Abstracts and Bios:
Anne Beneventi has a lifelong passion for working with gifted children. She taught for over 20 years in public and private schools including Nueva School for the gifted. She co-founded two schools; Kaumeya International School in Alexandria, Egypt and Roeper West School for the Gifted, in Berkeley, CA. She trained for several years with Annemarie Roeper and in 2002, was the first to be certified as a Master Practitioner of the Annemarie Roeper Method of Qualitative Assessment (QA). She currently has a private practice, evaluating children for giftedness using QA and consulting with families and schools to provide appropriate educational and emotional support for gifted children. She’s on the staff of the Gifted Development Center’s Oakland testing clinic and serves on the board of Gifted Homeschoolers Forum as the Professional Outreach Coordinator. Websites: www.gifteddevelopment.com/ and http://www.baywoodlearningcenter.org/index.html
Richard Boolootian: Introduction. Having served as Admissions Director at The Mirman School for Gifted Children, it became apparent that there are serious issues interpreting and comparing scores on the current IQ tests. The Second Symposium on Assessment is the logical extension of the first Symposium which was held in New Orleans at the World Council on Gifted and Talented Children in August 2005. The first symposium was organized to bring together a group of dedicated experts who have been instrumental in the design, evaluation and investigation of various tools used in the assessment of giftedness. The symposium led to new research and methods of assessing extremely gifted children. The current program will provide cutting edge information on measures of intelligence and creativity and qualitative assessment strategies. This second symposium is an extraordinary opportunity for psychologists, examiners, program coordinators, administrators, teachers and parents nationally to learn more about the best methods for identifying gifted learners. (click here to go back to Program Overview)
Richard A. Boolootian, Ph.D., Professor Emeritus at The Mirman School for the Gifted, has over 48 years of experience in teaching, writing and research in gifted education. He holds a Ph.D. from Stanford University. He has contributed 24 college textbooks and over 200 original research papers. He serves as an Associate Editor of the Gifted Education Communicator, and held the position of Interim Headquarters Director of the World Council for Gifted Children. In addition to his 31-year tenure as a science teacher at The Mirman School, he was appointed Admissions Director for 3 years. The difficulties encountered in determining admission criteria for a school for highly gifted students were what prompted him to sponsor both the first and second symposia. He is driven in the importance in having a clear comparative understanding of the IQ test score values in assessing giftedness in children. He currently works individually with 10 highly gifted (145+) and 7 exceptionally gifted (165+) children in math and science. Website: www.sciencedestinations.org
Tom Cayton: Extended Norms for the WISC-IV. Historically the Wechsler Intelligence Scales for Children (WISC) have had maximum obtainable composite scores and intelligence quotients below 160. With the help of the National Association of Gifted Children Task Force on Assessment, which provided WISC-IV protocols from a range of exceptional gifted children, Pearson has recently provided a Technical Report that extends the maximum obtainable composite scores to 210. This presentation will describe how the norms were developed, their appropriate use, and discuss their merits relative to other approaches of estimating IQ scores beyond their usual range. (click here to go back to Program Overview)
Learning Objectives for CEUs:
- Know the conditions under which it is meaningful to apply the new extended WISC-IV norms
- Know the new ranges for computed FSIQ scores and GAI scores
- Understand how the WISC-IV extended norms were developed
Tommie G. Cayton, Ph.D., is the Director of Test Development for the Clinical Assessment Division of Pearson. Dr. Cayton has worked in test publishing for 15 years, first as a research director and then as Director of the Project Management Office and now as Director of Test Development. Prior to that he served 21 years as a clinical psychologist and staff officer in the USAF where he retired as a Colonel. While in the US Air Force he was the Chief Consultant for Ancillary Services for the USAF Air Force Surgeon General, Director of Academic Plans and Policy for the National Defense University, and the Mental Health Consultant for the USAFE Command Surgeon where he was the USAF Liaison to the Department of Defense Dependent Schools (DoDDS) for Europe, Germany, and the Mediterranean. Dr. Cayton is co-author of two book chapters and multiple articles. Website: pearsonassess.com
Helen Dudeney is a private consultant who has been actively involved in working with gifted children since 1988 as a private educational consultant specialising in the needs of gifted children. During this time she has designed and run hundreds of programs for 3-16 year old children and their families and conducted seminars, workshops and in service training for parents and teachers about understanding and meeting the needs of gifted children and young people. This work has extended to all parts of New South Wales, metropolitan and regional, as well as other states of Australia. Helen is a regular presenter and attendee at State, National and International Gifted Conferences. Due to her belief in supporting gifted children in all parts of the state she has been actively involved in supporting the establishment and on going activities of many local support groups. For the past 4 years she has been a lecturer at Australian Catholic University - Strathfield. In addidion to her consultancy work she is involved in the NSW Association for Gifted and Talented Children. For 17 years she was a member of the Association's Committee holding the position of President for 8 years and Treasurer for 4 years. She was also Events Co-ordinator for the Association and responsible for many of the events that are run including the residential camps. Website: http://www.australiangiftedsupport.com/index.html
