Volume 48, Issue 2 (October 2019)

Editor: John Desrochers

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  • Low Income and Economic Marginalization as a Matter of Social Justice: Foundational Knowledge

    As a recent addition to NASP’s strategic goals, social justice has become an important area of development for the field of school psychology. It is important that our research endeavors incorporate and expand social justice within the field. The current article defines social justice research and its role in the field of school psychology. … more

  • Using Antecedent-Based Strategies to Address Motivation in Behavioral Interventions

    Understanding the environmental factors related to available reinforcement and their effect on student behavior is critical to the design of effective classroom management and behavior change interventions. This article focuses on motivational factors that influence behavior and how to incorporate these factors into behavior intervention plans. … more

  • Multicultural Supervision in School Psychology: Recommendations for Practice

    With the growing population of diverse learners in the United States, increasing multicultural competence in school-based practice is a pertinent and necessary goal. School psychology supervisors play an especially important role in training the next generation of school psychologists to engage in culturally responsive practice. We provide recommendations for practice, drawing from the school, counseling, and clinical psychology literature for practitioners to promote and build multicultural competence in their trainees. … more

  • Low Income, Economic Marginalization, and School Psychology

    The advancement of social justice is one of NASP's five strategic goals. Recent activity surrounding this goal has been very impressive and a group of our colleagues has committed to writing a related series of articles in Communiqué. On the front page of the September issue, “Demystifying Social Justice for School Psychology Practice” introduced key concepts of social justice and how these ideas permeate school psychology practice. … more

  • Has This Ever Happened to You?

    You are in a meeting with your school team. Perhaps the discussion is whether to refer a student for an evaluation or to recommend special education placement or services. Should the student be educated in a more restrictive environment or be dismissed from services? Does the team need to decide on Tier 2 or Tier 3 strategies? … more

  • Using Distance Education With Nontraditional School Psychology Students

    While there is still much to learn about distance education in school psychology, there appears to be growth and potential for training programs that may see this as one option to expand their existing course delivery options. Strategic alignment of needs, resources, training, and technology infrastructure is important for consideration. This article describes a specialist program that makes extensive use of online media to extend the reach of their program to working professionals at a distance from the university. … more

  • Bringing Social Justice Principles Into School Psychology Research

    As a recent addition to NASP’s strategic goals, social justice has become an important area of development for the field of school psychology. It is important that our research endeavors incorporate and expand social justice within the field. The current article defines social justice research and its role in the field of school psychology. … more

  • Social Justice and Practice Model Committees

    This article is part of a series on the mission and activities of NASP committees and boards. The purpose of these articles is to increase NASP members’ understanding of the activities of these groups and to encourage involvement in their work. This installment focuses on the work of the Social Justice Committee and the Practice Model Committee. … more

  • You Be the Judge #18: Providing a Comprehensive Evaluation

    For this 18th article in the series reviewing recent court decisions concerning appropriate school psychology practice from both professional and legal perspectives, the topic is the IDEA's obligation of providing a comprehensive initial evaluation. More specifically, the focus here is determining eligibility for a gifted child with emotional and attendance problems. … more

  • NASP's Leadership Assembly Adopts New and Revised Position Statements

    Position statements represent NASP's official policy and include best practice recommendations as well as an overview of recent research on the topic area. They can be used as advocacy tools at the school, district, state, and national levels by school psychologists and other stakeholders to inform educational policy and practices. … more

  • What School Psychologists Need to Know About Differential Item Functioning

    Although differential item functioning (DIF) is commonly used within the testing industry, it is not necessarily well understood by researchers and practitioners who often use tests for a variety of purposes. The purpose of this article is to explain DIF to a group of professionals who would benefit from a deeper understanding of this concept. DIF analyses play an important role in test development and, as a result, represent a fundamental concept for practitioners who use and interpret a variety of measures on a regular basis. … more

  • Frequently Asked Questions to Consider When Implementing Mindfulness Based Interventions in Schools

    The concept of mindfulness has become increasingly popular across a variety of contexts related to school climate (e.g., educator self-care, discipline) and student well-being (e.g., coping with stress and anxiety). As popularity grows, it becomes increasingly important for school teams to evaluate mindfulness-based interventions in the context of their school community and consider how mindfulness fits with current school initiatives. … more

