Volume 42, Issue 4 (2013)
Validity and School Psychology Assessment Research: Introduction to the Special Topic
Mike L. Vanderwood
One could argue individualized assessment is not only a foundational skill for school psychologists, but is at the heart of the profession’s identity. As part of that identity, the need for high-quality assessment tools has long been acknowledged and accepted by most involved in the profession of school psychology, regardless of an individual’s role (e.g., practitioner, research scientist) or theoretical orientation (e.g., behavioral, neuropsychological). An indicator of the importance of assessment to our profession is the extent to which school psychologists are involved in assessment activities. Recent data suggest practitioners spend almost 50% of their time conducting assessment-related activities (Castillo, Curtis, & Gelley, 2012). Assessment tasks also permeate our training and credentialing standards that help define the practice of school psychology.
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