Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles

2020 ◽  
Author(s):  
Ryan L. Farmer ◽  
Ryan J. McGill ◽  
Stefan C. Dombrowski ◽  
Gary L Canivez
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Clinical Assessment ◽  
Profile Analysis ◽  
Instructional Materials ◽  
Assessment Practices ◽  
Evidence Based ◽  
Individual Assessment ◽  
School Psychology Training ◽  
History Of

Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the results of a content analysis of available interpretive resources in the clinical assessment literature that may shed insight on this issue. Although previous reviews have evaluated the content of individual assessment courses, this is the first systematic review of pedagogical resources frequently adopted in reading lists by course instructors. The interpretive guidance offered across tests within these texts was largely homogenous emphasizing the primary interpretation of subscale scores, de-emphasizing interpretation of global composites (i.e., FSIQ), and advocating for the use of some variant of profile analysis to interpret scores and score profiles. Implications for advancing evidence-based assessment in school psychology training and guarding against unwarranted unsupported claims in clinical assessment is discussed.

Why Questionable Assessment Practices Remain Popular in School Psychology: Instructional Materials as Pedagogic Vehicles

2020 ◽  
pp. 082957352097811
Author(s):  
Ryan L. Farmer ◽  
Ryan J. McGill ◽  
Stefan C. Dombrowski ◽  
Gary L. Canivez
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Clinical Assessment ◽  
Profile Analysis ◽  
Instructional Materials ◽  
Assessment Practices ◽  
Evidence Based ◽  
Individual Assessment ◽  
School Psychology Training ◽  
History Of

Surveys reveal that many school psychologists continue to employ cognitive profile analysis despite the long-standing history of negative research results from this class of practice. This begets the question: why do questionable assessment practices persist in school psychology? To provide insight on this dilemma, this article presents the results of a content analyses of available interpretive resources in the clinical assessment literature that may shed insight on this issue. Although previous reviews have evaluated the content of individual assessment courses, this is the first systematic review of pedagogical resources frequently adopted in reading lists by course instructors. The interpretive guidance offered across tests within these texts was largely homogenous emphasizing the primary interpretation of subscale scores, de-emphasizing interpretation of global composites (i.e., FSIQ), and advocating for the use of some variant of profile analysis to interpret scores and score profiles. Implications for advancing evidence-based assessment in school psychology training and guarding against unwarranted unsupported claims in clinical assessment is discussed.

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.

Are We Preparing School Psychologists for Evidence-Based Practices? Considering Research Methods Curricula

2021 ◽  
Author(s):  
Steven Shaw ◽  
Sierra Pecsi
Keyword(s):  
School Psychology ◽  
Service Delivery ◽  
School Psychologists ◽  
Research Methods ◽  
Training Programs ◽  
Professional Service ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Psychology Training Programs ◽  
Learning School

Professional service delivery in school psychology is changing. The evolution toward complex service delivery (e.g., social justice, social and emotional learning, school climate) in the context of evidence-based practices has resulted in important changes in training and curricula for school psychologists. Training programs have responded to the new directions of the profession by revisiting the focus of curricula while maintaining consistency with the standards established by accrediting bodies and credentialing standards. Despite the evolution of the profession and increased focus on evidence-based practices, research methods and statistics courses have changed little. Research methods curricula, usually not taught by core school psychology faculty, do not often directly support evidence-based practices. Issues and problems of current research methods curricula are reviewed. Revisiting research methods curricula is an opportunity to provide students with the skills to help them become better evidence-based clinicians. Recommendations for school psychology training programs are presented to improve the utility, relevance, and applicability of research methods curricula. More than a relic of an interpretation of the scientist-practitioner model, mindful curricular reform in research methods can be the foundation upon which evidence-based practices and quality school psychology service delivery rests: useful, relevant, and flexible.