  • Practice in an Urban Setting

    Tiara Bland, NCSP, works for Baltimore City Public Schools, an urban school district in Maryland. The district serves approximately 80,000 students, of whom 78.6% are African American, 11.3% Hispanic, and 7.8% White. In these schools, 52% of students are low income and 7.2% are English language learners. … more

  • Motivational Interviewing and Establishing Meaningful Connections

    Consultation consumes a large portion of a school psychologist's day. Often, these consultations are rewarding and both parties feel a meaningful connection with a shared understanding of next steps. However, as school psychologists are experiencing increasing demands on their time, these consultations run the risk of becoming less authentic due to the sheer nature of tasks to “check off” for the day. … more

  • The Child Maltreatment and Trauma Interest Group: Promoting Change Through the NASP Communities

    The Child Maltreatment and Trauma Interest Group (CMT-IG) was established in 2016 to develop a professional network of school psychologists who hold a common interest in promoting knowledge and understanding regarding the impact of child maltreatment and interpersonal trauma. … more

  • School Psychology Awareness Week: “Find Your Focus” November 11–15

    This year's theme, “Find Your Focus,” is action oriented, flexible, and relevant to all age groups. Finding your focus can mean a variety of meanings from paying attention, to being able to see an idea more clearly, to identifying an area of interest, or to being persistent or determined in your effort. Focusing can help us set goals, identify action steps, communicate need, and engage in discussions to help create the connections necessary for students to develop critical academic and social emotional skills. … more

  • Getting To—and Around—Baltimore

    Baltimore is one of the most easily accessible cities in the mid-Atlantic whether you are traveling by train, plane, or automobile. Located 45 minutes north of Washington, DC up I-95, Baltimore is served by three international airports: Baltimore/Washington International Airport (BWI), Reagan National Airport (DCA), and Dulles International Airport (IUD), although BWI is by far the closest. Coming from north or south, you can travel by train taking Amtrak to Baltimore Penn Station in the city. … more

  • Measuring and Using School Climate Data

    A positive school climate is associated with better student outcomes. Conversely, a negative school climate contributes to negative outcomes (Thapa, Cohen, Guffey, & Higgins-D'Alessandro, 2013). School climate represents an important indicator of student and school success that can help with assessing adequate yearly progress in schools (NASP Practice Model Domains 1, 2, and 9). … more

  • Find Your Focus: School Psychology Awareness Week

    School Psychology Awareness Week (SPAW) is a week dedicated to celebrating and promoting school psychology. During the week of November 11–15, school psychologists and school psychologists-in-training are encouraged to champion school psychology. The educational community will be charged with the following task: “Find Your Focus.” … more

  • How Instagram Is Battling Cyberbullying and Focusing on Mental Health

    Fortunately, Instagram is well aware that its platform has many services that can be used to cyberbully. They have made a concerted effort over the last couple of years to make it harder to cyberbully by employing artificial intelligence and other tools for users. … more

  • Book Review: Diagnosing Learning Disorders: From Science to Practice

    Our understanding of learning disorders (LD) has changed significantly over the years and is ever-evolving. For those seeking the latest scientific progress regarding the etiology, diagnosis, and treatment of learning disorders, Diagnosing Learning Disorders: From Science to Practice is a comprehensive resource. … more

  • Book Review: Supervision in School Psychology: The Developmental, Ecological, Problem-Solving Model

    The book Supervision in School Psychology: The Developmental, Ecological, and Problem-Solving Model by Dennis J. Simon and Mark E. Swerdlik focuses on best practices in school psychology supervision. The authors present this book as filling a need for a supervision framework that addresses the uniqueness of the field of school psychology (rather than clinical or counseling psychology). … more

  • The Changing Face of Communiqué

    I am officially retiring after 35 years in the school psych trenches. These last few days have been quite emotional for me as I clean out my office. That means 35+ years of school psych stuff, including my prized collection of every NASP Communiqué dating back to 1983. Why did I save them? It would take years of psychoanalysis to figure that out! OCD, anal … yeah, that's me! But good qualities to have as a school psychologist—traits that have served me well over the years. … more