Communiqué Volume 48, Number 5 (January/February 2020)

Featured Article

Positive Education Down Under: Melbourne Schools Create a Culture of Positive Education

By Sierra M. Trudel

This article tours three different positive education schools in Melbourne, Australia and provides suggestions for school psychologists to use a positive education framework in their counseling and consultation roles.

Professional Practice

The Substantive “Yes” and “No” Manifestation Determinations Under the IDEA: An Updated Case Law Analysis

By Perry A. Zirkel

The purpose of this article is to provide an updated empirical analysis of the most recent 5 years of hearing and review officer and court decisions specific to the substantive standards for manifestation determinations (M-Ds) since the predecessor analysis in Communiqué (Zirkel, 2015). The legal framework for the cases and their analysis consists of three stages, demarcated by the pertinent provisions of successive IDEA amendments in 1997 and 2004.

Communication Matters

2019 SPAW Wrap Up

By Roberto Hylton

SPAW is celebrated annually to highlight the important work of school psychologists and their daily impact on the lives of students inside and outside the classroom. Each year, SPAW offers the opportunity to build relationships with students and their families, school administrators, and colleagues. Advocates for school psychology also take this time to join and amplify their voices around policy priorities relevant to school psychologists and the children they serve.

Student Connections

Culturally Responsive Response, to Intervention and Leading a Practitioner Conversation at the NASP Annual Convention

By Nina E. Ventresco, Ariel Aranov, Elizabeth Boyd, Kelsey Mininger & Lindsey Manferdini

The late Dr. Edward Shapiro, a Lehigh University faculty member for more than 35 years and a giant in our field (Manz & DuPaul, 2017, p. 187), demonstrated unwavering commitment to training school psychologists to provide comprehensive, systems-level services consistent with the NASP Practice Model (NASP, 2010).

Research-Based Practice

Belief-Based Versus Evidence-Based Math Assessment and Instruction

By Amanda M. VanDerHeyden & Robin S. Codding

Addressing math instructional problems is not easy work. This article explores why this is the case, why timed assessment is important, and what specific tensions exist when assessing math performance.

School Psychs as Consumers of Research

Large-Scale Secondary Data Analysis—Part 1: For Researchers

By Amanda L. Sullivan, Mollie R. Weeks, Tara Kulkarni, & Thuy Nguyen

This article focuses on advantages, considerations, and cautions for researchers interested in applying and reporting on large-scale analyses.

In This Issue: