Genetic and Acquired Disorders Current Topics and Interventions for Educators

Paul C. McCabe, Ph.D., NCSP, is an Associate Professor of School Psychology in the School Psychologist Graduate Program at Brooklyn College of the City University of New York. Dr. McCabe received his Ph.D. in Clinical and School Psychology from Hofstra University. He holds undergraduate degrees from University of Rochester and Cazenovia College. Dr. McCabe is a New York State certified school psychologist, New York State licensed psychologist, and a Nationally Certified School Psychologist (NCSP). Dr. McCabe serves on the editorial boards of several publications in school psychology and developmental psychology, and has consulted at state and national levels on issues of early childhood…  More assessment and best practices, pediatric issues in schools, and training in school psychology. Dr. McCabe conducts and publishes research in (1) early childhood social, behavioral, and language development and concomitant problems, (2) pediatric school psychology and health issues addressed by schools, and (3) social justice issues in training, especially training educators to advocate for gay, lesbian, bisexual and transgendered youth.  Less

Steven R. Shaw, Ph.D., NCSP is an Assistant Professor in the Department of Educational and Counselling Psychology at McGill University in Montreal, Quebec. Dr. Shaw received a Ph.D. in school psychology from the University of Florida. He has been a school psychologist since 1988 with clinical and administrative experience in schools, hospitals, and independent practice. He has conducted workshops and consulted with educational policy makers to address the needs of children with borderline intellectual functioning in the US, Canada, Pakistan, Moldova, Poland, India, and Egypt. Dr. Shaw conducts and publishes research in (1) behavior and language development in children with rare genetic…  More disorders, (2) resilience factors for children with risk factors for school failure, especially borderline intellectual functioning, and (3) pediatric school psychology and health issues addressed by schools.  Less