R. Frank Falk: Overexcitabilities and IQ.
Dabrowski's conception of overexcitabilities has received considerable attention in gifted education. Recent research has focused on the Overexcitability Questionnaire II (OEQ-II) (Falk, Lind, Miller, Piechowski, & Silverman, 1999) and the Overexcitability Questionnaire 2-c for children (OEQ-2c) (Daniels, Falk, & Piechowski, 2006), both self-report measures. The OEQ-II was developed for adults and has been used in studies of elementary school students (e.g.,Tieso, 2007a,b). The OEQ-2c was designed as an assessment tool for younger children and is being tested for reliability and validity. A new instrument has been designed to assess parents' perceptions of their children's overexcitabilities. The Overexcitability Inventory for Parents (OIP) has been administered as part of an assessment battery for gifted children since July, 2007. Data from over 200 cases were analyzed to ascertain the degree to which parent reports of their children's overexcitabilities correlate with IQ scores on Wechsler scales. Analysis of parent descriptions is seen as precursors of emotional development and their relationship to OIP scores is examined. (click here to go back to Program Overview)
Learning Objectives for CEUs:
- Discover a new assessment technique for characteristics of giftedness.
- Understand the relationship between Dabrowski's overexcitabilities and intellectual ability.
- Learn about the precursors of emotional development.
R. Frank Falk, Ph.D., is professor emeritus of sociology at The University of Akron. Currently he serves as the Director of Research for The Institute for the Study of Advanced Development/Gifted Development Center. Since 1980, he has conducted research on the personality traits of gifted and talented students and adults, using both qualitative and quantitative approaches. His most recent publications involve the measurement of overexcitability in Dabrowski's theory of emotional development. Website: www.gifteddevelopment.com/About_GDC/isad.htm
Nancy B. Miller, Ph.D., is a social psychologist at the Institute for the Study of Advanced Development and editor of Advanced Development, a journal on adult giftedness. She holds degrees in psychology and sociology and has received advanced training in family processes and children's psychological adjustment. She brings a sociological perspective to her assessment of children at the Gifted Development Center. Her numerous publications focus on Dabrowski's theory of emotional development, gender and giftedness, and women's social support and adjustment. Website: www.gifteddevelopment.com/About_GDC/isad.htm
Dawn Flanagan: Use of the WISC-IV in the Assessment of Giftedness.
This presentation will review the recent literature on use of the WISC-IV in the identification of giftedness. Current methods of interpreting the WISC-IV from contemporary theory will be presented. Special attention will be paid to determining the influence of culture and language difference on WISC-IV test performance for identification of giftedness in English Language Learners. (click here to go back to Program Overview)
Learning Objectives for CEUs:
- Understand the cognitive constructs that are measured by the WISC-IV.
- Understand how gifted students typically perform on the various WISC-IV Indexes.
- Understand that culture and language difference may have a systematic attenuating effect on WISC-IV test performance for English Language Learners.
Dawn P. Flanagan, Ph.D., is Professor of Psychology at St. John's University in NY. In addition to her teaching responsibilities in the areas of cognitive assessment and diagnosis of learning disabilities, Dr. Flanagan serves as an expert witness, learning disability consultant, and psychoeducational test/measurement consultant and trainer for organizations around the country. She is a widely published author of books and articles. Her latest books include Essentials of Cross-Battery Assessment, Second Edition and The Achievement Test Desk Reference: A Guide to Learning Disabilities Identification. Dr. Flanagan is Fellow of both the American Psychological Association and the American Board of Psychological Specialties. www.stjohns.edu/
Bobbie Gilman: The Origin of NAGC's Position Statement:
"Use of the WISC-IV for Gifted Identification".
