Communiqué

Volume 47, Issue 3 (November 2018 )

Editor: John Desrochers


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  • The Power of Harry Potter: A Cornerstone for Conversation

    cross time, stories have carried important skills and teachings from one generation to the next (Kottler, 2015). For example, Aesop, a slave in ancient Greece, told stories that have survived for more than 2,000 years (Temple & Temple, 1998). Each of Aesop's fables ends with a moral that summarizes the story's central theme. … more

  • Parent Advocates Champion Evidence-Based Practice Under the Banner of Dyslexia—Part 1

    Dyslexia has been the recent focus of a groundswell of interest, advocacy, and legislative activity. Dyslexia identification procedures have attracted interest and controversy within school psychology circles, with several articles gracing the front pages of Communiqué in 2017 and 2018. School districts have been fielding a spate of parent requests to identify and serve children with dyslexia. … more

  • Unlocking Your SPAW-tential

    With School Psychology Awareness Week (SPAW) fast approaching, we want to take this opportunity to remind you of all the helpful resources NASP has available to celebrate and advocate during the week. As a reminder, SPAW is November 12–18 and this year's theme is “Unlock Potential. … more

  • Editor's Note: Advocacy

    One of the regrets I have about my professional life is that I did not get involved in my state association and NASP until midway through my career. Despite being told during graduate school about how intertwined education and government are and about the importance of advocacy, I didn't really fully understand the implications of that until later. … more

  • President's Message: School Psychology Awareness Week

    School Psychology Awareness Week gives us an opportunity to promote the great work we do. Too many people don't know who we are or what we do to support student learning and mental health. When I go to undergraduate classes to share information about our profession, I ask who has heard of us and it is rare that over 25% have. There has been a slight increase in recent years, but I thought our rate of improvement would be faster. … more

  • Functional Behavioral Assessment: Too Much Work!

    You receive a referral for a junior high school student, with reported frequent and extreme problem behavior during instructional independent seatwork. This student becomes hostile and displays verbal opposition to tasks (e.g., “I will not do this!”). She becomes even more aggravated and disruptive when mildly prodded to engage in the assigned task. … more

  • Supporting Students With Epilepsy in the School Setting

    Epilepsy is one of the most common neurological disorders in children, affecting approximately 0.5% to 1% of children through the age of 16 years. Between 20,000 and 45,000 children are diagnosed annually with newly recognized seizures with the median age of onset between 5 and 6 years of age (Hauser, 2016). … more

  • Culturally Responsive Teaching—Part 2: Pedagogical Considerations and Teacher– Student Relationships

    This article is the second in a two-part series on culturally responsive teaching (CRT; cf. Hoffman, 2018). The series reviews the guidance provided by four authors (Delpit, 2012; Embin, 2016; Hammond & Jackson, 2015; Ladson-Billings, 2009) for effectively serving culturally, linguistically, and ethnically diverse (CLED) students in a classroom setting. Four consistent themes were identified in the texts. … more

  • “What's for Lunch?” School Psychologists Join the Table for Advocacy

    Each year, NASP and George Washington University host a Public Policy Institute (PPI) in Washington, DC, that provides training in political advocacy (for more information visit https://www.nasponline.org/research-and-policy/public-policy-institute-(ppi)). … more

  • Advocacy at NASP in the Early Years

    Advocacy has been a central mission for NASP throughout its existence. In the beginning, NASP advocacy focused on school psychologists providing services to children in the schools. However, NASP encountered a variety of barriers, including unfavorable legislation and court decisions. … more

  • Teaming to Support Students Q&A With Kelsey Sumner

    Kelsey Sumner works at the Arch Community School, located in the Promise Zone of St. Louis. A Promise Zone is characterized by high unemployment, high crime and mortality rates, significant numbers of vacant lots and abandoned buildings, and homelessness. The poverty rate in this zone is 63% and the unemployment rate is 21%, 61% of families are rent burdened (with more than 30% of their income going towards rent), and the dropout rate is at 7%. The school is in its inaugural year and is small, with about 65 students enrolled in four grade levels from kindergarten to third grade. … more

  • Remembering O. A. “Buff” Oldridge, 1924–2017

    Born Ovle Ambrose Oldridge Jr. on July 11, 1924 in Argonia, Kansas (southwest of Wichita with a current population of about 600), Buff Oldridge died on October 12, 2017 in Meadow Lake, Saskatchewan, at age 93. He moved there some time after his retirement in 1989 from the University of British Columbia. … more

  • Program Highlights

    Registration for the Atlanta convention opened October 1. Good news: If you haven't registered yet, you still have until November 7 to be part of Early Bird registration. This gets you discounted registration and the chance to win a $500 Visa gift card. Don't delay! Register today. … more

  • School Psychologists as Prevention Specialists: Helping Children Become School Ready

    Despite a typical focus of school psychological services on supporting the needs of K–12 students, school psychologists also possess the skills to support future students during the early childhood years. … more

  • The Path to the BCBA Credential: One Graduate Student's Experience

    For many graduate students, the collection of credentials pertinent to school psychological practice amalgamates in an alphabet soup of unfamiliar acronyms, leaving credentialing benefits unrecognized and processes unknown. One such credential is the Board Certified Behavior Analyst (BCBA), awarded by the Behavior Analyst Certification Board (BACB). … more

  • A Glimpse Into the Future of Assessment in School Psychology

    A student is led into a small room in his school. He is given a pair of virtual reality glasses and haptic feedback gloves. The student is told to sit at a school desk while the technician loads up a virtual classroom where reading is being taught. After 20 minutes, the scene changes for the student and he is asked to solve a series of puzzles. … more

  • Book Reviews: Clinical Handbook Of Psychological Disorders In Children And Adolescents: A Step-By-Step Treatment Manual

    Given the current emphasis on evidence-based intervention, school psychologists need practical evidence-based intervention resources. The Clinical Handbook of Psychological Disorders in Children and Adolescents can serve as a useful resource for finding evidence-based psychosocial treatments for clinical disorders that are specifically designed for children and adolescents. The authors were inspired by David Barlow's Step-By-Step Treatment Manual for Adults (2014) and saw a need for a child and adolescent adaption. … more

  • Book Reviews: Do–Watch–Listen–SAY, Second Edition: Social and Communication Intervention for Autism Spectrum Disorder

    The authors of Do–Watch–Listen–Say, Second Edition: Social and Communication Intervention for Autism Spectrum Disorder have written a thorough and practical manual for any practitioner desiring to teach social skills to a child (ages 3–18) on the autism spectrum. Their combined professional and personal experiences make them particularly knowledgeable creators of a combined assessment and treatment program. … more