School Psyched!

SPP 203: AI Updates with Dr. McClure

#psychedpodcast is thrilled to have Dr. McClure back! Join us as we get our AI fix

https://www.schoolpsych.ai/

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP 202: Discussions with Psyched Podcast

Join us to touch base! We have a couple things to chat on including the upcoming NASP convention, reflecting on black history month and the amazing black scholars in our field, some good news from Rebecca, and maybe some thoughts on SLD assessment!

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP 201: Revised 2025 IDA Definition of Dyslexia

#psychedpodcast is honored to have Dr. Catts back on to get us up to speed on the new dyslexia definition!

https://fcrr.org/person/hugh-catts

Dr. Catts’ research interests include the early identification and prevention of language-based reading disabilities. He is currently involved in three longitudinal investigations related to early identification. In one project, he and his co-investigators are developing and evaluating a multivariate longitudinal assessment designed to screen for dyslexia and other language and literacy difficulties. This project is funded through a subcontract from Harvard U/MIT. In a related project, funded by a subcontract from University of California San Francisco, he and colleagues are validating a screening assessment to identify children at risk for dyslexia in the State of California. In another project, he is working with colleagues in the Psychology Department to identify and follow approximately 250 toddlers with a family history of dyslexia and/or language impairment. This project, funded by NIH as part of the Florida Learning Disabilities Research Center, uses child, familial, and environmental data to model the co-development of language and pre-literacy skills and their relationship to the emergence of early reading achievement. In addition to these projects, he continues to work with colleagues and students on projects related reading comprehension development and disorders.

https://pubmed.ncbi.nlm.nih.gov/38194056/

See our last episode with Dr. Catts here: https://www.youtube.com/live/azriP2g96LY?si=qJrOqyE8QqyQQ-zj

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP 200: Educational Diagnosticians Advocating for Evidence Based Practices

Join #psychedpodcast as we chat with the amazing folks from the Educational Diagnosticians Clubhouse and podcast!

https://educationaldiagnosticians.com/about Mahnaz Pater-Rov has been in education for over 25 years with 19 years of experience as an Educational Diagnostician. She is pursuing her PhD in Special Education at Texas Woman’s University. She has an interest in following and disseminating research and public policy regarding the assessment of students with learning disabilities. She’s channeled this interest into hosting several interviews with various well-regarded researchers in the field on a platform called Clubhouse, and a related podcast. Over the last 4 years, she’s gathered almost 2000 followers on the Clubhouse app and several hundred others who listen to the podcast. Her dissemination work has been recognized by the Institute of Educational Sciences and the Texas Education Agency Special Education Department.

Amy Smith brings 35 years of special education experience to the conversation, including 29 years as an educational diagnostician as a practitioner, supervisor, and now regional evaluation consultant. She works at Region 10 Education Service Center in the Dallas–Fort Worth area, where she supports diagnosticians and their leaders through professional development and technical assistance. A lifelong learner at heart, Amy is passionate about ensuring students receive a comprehensive evaluation that leads to the education they deserve—and about sharing that knowledge with her colleagues. Inspired by Nazzie, she’s excited to give back to the field as a moderator on Educational Diagnosticians on Clubhouse.

Click to access 2025-Pater-Rov-Tagged.pdf

http://www.educationaldiagnosticians.com https://pod.link/1629058475?view=apps&sort=popularity

https://ies.ed.gov/learn/blog/educational-diagnostician-promotes-knowledge-ies-supported-research-measurement-and-interventions

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP 199: Adult Focused Interventions for Children

Join #psychedpodcast for this conversation! https://psychology.nova.edu/faculty/profile/reitman.html David Reitman, Ph.D. is a Professor of Psychology at Nova Southeastern University’s College of Psychology and the Director of the ADHD Assessment Consultation and Treatment (AACT) Program. He received his doctoral degree in clinical psychology from the University of Mississippi in 1995 and began teaching at NSU in 2001 after 6 years at Louisiana State University. Dr. Reitman is the author of more than 50 publications concerned with the assessment and treatment of child behavioral problems, and discipline practices. He serves on the editorial board of several journals concerned with child behavior therapy and behavioral disorders, and has edited 2 books concerned with child assessment. Dr. Reitman has also served as consultant to the Children’s Services Council of Broward County. For the past 20 years, Dr. Reitman has served as the Director of Project RISE, an “out-of school” quality improvement effort funded by the Children’s Trust of Miami Dade County.

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP 198: Math Reform, Evidence, and Advocacy: Lessons from New York’s Science of Math Crisis

Content starts about 15 minutes in.

#psychedpodcast is excited to chat with Dr. Benjamin Solomon, professor in school psychology at the University of Albany, as he advocates against New York’s misguided plan for math instruction.