In January 2008, the National Association for Gifted Children (NAGC) website offered a new position statement outlining best practices when using the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) to identify gifted children. Remarkably, the statement strongly deemphasized use of the Full Scale IQ score (often required for admission to gifted programs) based on concerns that the Composite scores of many gifted children vary excessively, rendering the Full Scale score "not interpretable." In most cases, the General Ability Index (GAI) is a better indicator of advanced intelligence. How this conclusion and other guidelines were reached will be explored through discussion of the NAGC Task Force for IQ Test Interpretation and the studies the group conducted and analyzed. Effective administration and scoring options will be presented to optimize identification of gifted children using the WISC-IV when assessment with a comprehensive intelligence test can be done. (click here to go back to Program Overview)
Learning Objectives for CEUs:
- Understand the scoring patterns of gifted children on the WISC-IV in three research studies, and interpret their meaning.
- Learn guidelines for choice of global scores for gifted identification and options in WISC-IV administration.
Barbara ("Bobbie") Gilman, M.S., assesses gifted children, makes educational recommendations and consults with families worldwide about gifted advocacy as Associate Director of the non-profit Gifted Development Center in Denver. She trains professionals in the intricacies of gifted assessment, and holds degrees in Psychology from Duke and Child Development from Purdue. Bobbie helped create Boulder, Colorado's charter Summit Middle School and shape its highly successful, accelerated curriculum. Her award-winning book, Academic Advocacy for Gifted Children: A Parent's Complete Guide (formerly Empowering Gifted Minds: Educational Advocacy That Works) was updated in 2008. Her new book for educators, Challenging Highly Gifted Learners (2008), addresses issues of highly, exceptionally and profoundly gifted learners. Bobbie has been involved with research on the WISC-IV and SB5, and is a member of NAGC's Task Force on IQ Test Interpretation. Website: www.gifteddevelopment.com/
Alan S. Kaufman and James C. Kaufman -- KEYNOTE ADDRESS --
Intelligence and Creativity: A Father-and-Son's Perspective on Gifted Assessment.
We will discuss advances in intellectual and creativity assessment over the last several decades and their impact on gifted assessment and selection. Alan will talk about the KABC-II, its dual theoretical model, and how gifted assessment played a key role in revising the original K-ABC. James will talk about new advances in creativity assessment, including new studies that examine the parameters by which experts and novices can evaluate creative performance: Do people agree on what's creative? Are there potential biases by ethnicity or gender? Both Alan and James will talk about how their separate research impacts on the identification of gifted children from ethnic minorities. (click here to go back to Program Overview)
Learning Objectives for CEUs:
- Understand how the KABC-II's dual theoretical model relates to enhanced assessment of gifted children and adolescents.
- Understand modern conceptions of creativity.
- Know the research on creativity and fairness.
- Understand how the methodology for evaluating both intelligence and creativity can increase the number of minority students who are identified.
Alan S. Kaufman, Ph.D., is Clinical Professor of Psychology at Yale University School of Medicine since 1997. He worked closely with David Wechsler in the revision of the WISC and has published, with Nadeen Kaufman, 11 cognitive, achievement, and neuropsychological tests, including the KABC-II, KBIT-2, and KTEA-II. Alan's books include Intelligent Testing with the WISC-R and Assessing Adolescent and Adult Intelligence. The K-ABC has been adapted for more than 15 countries, with foreign adaptations of the KABC-II underway. With his colleagues, Alan has won several awards for research excellence, including from Mensa. A Fellow of APS and of four Divisions of APA, Alan won the APA Senior Scientist Award and is a NASP "Legend in School Psychology." His students include many international leaders in the field of assessment, such as Cecil Reynolds, Jack Naglieri, Bruce Bracken, and Randy Kamphaus. Website: childstudycenter.yale.edu/
James C. Kaufman, Ph.D., is an Associate Professor in the Department of Psychology at the California State University at San Bernardino, where he directs the Learning Research Institute. James is the author or editor of 15 books either published or in press, including Essentials of Creativity Assessment, International Handbook of Creativity, Nurturing Creativity in the Classroom, Psychology of Creative Writing and Applied Intelligence. His research has been featured on CNN, NPR, The New York Times, and the BBC. James is a founding co-editor of the APA journal Psychology, Aesthetics, and the Arts, the incoming editor of International Journal of Creativity and Problem Solving, and the Associate Editor of Journal of Creative Behavior. He received the 2003 Daniel E. Berlyne Award from APA's Division 10. Website: lri.csusb.edu/
Nadeen L. Kaufman, ED. D. has been Lecturer on the clinical faculty at Yale University's Child Study Center in the School of Medicine since 1997. Nadeen, who earned graduate degrees in psychology, reading and learning disabilities, and special education (neuroscience) from Columbia University, has been a teacher of learning-disabled children, school psychologist, learning disabilities specialist, university professor, and founder-director of several psychoeducational clinics. With Alan she has co-authored the K-ABC-II and numerous other clinical tests, including the K-CLASSIC in 2007, a computerized test of cognitive ability and attention for French-speaking countries. Nadeen, a Fellow of APA's Division 16 and a former associate editor of School Psychology Review, has co-authored numerous books, including Essentials of Assessment Report Writing, and is co-editor of the Wiley book series Essentials of Psychological Assessment. Website: childstudycenter.yale.edu/
Kathi Kearney: Don't Throw Away ANY Binet!
