Category Archives: PAR Author

Arrange a PAR Workshop in Your Area!

Did you know that it’s easy to arrange a PAR-sponsored workshop in your area? Whether we send one of our Clinical Assessment Consultants to your location or train a multi-site group via a Webinar, we offer a host of training opportunities customized to meet your needs. PAR is even approved by the National Association of School Psychologists (NASP) and the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education credits.

To learn more about our workshops and Webinars, check out our workshop brochure.

 

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Are you attending the NCDA Global Conference?

Attending the National Career Development Association Global Conference in Denver? Make sure to stop by the PAR booth (#36-37) to see our newest products!

The Self-Directed Search (SDS) and the Working Styles Assessment (WSA) will be featured in a few presentations during the conference. Check your programs for room and time information. Don’t miss this opportunity to learn more about these two products!

#5-2 Holland Codes Change When Clients Have More Answer Options: The SDS With a 2– and 5–Point Likert Scale

Ever wondered if there was an advantage to the number of answer options on interest inventories? Why does the SDS have 2 answer options while the Strong has 5? Research will be presented on the implications of having 2 or 5 answer options on the Self–Directed Search (5th edition). Melanie Leuty and Erica Mathis, University of Southern Mississippi

#5-9 Once a Leader, Always a Leader? Examining the Trajectories of O*NET Work Styles across Career Stages

Workplace strengths and preferences are often developed and refined over the course of a lifetime. Work Styles, as measured by the Working Styles Assessment, are personal characteristics that affect job performance and satisfaction. Individual trajectories and differences in Work Style preferences during early, mid and late career stages are examined. Heather Ureksoy, PAR, Inc.

#5-4 Using a Career Course to Assist a Diverse Student Population in Exploring Careers and Imagining Future Possibilities

Understanding diverse student populations is necessary to becoming an effective practitioner. This presentation will share research on why students from varied ethnic groups choose to enroll in a career development course, how they differ in levels of negative thinking and shed light on Self–Directed Search constructs such as profile elevation and differentiation. Vanessa Freeman, Christine Edralin, and Emily Fiore, Florida State University

 

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The Feifer Assessment of Reading: Brain Science and the Response-to-Intervention Approach

What does the science of cognitive neuropsychology—brain research—have to say about why kids struggle to read? Plenty! But it can be very time-consuming for busy professionals to sift through the research, assess kids’ brain functioning, and choose interventions that target their specific needs. This is where the Feifer Assessment of Reading™ (FAR™), a new product from PAR, can help.

The FAR was developed using a brain-based educational model of reading. Research using neuroimaging techniques has clearly shown that specific neural networks in the brain are associated with different aspects of the reading process, such as phonemic awareness, fluency, decoding, and comprehension. This means that interventions for reading disorders vary depending on the specific dyslexic subtype of the individual reader.

Reading expert Dr. Steven Feifer developed the FAR to identify the four most common dyslexic subtypes: dysphonetic dyslexia, surface dyslexia, mixed dyslexia, and reading comprehension deficit. Comprising 15 subtests to measure highly differentiated aspects of reading, the FAR generates five index scores:

  • the Phonological Index, including phonemic awareness, decoding, and positioning sounds;
  • the Fluency Index, including orthographic processing plus both visual perception and verbal fluency;
  • the Comprehension Index, including semantic concepts, word recall, and morphological processing;
  • the Mixed Index (a composite of Phonological and Fluency Index scores); and
  • the FAR Total Index (a composite of all subtest scores).

Clearly, the science is there. But many districts use a Response to Intervention (RTI) approach, with teams of educators planning interventions for kids and monitoring progress to see what’s been most effective. Where does brain science come into play?

RTI is about looking at the evidence—the individual student’s reading behaviors—and designing interventions that address his or her specific needs. Evidence-based interventions require evidence-based assessments. The FAR allows practitioners to conduct an in-depth assessment that provides information about how a child learns and processes information—not a label.

The RTI approach has many strengths, but often it is not sufficient on its own to identify or diagnose a learning disability. Also, remediation strategies are too often “one size fits all” when they haven’t taken into account the reasons behind a student’s reading difficulties. The FAR can support RTI by identifying learning disabilities, thereby reducing the risk of delaying diagnosis or denying students’ eligibility for much-needed services. The included Screening Form is perfect for a quick assessment of student progress—it takes just 15 minutes to complete.

The FAR is designed to integrate cognitive neuropsychology research into the RTI approach, supporting RTI while filling some of the gaps—especially in terms of dyslexia identification and differentiation—that RTI can miss. The FAR offers solutions for school psychologists, reading specialists, and teachers—and most importantly, the potential for real improvements in student reading.

To learn more about the FAR, visit www.parinc.com.

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Meet the Authors of the ChAMP, PAR’s New Memory Assessment

ChAMP coverBased on the latest advancements in memory research, the Child and Adolescent Memory Profile (ChAMP) is a fast, easy-to-administer measure that covers both verbal and visual memory domains for young examinees ages 5 to 21 years. Recently we had a chance to catch up with Elisabeth M. S. Sherman, PhD, and Brian L. Brooks, PhD, pediatric neuropsychology experts and authors of the ChAMP.

PAR: What compelled you to want to develop a memory test?

Sherman and Brooks: At the heart of it, we’re primarily clinicians who work with kids, some of whom have severe cognitive problems. Most can’t sit through lengthy tests. We could not find a memory test for kids that was easy to give, accurate, and also quick. We really developed the ChAMP because there wasn’t anything else like it out there. We hope other users like using the ChAMP, too.

PAR: How have you used memory testing in your clinical work?

Sherman and Brooks: Memory is such an important part of success in school and life. As clinicians, we evolved from giving memory tests selectively, to giving them to most children we assess. Children may have different reasons for having memory problems (i.e., developmental or acquired), but capturing their memory strengths and weaknesses allows us to better understand how to help them. Interestingly, in working with very severely affected children with neurological conditions, we realized that some kids have intact memory despite devastating cognitive conditions. The ability to detect an isolated strength in memory really gives educators and parents something tangible to use in helping those children.

PAR: How has the experience of developing a memory test been different from your other projects?

Sherman and Brooks: Developing the ChAMP was an amazing opportunity to get into the nitty-gritty of test design, planning, and execution. A lot of our other work so far has focused on reviewing, evaluating, or critiquing tests (e.g., Elisabeth is a co-author of the Compendium of Neuropsychological Tests from Oxford University Press). In the development of the ChAMP, we realized quickly that it is much easier to critique tests than to create good tests. Creating the ChAMP was a humbling but exciting process for us. It was a great opportunity to put theory into practice, with all the challenges and benefits that brings. We are excited about the ChAMP, and hope other clinicians will be, too.

To learn more about the ChAMP, please visit www.parinc.com or call 1.800.331.8378.

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Reading to Infants and Young Children Important in Developing Reading Motivation

This week’s blog was contributed by PAR Author Adele Eskeles Gottfried, PhD. Dr. Gottfried is the author of the Children’s Academic Intrinsic Motivation Inventory (CAIMI). The study she describes in this blog is part of a broader investigation in which she examines the importance of home environment and parental stimulation on the development of children’s academic intrinsic motivation.

In a longitudinal study spanning 28 years, new research just published in Parenting: Science and Practice examined the long-term effect of children’s home literacy environment during infancy and early childhood on their subsequent reading intrinsic motivation and reading achievement from childhood through adolescence and their educational attainment during adulthood. This type of motivation, which is the enjoyment or pleasure inherent in the activity of reading, is found to relate to various aspects of children’s literacy behaviors.

Literacy environment was assessed from infancy through preschool using the amount of time mothers read to their children and the number of books and reading materials in the home. Analyzing the data using a statistical model, the study examined literacy environment as it related to children’s reading intrinsic motivation (measured with the Reading scale of the CAIMI) and reading achievement across childhood through adolescence and their educational attainment during adulthood. Results demonstrated that it was the amount of time mothers spent reading to their children—not the number of books and reading materials in the home—that significantly related to reading intrinsic motivation, reading achievement, and educational attainment. Specifically, when mothers spent more time reading to their children across infancy through early childhood, their children’s reading intrinsic motivation and reading achievement were significantly higher across childhood through adolescence. In turn, higher reading intrinsic motivation and reading achievement were significantly related to educational attainment during adulthood. These findings were found regardless of mothers’ educational level.

The implications for practice are clear: Reading to children during infancy and early childhood has significant and positive long-term benefits, and this information must be disseminated. Mothers, fathers, and other caregivers need encouragement and support to read to infants and young children, and they need to know what a difference it will make to children’s intrinsic motivation to read and learn.

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Now available: The new Child and Adolescent Memory Profile (ChAMP)

PAR is delighted to announce the publication of the new Child and Adolescent Memory Profile™ (ChAMP™) by renowned pediatric neuropsychology experts Elisabeth M. S. Sherman, PhD, and Brian L. Brooks, PhD.

The ChAMP is a research-based memory assessment specifically designed to be engaging and relevant to children, adolescents, and young adults ages 5 to 21 years. Covering verbal, visual, immediate, delayed, and total memory domains in a brief, easy-to-use format, the ChAMP takes about 35 minutes to administer—and its Screening Index takes only 10 minutes. With real-life scenarios and colorful stimuli that are appealing to young examinees, ChAMP subtests are focused on learning.  Intervention recommendations for both home and school are included. And especially important for very young examinees—or for those with motor impairments—the ChAMP does not require any motor responses.

