Communiqué

Volume 46, Issue 6 (March/April 2018 )

Editor: John Desrochers


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  • Trauma and Its Impact on Children

    Exposure to traumatic experiences in childhood is more frequent than uncommon and can have a significant impact on the development and social–emotional health of children and adolescents. … more

  • NASP Adopts Resolution on Efforts to Prevent Gun Violence

    On January 23, the NASP Leadership Assembly adopted a Resolution Supporting Efforts to Prevent Gun Violence. While this constitutes the first official NASP policy addressing gun safety specifically, it is not, as some might think, NASP's first intentional commitment to working with policy makers and allied stakeholders to enact effective laws and policies to reduce gun violence. … more

  • Supporting High School Students in Accelerated Courses

    Implementing a full continuum of school-based mental health services includes the provision of universal supports for all students, as well as tiered supports for students at risk for academic or emotional decline; however, some students may be overlooked due to their high academic achievement, compliant classroom behavior, or positive features of their home life, such as economic wealth and family resources. … more

  • Editor's Note: Realizations About Guns

    Several weeks ago, still reeling from news of the murders of 17 people at Marjory Stoneman Douglas High School in Florida, I was standing in the lobby of a fancy hotel when suddenly a noise like a big firecracker went off nearby. Instinctively crouching and turning around to look (“What the heck is that?!”), I saw someone 15 feet away grabbing up things from the floor and bolting down the stairs with two security guards in pursuit. … more

  • President's Message: Beyond Thoughts and Prayers

    January 1, 2018 to February 1, 2018 … St. Johns, Michigan … Seattle, Washington … Denison, Texas … San Bernardino, California … Sierra Vista, Arizona … Marshall, Texas … Winston-Salem, North Carolina … Italy, Texas … Gentilly, Louisiana … Benton, Kentucky … Mobile, Alabama … Dearborn, Michigan … Philadelphia, Pennsylvania … Los Angeles, California … 14 times a firearm was discharged within a school building or on a school campus … And now, the tragic school shooting in Parkland, Florida. … more

  • Addressing Problems of Professional Competence: Collaborating With University Training Programs to Support Struggling Supervisees

    As a university-based supervisor (UBS) for school psychology interns, one of the highlights of my job is seeing students complete their capstone training experiences and move on to become credentialed, practicing school psychologists. This requires that students demonstrate competence, or the academic, assessment, clinical, ethical, and interpersonal skills that yield a “complete picture of professional behavior” (Cruise & Swerdlik, 2010, p. 131). … more

  • Ask Perry: Your Legal Questions Answered by Our Expert

    From Megan Rescinito, Virginia: Does the transition services requirement of the IDEA require reevaluation of the child's cognitive, achievement, and functional levels (e.g., updated IQ testing) for assistance with admission or services in postsecondary education? … more

  • Send Us Your Legal Questions

    We are inviting you to send in questions about legal issues related to your practice as school psychologists. Perry Zirkel, university professor emeritus of education and law at Lehigh University, will answer selected questions in his Communiqué column, Ask Perry. … more

  • Achieving and Maintaining Change in Urban Schools: The Role of the School Psychologist

    School psychologists in Baltimore City Public Schools (City Schools) are engaged in efforts to expand their professional roles from a traditional to a more comprehensive model as encouraged by NASP (2016). In Baltimore, the traditional role is a special education-specific gatekeeper and service provider. There are many reasons why this traditional role became the status quo. … more

  • Securing a (New) Seat at the Table: Distributed Leadership and School Psychologists

    In a time of greater demands on school systems and increased strain on human and material resources, the need for expanded leadership models is becoming increasingly apparent. As a result, educational stakeholders are investing in leadership roles beyond the traditional school administrators, engaging various educators' leadership capacities at all levels as an important piece of school organizational improvement efforts. … more

  • Online School Psychology: Blueprint to Higher Education Conversations

    I began the Communiqué conversation about online school psychology a few months ago and appreciate the positive response it has achieved. Listening to the concerns in the field, I am convinced that our profession needs to develop innovative programs to address the shortages of school psychologists across the nation. Specifically, I am thinking about online programs that can reach the rural and underserved districts of each state. Current educators seeking to expand their skill set can be the untapped answer to meeting our shortage needs. … more

