and education. In 1997 he received the Lancaster Mental Health Distinguished Service Award, and in 1992 was a member of the U.S. Department of Education's Title 1 Negotiating Rulemaking Committee. Currently he is serving as NAESP’s Professional Outreach Associate—representing the Association at meetings in Washington DC as well as states throughout the country and around the world.

Barbara Bole Williams, PhD, NCSP, Rowan University, Glassboro, NJ

Barbara Bole Williams is currently an associate professor and coordinator of the school psychology program at Rowan University, Glassboro, NJ. Before becoming a university trainer, Barbara had extensive experience working in the public schools as a school psychologist and director of special services. She holds a PhD in educational psychology from Temple University. She is past President of New Jersey Association of School Psychologists and past New Jersey Delegate and Delegate Representative for the Northeast Region for the National Association of School Psychologists (NASP). She currently serves on the NCSP Certification Board. Barbara has served on the NASP Ethics Committee for seven years as representative from the Northeast region of the country. She is presently a member of the NASP Ethics Advisory Panel. Barbara also serves as chair of the Rowan University Ethics committee. She is the lead author in the 2008 NASP publication, Professional Ethics for School Psychologists: A Problem-Solving Model Casebook (2008) co-authored by Leigh Armistead and Susan Jacob. Barbara is currently chairing the Task Force to Revise the NASP Standards, including the ethical standards.   

Jeffery P. Braden, PhD, North Carolina State University, Raleigh

Jeffery P. Braden, is Professor of Psychology and Interim Dean of the College of Humanities and Social Sciences at North Carolina State University. He has directed school psychology programs at NC State, University of Wisconsin— Madison, San Jose State, and the University of Florida. Jeff has presented more than 300 papers at state, national, and international meetings and published more than 160 articles, books, book chapters, and other products on assessment, school psychology, intelligence, and deafness. He has chaired the American Psychological Association’s Committee on Psychological Tests and Assessments, worked with the Research Institute for Secondary Education Reform (RISER) for youth with disabilities, studied the treatment utility of assessment for educational consultation, and conducted international research and provided keynote addresses in New South Wales, Australia; Dublin, Ireland; Limassol, Cyprus (to 29 European countries); and as a Fulbright Scholar in Athens, Greece. Most recently, Jeff completed an evaluation of the North Carolina Department of Public Instruction pilot program to implement a Response to Intervention process using problem solving.

Stephen Brock, PhD, NCSP, California State University–Sacramento

Stephen Brock received his doctorate from University of California, Davis, where he researched AD/HD, school crisis intervention, and school suicide prevention. Currently he is an Associate Professor at California State University, Sacramento (CSUS), the California Delegate to NASP, the Western Region Delegate Representative to the NASP Executive Counsel, a Past-President of the CASP, and a member of the National Emergency Assistance Team. Before joining the CSUS faculty, Dr. Brock was the Lead Psychologist for the Lodi USD. He is an author of numerous crisis related publications and lead editor of the NASP publication Best Practices in School Crisis Prevention and Intervention.

John Comegno II, Esq., Comegno Law Group, Moorestown, NJ

John Comegno is the Founder and President of the Comegno Law Group, PC, a recognized leading School Law firm based in New Jersey with a long history of representing public and independent schools, Educational Service Commissions, third-party special education vendors, and individuals with disabilities. Mr. Comegno is a nationally recognized lecturer on school law who has extensive experience dealing with disability-specific legal issues. He regularly medicates special education disputes and tries Due Process Hearings. Mr. Comegno serves as an adjunct professor of school Law at the Graduate Schools of Education at Fairleigh Dickinson University and Delaware Valley College.

Kevin P. Dwyer, MA, NCSP, American Institutes for Research, Washington, DC

Kevin P. Dwyer is an education and child mental health consultant and community volunteer. He has practiced school psychology in public schools and held several local, state and national leadership positions in the fields of mental health and education, being responsible for the design, development, implementation and evaluation of programs and practices, for improving the safety, wellbeing education, and mental health of children. His work has influenced public policy and the development of efficient, consumer focused collaborative child service systems.

Steven G. Feifer, DEd, NCSP, ABSNP, School Psychologist, Frederick, MD

Steven G. Feifer, is a nationally renowned speaker in the field of neuropsychology and has conducted over 150 seminars for educators and psychologists throughout North America and is returning to the NASP Summer Conference by popular demand. He has authored five books on learning disorders in children, and is dually trained as both a school psychologist and a school neuropsychologist. Dr. Feifer currently works as a school psychologist in Frederick, MD, and is a course instructor for the American Board of School Neuropsychology.

Theodore Feinberg, EdD, NCSP, School Psychologist, Bethesda, MD

Ted Feinberg, former NASP Assistant Executive Director has extensive background in crisis prevention and intervention as well as direct service and consultation. His administrative responsibilities at NASP include program development, supervision, and advocacy for many of the NASP initiated or shared efforts on behalf of crisis response. He has developed and taught Crisis Prevention and Intervention graduate courses for the University of New York and the University of Maryland. He is also a founding member of the NASP National Emergency Assistance Team. Click here for full resume.

