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Jennifer Mascolo

Professional Background

Educational Background

Jennifer Mascolo, PsyD, NCSP, is a full-time lecturer in the graduate School Psychology program at Teacher's College, Columbia University.  Dr. Mascolo is also a nationally certified school psychologist and a licensed psychologist in New York and New Jersey.   Her research interests include intelligence, the relationship between academic and cognitive functioning, and assessing and intervening with specific learning disabilities.   Dr. Mascolo has coauthored three books, including the first and second editions of the Achievement Test Desk Reference and Essentials of the WJ III Tests of Cognitive Abilities as well as several book chapters and peer-reviewed journal articles focused on the using and interpreting specific cognitive and academic measures as well assessing, diagnosing, and intervening with specific learning disabilities.  Recent projects include an edited book on tailoring interventions for unique learners to be published as part of John Wiley's Essentials series.  

St. John's University (2000) MS, [School Psychology]

St. John's University (2002) PsyD, [School Psychology]

Scholarly Interests

Selected Publications

BOOKS

 

Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Mascolo, J. (2006).  The achievement test

desk reference (ATDR): A guide to learning disability identification, second edition.  Hoboken, NJ: John Wiley & Sons.

 

Schrank, F., Woodcock, R., Flanagan, D. P., & Mascolo, J. T. (2002).  Essentials of WJ III cognitive assessment.  New York:  John Wiley & Sons, Inc.

 

Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Mascolo, J. (2000).  The achievement test

desk reference (ATDR): Comprehensive assessment and learning disabilities.  Allyn & Bacon.

 

BOOK CHAPTERS

 

Flanagan, D. P., Alfonso, V. C., and Mascolo, J.T. (2011).  A CHC-based Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data Gathering Methods.  In D.P. Flanagan and V.C. Alfonso (Eds.) Essentials of Specific Learning Disability Identification.  New York: John Wiley & Sons, Inc.

 

Flanagan, D. P., Alfonso, V. C., Mascolo, J. T., & Hale, J. B. (2011).  The Wechsler Intelligence Scales for Children, Fourth Edition, in Neuropsychological Practice. In A. Davis (Ed.) Handbook of Pediatric Neuropsychology.

 

Mascolo, J. T. (2009).  Linking WISC-IV assessment results to educational strategies and instructional supports.  In D. P. Flanagan and A. S. Kaufman (Eds.) Essentials of WISC-IV Assessment.  New York: John Wiley & Sons, Inc.

 

Flanagan, D. P., & Mascolo, J. T. (2005).  A conceptual framework for LD determination.  In D. P. Flanagan and P. L. Harrison (Eds.) Contemporary intellectual assessment: Theories, tests, and issues (2nd Edition).  New York: Guilford.

 

Mascolo, J. T. (2004).  Use of the WISC-IV and WIAT-II within the context of a modern operational definition of learning disability.  In D. P. Flanagan and A. S. Kaufman (Eds.) Essentials of WISC-IV Assessment.  New York: John Wiley & Sons, Inc.

 

Mascolo, J. T. (2004).  Illustrative Case Reports (The Case of Ryan).  In D. P. Flanagan and A. S. Kaufman (Eds.), Essentials of WISC-IV Assessment.  New York: John Wiley & Sons, Inc.

 

Flanagan, D. P., Mascolo, J. & Genshaft, J. L. (2000).  A conceptual framework for interpreting intelligence tests for preschoolers.  In Bruce A. Bracken (Ed.), The psychoeducational assessment of preschool children (3rd ed.).  Boston: Allyn & Bacon.

 

DiGiuseppe, R. & Mascolo, J. (1999).  Thinking your way clean: Rational-emotive behavior therapy with a poly-substance abuser.  In E. Thomas Dowd and Loreen Rugle (Eds.), Comparative treatments of substance abuse.  New York: Springer Publishing Company. 

 

Mascolo, J. (1999). A WISC-III based Gf-Gc cross-battery interpretive report.  In Flanagan, D. P., McGrew, K. S., & Ortiz, S. O., The Wechsler Intelligence Scales and Gf-Gc Theory: A Contemporary Approach to Interpretation.  Boston:  Allyn & Bacon.  

grants

biographical information

Jennifer Mascolo, PsyD, NCSP, from Columbia University, Teacher's College, is a full-time lecturer in the graduate School Psychology program and a licensed psychologist in New York and New Jersey and Nationally Certified School Psychologist. Her research interests include intelligence, the relationship between academic and cognitive functioning, and assessing and intervening with specific learning disabilities. Dr. Mascolo has coauthored three textbooks, including the first and second editions of the Essentials of the WJ III Tests of Cognitive Abilities"as well as several book chapters and peer-reviewed journal articles.

principal publications

BOOKS

 

Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Mascolo, J. (2006).  The achievement test

desk reference (ATDR): A guide to learning disability identification, second edition.  Hoboken, NJ: John Wiley & Sons.

 

Schrank, F., Woodcock, R., Flanagan, D. P., & Mascolo, J. T. (2002).  Essentials of WJ III cognitive assessment.  New York:  John Wiley & Sons, Inc.