The last three revisions of the Stanford-Binet Intelligence Scale (SBLM, SB-IV, and the current SB5), in whole or in part, remain very useful for assessing specific types of intellectual giftedness and talent. The latest edition (SB5) is one of the best instruments for testing very young gifted children. Because of its wide range and high ceiling, with items suitable for children from aged two through adulthood, there are no artificial limits on measuring capability. This presentation will discuss the use of the SBLM with gifted children who are highly verbal and as a supplemental test for exceptionally and profoundly gifted children; portions of the SB-IV and SB5 that assist with the documentation of strong abilities in visual-spatial and quantitative reasoning; and the use of the SB5's Gifted Composite Score, Extended IQ, and Rasch-Ratio scores to obtain a better estimate of the abilities of gifted children and teens. (click here to go back to Program Overview)
Learning Objectives for CEUs:
- Become familiar with the ways the various Stanford-Binets can assist in assessment of gifted children, particularly those who are very young; highly gifted verbally; exceptionally or profoundly gifted; or those with specific visual-spatial or quantitative reasoning abilities.
Kathi Kearney, M.A. Ed., currently teaches gifted students at the Eric L. Knowlton School in Berwick, ME and is also a Professional Associate with the Gifted Development Center in Denver, CO. Kathi has worked with children as a teacher and administrator in a wide variety of settings, urban and rural, in public, private, religious, and home schools. She is the Past Chair of the Conceptual Foundations Division of the National Association for Gifted Children (NAGC), serves on the NAGC Task Force on Assessment, and has contributed scholarly journal articles on such topics as assessment, the highly gifted child, rural and distance learning, minority groups in gifted education, and Leta Hollingworth's work on children with IQ scores above 180. Her most recent research project involved conducting validation studies of the Stanford- Binet Intelligence Scale, Fifth Edition, for Riverside Publishing. Websites: noblevi.sad60.k12.me.us/ and www.gifteddevelopment.com/
Linda Powers Leviton: Whole Child Assessment: Connection, Context and Qualities.
Whole Child Assessment (WCA) is a type of qualitative assessment that uses the interaction and rapport built between the therapist and the child to understand the qualities that make that child unique. Through the use of historical and anecdotal documents, observation, interview, interactive play and trusting connection, the therapist identifies a wide range of qualities that can impact the child's cognitive, social, and emotional reactions in various settings. Parents receive feedback and recommendations concerning the child's learning, and personality styles, as well as their social, emotional, spiritual and cognitive processes. Understanding a child's strengths and weaknesses, skills and deficits, challenges and sensitivities can guide parents in making important decisions that will impact the family for years to come. (click here to go back to Program Overview)
Learning Objectives for CEUs:
- Understand the ways Whole Child Assessment can be applied to help parents and schools better understand a child's unique qualities, skills, challenges and potential.
Linda Powers Leviton M.A., M.F.T., is a Licensed Marriage and Family Therapist and Director of the West Coast Office of the Gifted Development Center, in Granada Hills, CA. She helps individuals, couples, and families with social, emotional or educational problems, particularly those related to being twice exceptional. She has developed a qualitative method of helping parents better understand and nurture their children called Whole Child Assessment; using interview, interaction, and observation of a child, she is able to uncover personality, learning, and temperament information that an IQ or achievement test would miss. Website: www.leviton.org
Betty Maxwell: WISC-IV Interpretation in the Light of Gifted Complexity.