Colette L. Ingraham, PhD, NCSP, San Diego State University, CA

Colette L. Ingraham is Professor and Director of the School Psychology Program at San Diego State University, a 4-year, NASP approved program nationally known for its success in graduating CLD and culturally competent school psychologists. She earned a Ph.D. from UC Berkeley and brings experiences as a practitioner, educator, and trainer of school psychologists in multicultural schools and communities. Her work in multicultural and cross-cultural consultation are featured in numerous publications, workshops, and the NASP cultural competence website. She has earned awards for her teaching, mentorship, and scholarship.

Janine M. Jones, PhD, NCSP, University of Washington, Seattle

Janine M. Jones is an Assistant Professor of School Psychology at the University of Washington and a Licensed Child Psychologist in private practice. She is the editor of The Psychology of Multiculturalism in the Schools: A primer for practice, training, and research. Her research, teaching, and clinical work focus on culturally competent service delivery and resilience in children and adolescents from a cultural perspective.

Kathleen King, MEd, CAGS, PhD candidate, Arizona State University, Tempe

Kathleen King is an experienced school psychologist who leads the professional learning work at the National Center for Culturally Responsive Educational Systems and NIUSI-Leadscape. She is engaged in the national discourse on culturally responsive RTI practices. Ms. King is currently exploring how concepts of difference impact students who are culturally and linguistically diverse and their opportunities for post-secondary education.

Elizabeth Kozleski, EdD, Arizona State University, Tempe

Elizabeth Kozleski is a Professor at Arizona State University and holds the UNESCO Chair for International Inclusive Education Research. Currently, Dr. Kozleski directs the National Center for Culturally Responsive Educational Systems, the National Institute for Urban School Improvement (NIUSI), and NIUSI-LeadScape. Her research interests include equity and systems change.

Matthew Lau, PhD, NCSP, Minneapolis Public Schools, Monticello, MN

Matthew Lau works in the Minneapolis Public Schools as a bilingual school psychologist. In the district, he has taken a leadership role to provide training and consultation with other psychologists and school staff members regarding assessment issues with culturally and linguistically diverse students. He also provides training and support to general and special education staff on the district’s alternative assessment and problem solving model, which is designed as a best practice approach to assessment and decision-making for diverse students in Minneapolis. Dr. Lau is also a contributing author in The Psychology of Multiculturalism in the Schools: A Primer for Practice, Training and Research.

Richard A. Lieberman, NCSP, Los Angeles Unified School District, CA

Richard A. Lieberman, NCSP coordinates the Suicide Prevention Unit for the Los Angeles Unified School District and he is a lecturer in the Graduate School of Education at Loyola Marymount University. He is co-author of NASP’s School Crisis Prevention and Intervention: the PREPaRE Training Model and numerous book chapters and articles on the topics of self-injury in youth, suicide prevention and school crisis intervention. He is current chair of NASP’s National Emergency Assistance Team.

Amanda B. Nickerson, PhD, NCSP, University of Albany, NY

Amanda B. Nickerson is Assistant Professor at the University at Albany, SUNY, past coordinator of the NASP Crisis Management in Schools Interest Group and serves on the Advisory Committee on Campus Security. She has published in the areas of school crisis prevention/intervention, emotional/behavioral disorders, and family and peer relationships.

Deborah Peek Crockett, PhD, NCSP, School Psychologist, Fayette County, GA

Deborah Peek Crockett is a practicing school psychologist is Fayette County, GA where she serves as Lead School Psychologist and Graduation Coach for a school that specializes in dropout prevention for at-risk high school students. Among her many accomplishments, Dr. Crockett served as the first African-American president of the National Association of School Psychologists and the Georgia Association of School Psychologists. She has been the recipient of numerous awards and honors for her contributions to the profession of school psychology including School Psychologist of the Year and the Lifetime Achievement Award, both presented to her by the Georgia Association of School Psychologists. For many years, Dr. Crockett has been a driving force behind the NASP ERT Minority Scholarship Program, which is designed to provide financial assistance to minority candidates who are entering the field of school psychology.

Shirley Pitts, MS, NCSP, Chicago Public Schools, IL

Shirley Pitts is a practicing school psychologist and former special education teacher for the Chicago Public Schools. Ms. Pitts currently serves as the NASP Delegate from Illinois and continues as Convention Co-Chair for the Illinois School Psychologists Association. She is trained in both the PREPaRE and NOVA models and currently serves as a member of the NASP National Emergency Assistance Team (NEAT). Ms. Pitts has “hands-on” experience in crisis prevention and intervention, and was part of the response effort following Hurricane Katrina in the Gulf Coast.