Dissemination and Implementation of Evidence-Based Assessment

2018 ◽  
pp. 17-31
Author(s):  
Amanda Jensen-Doss ◽  
Lucia M. Walsh ◽  
Vanesa Mora Ringle
Keyword(s):  
Public Health ◽  
Clinical Practice ◽  
Therapeutic Relationship ◽  
Clinical Assessment ◽  
Routine Clinical Practice ◽  
Dissemination And Implementation ◽  
Clinical Settings ◽  
Assessment Practices ◽  
Evidence Based ◽  
Case Formulation

Abstract: The goal of evidence-based practice in psychology (EBPP) is to improve public health through the application of research-supported assessment, case formulation, therapeutic relationship, and treatment approaches. Although EBPP is defined broadly, many efforts to improve practice have focused on treatment, with less attention paid to other aspects of practice. In this chapter, it is argued that significant work is needed to encourage the dissemination of information about evidence-based assessment (EBA) and its implementation in routine clinical practice. The chapter discusses how EBA differs from usual clinical assessment practices and describes efforts to increase the use of EBA. Finally, the chapter presents suggestions for steps that must be taken to advance the use of EBA in clinical settings.

School-Based Mental Health Professionals’ Bullying Assessment Practices: A Call for Evidence-Based Bullying Assessment Guidelines

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800
Author(s):  
Jamilia J. Blake ◽  
Courtney S. Banks ◽  
Brenda A. Patience ◽  
Emily M. Lund
Keyword(s):  
Mental Health ◽  
School Counselors ◽  
School Psychologists ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Evidence Based ◽  
School Based ◽  
Assessment Guidelines

A sample of 483 school-based mental health professionals completed a survey about the training they have received related to conducting bullying assessments in schools, competence in conducting an assessment of bullying, and the bullying assessment methods they used. Results indicate that school counselors were usually informed about incidents of bullying more frequently than school psychologists. Whereas the majority of school-based mental health professionals surveyed reported some level of competence in using assessment tools for bullying, few reported using empirically based instruments to assess for bullying. This article discusses results and implications, namely, the need to identify clinically meaningful tools for the assessment of bullying and the need to adopt more formal and empirically based methods of assessment in schools.

scholarly journals Opening Doors to Open Science and Scholarship for School Psychology Research, Training, and Practice

2020 ◽  
Author(s):  
Anthony J. Roberson ◽  
Ryan L. Farmer ◽  
Steven Shaw ◽  
Shelley Upton ◽  
Imad Zaheer
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Research Training ◽  
Scientific Evidence ◽  
Open Science ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Questionable Research Practices ◽  
Science Practices ◽  
Research Findings

Trustworthy scientific evidence is essential if school psychologists are to use evidence-based practices to solve the big problems students, teachers, and schools face. Open science practices promote transparency, accessibility, and robustness of research findings, which increases the trustworthiness of scientific claims. Simply, when researchers, trainers, and practitioners can ‘look under the hood’ of a study, (a) the researchers who conducted the study are likely to be more cautious, (b) reviewers are better able to engage the self-correcting mechanisms of science, and (c) readers have more reason to trust the research findings. We discuss questionable research practices that reduce the trustworthiness of evidence; specific open science practices; applications specific to researchers, trainers, and practitioners in school psychology; and next steps in moving the field toward openness and transparency.

Cultural humility as a form of social justice: Promising practices for global school psychology training

2019 ◽  
Vol 41 (1) ◽  
pp. 53-66 ◽  
Author(s):  
Emily S. Fisher
Keyword(s):  
Social Justice ◽  
School Psychology ◽  
School Psychologists ◽  
Cultural Humility ◽  
Educational Services ◽  
Social Injustice ◽  
Promising Practices ◽  
Training School ◽  
Global Context ◽  
School Psychology Training

In an increasingly diverse global context in which school psychologists strive to ensure appropriate educational services for all, addressing social injustice is critical. Cultural humility can serve as a link between cultural diversity and social justice, providing a deep awareness that allows school psychologists to understand themselves and their interactions with diverse students and families. Additionally, cultural humility provides a lens for framing advocacy necessary to address social justice concerns. This article reviews the literature on cultural humility and suggests promising practices for training school psychologists as culturally humble practitioners.

Test Use Among School Psychologists: Past, Current, and Emerging Practices

1997 ◽  
Vol 13 (1) ◽  
pp. 2-9
Author(s):  
Thomas Oakland
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Psychological Testing ◽  
Children And Youth ◽  
Current Test ◽  
Emerging Trends ◽  
The Status ◽  
History Of ◽  
Common Problems ◽  
Test Use

Current test use with children and youth, principally by school or educational psychologists, is reviewed. Issues discussed include the status of the specialty of school psychology, a brief history of educational and psychological testing, traditional purposes of and common problems associated with test use, and emerging trends. Emphasis is placed on conditions within Europe when possible.

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