Communiqué Volume 48, Number 3 (November 2019)
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.
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
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.”
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.
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.
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:
Suicide and Schools
NASP Committees and Boards
IDEA in Practice
Presenters in Focus
2020 Convention News