Petition: https://sites.google.com/view/retract-ny-math-briefs/sign-the-petition?authuser=0

https://nypost.com/2025/10/18/us-news/new-ny-state-math-guidelines-tell-teachers-to-stop-grading-kids-on-speed-solving-problems-because-it-causes-math-anxiety/

https://www.city-journal.org/article/new-york-students-math-scores-numeracy-initiative-briefs

https://www.families4newyork.com/p/the-ny-math-briefs-are-critically

https://www.edweek.org/teaching-learning/new-york-citys-new-curriculum-gets-caught-in-the-math-wars/2025/02

https://www.albany.edu/education/faculty/benjamin-g-solomon

Dr. Solomon joined the faculty in 2015. Prior to joining University at Albany, he was on the faculty at Oklahoma State University where he co-directed the OSU School Psychology Center and helped facilitate implementation of statewide Response to Intervention. His primary research interests include experimental methods and statistics, intervention efficiency/instructional time, and curriculum-based measurement. Dr. Solomon teaches the assessment sequence as well as academic intervention. He also directs New York’s Technical Assistance Partnership for Academics at UAlbany, which works closely with the state’s educational department to promote best practice in academic assessment, instruction, and intervention for students with disabilities.

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP 197: AI, Ethics, and Current Research Updates

#psychedpodcast is excited to have Dr. Lockwood back to help us keep an eye on AI. Scroll down to see some articles related to the discussion.

https://www.kent.edu/ehhs/spsy/dr-adam-lockwood https://lockwoodconsulting.net/about

https://lockwoodconsulting.net/blog/category/AI+Ethics Adam B. Lockwood, Ph.D., is an Associate Professor of School Psychology at Kent State University. Adam received his Ph.D. in School Psychology from Northern Arizona University. He also completed a pre-doctoral internship through the Louisiana School Psychology Internship Consortium, as well as a Leadership Education in Neurodevelopmental and Related Disabilities (LEND) post-doctoral psychology fellowship at the University of Kansas Medical Center. Before moving to Ohio, Adam worked as a school psychologist in California and served as a faculty member in the Psychology Department at Western Kentucky University. He has a passion for working with individuals with autism and their families, as well as with Native American stakeholders. Adam’s current research focuses on the role of artificial intelligence in psychological and educational practice. Additionally, Adam serves on NASP’s Artificial Intelligence Taskforce and the Ohio School Health Services Association’s AI/Teletherapy Task Force.

https://claude.ai/public/artifacts/a2f46959-33f4-4d5c-8aa5-df9812b89ab0

https://claude.ai/public/artifacts/1d8862db-e1ee-463d-b6b2-c3807d281799

https://lockwoodconsulting.net

https://www.linkedin.com/in/adam-b-lockwood

https://www.facebook.com/profile.php?id=61559517393918

https://lockwoodconsulting.net/video-game

Lockwood, A., Farmer, R., *Shergill, G., Benson, N., Gilbert, K. (in press). Human vs. machine: Comparing AI-generated and human-written psychological reports. Journal of Psychoeducational Assessment.

https://osf.io/preprints/psyarxiv/kea8t_v1 Farmer, R, Lockwood, A., Goforth, A., & Thomas, C. (2024). Artificial intelligence in practice: Opportunities, challenges, and ethical considerations. Professional Psychology: Research and Practice. 56(1), 19–32. doi.org/10.1037/pro0000595

Lockwood, A., Dillon, C. Farmer, R., & Kubick, R. (2025). Adoption and ethics of AI in school psychology in the 2024-2025 school year: A statewide survey of Ohio practitioners. The Ohio School Psychologist. 69(3). 12-25.

https://doi.org/10.13140/RG.2.2.33499.07209 Farmer, R., Lockwood, A., Floyd, R., & *Sisco, A. (2025). How are school psychologists using artificial intelligence in 2024? A descriptive study. PsyArXiv

https://osf.io/preprints/psyarxiv/cf2m3_v1 Lockwood, A. Brown, J. (2025). Mitigating AI bias in school psychology: Toward equitable and ethical implementation. PsyArXiv. https://osf.io/preprints/psyarxiv/mh4rj_v1. Lockwood, A., Newman, D. S., *Mossing, K.W., *Glubzinski, A., & *Cohen, E. (2025). Human vs. machine: A comparative analysis of qualitative coding by humans and ChatGPT-4. PsyArXiv. https://osf.io/preprints/psyarxiv/8g36r_v1 Lockwood, A., & Castleberry, J. (2024). Examining the capabilities of GPT-4 to write an APA-style school psychology paper. Contemporary School Psychology. doi.org/10.1007/s40688-024-00500-z

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP 196: Assessing Written Expression and Writing Skills with Dr. Harris

