Samuel O. Ortiz, Ph.D.
Professor of  Psychology

Areas of research interest and expertise include: bilingual, cross-cultural, nondiscriminatory assessment, CHC Cross-Battery assessment (XBA), intelligence theory and evaluation of learning disabilities, language proficiency and acculturation and their impact on intelligence testing, cultural competence, and educational methodology for English language learners.

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Brief Biography

 

Dr. Ortiz is Professor of Psychology at St. John's University, New York.  He holds a Ph.D. in clinical psychology from the University of Southern California and a credential in school psychology with postdoctoral training in Bilingual School Psychology from San Diego State University. He has served as Visiting Professor and Research Fellow at Nagoya University, Japan, as Vice President for Professional Affairs of APA Division 16 (School Psychology), and is currently serving third terms as a member of APA’s, Committee on Psychological Tests and Assessment, Coalition for Psychology in Schools and Education, the New York State Committee of Practitioners on English Language Learners and Limited English Proficient Students, and recently completed service on the APA Presidential Task Force on Educational Disparities. Dr. Ortiz serves or has served on various editorial boards including Journal of School Psychology, School Psychology Quarterly, Journal of Applied School Psychology, Psychology in the Schools, and Journal of Cognitive Education. Dr. Ortiz trains and consults nationally and internationally (e.g., Japan, Mexico, Vietnam) for various federal, state, regional, and local educational agencies, conducts and supervises research in the schools, and has published widely on a variety of topics including nondiscriminatory assessment, evaluation of English learners, cross-battery assessment, and learning disabilities. He has authored or co-authored 16 journal articles, 9 books, and 36 book chapters, as well as several software products including the Culture-Language Interpretive Matrix (C-LIM v2.0), the Processing Strengths and Weaknesses Analyzer (PSW-A v1.0), the XBA Data Management and Interpretive System (XBA DMIA 2.0), the SLD Assistant (v1.0), and the School Psychology Service Delivery Analyzer (SPSDA). His recent books include “Assessment of Culturally and Linguistically Diverse Students: A practical guide,” and “Essentials of Cross-Battery Assessment, 3rd Edition” which is due out in January 2013. Dr. Ortiz is bilingual, Spanish, and bicultural, Puerto Rican.

 

 

Email me for a complete CV

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Education

B.S. Architecture, University of Southern California

B.A. Psychology, University of Southern California

M.A. Clinical Psychology, University of Southern California

Ph.D. Clinical Psychology, University of Southern California

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Mailing Address

Department of Psychology

St. John's University

8000 Utopia Parkway

Jamaica, NY 11439

Tel: 718.990.5388

Fax: 718-990-5926


eFax: 413-674-1156
email: ortizs@stjohns.edu

 

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Publications
 

Articles

 

Sotelo-Dynega, M., Ortiz, S. O., Flanagan, D. P. & Chaplin, W. (revised and re-submitted). English Language Proficiency and Test Performance: Evaluation of bilinguals with the Woodcock-Johnson III Tests of Cognitive Ability. Journal of School Psychology.

 

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. (2010). Critical Issues in Response-to-Intervention, Comprehensive Evaluation, and Specific Learning Disabilities Identification and Intervention: An expert white paper consensus. Learning Disabilities Quarterly, 33, 223-236.

 

Flanagan, D.P., Fiorello, C., & Ortiz, S. O. (2010). Enhancing practice through application of Cattell-Horn-Carroll theory and research: A “third method” approach to specific learning disability identification. Psychology in the Schools, 47(7), 739-760.

Flanagan, D. P., Ortiz, S. O. & Alfonso, V. C. (2008). Response to Intervention (RTI) and Cognitive Testing Approaches Provide Different But Complementary Data Sources That Inform SLD  Identification. Communiquè, 26 (5), 16-17.

Morton-Rias, D., Dunn, R., Terregrossa, R., Geisert, G., Mangione, R., Ortiz, S., & Honisfeld, A. (2007-2008). Allied health students’ learning styles identified with two different assessments. Journal of College Student Retention: Research, Theory, & Practice, 9(2), 233-250.

Ortiz, S. O. (2006). Multicultural Issues in School Psychology Practice: A critical analysis.  Journal of Applied School Psychology, Vol. 22(2), 151-167.

 

Flanagan, D. P., Ortiz, S. O., Alfonso, V. C. & Dynda, A. M. (2006). Integration of Response to Intervention and Norm-Referenced Tests in Learning Disability Identification: Learning from the Tower of Babel. Psychology in the Schools, Vol. 43(7), 807-825.

 

Orabona-Mantell, E., Ortiz, S. O. & Planthara, P. M. (2004). What Price Prescribing?: A commentary on the effect of prescription authority on psychological practice. Professional Psychology: Research & Practice. 35(3), 164-169.

 

Ortiz, S. O. (2004). Learning Disabilities: A primer for parents about identification. Communiqué.  32(5), 1-3 (insert).

 

Ortiz, S. O. & Flanagan, D. P. (2002). Cross-Battery Assessment Revisited: Some cautions concerning “Some Cautions” (Part II). Communiqué, 30(8), 36-38. 

 

Ortiz, S. O. & Flanagan, D. P. (2002). Cross-Battery Assessment Revisited: Some cautions concerning “Some Cautions” (Part I). Communiqué,  30(6), 32-34.

 

Ortiz, S. O. (2001). Assessment of Cognitive Abilities in Hispanic Children. Seminars in Speech and Language, 22(1), 17-37.

 

Ortiz, S. O., Flanagan, D. P. & McGrew, K. S. (1999).  Assessment in School Psychology: Past, present, and future. Communiqué.  28(2), 30-32.

 

Ortiz, S. O. (1999).  You’d never know how racist I was, if you met me on the street.  Journal of Counseling and Development, 77(1), 9-12.

 

Ortiz, S. O. & Flanagan, D. P. (1998).  Enhancing cognitive assessment of culturally and linguistically diverse individuals: Application and use of selective Gf-Gc cross-battery assessment.  The School Psychologist, 52(1), 6-9.

 

Ortiz, S. O. (1997).  This book, by any other name, would be a better book: A review of Understanding Second Language Learning Difficulties by M. E. Ehrman. Contemporary Psychology, 42(11), 1024-1026.

 

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Books                                                                                                                                                                                                                                  

 

Flanagan, D. P. & Ortiz, S. O. & Alfonso, V.C. (in press).  Essentials of Cross-Battery Assessment, Third Edition with CD-ROM.  New York: Wiley Press.

 

Flanagan, D. P. & Ortiz, S. O. & Alfonso, V.C. (2007).  Essentials of Cross-Battery Assessment, Second Edition with CD-ROM.  New York: Wiley Press.

 

Flanagan, D. P., Ortiz, S. O., Alfonso, V.C & Mascolo, J. (2006).  The Achievement Test Desk Reference (ATDR) – Second Edition: A guide to learning disability identification. New York: Wiley Press.

 

Ysseldyke, J., Burns, M., Dawson, P., Kelley, B., Morrison, D., Ortiz, S., Rosenfield, S. & Telzrow, C. (2006).  School Psychology: A blueprint for training and practice III. Bethesda, MD: National Association of School Psychologists.

 

Rhodes, R., Ochoa, S. H. & Ortiz, S. O. (2005).  Assessment of Culturally and Linguistically Diverse Students: A practical guide. New York: Guilford Press.

 

Flanagan, D. P., Keiser, S., Bernier, J. & Ortiz, S. O. (2003). Assessment of Learning Disabilities in Adulthood. Boston, MA: Allyn & Bacon.

 

Flanagan, D. P., Ortiz, S. O., Alfonso, V. & Mascolo, J. (2002).  The Achievement Test Desk Reference (ATDR): Comprehensive Assessment and Learning Disabilities. Boston, MA: Allyn & Bacon.

 

Flanagan, D. P. & Ortiz, S. O. (2001).  Essentials of Cross-Battery Assessment.  New York: Wiley Press.

 

Flanagan, D. P., McGrew, K. S. & Ortiz, S. O. (2000).  The Wechsler Intelligence Scales and Gf-Gc theory: A contemporary interpretive approach.  Boston, MA: Allyn & Bacon.

 

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Chapters                                                                                                                                                                                                                                

 

Ortiz, S. O. & Flanagan, D. P. (Section Eds.)(in press). Assessment Theories. In B. J. Irby, G. Brown & R. Lara-Alecio (Eds.), Handbook of Educational Theories. Charlotte, NC: Information Age Publishing.

Ortiz, S. O. (in press). Multicultural Issues in School Mental Health: Responsive intervention in the educational setting. In Menutti, R.B., Freeman, A. & Christner, R.W., (Eds.) Cognitive Behavioral Interventions in Educational Settings: A handbook for practice, 2nd Edition. New York: Brunner-Routledge Publishing.

