Student Presentations and Publications

Student Presentations at Professional Conferences

Manzer, K., Evans, K., & Powers, K. (2011). Data displays for problem solving consultation with secondary mathematics teachers. Paper presented at the National Association of School Psychologists Annual Convention. San Francisco, CA.

Powers, K., Hagans, K., & Leondard, A. (2011). Evidence-based academic and behavioral interventinos. Paper presented at the Second International Conference on School Psychology in Vietnam: Promoting School Psychology Research and Practice. Hue, Vietnam.

Quick, M., Brown, T., & Gamble, B. (2011). Mental health dissemination in schools. Paper presented at the Second International Conference on School Psychology in Vietnam: Promoting School Psychology Research and Practice. Hue, Vietnam.

Hagans, K.S., Monaghen, B., & Manzer, K. (2010, March). Promoting student competence in algebra at the middle school level.   National Association of School Psychologists, Chicago, IL.

Velasco, V. & Powers, K. (2010). Efficacy of Touch Math for teaching addition skills to Kindergarten students. National Association of School Psychologist Annual Convention, Chicago, IL.

Powers, K., Cordova, M. (2009). The impact of individual teachers on student engagement. National Association of School Psychologist Annual Convention, Boston, MA.

Rhime, W. J. & Powers, K. (2009). Advancing research on brief experimental analysis. National Association of School Psychologist Annual Convention, Boston, MA.

Sidhwa, V.,Hagans, K., & Gamble, B. (2008, February). Trends in access to the general education curriculum from 1990-2005. Paper presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Hagans, K., Brown, B., & Workman, L. (2008, February). Consultation in preschools: Increasing teachers’ implementation of effective literacy instruction. Paper presented at the annual meeting of the National Association of School Psychologists, New Orleans, LA.

Miller, M., & Powers, K. (2007). The efficacy of two interventions for transitioning students with disabilities to adulthood.  National Association of School Psychologist Annual Convention, New York, NY

Balandran, J. & Powers, K. (2004). Enhancing the transition planning process of students with disabilities. California Association of School Psychologists Annual Convention, Burlingame, CA and theNational Association of School Psychologists Annual Conference, Houston, TX

Lynch, M., Powers, K., Hagans-Murillo, K., (2004). The Impact of problem-solving pre-referral interventions on student achievement. National Association of School Psychologists Annual Conference, Houston, TX and California Association of School Psychologists Annual Convention, Burlingame, CA

Balandran, J. & Powers, K. (2004). Enhancing the transition planning process of students with disabilities. National Association of School Psychologists Annual Conference, Houston, TX and California Association of School Psychologists Annual Convention, Burlingame, CA

Balandran, J. & Powers, K (2003). Transition planning and K-16 partnerships. K-16 Partnership Conference, California State University, Long Beach.

Balandran, J. & Powers, K. (2003). Multicultural aspects of transition planning for high school students with low incidence disabilities. California Association of School Psychologists Annual Convention, Los Angeles, CA

Student Publications

Powers, K. & Mandal, A.  (2011). Assessments, data-based decision making and interventions for non-responders. Contemporary School Psychology, 15, 21 – 33.

Powers, K., Hagans-Murillo, K. S., & Miller, M. (2007). Using response-to-intervention strategies to promote transition from special education services. In S. Jimerson, A.VanDerHayden, & M. Burns  Handbook of responsiveness to intervention: The science and practice of assessment and intervention (418-427). New York, NY: Springer Science Inc.

Powers, K., Gil-Kashiwabara, E., Powers, L., Geenen, S., Balandran, J., & Palmer, C. (2005). IDEA Mandates and Effective Transition Planning Practices in IEPs.Career Development for Exceptional Individuals, 28(1), 47-59.