Response Validity in Psychoeducational Assessment: a Primer for School Psychologists

Chapter 3 outlines the typical approach to psychoeducational assessment used by school psychologists and discusses the implications of this approach to case conceptualization. It then covers current measures commonly used in psychoeducational assessment across the domains of cognitive, academic achievement, and social-emotional functioning, including projective or performance-based measures, as well as tests and test batteries, behavioral observation, interviews, performance-based measures, adaptive functioning, and neuropsychological assessment. It concludes with a discussion of current controversies about the strengths and weaknesses of psychoeducational assessment.

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Muddled Measurement: A Historical Perspective on Questionable Practices in School Psychology’s Assessment of Learning Disabilities

Canadian Journal of School Psychology ◽

10.1177/0829573521999946 ◽

2021 ◽

pp. 082957352199994

Author(s):

Eric Elias

Keyword(s):

Decision Making ◽

Learning Disabilities ◽

School Psychologists ◽

Assessment Practices ◽

Psychoeducational Assessment ◽

Historical Perspectives ◽

Assessment Of Learning ◽

Psychometric Instruments ◽

Interpretive Practices ◽

Specific Learning

As school psychologists we are well trained with using and interpreting a variety of psychometric instruments, yet there are several studies that indicate that school psychologist’s interpretive practices veer off the intended path. The application of assessment to the process of identification of specific learning disabilities (SLD) has been noted as one of the more problematic areas in psychoeducational assessment for myriad reasons. While the medical field has begun to focus on de-implementing ineffective practices, the field of psychology has not followed as readily. This article considers the costs of poor decision making in the context of SLD evaluation and seeks to identify evidence-based assessment practices for SLD identification and decision making. After considering historical perspectives, approaches and practices for assessing SLD, actuarial interpretation, and treatment validity will be discussed.

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Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1703.230 ◽

1986 ◽

Vol 17 (3) ◽

pp. 230-240 ◽

Cited By ~ 10

Author(s):

Lou Tomes ◽

Dixie D. Sanger

Keyword(s):

Public Schools ◽

School Psychologists ◽

Elementary School Principals ◽

Team Member ◽

Interdisciplinary Team ◽

Survey Study ◽

Language Programs ◽

Team Members ◽

Positive Attitudes ◽

State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

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