Ortiz, S. O. & Voutsinas, M. (in press). Cultural Considerations in Crisis Intervention. In S. E. Brock,  P. J. Lazarus, & S. R. Jimerson (Eds.). Best Practices in School Crisis Prevention and Intervention. Washington DC: National Association of School Psychologists.

Flanagan, D.P., Ortiz, S.O., Alfonso, V.C., & Dynda, A.M. (in press). Cognitive Assessment: Progress in Psychometric Theories of the Structure of Cognitive Abilities, Cognitive Tests, and Interpretive Approaches to Cognitive Test Performance. In D. Saklofske and V. Schwean (Eds.), Oxford Handbook of Psychological Assessment of Children and Adolescents. New York: Oxford University Press.

 

Ortiz, S.O., Ochoa, H.S. & Dynda, A.M. (2012). Testing with Culturally and Linguistically Diverse Populations: Moving beyond the verbal-performance dichotomy into evidence-based practice. In D.P. Flanagan and P.L. Harrison (Eds.), Contemporary Intellectual Assessment, Third Edition, (pp. 526-552). New York: Guilford Press.

 

Ortiz, S. O. (2011). Separating Cultural and Linguistic Difference (CLD) from Specific Learning Disability (SLD) in the Evaluation of Diverse Students. In D. P. Flanagan and V. C. Alfonso (Eds.), Essentials of Specific Learning Disability Identification (pp. 299-326). Hoboken, NJ: Wiley & Sons, Inc.

 

Ortiz, S. O. (2011). Difference versus Disorder: Nondiscriminatory Assessment of an English Learner Suspected of Learning Disability. In N. Mather & L. Jaffe (Eds.) Comprehensive Evaluations: Case Reports for Psychologists, Diagnosticians, and Special Educators (pp. 128-136). New York: Wiley & Sons, Inc.

 

Ortiz, S. O. & Lella, S. A. (2010). Intellectual Assessment and Cognitive Abilities: A Primer for Parents and Educators. In Helping Children at Home and School II (pp. 79-82). Washington DC: National Association of School Psychologists.

 

Ortiz, S. O. & Dynda, A. M. (2010). Diversity, Fairness, Utility and Social Issues. In E. Mpofu & T. Oakland (Eds.), Assessment in Rehabilitation and Health (pp. 37-55). New Jersey: Merrill. 

 

Flanagan, D. P., Alfonso, V. C., Ortiz, S. O. & Dynda, A. M. (2009). Integrating Cognitive Assessment and School Neuropsychology. In D. Miller (Ed.), Best Practices in School Neuropsychology (pp. 101-140). New Jersey: Wiley & Sons, Inc.

 

Mpofu, E. & Ortiz, S. O. (2009). Equitable Assessment Practices in Diverse Contexts. In E. L. Grigorenko (Ed.), Multicultural Psychoeducational Assessment, (pp. 41-76). New York: Springer Publishing Co.

 

Ortiz, S. O. & Flanagan, D. P. (2009). Kaufman on Theory, Measurement, Interpretation, and Fairness: A legacy in Training, Practice, and Research. In J. C. Kaufman (Ed.), Intelligent Testing: Integrating Psychological Theory and Clinical Practice (pp. 99-112). Cambridge, MA: Cambridge University Press.

 

Ortiz, S. O. (2008). Bilingual Multicultural Assessment with the WISC-IV and WISC-IV Spanish. In A. Kaufman & D. P. Flanagan (Eds.), Essentials of WISC-IV Assessment, 2nd Edition (pp. 245-253). New York: Wiley Press.

 

Ortiz, S. O. (2008).  Best Practices in Nondiscriminatory Assessment.  In A. Thomas & J. Grimes (Eds.) Best Practices in School Psychology V, (pp. 661-678).  Washington, DC: National Association of School Psychologists.

 

Flanagan, D. P., Ortiz, S. O., Alfonso, V. C. & Dynda, A. M. (2008).  Best Practices in Cognitive Assessment.  In A. Thomas & J. Grimes (Eds.) Best Practices in School Psychology V, (pp. 633-660).  Washington, DC: National Association of School Psychologists.

 

Ortiz, S. O., Flanagan, D. P. & Dynda, A. M. (2008). Best Practices in Working with Culturally and Linguistically Diverse Children and Families: In A. Thomas & J. Grimes (Eds.) Best Practices in School Psychology V, (pp. 1721-1738).  Washington, DC: National Association of School Psychologists.

 

Ortiz, S. O. & Dynda, A. M. (2008). Issues Unique to English Language Learners. In N. Mather and R. Morris (Eds.), Evidence-based Interventions for Students with Learning and Behavioral Challenges, (pp. 321-335). New York: Erlbaum.

 

Flanagan, D. P., Alfonso, V. C. & Ortiz, S. O. (2007). The CHC Cross-Battery Approach. In C. R. Reynolds & E. Fletcher-Janzen (Eds.), Encyclopedia of Special Education, 3rd Ed., (pp. 403-417). New Jersey: Wiley & Sons, Inc.

 

Vazquez-Nuttall, E., Li, C., Dynda, A.M., Ortiz, S.O., Armengol, C., Walton, J. & Phoenix, K. (2007). Cognitive Assessment of Culturally and Linguistically Diverse Students. In G. Esquivel, E. Lopez & S. Nahari (Eds.), Handbook of Multicultural School Psychology (pp. 269-288), New York: Erlbaum.

 

Ortiz, S. O. (2006). Instruction and Assessment of Culturally and Linguistically Diverse Students: A systematic approach for English language development and nondiscriminatory assessment, intervention, and teaching. In E. Fletcher-Janzen and C. R. Reynolds (Eds.), Special Educator’s Almanac (pp. 481-536). New York: Wiley Press.

Ortiz, S. O. (2006). Multicultural Issues in Working with Children and Families: Responsive intervention in the educational setting. In Menutti, R.B., Freeman, A. & Christner, R.W., (Eds.) Cognitive Behavioral Interventions in Educational Settings: A handbook for practice (pp. 21-36). New York: Brunner-Routledge Publishing.

 

Ortiz, S. O., & Lella, S. A. (2005). Cross-cultural Assessment. In S. W. Lee (Ed.), Encyclopedia of School Psychology (pp. 136-139). Thousand Oaks, CA: Sage. 

 

Ortiz, S. O. & Ochoa, S. H. (2005). Advances in Cognitive Assessment of Culturally and Linguistically Diverse Individuals: A nondiscriminatory Interpretive approach. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary Intellectual Assessment, 2nd Edition (pp. 234-250). New York: Guilford Press.

 

Ortiz, S. O. & Dynda, A. M. (2005). The use of intelligence tests with culturally and linguistically diverse populations. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary Intellectual Assessment, 2nd Edition (pp. 545-556). New York: Guilford Press.

 

Ortiz, S. O. (2004). Nondiscriminatory Assessment in Schools. In C. Spielberger (Ed.), Encyclopedia of Applied Psychology, Vol. X (pp. 669-675). San Diego, CA: Academic Press.

 

Flanagan, D. P. & Ortiz, S. O. (2004).  Gf-Gc Theory of Intelligence. In T. S. Watson & C. H. Skinner (Eds.), Encyclopedia of School Psychology (pp. 136-139). New York: Kluwer Academic/Plenum Publishers.

 

Ortiz, S. O. (2004). Bilingual Multicultural Assessment with the WISC-IV. In A. Kaufman & D. P. Flanagan (Eds.) (pp. 245-254). Essentials of WISC-IV Assessment. New York: Wiley Press.

 

Ortiz, S. O. (2004). Learning Disabilities: A primer for parents about identification. In A. Canter, S. Carroll, L. Paige, & I. Romero (Eds.), Helping Children at Home and School II: Handouts for families and educators (pp. 117-119). Washington DC: National Association of School Psychologists.

 

Ortiz, S. O. (2004). Trastornos del Aprendizaje: Información para padres sobre la identificación. In A. Canter, S. Carroll, L. Paige, & I. Romero (Eds.), Helping Children at Home and School II: Handouts for families and educators (pp. 121-124). Washington DC: National Association of School Psychologists.

 

Ortiz, S. O. & Lella, S. M. (2004). Intellectual Assessment and Cognitive Abilities: Basics for Parents and Educators. In A. Canter, S. Carroll, L. Paige, & I. Romero (Eds.), Helping Children at Home and School II: Handouts for families and educators (pp. 79-82). Washington DC: National Association of School Psychologists.

 

Ortiz, S. O. & Lella, S. M. (2004). Evaluación Intelectual y Habilidades Cognitivas: Fundamentos para padres y educadores. In A. Canter, S. Carroll, L. Paige, & I. Romero (Eds.), Helping Children at Home and School II: Handouts for families and educators (pp. 83-86). Washington DC: National Association of School Psychologists.