Fredric Provenzano, PhD, NCSP, University of Washington, Seattle

Fredric Provenzano is a licensed psychologist and school psychologist in private practice. He is an affiliate Clinical Instructor in the School Psychology training program at the University of Washington and former president of the Washington Association of School Psychologists. Dr. Provenzano has held many leadership positions within  NASP over the years and currently serves as the Delegate from the State of Washington and the Western Region Delegate to the NASP Ethics Committee.

Melissa Reeves, PhD, NCSP, Winthrop University, Rock Hill, SC

Melissa Reeves is a school psychologist, licensed special education teacher, licensed professional counselor, and adjunct lecturer at Winthrop University in Rock Hill. SC. She was a founding member of the Colorado Society of School Psychologists State-Wide Crisis Response Team and has experience responding to a variety of school crisis situations. She is also a former Colorado NASP Delegate and NASP Executive Council member. She has trained and consulted with numerous school districts across the country in regards to crisis PREPaREdness and response. She currently serves as chair of NASP's PREPaRE Workgroup. 

Karen Reivich, PhD, University of Pennsylvania, Philadelphia

Dr. Reivich is also an instructor in the Masters of Applied Positive Psychology program, in which she teaches a course on Positive Psychology and Individuals. She is a leader in the field of depression prevention, resilience, positive psychology interventions, and school-based intervention research. Together with Drs. Seligman, Jaycox, and Gillham, Reivich is a coauthor of the book The Optimistic Child, and she coauthored The Resilience Factor with Dr. Andrew Shatté. In addition, Dr. Reivich has a coaching practice and provides consultation to organizations around the themes of resilience, optimism, and strength development. Dr. Reivich completed her BA and her PhD at the University of Pennsylvania. Dr. Reivich's current work focuses on helping parents and educators promote well-being in children and adolescents. She is one of the lead authors of the Penn Resiliency Program for Adolescents and a parallel program for parents. During the past 15 years, she has been the Co-Director of studies of PRP, funded by the National Institute of Mental Health. She is also a coauthor of a high school Positive Psychology curriculum and a Co-Principal Investigator on a Department of Education-funded study of that curriculum. Dr. Reivich has conducted workshops and trainings for parents, educators, clinicians, and corporations throughout the US and internationally. She lectures extensively on the topics of resilience, optimism, and positive psychology. Dr. Reivich's scholarly publications have appeared in academic journals including Psychological Science, Journal of Early Adolescence, School Psychology Quarterly, Journal of Abnormal Child Psychology, and Journal of Consulting and Clinical Psychology. Dr. Reivich has also been featured in numerous consumer publications including The New York Times, USA Today, Parents Magazine and US News and World Report and has been a guest on several television programs including Oprah and Prime Time Live. Dr. Reivich puts her work to practice every day as the mother of four children, ages 10 (twins), 7, and 3!

George Sugai, PhD, University of Connecticut, Storrs
George Sugai is Carole J. Neag Endowed Professor in Special Education in the Neag School of Education at the University of Connecticut with expertise in behavior analysis, classroom and behavior management, school-wide discipline, function-based behavior support, positive behavior supports, and educating students with emotional and behavioral disorders. Dr. Sugai has been a teacher in the public schools, treatment director in a residential program, and program administrator. Dr. Sugai conducts applied school and classroom research and works with schools to translate research into practice. He is currently co-director (with Rob Horner) of the Center on Positive Behavioral Interventions and Supports at the University of Connecticut and University of Oregon, and Director of the Center on Behavioral Education and Research in the Neag School of Education.

Amanda Sullivan, MA, PhD candidate, Arizona State University, Tempe

Amanda Sullivan is an Equity Alliance Evaluation Coordinator at Arizona State University in Tempe, AZ. She researches equity in education and school psychology practice, with particular attention to minority disproportionality in special education and the impact of RTI on identification practice for students from diverse backgrounds. She is currently exploring state language policy and its impact on professional practice.

Melinda Susan, MA, NCSP, Sonoma State University, CA

Melinda Susan is a special education principal with Sonoma County Office of Education and adjunct faculty member in the counseling department at Sonoma State University. Melinda has been on the CASP board for eight years as a region representative and CPD/CATS chair. A NASP member since 1996, she is a PREPaRE trainer and workgroup member and Crisis Interest Group member. She has two articles in preparation for Helping Children at Home and School III.

Jim Wright, MS, School Psychologist, Tully, NY

Jim Wright is a highly acclaimed national presenter and author on topics related to Response to Intervention (RTI). He has worked for nearly 20 years in public education as a school psychologist and school administrator. He recently published The RTI Toolkit: A Practical Guide for Schools, which outlines for school administrators, teachers, and support staff the essential techniques, resources, and guidelines to successfully implement an RTI model. He also is the developer of www.interventioncentral.org, a premier website that provides valuable, free online resources for school psychologists and other educators.