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

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#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.

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

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.

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.

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.

SPP 193: Reimagining Mental Health: Process-Based Therapy

Join #psychedpodcast on Sunday! In this episode, Rebecca Comizio, a school psychologist and doctoral student in clinical psychology, introduces listeners to Process-Based Therapy (PBT), a groundbreaking approach reshaping the mental health field. School psychologists will gain insights into how PBT moves beyond traditional diagnostic frameworks to focus on the underlying processes driving individual challenges. By integrating biopsychosocial dimensions and using evidence-based techniques tailored to each student’s unique needs, PBT offers a flexible and personalized framework for fostering resilience and well-being. Whether you’re navigating complex student cases or seeking innovative strategies for intervention, this conversation will inspire you to rethink how change happens in therapy and education.

SPP 192: Sahaj Kaur Kohli and Infusing Culture into our Mental Health Conversations

#psychedpodcast is looking forward to learning from Sahaj Kaur Kohli!

https://sahajkaurkohli.com/about#about

Sahaj Kaur Kohli, MA.Ed&HD, LGPC, NCC is a practicing therapist, writer, and speaker on a mission to make mental health care more diverse, equitable, accessible, and inclusive. As the first in her family to do a lot of things — be born in the West, go to therapy, and marry outside of her religion/race/culture — Sahaj understands the unique struggles of children of immigrants, and she uses her personal experience to create original resources and content for this underserved population. As a therapist, Sahaj helps immigrant families, and adult children of immigrants identify their dominant stories — what they’ve been told, what they tell themselves — when it comes to feeling enough in their differing cultural identities. She also aims to mediate cultural brokering between loved ones to create healthier and more supportive relationships. Prior to becoming a therapist, Sahaj had a 6+ year career in journalism where she worked as a senior editor working closely with a diverse network of freelancers on a daily basis. In this role, Sahaj specialized in mental health and identity-driven content, particularly essays involving disability, mental illness, sexuality/gender, race, and culture. Sahaj’s passion lies at the intersection of narrative storytelling and mental health advocacy. Sahaj continues to write as a freelancer, and she has a weekly advice column with The Washington Post and has a book, But What Will People Say?, coming out in May 2024. In 2019, Sahaj founded Brown Girl Therapy, the first and largest mental health and wellness community organization for children of immigrants. Sahaj takes her role as a community advocate seriously, and through her career development, she has taken on additional roles as speaker, consultant, and educator. In 2024, Sahaj was named a Verywell Mind 25 Honoree. In her various positions, Sahaj aims to help others create healthier, more culturally inclusive relationships, workplaces, and lives.

https://sahajkaurkohli.com/brown-girl-therapy Founded by Sahaj Kaur Kohli, a mental health professional, Brown Girl Therapy aims to destigmatize mental health and promote bicultural identity exploration. The community of over 200,000 exists to remind children of immigrants that they deserve belonging and joy, to encourage growth in connection with others, and to decolonize mental health. Brown Girl Therapy is also a hub for inclusive mental health resources, original narrative storytelling, and intentionally created personal development workshops, discussion-based meetups, and events.

SPP 191: DBT to Honor Identities, Foster Belonging, and Support Validating Environments for All

#psychedpodcast is thrilled to have Dr. Thomas back for this discussion! https://www.cbc-psychology.com/cbc-staff/minu-thomas-psyd Minu Thomas, Psy.D. is Director of Consulting Services at CBC where she oversees a large team of trainers and consultants as well as trains and consults to numerous schools, agencies and organizations nationally. She is a licensed psychologist in New York, certified school psychologist in New York and New Jersey, and holds a Diplomate in School Neuropsychology. Dr. Thomas has worked in a range of school settings in New Jersey and New York for the past 15 years as a school psychologist and Chairperson for the Committee on Special Education and Section 504. Most recently, Dr. Thomas was the Director of Pupil Personnel Services. Dr. Thomas has participated in hundreds of Individualized Education Plan (IEP) and Section 504 meetings in both New York and New Jersey with an extensive understanding of IDEA and OCR regulations. While a school psychologist, she served as DBT Team Leader among many other responsibilities there.

Dr. Thomas received a B.S. in psychology from Rutgers University. She received her M.S.E.d in school psychology at Queens College, and educational leadership at Bank Street College of Education. Additionally, she received her Doctor of Psychology degree at the Philadelphia College of Osteopathic Medicine. Her doctoral dissertation was “Program Evaluation of an Executive Functions Intervention at a Middle School Setting” and her master’s thesis was on “Multicultural Competence of School Psychologists and its Effect on Appropriate Service Delivery to Culturally and Linguistically Diverse Students and Their Families.” Dr. Thomas has supervised trainees at the masters and doctoral levels and was previously an adjunct professor at Rutgers University and Iona College. In these various roles, Dr. Thomas has chaired multiple committees, participated in and led numerous professional learning experiences on a wide variety of topics, initiated and supported many broad-based program development projects. She has worked extensively with students, parents, faculty members, administrators, and practitioners about special education, mental health, curriculum and instruction, and diversity, equity and inclusion. Dr. Thomas was instrumental in the implementation of comprehensive school-based DBT and creating a scope and sequence for the universal lessons. She has created and taught an online course on DBT and Diversity, Equity, Inclusion as well as Action Research courses for K-12 educators. Dr. Thomas has conducted district-wide training on multi-tiered systems of support, positive behavior supports, resilience, executive functioning, inclusion, diversity, belonging, & equity.

Dr. Thomas is passionate about supporting the mental health of children and their families through a strength based and culturally responsive lens.

SPP 190: Motivational Interviewing with Dr. Molony

#psychedpodcast is excited to have Dr. Moloney back! Dr. Terry Molony is a former School Psychologist of Year, case-manager and school psychologist in Cherry Hill School District, and Assistant Clinical at the Philadelphia College of Osteopathic Medicine (PCOM). Dr Molony brings a vast school base and counseling experiences through her long-time work in the field and her ability to infuse mindfulness and positive psychology in work. She is an assistant clinical professor in clinical psychology at PCOM.

SPP 189: Supporting Parents of Students with ADHD

#psychedpodcast is pleased to speak with Dr. Christina Danko! https://umdadhd.org/christina Dr. Christina Danko is an Assistant Research Professor at the University of Maryland, College Park. Dr. Danko completed her Ph.D. in Clinical Psychology, Child track, at DePaul University in 2014 and completed a clinical postdoctoral fellowship at Mt. Washington Pediatric Hospital in 2015. Dr. Danko’s research interests focus on the effectiveness of evidence-based treatments for families with young children and understanding the mechanisms of change in these treatments. Dr. Danko’s research interests also include developmental psychopathology, parent-child relationships, and the dissemination and implementation of evidence-based interventions.

Here is the 30% off discount code for listeners: ASPROMP8