There is more to learn from an IQ test situation than its scores. When testing the gifted, there are also intensitivities and their fallout. This presentation looks at the way being visual-spatial, overexcitable, attentionally challenged, profoundly intelligent, or affected by sensory processing deficits, to name a few possibilities, can leave their traces among test results. Although a high level of intelligence tends to mask such problems, their footprints are not totally invisible to an alert eye. Betty will share her observations about score rankings and test item responses that point to diagnostic factors helpful to uncover in serving the whole child. (click here to go back to Program Overview)
Learning Objectives for CEUs:
- Gain a sense of how factors other than intelligence may affect test results.
- Become aware of the role of sensory processing in its many guises.
- Delight in the complex individualities of gifted children.
Betty Maxwell, M.A., a long time language arts teacher, holds a Master's degree in gifted education and has taught for 6 years in a school for the gifted. She is also a certified psychosynthesis educator and counselor. A senior staff director at the Gifted Development Center, she provides Dial-Log telephone consultations for families and individuals, as well as sees clients in person. Test administration and analysis help fuel her deep interest in psychological aspects of development and self-actualization. Also director of the Visual-Spatial Resource, she is currently working on a book about ways to teach visual-spatial learners. Website: www.gifteddevelopment.com/
Nancy B. Miller: (see Falk-Miller above)
Sylvia Rimm: How Can We Find Exceptionally Gifted Children?
Using Rimm Ratios to Go Beyond Ceiling Scores.
In 1922, Columbia University's Leta Hollingworth divided her highly gifted students into two classes: one with an average IQ of 145: the other, 165. Teaching and observations of the groups were very different. Because contemporary standardized IQ tests rarely score beyond 155, and exceptionally gifted children achieve ceiling scores on some subtests, these tests do not identify the differences among the exceptionally gifted. The assumption that we must use standard scores has stymied our efforts to identify extraordinarily gifted children. A ratio based score is developmentally defensible and can be criterion referenced. Although the WISC-IV was not developed to be used with ratio scores, the age equivalent tables provided in its manual can lay the groundwork for exploring the impact of using ratio scores and can provide the impetus for test developers to explore such possibilities in the future. (click here to go back to Program Overview)
Learning Objectives for CEUs:
- Become aware of the need to differentiate among gifted students to identify those who are exceptionally gifted.
- Understand how to use a ratio approach to calculate IQ scores should they wish to apply it to gain a better understanding of exceptionally gifted children.
Sylvia Rimm, Ph.D., is a psychologist who directs Family Achievement Clinic in Cleveland, Ohio and specializes in working with gifted children. She is also a clinical professor at Case Western Reserve University School of Medicine. Dr. Rimm speaks and publishes internationally on family and school approaches to achievement. She has authored 22 books and co-authored the popular textbook, Education of the Gifted and Talented. Dr. Rimm was a longtime contributing correspondent on NBC's Today show and a favorite personality on public radio for many years. She writes a syndicated newspaper column on parenting and has served on the Board of Directors for the National Association for Gifted Children. Website: www.sylviarimm.com/
Annemarie Roeper: The Annemarie Roeper Method of Qualitative Assessment.
Gifted children are emotionally, as well as cognitively, different. The ANNEMARIE ROEPER METHOD OF QUALITATIVE ASSESSMENT is an alternative to IQ testing or it can be used in conjunction with IQ tests. It has been practiced successfully for over 20 years with thousands of children. It uses the evaluator as an instrument who relates to the child with no preconceived agenda. The purpose is to look into the Soul of the child. This method has been demonstrated on videotape through a grant from the Malone Foundation and is now available at Roeper School. The accuracy of this method has been validated repeatedly by other measures. (click here to go back to Program Overview)
Learning Objectives for CEUs:
- Gain a different perspective on the assessment of gifted children using qualitative methods.
Annemarie Roeper, Ed.D., is an educational consultant with more than 50 years of experience specializing in the psychological and educational needs of gifted children. In addition to hundreds of articles, she has published Educating Children for Life: The Modern Learning Community and My Life Experiences with Children. In 1941, she and her husband, George Roeper, founded the Roeper School in Bloomfield Hills, Michigan; they also co-founded the Roeper Review Journal. She developed the ANNEMARIE ROEPER METHOD OF QUALITATIVE ASSESSMENT and practitioners are now being certified throughout the United States in this methodology. She recently received a Malone Foundation grant to videotape the method. She was the first person to be filmed for the Legacy Series of NAGC.