On the technical side, the ChAMP allows for in-depth analysis and monitoring through discrepancy score analysis and reliable change scores; a base rate analysis of low scores, a strengths and weakness analysis, and a built-in validity indicator are also included. The ChAMP was standardized using a normative sample of more than 1,200 participants and validated on a large clinical sample including individuals with learning disabilities, ADHD, autism spectrum disorder, brain injury, and intellectual disability.

The ChAMP is an excellent value, with complete introductory kits available for just $385. To learn more or to place an order, visit www.parinc.com or give us a call at 1.800.331.8378. We’d love to hear from you!

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Get Ready, Orlando: PAR at NASP 2015!

Are you attending the National Association of School Psychologists (NASP) 2015 Annual Convention? Make sure you stop by the PAR booth (#500) to preview some of the products we will be introducing this year, including the Feifer Assessment of Reading™ (FAR™) and the Child and Adolescent Memory Profile™ (ChAMP™). Take advantage of special preorder pricing on these products, plus our special NASP discount of 15% off and free shipping on all orders placed at the convention!

Also, we will be demonstrating some of our newest tools to help school psychologists, like our interactive Training Portal, our newly updated PAR Toolkit app, and PARiConnect.

Three PAR authors will be presenting at NASP 2015, as well. Check your program to verify times and confirm locations:

  • On Wednesday, February 18, from 3:00 to 4:50 p.m. ET, Cecil Reynolds, PhD, will present, “The Reynolds Intellectual Assessment Scales-2 (RIAS-2): Development, Psychometrics, Applications, and Interpretation.”
  • On Thursday, February 19, from 10:00 to 11:20 a.m. ET, Steven Feifer, DEd, will present, “Integrating RTI with Cognitive Neuropsychology: A Scientific Approach to Reading.”
  • On Thursday, February 19, from 12:00 to 1:50 p.m. ET, Peter K. Isquith, PhD, will present, “Identifying Executive Function Intervention Targets and Measuring Outcomes.”

Hope to see you in Orlando!

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Richard Rogers Offers More Insight Into Miranda Law

PAR author Richard Rogers, PhD, ABPP, has written a new book, Mirandized Statements, meant to help both forensic psychologists and attorneys. The book, which Dr. Rogers coauthored with Eric Drogin, JD, PhD, ABPP, provides information on the different perspectives prosecutors and defense attorneys take when conceptualizing Miranda cases. Mirandized Statements also provides step-by-step instructions on how to conduct forensic evaluations in Miranda cases.

Furthermore, the book examines the use of psychological measures and specialized Miranda measures, helping psychologists to use empirically validated assessments in their analysis. Extensive appendixes allow readers to examine the Miranda warning used in a particular jurisdiction, with close attention paid to the use of legalese, formal language, and erudite wording.

Dr. Rogers is the author of the Structured Interview of Reported Symptoms, 2nd Ed. (SIRS-2), the Evaluation of Competency to Stand Trial™–Revised (ECST™-R), the Rogers Criminal Responsibility Assessment Scales (R-CRAS), and the Standardized Assessment of Miranda Abilities™ (SAMA™).

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The AAB Screening Form is Now Available on the PAR Training Portal

Want to learn more about the Academic Achievement Battery™ (AAB™)Screening Form? PAR’s Training Portal now offers a  free course on this new product. Whether you have already purchased the AAB Screening Form and want to learn more about this instrument or are looking for more information to help make your purchase decision, this training course will give you a quick overview of the product, explain what makes it unique, and give you insight into how it was developed.

To access the Training Portal, use your parinc.com username and password to log in. Don’t have a free account? Register now. Training courses are also available on the Vocabulary Assessment Scales™ (VAS™), the Test of General Reasoning Ability™ (TOGRA™), and the Reynolds Adaptable Intelligence Test™ (RAIT™). Training on the AAB Comprehensive Form will be available shortly, with more presentations coming in 2015.

 

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There’s More to Bruce Bracken

invisibleBruce A. Bracken, PhD is a respected psychologist and the author of numerous psychological tests, but did you know he is also a fiction writer? His second novel, Invisible, was published earlier this year.

Dr. Bracken’s novel explores the world of those who go through life largely unnoticed—those who feel invisible. Sometimes their invisibility is intentional, for example, among introverts who avoid attention and shun the limelight. More often, however, it is a not a choice, but rather an unwelcome reality for an underclass that includes panhandlers, the homeless, and the disfigured.

Invisible was recently named Book of the Month by the College of William & Mary, where Dr. Bracken is Professor of School Psychology and Counselor Education. Click here to see him discuss the idea behind his book.

Dr. Bracken is also the author of the Universal Nonverbal Intelligence Test™ (UNIT™), the Clinical Assessment of Behavior™ (CAB™), the Clinical Assessment of Depression™ (CAD™), the Clinical Assessment of Interpersonal Relationships™ (CAIR™), and the Clinical Assessment of Attention Deficit–Adult™ (CAT-A™) and Clinical Assessment of Attention Deficit–Child™ (CAT-C™).

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