 

Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Mascolo, J. (2000).  The achievement test

desk reference (ATDR): Comprehensive assessment and learning disabilities.  Allyn & Bacon.

 

BOOK CHAPTERS

 

Flanagan, D. P., Alfonso, V. C., and Mascolo, J.T. (2011).  A CHC-based Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data Gathering Methods.  In D.P. Flanagan and V.C. Alfonso (Eds.) Essentials of Specific Learning Disability Identification.  New York: John Wiley & Sons, Inc.

 

Flanagan, D. P., Alfonso, V. C., Mascolo, J. T., & Hale, J. B. (2011).  The Wechsler Intelligence Scales for Children, Fourth Edition, in Neuropsychological Practice. In A. Davis (Ed.) Handbook of Pediatric Neuropsychology.

 

Mascolo, J. T. (2009).  Linking WISC-IV assessment results to educational strategies and instructional supports.  In D. P. Flanagan and A. S. Kaufman (Eds.) Essentials of WISC-IV Assessment.  New York: John Wiley & Sons, Inc.

 

Flanagan, D. P., & Mascolo, J. T. (2005).  A conceptual framework for LD determination.  In D. P. Flanagan and P. L. Harrison (Eds.) Contemporary intellectual assessment: Theories, tests, and issues (2nd Edition).  New York: Guilford.

 

Mascolo, J. T. (2004).  Use of the WISC-IV and WIAT-II within the context of a modern operational definition of learning disability.  In D. P. Flanagan and A. S. Kaufman (Eds.) Essentials of WISC-IV Assessment.  New York: John Wiley & Sons, Inc.

 

Mascolo, J. T. (2004).  Illustrative Case Reports (The Case of Ryan).  In D. P. Flanagan and A. S. Kaufman (Eds.), Essentials of WISC-IV Assessment.  New York: John Wiley & Sons, Inc.

 

Flanagan, D. P., Mascolo, J. & Genshaft, J. L. (2000).  A conceptual framework for interpreting intelligence tests for preschoolers.  In Bruce A. Bracken (Ed.), The psychoeducational assessment of preschool children (3rd ed.).  Boston: Allyn & Bacon.

 

DiGiuseppe, R. & Mascolo, J. (1999).  Thinking your way clean: Rational-emotive behavior therapy with a poly-substance abuser.  In E. Thomas Dowd and Loreen Rugle (Eds.), Comparative treatments of substance abuse.  New York: Springer Publishing Company. 

 

Mascolo, J. (1999). A WISC-III based Gf-Gc cross-battery interpretive report.  In Flanagan, D. P., McGrew, K. S., & Ortiz, S. O., The Wechsler Intelligence Scales and Gf-Gc Theory: A Contemporary Approach to Interpretation.  Boston:  Allyn & Bacon. 

 

 

PROFESSIONAL NEWSLETTER ARTICLES

 

Mascolo, J. (1998).  Acknowledging, understanding, and assessing the impact of children's exposure to community violence.  The School Psychologist, 52, (2), 1-72.

 

PEER-REVIEWED JOURNAL ARTICLES

 

Hale, J., Alfonso, V., Berninger, V., Bracken, B., Christo, C., Clark, E., Cohen, M., Davis, A., Decker, S., Denckla, M.,  Dumont, R., Elliott, C. Feifer, S., Fiorello, C., Flanagan, D., Fletcher-Janzen, E.,  Geary, D., Gerber, M., Gerner, M., Goldstein, S., Gregg, N., Hagin, R., Jaffe, L., Kaufman, A., Kaufman, N., Keith, T., Kline, F., Kochhar-Bryant, C., Lerner, J., Marshall, G., Mascolo, J., Mather, N., Mazzocco,  M., McCloskey, G., McGrew, K., Miller, D., Miller, J., Mostert, M., Naglieri, J., Ortiz, S., Phelps, L., Podhajski, B., Reddy, L., Reynolds, C., Riccio, C., Schrank, F., Schultz, E., Semrud-Clikeman, M., Shaywitz, S., Simon, J.,  Silver, L.,  Swanson, L., Urso, A., Wasserman, T., Willis, J., Wodrich, D., Wright, P., & Yalof, J. (in press).   Critical Issues in Response-To-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An Expert White Paper Consensus.  Learning Disabilities Quarterly

 

 

Flanagan, D. P., Kaufman, A. S., & Mascolo, J. T. (2005).  A review of the WISC-IV.  Journal of Psychoeducational Assessment.

 

 

DISSERTATION

 

Mascolo, J. (2001).  Interpreting cross-battery data from contemporary theory:  Cross-validation of the CHC model in a referred sample.  Unpublished doctoral dissertation, St. John's University.

 

 

MULTI-MEDIA PROFESSIONAL DEVELOPMENT PROGRAM

 

Mascolo, J. T. (2008).  Video Interview on Specific Learning Disabilities and Response to Intervention.  Interview segments appearing in Agora: The Marketplace of Ideas. Best Practices: Applying Response to Intervention (RTI) and Comprehensive Assessment for the Identification of Specific Learning Disabilities developed by D. P.Flanagan, A. S.  Kaufman, N. L. Kaufman, & E. O. Lichtenberger. (2008). [6-hour training program/DVD].

 

current projects

Essentials of Planning, Selecting and Tailoring Interventions for the Unique Learner

For Alan S. Kaufman and Nadeen L. Kaufman's "Essentials" Book Series with Wiley

Editors: Jennifer T. Mascolo, Dawn P. Flanagan, and Vincent C. Alfonso

professional presentations

Mascolo, J.T. (October, 2012).  Understanding and Intervening with Cognitive Ability Deficits in the Classroom and Beyond.  Presented to the New Jersey Association of Learning Consultants.  Long Branch, NJ.

Mascolo, J. T. (February, 2011).  Linking Asssessment to Instruction and Intervention: WIAT-III Advanced Interpretation.  Presented at Oyster Bay High School, Oyster Bay, NY.

 

Mascolo, J. T. (February, 2011).  WIAT-III Administration, Scoring, and Interpretation.  Presented at Oyster Bay High School, Oyster Bay, NY.

 

Kiraly, Z. & Mascolo J. T. (March, 2011). Effective Behavior Management in the Home Setting. Partnership Support Organization (PSO): Parent Training (PS20Q).

 

Mascolo J. T. & Kiraly, Z. (December, 2010). Executive Functioning and Classroom Implications. Partnership Support Organization (PSO): Teacher Staff Development (PS96).

 

Mascolo J. T. & Kiraly, Z. (November, 2010). Understanding and Intervening with Cognitive Ability Deficits in the Classroom. Partnership Support Organization (PSO): Teacher Staff Development (PS96).

 

Mascolo, J. T. (November, 2010).  Informing Writing Instruction and Intervention: Scoring and Interpreting the WIAT-III Writing Subtests.  Presented at Franklin Square School District, Franklin Square, NY.

 

Mascolo, J. T. (May, 2010).  WIAT-III Administration, Scoring, and Interpretation.  Presented at Oyster Bay High School, Oyster Bay, NY.

 

Mascolo, J. T. (April, 2010).  Differentiated Instruction.  Sponsored workshop through Fordham University Bronx Project: presented at St. Aloysius School, New York, NY.

 

Mascolo, J. T. (March, 2010).  Understanding Testing Accommodations.  Sponsored workshop through Parent-4-Parent Association and Fordham University Partnership Support Organization: presented at PS 209Q, Queens, NY.

 

Mascolo, J. T. & Kiraly, Z. (January and February, 2010).  Differentiated Instruction.  Sponsored workshop through Fordham University Bronx Project: presented at St. Augustine School, Bronx, NY.

 "font-size: 16px; ">Mascolo, J. T. (May, 2010).  Minnesota Department of Education Cross-Battery Pilot Staff "font-size: 16px; ">Cognitive Processing Webinar: Part III.  Invited presentation for the Minnesota State Department of Education.  Roseville, MN. 

 

Mascolo, J. T. (April, 2010).  Minnesota Department of Education Cross-Battery Pilot Staff
Cognitive Processing Webinar: Part II.  Invited presentation for the Minnesota State Department of Education.  Roseville, MN. 

 

Mascolo, J. T. (February, 2010).  Minnesota Department of Education Cross-Battery Pilot Staff Cognitive Processing Webinar: Part I.  Invited presentation for the Minnesota State Department of Education.  Roseville, MN 

 

Mascolo, J. T. (January, 2010).  Minnesota Department of Education Cross-Battery Pilot Staff Report Writing Webinar.  Invited presentation for the Minnesota State Department of Education.  Roseville, MN 

Mascolo, J. T. (November, 2009).  Overview of the Field of Cognitive Assessment and the WJ III Normative Update: Specific Learning Disabilities, Response to Intervention, and Linking Patterns of Strengths and Weaknesses to Instructional Interventions.  Presented at East Meadow High School.  East Meadow, NY.

personal news

HBSK 5280: Fieldwork in school psychological services

Permission required. Limited to second-year students in School Psychology. Must be taken concurrently with HBSK 6382-HBSK 6383. Supervised school-based experience in psychoeducational practice (two days per week for the entire academic year). Includes university-based supervision. Supervisory fee: $100 per semester.

HBSK 5378: Practicum in psycho-educational assessment of school subject difficulties

Covers the assessment of academic skills, especially reading and cognitive functioning. The administration, scoring, and meaningful interpretation of test performance are addressed. Students work in pairs with client.

HBSK 6380: Practicum in psycho-educational assessment with culturally diverse students

Permission required. Supervised experience in psychoeducational assessment, including observation, interviewing, and testing of children and youth from culturally diverse backgrounds; integration and interpretation of data. Consideration of intervention procedures. Students work with clients in the Dean Hope Center. Additional supervisory session required. Supervisory fee: $100. Materials fee: $50.

HBSK 6584: Seminar: school psychology consultation

In this course, students develop and practice basic skills in school consul-tation and counseling. Through readings, discussions, presentations, and role plays, students demonstrate an understanding of counseling theories and approaches, approaches to consultation, as well as practices consistent with professional ethics and legal standards. Students reflect on their own cultural background and acquire knowledge relevant to cross-cultural consultations.