School Psychology Forum

General Issue
Volume 12, Issue 4 (Winter 2018)

Editor: Oliver Edwards


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  • Persistent Social–Emotional Symptoms Following a Concussion: Recommendations for School Psychology Practice

    By Elana R. Bernstein & Susan C. Davies

    pp. 106–117

    ABSTRACT: Concussions can result in a constellation of physical, cognitive, and social– emotional symptoms, most of which resolve within 1 to 2 weeks following the injury. In some instances, social–emotional difficulties following concussion persist, causing ongoing distress and psychosocial impairments. It is important that school psychologists understand the nature of these symptoms, as well as ways in which they can support students who are recovering from concussions. As part of a collaborative concussion team, school psychologists can provide valuable insight into the complex interaction of symptoms that may present following a concussion. This article summarizes the existing literature on persistent social–emotional effects of concussions and provides recommendations for school psychologists with regard to consultation, assessment, and intervention for this underserved population of students.

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  • Elaborating on the Linkage Between Cognitive and Academic Weaknesses: Using Diagnostic Efficiency Statistics to Inform PSW Assessment

    By Ryan J. McGill, Sarah J. Conoyer & Sarah Fefer

    pp. 118-132

    ABSTRACT: Within the school psychology literature, it is frequently asserted that deficits in cognitive processing are a defining characteristic of children with academic dysfunction, and establishing links between relevant cognitive and academic weaknesses is a core pillar of patterns of strengths and weaknesses assessment models. Accordingly, the present study employed diagnostic utility statistics to determine whether the presence of a significant cognitive weakness accurately distinguishes between participants with and without academic weaknesses ages 7 years 0 months to 18 years 11 months in the linked Kaufman Assessment Battery for Children–Second Edition (Kaufman & Kaufman, 2004a) and Kaufman Test of Educational Achievement–Second Edition (Kaufman & Kaufman, 2004b) normative sample. Sensitivity and positive predictive values for the CHC-related broad abilities ranged from low to moderate, indicating that a cognitive weakness may not be robust a rule-in indicator for the presence of an academic weakness. Conversely, specificity and negative predictive values were consistently high, indicating that, absent a cognitive weakness, it is unlikely that an individual will present with an academic weakness. Potential implications for clinical assessment are discussed.

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