#psychedpodcast is so happy to welcome back Dr. Karen Harris! We will be getting some updates on her latest research and also diving into evidence based writing assessment.

https://www.guilford.com/author/Karen-R-Harris Karen R. Harris, EdD, is the Mary Emily Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University, and a former general and special education teacher. Her research focuses on theoretically based interventions for the development of academic and self-regulation abilities among at-risk students and those with disabilities, as well as effective models of inservice teacher preparation for writing instruction for all students. She developed the Self-Regulated Strategy Development model of strategies instruction. The former editor of the Journal of Educational Psychology, Dr. Harris is coauthor or coeditor of several books and over 200 peer-reviewed publications. She is a recipient of the Distinguished Researcher Award for special education research from the American Educational Research Association and the Career Research Award from the International Council for Exceptional Children.

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP 195: From Retained to Resilient with Dr. Gary Schaffer

From Retained to Resilient: Living with Disabilities, Defying the Odds, and Redefining School Psychology Practice Please join #psychedpodcast for this informative conversation! In this episode of School Psyched! Podcast, Dr. Gary E. Schaffer joins School Psyched! Podcast to share his experiences navigating the educational system as a student with ADHD, a learning disability, and a physical disability. Now a school psychologist, mental health counselor, and assistant professor of School Psychology at Niagara University, Dr. Schaffer reflects on how early educational experiences—including academic retention, public disclosure of his disability, and lowered expectations—shaped his personal and professional path to challenging systemic barriers in education. The conversation explores the challenges of accessing equitable support in both K–12 and higher education, including ableist policies, bias in standardized testing, and institutional barriers within graduate training and outside of it. Dr. Schaffer also discusses the importance of advocacy, mentorship, and systemic change in the field of school psychology. This episode offers a candid and thoughtful examination of disability, persistence, and the need for inclusive practices in education and psychology. It is intended for educators, practitioners, students, and anyone interested in understanding the lived realities behind disability advocacy and reform.

Biography: Growing up as a struggling student with Attention-Deficit Hyperactivity Disorder and a learning disability, Gary E. Schaffer, PhD, has dedicated his professional life to helping all learners succeed. After earning his bachelor’s degree in special education and English, Gary went on to obtain a PhD in school psychology and become both a school psychologist and a clinical mental health counselor. Before obtaining his PhD, Gary practiced as a school psychologist in school, hospital, and state agency settings for over a decade, primarily working with diverse learners and individuals with developmental disabilities. Currently, Gary is a full-time Assistant Professor at Niagara University, where he teaches graduate students in school psychology and counseling. He has authored numerous scholarly articles, books, book chapters, and programs on topics such as COVID-19, MTSS, autism, disability advocacy, and school psychology leadership, and he has consulted and presented nationally on these subjects. His two most recent books, published by SAGE and Routledge, are Multi-Tiered Systems of Support: A Practical Guide to Preventative Practice and Implementing Universal Social-Emotional Programs: A Step-by-Step Guide for Schools. He also offers consultation and presentations on Multi-Tiered Systems of Support and best practices in prevention under three-tiered frameworks, such as RTI and SWPBS.

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/

SPP 194: Using Assessment & Evaluation Data to Select and Adjust Math Interventions

#psychedpodcast is excited to have Dr. Poncy and Dr. Duhan back to talk more math! Join us to help drive the conversation! Potential topics include the instructional hierarchy core interventions, the importance of reinforcement/feedback to enhance learning rates, and the role of dose and treatment intensity to support decision making.

https://brianponcy.wixsite.com/mind Brian C. Poncy, PhD., is an Associate Professor in the College of Education at Oklahoma State University. He is a recipient of the 2005 Outstanding Dissertation Award from Division 16 (School Psychology) of the American Psychological Association and the School Psychology Review 2015 Honorable Mention Article of the Year. Dr. Poncy’s research focuses on academic interventions and behavioral principles of learning, specifically in the area of mathematics. He teaches classes focusing on the design, selection, implementation, and evaluation of academic interventions and single-case research designs. He has published approximately 20 research articles and book chapters.

Gary J. Duhon, Ph.D., is currently a Professor and Director of Training for the School Psychology PhD program at Oklahoma State University. His areas of research include response to intervention, direct behavioral interventions, academic intervention techniques and increasing treatment integrity of teacher run interventions. Dr. Duhon received his doctoral degree from Louisiana State University. He has worked with individual districts in Oklahoma and Louisiana to enhance pre-referral intervention procedures in an effort to reduce over referral concerns and enhance student achievement. He has also assisted in the design and implementation of response to intervention models in Oklahoma school districts.

School Psyched Podcast! is made with Jetpack Podcast. Full show notes and every episode at https://schoolpsychedpodcast.wordpress.com/