 

Ortiz, S. O. (2002).  Best Practices in Nondiscriminatory Assessment.  In A. Thomas & J. Grimes (Eds.) Best Practices in School Psychology IV (pp. 1321-1336).  Washington, DC: National Association of School Psychologists.

 

Ortiz, S. O. & Flanagan, D. P. (2002).  Best Practices in Working with Culturally Diverse Children and Families.  In A. Thomas & J. Grimes (Eds.) Best Practices in School Psychology IV (pp. 337-351).  Washington, DC: National Association of School Psychologists.

 

Flanagan, D. P. & Ortiz, S. O. (2002).  Best Practices in Intellectual Assessment: Future directions.  In A. Thomas & J. Grimes (Eds.) Best Practices in School Psychology IV (pp. 1351-1372).  Washington, DC: National Association of School Psychologists.

 

Ortiz, S. O., McGrew, K. S. & Flanagan, D. P. (1998).  Gf-Gc Cross-Battery Interpretation and Selective Cross-Battery Assessment: Referral Concerns and the Needs of Culturally and Linguistically Diverse Populations (pp. 401-444).  In K. S. McGrew and D. P. Flanagan (Eds.), The Intelligence Test Desk Reference (ITDR): Gf-Gc Cross-Battery Assessment. Boston: Allyn & Bacon.

 

Ortiz, S. O. (1997).  Culturally and Linguistically Appropriate Goals and Objectives.  In Guidelines for Language, Academic, and Special Education Services Required for Limited-English Proficient Students in California Public Schools, K-12 (pp. 31-32). Sacramento, CA: California Department of Education.

 

Ortiz, S. O. (1984).  The physics of baseball.  In R. S. Wurman  (Ed.) Baseball Access (pp. 36-39).  Los Angeles, California: Access Press.

 

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Personal Background

I was born in Jacksonville, North Carolina, just outside of Camp Lejune Marine Corps base and raised pretty much everywhere (Florida, California, Puerto Rico, Philippines, etc. -- yes, I was a military brat). For the most part, however, I grew up in Oceanside, California, although I consider Los Angeles my home, since I spent so much of my life there getting all those degrees I listed above. However, I’ve been in New York now for twelve years and pretty soon the Big Apple may well become my new "home" and I’m pretty ok about that. As you might have noticed above, I started out in Architecture, and somehow got derailed into psychology almost at the last minute. I had these crazy ideas (and still have them) about how the built environment affects human behavior (in particular, learning), and well, I'm you get the idea. If you don't, just think back to the days of the old "open classrooms" and you'll get the picture. That's probably how I ended up going into School Psychology now that I think of it.  Anyway, it has been a rather long, strange trip getting here (apologies to the Grateful Dead), but I finally made it. I'm now a full Professor of Psychology at St. John's University, which kind of makes sense since I've spent the majority of my life on a college campus anyway.


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Interests, Activities & Plans

I currently teach assessment and multicultural related courses within the Psychology Department at both the graduate and undergraduate level. I love teaching and really work hard at being good at it. I hope it shows in my classes. I believe it takes a lot of time and good preparation to teach well so it's often all I can do to keep my research up and work on all my writing commitments. You know the story, "publish or perish!" I stay quite busy these days what with classes, conferences, travel, and presentations, but that's the way I like it. If you need a dynamic speaker on just about any topic I listed above under my interests and research pursuits, send me some email or give me a call.


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Other Interesting Things

Believe it or not, I do have a life outside the university, not much of a life, but a life nonetheless. My so called hobbies include computers and technology and I spend a great deal of time surfin' the net, checking out new programs, trying to catch up on my out of control  email (with no luck so far), and thinking about ways I can upgrade my computer equipment without having to pay for it. Computers are a lot like cars, there's no such thing as enough power or speed. Basically, if some is good, more is better, and too much is never enough. That's probably why I still own my old 1971 Ford Mustang Mach 1, rust pits, primer spots, and all. I just can't seem to get rid of it, but at least I don't need to drive everyday--just those days when I feel like getting arrested. I am in the process of buying parts to restore it--someday, someday. My kids (all five of them, yes, that's five, and yes, I know what causes that now) are all doing well and I love them very much. I'm sure you'd love them too if you knew who they were. I guess you'll just have to trust me on that one. That’s about it. If you want to know the rest, come hear me speak. I tend to travel a lot these days and I’m pretty sure I’ll be coming to a town near you sometime soon!

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This is a personal home page and does not represent the opinions of St. John's University.