Communiqué Volume 50, Number 2 (October 2021)

Featured Article

Spina Bifida: What School Psychologists Should Know

By Paloma N. Silva & Denise E. Maricle

Spina bifida (SB) refers to a subgroup of neural tube defects resulting in a protruding spinal cord. Children with SB tend to exhibit a pattern of strengths and weaknesses revolving around executive and attentional capacity, memory, motor functioning, visual–spatial integration, emotional regulation, academic abilities, and functional living skills. Understanding these strengths and weaknesses is important in supporting these children in an educational setting.

Advocacy

Now Is the Time! A Review of the Progress to Address Shortages and What You Can Do

By Kelly Vaillancourt Strobach & Kari Oyen

NASP has long focused on efforts to remedy the shortages in school psychology and it has been a strategic goal of the organization since 2012. NASP, state school psychology associations, and individual school psychologists have devoted countless hours to examining the myriad variables that impact the shortages and to propose and enact solutions. This article describes the current landscape of advocacy efforts designed to reduce the shortages of school psychologists, and it offers recommendations for participating in those advocacy efforts.

International School Psychology

Let's Get in GEAR: National School Psychology Week, November 8–12, 2021

By Courtney Huguenin, Eric Elias, Rebecca Comizio, & Katherine Cowan

National School Psychology Week (NSPW) is a fun, easy way to highlight the vital work that school psychologists and other educators do to help all students thrive. This year's theme of “Let's Get in GEAR!” enables you to highlight what you and others can do to help students identify and develop their academic, social, emotional, and behavioral skills, and the evidence-based practices that help them achieve their best.

Pediatric School Psychology

Mapping of Pediatric Chronic Illness Sequelae to Inform Evaluation Planning

By Maria Tina Benno, Cassondra Griger, Braelyn Tracy, Akshita Nayyar, R. Brandon Conaway, Kirsten Franklin, & Ara J. Schmitt

This article supports school psychologists’ evaluation planning by identifying commonly encountered pediatric conditions and investigating the neuropsychoeducational domains for which “limited” performance might be expected. These performance areas might then become targets of assessment within a comprehensive evaluation plan when evaluating for OHI special service eligibility.

Leadership in Action

Spotlight on the Katy Independent School District

By Katie Dockweiler

This year the NASP Communications Committee is excited to share that the Leadership in Action series will spotlight the communication and advocacy efforts of teams and districts across the country in their purposeful pursuit of comprehensive implementation of the NASP Practice Model.

Student Connections

The 2021 National School Psychology Week and Recognized Leaders From 2020

By Rachel Wiegand & Andrew Jenkins

After a long and difficult year for everyone, it is more important than ever to advocate for and promote the field of school psychology and highlight the important work that school psychologists and other educators do to help all students thrive and succeed.

In This Issue: