A multistate survey of 859 school psychologists who indicated prior experience conducting bilingual psycho-educational assessment found that over half had used interpreters. Seventy-seven percent of the school psychologists who reported using interpreters had received no or very little training to do so. Only 37% of the school psychologists reported that their interpreter had received formal training. In only 7% of the cases reported were both school psychologists and interpreters trained in the interpretation process.

His current teaching and research interests include design, characterization, and rapid prototyping of information processing systems, embedded cyber-physical systems, and engineering education. He is the lead author of the textbook Introduction to Embedded Systems: Using Microcontrollers and the MSP430 (Springer 2014). From 2013 to 2018 served as Associate Dean of engineering at UPRM. He currently directs the Engineering PEARLS program at UPRM, a College-wide NSF funded initiative, and coordinates the Rapid Systems Prototyping and the Electronic Testing and Characterization Laboratories at UPRM. He is a member of ASEE and IEEE.

The purpose of this investigation was to develop and pilot-test maze-like semantic maps for assessing reading comprehension of content-area information. Semantic map tests reflect students' understanding of relationships among key passage concepts, as an integrated whole. The production, administration, and scoring of semantic map-tests was standardized, using undergraduate college students in education. Next, inter-scorer reliability, scaling and interpretation of four types of map-scores were investigated. The scores were also validated against three criteria: standardized test scores, science report card grades, and teacher ratings. These psychometric properties were investigated through pilot-testing with a heterogeneous group of 144 Grade 7 and 8 students in a low-achieving school. Results showed that good quality maps could be produced and scored with high reliability among preservice teachers. Criterion related validity based on a standardized test was weak, but moderate-to-strong validity was obtained against criteria of teacher ratings and science grades. Interestingly, teacher ratings and science grades supported different types of map-test scores. Semantic map tests merit further research, with emphasis in three areas: (a) retest and alternate form reliabilities, (b) relative sensitivity to background knowledge versus text-based knowledge, (c) usefulness in an instructional context.

Predictive bias was examined using data obtained from ethnically diverse referred and nonreferred samples. Achievement and intelligence measures included the Wechsler Intelligence Scale-Revised, Kaufman Achievement Battery, Woodcock-Johnson Psychoeducational Battery and the Woodcock Language Proficiency Battery. The sample consisted of 236 subjects selected from a large urban district in Texas. Results revealed evidence of predictive bias in several sets of intelligence-achievement measures. For the most part, intercept bias was more evident than slope bias (differential validity). The need for test developers to assess predictive bias in new or revised tests is emphasized.

The academic preparation of scholars on infrastructure-related disciplines often takes place within isolated professional domains, rarely embracing an interdisciplinary approach for problem solving. The current work describes the implementation and outcomes from an undergraduate program designed to increase students’ awareness and knowledge of infrastructure vulnerabilities to students pursuing engineering and architecture degrees. The program, titled “Resilient Infrastructure and Sustainability Education-Undergraduate Program” utilizes the devastation from Hurricanes Irma and María for implementing an interdisciplinary case study methodology to understand and generate solutions to a variety of complex infrastructure challenges in a real-life setting. Project Based Learning (PBL) constitutes the theoretical model that frames this study. The sample included 23 undergraduate students, from architecture and engineering, and from three different campuses. All students completed a course sequence of 15 credits in design and construction of resilient and sustainable infrastructure. The results indicate that the program outcomes were achieved: development of interdisciplinary research skills and project design, hands-on solutions for real problems, awareness of human factors on project design, understanding of the importance and contribution of different disciplines and perspectives, and most important, developing the interest of putting into practice learned knowledge and skills in future projects. Students internalized the value of sustainability and resilience, in their coursework and future professionals, but also personally, applying these principles in their daily life. Students reported that their initial expectations about the program were either achieved or exceeded what they had foreseen. They considered a strength having three campuses and several disciplines working collaboratively.