Communiqué Volume 48, Number 3 (November 2019)

Featured Article

Mental Health in LGBTQ Youth: Review of Research and Outcomes

By Janelle Taylor

LGBTQ youth show increased risk for negative health behaviors, victimization, emotional distress, and poor mental health outcomes. This article explores research and implications for practice.

Professional Practice

The Use of Restraints for Students With Disabilities: The Latest Case Law Update

By Perry A. Zirkel

Restraints and other aversives continue to be an active area of legal activity, particularly for students with disabilities. However, the coverage of the more recent case law has not been comparably comprehensive and current. This article provides an update of the case law specific to school district use of restraints.

Presenters in Focus

Social Justice Leadership: Embracing Challenges as Opportunities for Moving Forward

By Charles Barrett

Social injustice can significantly undermine the well-being of our students, in part due to its consequences of poverty, racism, and inequality. In 2017, NASP adopted a definition that, in part, describes social justice as “both a process and a goal that requires action.”

Student Connections

Managing Conflict With Supervisors

By Lauren W. Reynolds, Sidra S. Ayoub & Eman Tibae

As graduate students, we expected to be challenged in our coursework, research, and fieldwork in schools. However, we underestimated the challenges of working closely with other adults. When we experienced interpersonal conflict with supervisors, we felt overwhelmed and uncomfortable, and we sometimes doubted our abilities to be school psychologists.

Research-Based Practice

Executive Skills: State of the Art and Trends for the Future

By Peg Dawson

This article reviews the relationship between executive skills and academic performance as well as concerns about the current status of the field with respect to executive skills and future considerations.

Graduate Education

Peer Coaches, Autism Spectrum Disorder, College Transitions: A Spectrum of Supports

By Scott P. Merydith, Sadie E. Kulhanek, Corinne E. Murray & Bethany M. Bradley

Rochester Institute of Technology provides a model for how supporting college students with ASD can serve as an opportunity for graduate students to have direct intervention experiences.

In This Issue: