Best Practices in School Psychology - III, A. Thomas, & J. Grimes (eds), Washington D.C: National Association of School Psychologists, 1995, pp. 1296

1998 ◽  
Vol 8 ◽  
pp. 128-130
Author(s):  
Michael Faulkner
Keyword(s):  
School Psychology ◽  
Best Practices ◽  
School Psychologists ◽  
National Association

scholarly journals Why Educational Neuroscience Needs Educational and School Psychology to Effectively Translate Neuroscience to Educational Practice

2021 ◽  
Vol 11 ◽  
Author(s):  
Gabrielle Wilcox ◽  
Laura M. Morett ◽  
Zachary Hawes ◽  
Eleanor J. Dommett
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Educational Practice ◽  
Vital Role ◽  
National Association ◽  
Great Promise ◽  
Educational Neuroscience ◽  
Research And Practice ◽  
Agents Of Change

The emerging discipline of educational neuroscience stands at a crossroads between those who see great promise in integrating neuroscience and education and those who see the disciplinary divide as insurmountable. However, such tension is at least partly due to the hitherto predominance of philosophy and theory over the establishment of concrete mechanisms and agents of change. If educational neuroscience is to move forward and emerge as a distinct discipline in its own right, the traditional boundaries and methods must be bridged, and an infrastructure must be in place that allows for collaborative and productive exchange. In the present paper, we argue that school psychologists have the potential to fulfill this need and represent important agents of change in establishing better connections between research and practice. More specifically, we use the National Association of School Psychologists (NASP) (2020) Domains of Practice to highlight several areas where school psychology can actively support forging connections between neuroscience and educational practice. School psychologists represent untapped potential in their knowledge, skillset, and placement to serve a vital role in building the bridge between neuroscience and education.

Districts Implementation of Active Shooter Drill Policies

2022 ◽  
pp. 088740342110684
Author(s):  
Cassandra C. Howard ◽  
Viki P. Kelchner ◽  
Breahannah Hilaire ◽  
Laurie O. Campbell ◽  
Eric D. Laguardia
Keyword(s):  
Best Practices ◽  
School Psychologists ◽  
School Safety ◽  
School Shootings ◽  
National Association ◽  
Future Research ◽  
Active Shooter ◽  
Policy Makers ◽  
Resource Officers ◽  
High Profile

High-profile school shootings provoke public outcry and calls for policy responses to gun violence in schools. However, policy makers face pressure from diverse stakeholders with distinct agendas, and in some areas, there is little empirical research to guide policy makers’ decisions. Active shooter drills are one such example of a hotly debated policy response in need of further study. As a preliminary step to filling this research gap, this mixed-methods study investigated how school districts in Florida have implemented active shooter drills following legislation passed after the Marjory Stoneman Douglas High School shooting in Parkland, Florida. We analyzed school safety specialists’ perceptions and reports of drill procedures and their alignment with best practices. The majority of the districts surveyed aligned with Best Practices established by the National Association of School Psychologists and National Association of School Resource Officers. Implications for future research and considerations for the implementation of active shooter drills are discussed.

Usefulness of Assessment Techniques in Assessing Classification for Emotional Disturbance and Generating Classroom Recommendations

2000 ◽  
Vol 90 (1) ◽  
pp. 250-252 ◽  
Author(s):  
Gail M. Cheramie ◽  
Krystina M. Griffin ◽  
Tina Morgan
Keyword(s):  
Best Practices ◽  
School Psychologists ◽  
Emotional Disturbance ◽  
Rating Scales ◽  
Perceived Usefulness ◽  
Direct Link ◽  
Projective Techniques ◽  
Assessment Techniques ◽  
Specialist School

A national survey of specialist school psychologists examined the perceived usefulness of assessment techniques in making decisions regarding eligibility for the educational classification of emotional disturbance and in generating classroom recommendations. Analysis showed measures rated as most useful were interviews with the parent, teacher, and student, observations of the student, and norm-referenced rating scales. Projective techniques were least useful. These findings are important in the context of “best practices” for the multidimensional assessment of emotional disturbance which promotes a more direct link between assessment and intervention.

Historical Summary and Analysis of the First 20 Years of the National Association of School Psychologists

1989 ◽  
Vol 18 (2) ◽  
pp. 151-173
Author(s):  
Thomas K. Fagan ◽  
Nadine Block ◽  
Kevin Dwyer ◽  
Sharon Petty ◽  
Mary St. Cyr ◽  
...  
Keyword(s):  
School Psychologists ◽  
National Association

Multi-Tiered System of Supports: An Ecological Approach to School Psychology Service Delivery

2021 ◽  
pp. 009862832110242
Author(s):  
Susan M. Loftus-Rattan ◽  
Mahri Wrightington ◽  
Jenlyn Furey ◽  
Jessica Case
Keyword(s):  
School Psychology ◽  
Service Delivery ◽  
School Psychologists ◽  
Ecological Model ◽  
Well Being ◽  
Psychology Students ◽  
The United States ◽  
Ecological Approach ◽  
Tiered System ◽  
Main Components

Introduction: School psychologists work to support the academic, behavioral, and social-emotional well-being of students in schools. Their roles have become increasingly diverse in recent years due to the implementation of Multi-tiered System of Supports (MTSS) frameworks in schools throughout the United States. Statement of the Problem: Despite a national shortage of school psychologists, psychology students are often unaware of the profession or may have an outdated understanding of the role of school psychologists. Psychology students may also be unfamiliar with the MTSS framework, which promotes research-based, data-driven, equitable, and culturally responsive practices through a systemic, ecological approach to service delivery in schools. Literature Review: We review the main components of a typical MTSS prevention and intervention framework and describe the various roles of school psychologists and other key stakeholders within this model. Teaching Implications: This review and supporting resources can be used to introduce the field of school psychology to students. Additionally, it can be used to generate discussions regarding the provision of evidence-based and equitable academic and psychological services to students in the school through an ecological model. Conclusion: This article will help students gain an understanding of school psychologists’ roles within a current MTSS educational service delivery model.

Recruitment and retention of bilingual graduate students in school psychology: Efforts and challenges in increasing professional diversity

2021 ◽  
pp. 014303432110426
Author(s):  
Yi Ding ◽  
Tamique Ridgard ◽  
Su-Je Cho ◽  
Jiayi Wang
Keyword(s):  
United States ◽  
School Psychology ◽  
Graduate Students ◽  
School Psychologists ◽  
Quantitative Data ◽  
The United States ◽  
Future Directions ◽  
Recruitment And Retention ◽  
Urban University ◽  
Bilingual School

The main goal of this paper is to illustrate recruitment efforts, strategies, and challenges in the process of training bilingual school psychologists to serve diverse schools. First, we address the acute and chronic shortage of bilingual school psychologists in the United States, particularly in urban schools where student populations are increasingly diverse. Then we provide a review of strategies and efforts to recruit and retain bilingual graduate-level learners in one school psychology program in an urban university. Quantitative data regarding recruitment and retention efforts are discussed. We identify challenges and future directions to increase diversity in the field of school psychology.

School Psychology and Cultural Competence: Room to Grow?

2017 ◽  
Vol 33 (7) ◽  
pp. 951-976 ◽  
Author(s):  
Jill L. Johnson ◽  
Michael W. Bahr ◽  
Virginia L. Navarro
Keyword(s):  
Professional Development ◽  
School Psychology ◽  
Cultural Competence ◽  
School Psychologists ◽  
Policy Development ◽  
Future Research ◽  
Children And Families ◽  
Policy Documents ◽  
Policy Perspective ◽  
School Psychology Training

This study investigated how the concept of cultural competence was represented in three 2010 policy documents on service delivery, ethics, and credentialing by the National Association of School Psychologists. Qualitative analysis identified substantial sections of discourse focusing on cultural competence and, to a lesser extent, social justice, but neither concept was clearly defined with examples from everyday practice. From a policy perspective, a stronger focus on the centrality of cultural competence in school psychology training and practice is needed to improve outcomes for increasingly diverse children and families. Implications for policy development, professional development, and future research are discussed.

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