Andrew Shanock

Andrew Shanock

Professor of School Psychology

Degrees

Ph.D.School PyschologyTemple University
MS. Ed. Counseling ServicesUniversity of Pennsylvania
B.A,PsychologySUNY Albany

Professional Experience

Dr. Shanock has been teaching at The College of Saint Rose since 2005 and is the chair of the School Psychology/Educational Psychology Department. He specializes in cognitive and academic assessment.

He brings to the classroom his years of experience as a school psychologist in public, parochial, and charter schools within urban, suburban, and rural districts.

Teaching Interests

Dr. Shanock’s primary interest is the continued development and understanding of contemporary assessment techniques including the Cattell-Horn-Carroll (CHC) Cross Battery. He promotes an awareness of what cognitive abilities tests actually measure and how cultural and linguistic loadings can impact performance and interpretation. He consults with districts and educational professional groups regarding policy and procedural issues the implementation of Response to Intervention (RtI) and Multi-Tiered Systems of Support (MTSS) models.

Dr. Shanock also collaborates with educational leadership teams in the development of Instructional Support meetings.

Research/Creative Works

PUBLICATIONS:

  • Sussman-Dawson, K., Shanock, A., & Perkins, C. (October 2022). You are not ‘just’ an early career school psychologist, you are a leader! NASP Communique, Vol 50 (9)
  • Ochs, S., Dixon, R., & Shanock, A. (2022). Moving Beyond the Status Quo: Challenges and Solutions to Address Shortages of School Psychologists. Submitted August 2022 to School Psychology Training and Pedagogy.
  • Shanock, A., Flanagan, D., Alfonso, V.C., & McHale-Small, M. (September 2021) Adopting PSW has a negligible effect on school budgets: Separating fact from fiction. Journal of Applied School Psychology.
  • Guiney, M., Malone, C., Paige, L. Z., Prus, J. Rossen, E., & Shanock, A (2019). Strategies to avoid program closure and promote the vitality of your school psychology program. Technical Assistance Brief. Bethesda, MD: National Association of School Psychologists
  • Schaffer, G.E. (2017). Nuts and bolts: Multi-tiered systems of support. A basic guide to implementing preventative practice in our schools and community. Shanock, A. & Kilanowski, L., (Eds.) Albany: New York Association of School Psychologists

PROFESSIONAL CONFERENCE PRESENTATIONS (peer reviewed proposals):

  • Shanock, A. & Lopez. D. (2023). English Learners: Language assessment consideration and specific interventions for reading. Florida Association of Speech Language Pathologists, Annual State Convention. Orlando, FL.
  • Shanock, A. & Lopez. D. (2023). English Learners: Language assessment consideration and specific interventions for reading. New York State Speech Listening Hearing Association, Annual State Convention. Saratoga, NY .
  • Shanock, A. (2023). Diagnosing and treating dyslexia in collaboration with school psychologists. South Carolina Speech Language Hearing Association, Annual State Conference. Charleston, SC.
  • Shanock, A. & Lopez, D. (2023). Collaborative Assessment with SLPs to Differentiate SLD and SLI. National Association of School Psychologists Annual Convention. Denver, CO.
  • Shanock, A. & Lopez, D. (2022). Assessment Considerations and Specific Interventions for Multilingual Children with Dyslexia. New York Association of School Psychologists, State Conference. Long Island, NY
  • Shanock, A. & Beck-Ojeda, A. (2022). Consideraciónes de Identification of Dyslexia en populaciones Bilingües y no Bilingües. California Association of School Psychologists, State Conference. Sonoma, CA
  • Shanock, A. (2022). SLPs and School Psychologist Collaboration: Identification and Treatment of Dyslexia. North Carolina Speech, Hearing, and Language Association Annual Convention. Durham, NC.
  • Engler, J., Alfonso, V. & Shanock, A. (2022). Examining the Quantitative Characteristics of Preschool Language Tests: Implications for Practice. American Educational Research Association, Annual Meeting. San Diego, CA.
  • Shanock, A. & Lopez, D. (2021). Consideraciónes de Identification of Dyslexia en populaciones Bilingües y no Bilingües. New York Association of School Psychologists, State Conference. Via Remote.
  • Shanock, A., Dixon, R., & Ochs, S. (2021). Moving from Challenges to Solutions to Address the Shortages of School Psychologists. Trainers of School Psychologists National Conference. Via remote.
  • Shanock, A. (2020). Using the Simple View of Reading to foster SP and SLP collaboration in the identity of and intervention for children with dyslexia. California School Psychology Association State Conference: Fall. Via remote.

