Drawn from a pool of talented scholars and researchers from all over the
country, three new faculty have joined the COE: Dr. Nanette S. Fritschmann, Dr. Robin L. Hojonoski, and Ms. Amanda Marie Kloo.

Dr. Nanette Fritschmann joins the COE faculty from The University of
Kansas, Lawrence, where her research has focused on K-12 reading, learning, and teaching strategies for students with learning disabilities. The recipient of a number of awards and scholarships, Dr. Fritschmann has also co-authored several publications. With Master's degrees in both education and business administration, Dr. Fritschmann offers a wide variety of perspectives to the Special Education program.

Dr. Robin Hojnoski left her position at The University of Memphis to
become a member of the School Psychology program. The co-author and
presenter of numerous articles, Dr. Hojnoski's specialty is language and
literacy intervention in early childhood development. Educated in
Massachusetts, Dr. Hojnoski received her Bachelor's degree from Smith
College; her Master's degree from Tufts University; and her Ph.D. in School Psychology from the University of Massachusetts at Amherst.

Dr. Amanda Marie Kloo brings her interest in literacy and theatre arts to
the Special Education Program. Dr. Kloo has been the Project Coordinator of a collaborative effort between the University of Pittsburgh and Lehigh
University developing and instituting school-wide models for the progress
monitoring of reading achievement in PreK through fourth grade students in two PA public school districts. She has been involved in projects in
Pittsburgh and New York City with Columbia Teachers College, Dr. Kloo brings a wealth of urban experience to the Special Education program.

BISHOP CHOSEN AS OUTSTANDING REVIEWER FOR TOP EDUCATIONAL TECHNOLOGY JOURNAL

Dr. MJ Bishop, Frank S. Hook Assistant Professor of Educational Technology, has been selected for the 2005 outstanding reviewer for the development side of Educational Research and Development (ETR&D), one of the top journals in the field of educational technology. The designation, based on quality of reviews and timeliness in evaluating journal submissions, is given to two reviewers each year: one for the development side and one for the research side of the journal. Bishop has published articles in ETR&D and has been reviewing for the journal since 2001.

LEHIGH LANDS TWO IN TOP 20

In one of the most comprehensive studies conducted in the field of school
psychology, Lehigh University came out a winner. That's because two of the top 20 most productive authors in the field are College of Education
faculty. Drs. Ed Shapiro and George DuPaul ranked 7th and 8th, respectively, both authoring more than 20 articles between 1991 and 2003. In addition, two Lehigh graduates, Dr. Christopher Skinner of University of Tennessee-Knoxville and Dr. John Hintze, University of Massachusetts-Amherst also made the survey, demonstrating that four of the nation's most prolific and respected researchers in the field of school psychology have affiliation with Lehigh's College of Education. "Students who apply and come to Lehigh's school psychology program are among the nation's most impressive and competitive applicants. Such rankings reinforce the notion that we attract some incredible students who help the faculty remain as strong as we've been," explained Shapiro.

SPECIAL EDUCATION PROFESSORS WRITE BOOK ON DESIGNING A POSITIVE BEHAVIOR PLAN

Dr. Linda M. Bambara and Dr. Lee Kern, professors of Special Education,
recently wrote a book for school based and pre-service professionals on
positive behavior support (PBS). Individualized Supports for Students with
Problem Behaviors, provides detailed information on how to design individual behavior support plans for students consistent with requirements of the Individuals with Disabilities Education Act (IDEA' 97). Specifically, it presents clear rationale and step-by-step guidelines for designing positive behavior support (PBS) plans and is a much-needed resource to assist special education professionals. Practical and comprehensive, this book focuses on the nuts and bolts of designing positive behavior support plans for students with such disabilities as mental retardation, autism, learning disabilities, and emotional/behavioral disorders. Strategies are provided for addressing individual behavioral problems at all levels of severity. Filled with illustrative examples, the book shows how to conduct a functional assessment and develop an overall support plan, using a t e a m - b a s e d approach. Of particular utility, chapters detail specific types of interventions that could be included in the plan: antecedent interventions, alternative skills training, responses to problem behavior, long-term supports, home-based strategies, and more. Featuring self-check questions to facilitate learning and problem solving, this is an invaluable classroom text and professional guide. According to Dr. Edward Carr, a professor at the State University of NY at Stony Brook, "this exceptional book answers the question of how to be effective with students who have serious behavior challenges. Written by some of the leading practical thinkers and problem solvers in the field, this volume is the best source of ideas and strategies currently available for dealing with issues related to problem behavior in educational settings."

PROPOSAL FUNDING GRANTED FOR STUDY ON CHILDREN WITH ADHD: LONG-TERM EFFECTS OF PSYCHOSOCIAL INTERVENTION

Several faculty of the College of Education at Lehigh University received
funding to continue investigations of interventions for children with
attention-deficit hyperactivity disorder (ADHD) from the Pennsylvania
Department of Health, Health Research Formula Fund. The principal
investigator of the project is George DuPaul, Professor of School Psychology and Associate Chairperson of Education and Human Services; co-principal investigators are Asha Jitendra, Lee Kern, and George White. They will study ADHD children across preschool, elementary school and middle school settings. The overall expected outcome is that children with ADHD who receive early intervention and/or school-based treatment will show enhanced school performance and behavioral functioning compared to those children who receive less intensive treatment.