Linda Kreger Silverman: A New Era in the Identification of the Gifted.
We have entered a new era in the testing industry marked by a resurgence of interest in the gifted. In August, 2005, the first symposium on assessment of the gifted was held in New Orleans in conjunction with the World Council for Gifted Children. In June, 2006, the National Association for Gifted Children (NAGC) appointed what was to become the first Task Force on Assessment. In November, 2007, the NAGC Task Force completed a study of 334 gifted children from 8 sites. In January, 2008, NAGC posted a position statement on the use of the WISC-IV for eligibility to gifted programs. In February, 2008, Pearson Assessments posted extended norms for the WISC-IV. This second symposium was created to discuss the implications of these historic events. (click here to go back to Program Overview)
Learning Objectives for CEUs:
- Understand the necessity and methodology of locating exceptionally gifted children.
- Understand the implications of the NAGC Position Statement and extended norms for the identification of twice exceptional children.
Linda Kreger Silverman, Ph.D., is a licensed clinical and counseling psychologist, who has contributed over 300 publications to the field, including the textbook, Counseling the Gifted & Talented, and Upside-Down Brilliance: The Visual-Spatial Learner. She founded and directs the Institute for the Study of Advanced Development, and its subsidiary, the Gifted Development Center (www.gifteddevelopment.com), which has assessed over 5,400 children in the last 29 years. For nine years, she served on the faculty of the University of Denver in counseling psychology and gifted education. Co-Chair of the NAGC Task Force on Assessment, she also co-chaired the first symposium on assessment of the gifted in conjunction with the World Council for Gifted Children Conference and organized the second symposium. Advising major testing companies, she was a member of the expert Advisory Panel for the Stanford-Binet Intelligence Scale, Fifth Edition, and has been instrumental in the development of extended norms for the WISC-IV. Website: www.gifteddevelopment.com/
John Wasserman: Use of Group-Administered Tests in Selection of Gifted Students:
A Comparative Review.
Large scale group-administered ability testing in school represents a common method of screening students for possible placement in gifted academic programs. This presentation will critically review leading and upcoming group ability tests, including the CogAT, OLSAT, Raven's Progressive Matrices, and NNAT. Findings from a large East Coast gifted and talented screening program will be reported. The strengths and limitations of group testing are described, and directions for future research suggested. (click here to go back to Program Overview)
Learning Objectives for CEUs:
- Know the characteristics, strengths, and weaknesses of leading group ability tests
- Understand the relationship between group- and individually-administered intelligence tests
- Know about issues in fairness with group tests
- Know the major limitations of group nonverbal tests
John D. Wasserman, Ph.D., is the founder of the American Institute of Psychology, based in Virginia. He developed and directed the Gifted Assessment Program at George Mason University, while working as an Associate Professor in Psychology through 2007. For nearly a decade, he also conducted research and development of psychological and educational tests at Riverside Publishing and The Psychological Corporation. The author of many book chapters, papers, and professional presentations, he is a coauthor of Essentials of Nonverbal Assessment, and he is currently completing a biography of David Wechsler. Dr. Wasserman is a practicing neuropsychologist in Burke, Virginia.
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Special Notes: For in-town attendees, there is parking at Airtel Plaza Hotel -- while the standard rate is $8/day (with in-and-out privileges), a special $6 daily rate is available for conference attendees -- just mention the symposium to the parking attendant. Note that attendees who dine at the hotel can be validated for free parking. For out-of-town attendees, the closest airports are LAX and Burbank. Although Burbank is closer, there are better local
transportation alternatives from LAX. Specifically, cabs will cost approximately $40 from Burbank and $60
from LAX, and could be considerably more depending on the traffic. However, there are more economical
alternatives: shuttle services (such as Prime Time, website: www.primetimeshuttle.com/) which are about half the cost of a
taxi, as well as an extremely economical alternative from LAX -- the $6 FlyAway bus (website: www.lawa.org/flyaway/) to Van Nuys. Note that Airtel Plaza Hotel
has a courtesy shuttle from the FlyAway Van Nuys location to Airtel Plaza Hotel.
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