PROFESSIONAL CONFERENCE PRESENTATIONS (Invited Speaker)

  • Shanock, A. (2023). Organizing a collaborative PSW assessment within the Science of Reading Framework. NY Association of School Psychologists, State Convention. Saratoga Springs, NY
  • Shanock, A. (2023). Using the Simple View of Reading to Foster SP and SLP Collaboration in the Identification of and Intervention for Children with Dyslexia. Riverside Insights, Evalu8 Webinar Series. Via Remote
  • Shanock, A. (2023). Collaborative PSW Assessment within the Science of Reading Framework. Indiana Association of School Psychologists, State Convention. Bloomington, IA
  • Shanock, A. (2023). PSW and RtI Evaluation. The Best of Both Worlds. A Three Part Series and Individual Case Study. Vermont Special Education Services, State Workshop. Burlington, VT
  • Shanock, A. (2022). Working with School Psychologists to Identify and Develop Interventions for Dyslexia. Long Island University, Brooklyn – Speech Language Conference. Brooklyn, NY.
  • Shanock, A. (2022). Differentiating Dyslexia from SLI: Collaborative Evaluations between School Psychologists and Speech Language Pathologists. Tri-Valley SELPA, California. Via remote.
  • Shanock, A. (2022). Strategies for Implementing RtI and MTSS. Catskill Region Teacher Center. Catskill, NY.
  • Shanock, A. (2022). Referral Overload! Learning difficulties, loss of teaching & learning disabilities: Which is it and now what?  New York Association of School Psychologists, Chapter O Event. Via remote.
  • Shanock, A. (2022). How School Psychologists and SLPs use the Simple View of Reading to Distinguish, Identify, and Address Dyslexia and SLI. New York State Speech Language Hearing Association Annual Conference. Tarrytown, NY.
  • Shanock, A. (2022). Identification of Dyslexia: Consideracion de Identification of Dyslexia en populaciones Bilingues y no Bilingues. California Association of School Psychologists. Spring Institute. Sonoma, CA.
  • Shanock, A. (2022). PSW in Action. Vermont Association of School Psychologists. Castleton, VT.
  • Shanock, A. (2020). Collaborating with Public Schools to Better Support Employees who have a Child with Mental Health Needs. Work & Family Researchers Network, National Conference. New York, NY
  • Shanock, A., Alfonso, V.C., Flanagan, D., McHale-Small, M. (2020) PSW: Value Added and Cost Neutral Method of SLD Identification. American Psychological Association, Nation Convention, Washington D.C. (Poster Session)
  • Shanock, A. (2020). Collaborating with SLPs: Understanding how Language Processing Deficits Affect Learning. National Association of School Psychologists, National Convention. Baltimore, MD

PROFESSIONAL WORKSHOPS for SCHOOL DISTRICTS (since 2010):

  • Great Bend Public Schools (November, 2023). Using Collaborative PSW within a Science of Reading Framework for Comprehensive Evaluations and Intervention Recommendations. Full day. Selina, KS
  • District of Columbia Public Schools (October, 2023). Assessment and interventions for reading difficulties and disabilities. Districtwide school psychologists and administrators. Full day. Washington, D.C.
  • Arlington Central School District (September, 2023). Understanding how to use PSW and MTSS to identify learning disabilities. Districtwide school psychologists and administrators. Full day. Arlington, VA.
  • Wachusett Regional School District (September, 2023) Collaborative assessments to identify and address SLD and SLI. Districtwide school psychologists and speech language pathologists. Full day. Sterling, MA
  • Desert Sands Unified School District (January, 2021). Using the Simple View of Reading & XBA to foster SP and SLP Collaboration in the identification of and intervention for dyslexia. Districtwide school psychologists, speech language pathologists, and administrators. Full day. La Quinta, CA
  • District of Columbia Public Schools (February, 2021). Understanding Dyslexia through the Simple View of Reading. Districtwide speech language pathologists. Half day. Washington, D.C.
  • West Central Kansas Special Education Cooperative #708 (October, 2020). Basics of CHC Assessment: Linking to academic interventions and the Simple View of Reading. Half day. Districtwide school psychologists. Hays, KS

PROFESSIONAL ORGANIZATIONS:

  • New York Association of School Psychologists (2002-present), President 2014-2016, Past President 2016-2018
  • Trainers of School Psychologists: New York (2002-present), President 2010-2013, 2016-2019
  • Trainers of School Psychologists (2008-present), Executive Board 2016-present, Past President 2021-2022
  • National Association of School Psychologists (1994-present)
  • American Psychological Association (1994-2004, 2020-present)