Communiqué Volume 47, Number 1 (September 2018)
By David Shriberg & Daewon Kim
Social justice advocacy plays a major role in school psychology. This article looks at how school psychologists can quantitatively examine themselves as agents of social justice.
By Pamela August
In North Kansas City Schools, we are proud of our long tradition of interventions, and of the fact that we were among the first districts in Missouri to use response to intervention (RTI) for academics. Still, we are always looking for ways to maintain, improve, and expand the interventions we can offer to students.
By Aaron J. Fischer, Gregory E. Moy & Stacey E. Robbins
This article continues the discussion of online graduate education in school psychology. It reviews content areas to be taught, various modalities of online instruction, potential barriers to the use of online instruction, and future directions for this technology in school psychology.
By Emily Srisarajivakul, Nina E. Ventresco & Katherine E. McLendon
After working tirelessly on your proposal, you have found out that your presentation for the NASP annual convention has been accepted. Now what? You might feel a wave of excitement and accomplishment, which may then suddenly morph into intense and unrelenting feelings of anxiety and panic.
By Stephanie L. M. Lung
This article compares evidence-based practice and practice-based evidence as complementary processes that enhance school psychology practice.
By Terry D. Diamanduros, P. Dawn Tysinger & Jeffrey Tysinger
This handout defines childhood trauma, child reactions to trauma, and what schools can do to help children who have experienced trauma. It also provides a variant of resources for educators..
In This Issue:
Crisis Preparedness and Response
Early Career Spotlight
2019 Convention News