  • MTSS: One District's Journey

    Districts comprising a diverse population must consider how to meet a broad range of needs across a variety of learners. Within our school district, we have recognized a significant need to implement a multitiered systems of support (MTSS) framework due to the diversity of our students, the transient nature of our district, and the need to ensure that all students have access to a learning environment that is engaging, positive, and rigorous, and that meets their needs. … more

  • Resolution Supporting Efforts to Prevent Gun Violence

    The National Association of School Psychologists (NASP) is a nonpartisan association committed to advocating for research-based policies and practices that ensure children's safety, well-being, and ability to thrive at school, at home, and throughout life. The work of NASP is grounded in its mission, professional standards, position statements, resolutions, policies, and advocacy platforms, all of which are guided by research. … more

  • An Interview With New NASP Director of Educational Practice

    Communiqué: You have been working with NASP for several months now. What are your initial impressions of NASP as an organization? … more

  • Social Justice Resources for Graduate Educators

    The promotion of social justice in school psychology training programs is a major tenet of NASP training guidelines that follows a theme in the school psychology literature advocating for the inclusion of a social justice framework in practice and training (Grapin, 2017; NASP, 2010). Despite the call for the inclusion of social justice in training efforts, there are few resources available to trainers of school psychologists to help guide inclusion of social justice in their courses and training sequences. … more

  • Wanted for 2019: Skill-Building, Practitioner-Oriented Presentations

    The Chicago convention just ended, but it's not too soon to start thinking about next year in Atlanta, especially if you are thinking of offering a presentation. The proposal submission system for the NASP 2019 Annual Convention in Atlanta will be open soon. Presenting is a great way to share your knowledge, connect with colleagues, and be an integral part of the convention experience. Don't wait until the last minute to start working on your presentation proposal. … more

  • Preparing a Successful Presentation Proposal

    All proposals considered for NASP convention presentations undergo a masked review process. Each year, some proposals that appear to have merit are not accepted for presentation because these proposals either violated a submission rule or did not provide sufficiently clear information to result in a positive decision. … more

  • Tips for Writing Attention Grabbing Session Descriptions

    The primary goal in giving a presentation at the NASP convention is to share a particular aspect of your knowledge with fellow school psychologists. This requires that people show up at the presentation. There are typically more than 1,000 presentations and workshops at a NASP convention. The competition for attention is pretty high. … more

  • Tips for Writing Effective Learning Objectives

    A learning objective should include a measurable verb (e.g., describe, design, assess, apply, explain, analyze) and focus on the learner. For example: “This session will help participants present and advocate the use of the NASP Practice Model to their local board of education.” … more

  • The Teachers College Social Justice Book Club

    Given that the work of school psychologists connects children's rights, educational rights, and community resources, school psychologists are uniquely positioned to engage in social justice advocacy. After polling several experts in the field, Shriberg et al. (2008) used participant responses to create a definition for social justice advocacy as it relates to school psychology. … more

  • Just a Click Away: Social Justice and the Ghost in the Machine

    I believe that Amazon can read my mind. More times than I would like to admit, it suggests items that I need or want each time I log in. At its heart is a computer algorithm that has patiently been collecting data about where I go on Amazon's site, what I put in my basket, and what I ultimately buy. … more

  • Supervising the School Psychology Practicum: A Guide for Field and University Supervisors

    Practicum supervisors are integral to the preparation of school psychologists. Although planning for the practicum experience can be both demanding and time consuming, Kelly and Davis (2017) have lessened supervisors' burden with their new text, Supervising the School Psychology Practicum: A Guide for Field and University Supervisors. … more

  • Behavioral Classification System for Problem Behaviors in Schools: A Diagnostic Manual

    This manual provides a practical overview and suggested guidelines for use of the Cipani Behavioral Classification System (BCS), a categorization model for delineating differences among problem behaviors and their functions. This type of classification system for behavioral analysis and research is crucial for school practice, as the demand for environmental assessment of behavior and evidence-based intervention for positive support has increased. … more

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