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Domain 10: Legal, Ethical & Professional Practice Domain

NASP Policy

Model for Comprehensive and Integrated School Psychological Services (2010)
These NASP standards provide an in depth description of the NASP Practice Model.

Standards for the Credentialing of School Psychologists (2010)
These NASP standards detail the credentialing guidelines for states.

Principles for Professional Ethics (2010)
These NASP standards detail the ethical principles that should be followed by school psychologists.

Standards for the Graduate Preparation of School Psychologists
These standards articulate the graduate requirements, including coursework and supervised training, recommended for the training of school psychologists.

Appropriate Academic Supports to Meet the Needs of All Students
As outlined in this position statement, NASP endorses a comprehensive model of support for students with learning problems wherein academic instruction is linked to the needs of the student and does not require assigning students to categorical special education groups.

Appropriate Behavioral, Social and Emotional Supports to Meet the Needs of All Students
This position statement reinforces NASP's support for multi-tiered problem solving strategies in meeting the behavioral, social, emotional and academic needs of all students.

Ensuring High Quality, Comprehensive Pupil Services
This position statement supports policies and practices that enhance the education and development of all students through the organized delivery of comprehensive school-based pupil services including psychological services.

Child Rights
This position paper recognizes and supports the basic human rights of children, as well as rights specifically related to education.

Necessary Use of the Title “School Psychologist”
The purpose of this position paper is (a) to summarize existing NASP policy, state and federal mandates, and approved federal graduate education standards as it applies to the necessary use of the title “school psychologist” by specialist- and doctoral-level school psychologists; and (b) to summarize the critical need for continued use of the title “school psychologist” among specialist- and doctoral-level school psychologists as they meet the daily behavioral, academic, and social–emotional needs of the students they support.

Supervision in School Psychology
This position statement supports the NASP's belief that all school psychologists should have access to knowledgeable professional supervision.

Articles

NASP Practice Model: Examples from the Field: Domain 10
This article is one in a series entitled, "NASP Practice Model: Examples From the Field," which highlights various domains within the Practice Model and, through interviews with practicing school psychologists, illustrates how the domains are effectively applied in everyday professional activities.

A More Valuable Resource
This article, published in Principal Leadership magazine, outlines the breadth and depth of school psychologists' training and skill set.

IDEA Requirements for FBAs and BIPs: A Quick Quiz
This article provides a quick quiz to assess school psychologists' knowledge of the law regarding Functional Behavioral Assessments (FBA) and Behavior Intervention Plans(BIP). The commentary after each item is based on a recently completed comprehensive analysis of the IDEA framework and the resulting case law—both hearing/review officer and court rulings—pertaining to FBAs and BIPs .

Ethical Dilemmas During Training: Students' Perspectives
This article provides a discussion of the challenges that some graduate students experience when they encounter ethical dilemmas during school-based practica or internships. The authors provide suggestions to address these dilemmas.

Upholding Legal and Ethical Duties in the Age of Collaboration
This article describes three issues related to collaborative working relationships and legal and ethical obligations.

Minimalist Approach to Manifestation Determination: Possible Compromise of Due Process Rights
This article describes a comprehensive and thorough approach to conducting manifestation determinations with consideration for ethical practices and the due process needs of students and their parents.

Communicating Effectively to Resolve Ethical Concerns: The Role of School Psychology Supervisors
This article describes how school psychologists need to be able to communicate their concerns to administrators and other stakeholders and reinforces the notion that ethical behavior is always in the best interest of the child.

Culturally Competent Practice
This is a review of NASP initiatives re: culturally responsive services to students from diverse cultures.

School Psychology and Evidence-Based Practice
This article provides information for school psychologists as they work to communicate the value of evidence based interventions and their implementation in school settings.

Support for State School Psychology Associations: A Model for Promoting Professional Practices
This article provides a framework that state associations can use to promote excellence in professional practices and reduce the risk for incidents of ethical misconduct.

Webinars, Workshops and Trainings

School Psychology Paradigm Shift and Beyond, Presented by Daniel J. Reschly
This Best Practices V chapter provides a rationale for a paradigm shift in school and other areas of applied psychology and general and special education is reviewed.

The Evolution of School Psychology to Science-Based Practice: Problem Solving and the Three-Tiered Model, Presented by W. David Tilly III
This Best Practices V chapter reviews the significant steps that school psychology has taken in “adopting science as the basis of practice.

Best Practices in Integrating Best Practices V Content with NASP Standards, Presented by Patti L. Harrison and Joseph S. Prus
This Best Practices V chapter provides a description of the NASP standards for training, credentialing, and ethics and guidelines for professional practices.

Best Practices in Facilitating and Evaluating Intervention Integrity, Presented by Andrew T. Roach and Stephen N. Elliott
This Best Practices V chapter focuses on the concept of intervention int4egrity and methods for enhancing and monitoring it.

Best Practices in Designing, Implementing, and Evaluating Quality Interventions, Presented by Kristi R. F. Upah
This Best Practices V chapter provides a review of critical quality indicators of interventions.

Best Practices in Educational Accountability: High-Stakes Testing and Educational Reform, Presented by Jeffrey P. Braden and Michelle P. Tayrose
This Best Practices V chapter assists school psychologists in understanding high-stakes tests and their results.

Best Practices in Accessing the Systems Change Literature, Presented by Ruth A. Ervin and Elizabeth Schaughency
This Best Practices V chapter provides a review of the literature in the area of systems change.

Best Practices in Professional Development: An Integrated, Three-Tier Model of Academic and Behavior Supports, Presented by Stephanie A. Stollar, Karen R. Schaeffer, Seena M. Skelton, Karen C. Stine, Alicia Lateer-Huhn, and Rita L. Poth
This Best Practices V chapter proposes a framework of professional development and technical assistance for the purpose of creating an infrastructure to support implementing a three-tier model that integrates academic and behavior supports.

Best Practices in System-Level Change, Presented by Michael J. Curtis, José M. Castillo, and Rachel M. Cohen
This Best Practices V chapter provides an overview of methods that school psychologists can utilize in order to increase participation in system-level change efforts by viewing behavior from a systems perspective, using collaborative planning and problem-solving procedures, and pursuing strategies that are based on principles for organizational change.

Best Practices in Strategic Planning, Organizational Development, and School Effectiveness, Presented by Howard M. Knoff
This Best Practices V chapter integrates a number of evidence-based blueprints to provide school psychologists, schools, and districts with a strategic roadmap toward successful strategic planning, organizational development, and school effectiveness.

NASP Books and Publications

Professional Ethics for School Psychologists, 2nd ed.
By Leigh Armistead, Barbara Bole Williams, and Susan Jacob

Professional Development and Supervision of School Psychologists: From Intern to Expert, 2nd ed.
By Virginia Smith Harvey and Joan A. Struzziero

School Psychology: Past, Present and Future, 3rd ed.
By Thomas Fagan and Paula Sachs Wise

Best Practices in School Psychology V
By Alex Thomas and Jeff Grimes

Helping Children at Home and School III: Handouts for Families and Educators
By Andrea S. Canter, Leslie Z. Paige, and Steven Shaw